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2014-16 Mission-based CompactBetween:

The Commonwealth of Australia

and

University of Western Sydney

CONTENTS

Context 4

A. Policy Setting 4

B. The Purpose and Effect of this Compact 4

C. Establishment of the Compact 4

D. The Principles of Commonwealth Funding Support 4

E. The Structure of this Compact 5

Part One: Focus & Mission 6

Part Two: Aboriginal and Torres Strait Islander Access and Outcomes 13

Part Three: Innovation and Engagement 18

Part Four: Teaching and Learning 29

Part Five: Research and Research Training 44

Part Six: General Provisions 52

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

The University of Western Sydney

ABN 55014069881

A body corporate under the University of Western Sydney Act 1997

Of Great Western Highway, Penrith, Sydney

(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

THE UNIVERSITY OF WESTERN SYDNEY – TODAY

UWS is a large, research-led and comprehensive metropolitan university serving a growing and diverse urban region. UWS has a distinct legislative charter encapsulated in its mission statement:To be a university of international standing and outlook, achieving excellence through scholarship,

teaching, learning, research and service to its regional, national and international communities, beginning with the people of Greater Western Sydney.

Planning at UWS reflects a deep commitment to excellence and opportunity in which the University’s place is to be at the leading edge of knowledge, providing a contemporary education of the highest quality that builds successful lives and careers for our graduates, and conducting research that speaks to the development of urban and rural regions, the new economy, cultural life and professional practice.

UWS has both a legislative charter and a demonstrable commitment to serving the Greater West of Sydney – a diverse and growing region of opportunity, challenge and aspiration, but one with a history of social and educational disadvantage. Western Sydney is also an economic powerhouse and its future relies on rapidly and significantly increasing the educational opportunities and outcomes for the people of the region.

While UWS’s strategic focus is on both exemplary teaching across a comprehensive set of disciplines and world-class research in targeted areas, its future is inextricably linked to the future of the region. In 2006 and 2011, the Australian Universities Quality Agency described UWS as a “university of the people”.

The strategic development of UWS has seen it emerge from more than a decade of change and restructure with a greatly improved profile and reputation in the sector. UWS’s focus will be to ensure that teaching and the student experience will continue to give life to our commitment to our communities and to the conviction that students are at the heart of UWS’s mission.

In 2012 the strategic landscape for universities changed with the decision by the Commonwealth Government to lift the caps on student places, enhancing the ability of a larger number of students to choose their institution of study. This more competitive environment has led to Sydney based universities and on-line/distance education providers seeking to expand their market share of students living in Greater Western Sydney (GWS). At the same time, the national standards and quality framework for learning and teaching have been strengthened through the establishment of the Tertiary Education Quality and Standards Agency (TEQSA). These changes present opportunities for universities to increase revenue, but also represent new imperatives in terms of ensuring the attractiveness of UWS courses, the standard of student outcomes, and the quality of learning and teaching and of the student experience.

UWS’s broad strategic aims are to widen participation within an excellence and opportunity model, to continue the development of UWS as a highly respected institution, and to ensure that the quality of the academic program continues to grow. An important dimension of this is the development of more flexible study options for students through implementing a ‘blended learning’ model for all UWS courses. This approach puts greater emphasis on using Information and Communication Technology (ICT) and other forms of learning to complement face-to-face

teaching, offering individual units, and in some cases whole courses on-line. UWS is also implementing an expanded academic year to provide greater choice for students.

UWS’s strategic goal is to continue to increase student enrolments in academic programs particularly where market demand and the University’s commitment to excellence and opportunity together provide a clear rationale for growth. To ensure the sustainability of the academic program in an environment of increased competition, UWS is committed to withdrawing courses and units which are not attractive to students, and introducing new offerings in emerging areas of demand, particularly from employers. In the context of the UWS mission in Greater Western Sydney, UWS is also seeking to expand the pathway and articulation arrangements for students to enter the University, and to increase the emphasis on direct offer provisions. As the student body grows, UWS is committed to continuing to build excellence in the student experience and to support student engagement through investment in, firstly technological innovation and, only where essential, capital developments.

UWS’s research strategy focuses on pursuing scale, impact, critical mass and strength in research through the establishment of four research Institutes. During 2012, research centres and groups were consolidated within the new School structure to further stimulate research activity at the discipline level, and to continue to build research impact and quality.

Current CircumstancesUWS has six main campuses in a region spanning 8900 sq kilometres - Bankstown, Blacktown (Nirimba), Campbelltown, Hawkesbury, Parramatta and Penrith, with other facilities at Westmead and Liverpool.

Greater Western Sydney is an increasingly important region, with: the fastest growing population in Australia which will exceed 2.3 million by 2016 one of the largest urban Aboriginal and Torres Strait Islander populations nationally 150 of Australia's top 500 companies and over 240,000 businesses the third largest economy in Australia behind the Sydney CBD and Melbourne one of the most diverse populations in the world with over 170 nationalities and 50% being first

or second generation Australians

The region also faces significant social and economic challenges, including lower educational attainment.

UWS makes a significant contribution to the region and its social and economic growth: educating over 40,000 students p.a., with over 70% coming from the region and going back to

benefit the region addressing the growing skills needs of the region during a major period of growth and change in

industries and skill requirements directly contributing more than $840 million p.a. economically to the region through its

operations and its students 1

working with over 400 schools, the TAFE and VET sector and with community organisations and government to improve educational aspirations and outcomes

working with industry, community organisations and government on innovation, research and policy developments to benefit the region

contributing to public debate and discourse in the region

Our students (over 40,000 UWS and UWS College students in 2013) reflect the region and make a significant contribution to the widening participation agenda, with: over 70% of all domestic students being from Western Sydney over 50% being first in family at university (neither parent having a degree) the largest number of low SES students of any university over 19% entering on the basis of a VET/TAFE qualification

1 Deloitte Access Economics, Economic Contribution of the University of Western Sydney, Feb 2012

about 170 countries of birth success rates for low SES, TAFE entry and NESB student equal are all close to rates for the

general student populationUWS leads the sector in the breadth and depth of its school engagement efforts, with proven programs to improve educational aspirations and outcomes reaching over 400 schools, 11,000 participants and 1,000 teachers each year. The following typical comment on the UWS program was made by Lindsay Wasson former Regional Director NSW Department of Education: “I cannot conceive of a stronger nor more broadly based commitment by a university to the school sector. This commitment, and the initiatives that flow from it ... are transforming the education landscape .. in (Greater) Western Sydney”. Student satisfaction has improved significantly since 2005. Overall student satisfaction in the CEQ increased from 61.0% to 85.5% from 2005-12 and UWS surveys about teacher and unit satisfaction (SFT/SFU) show similar significant improvement.

Over the past decade there has been a steady growth in the quality, scope and volume of research at UWS as evidenced by the significant growth in publication output, Australian competitive research grant success and the ERA rankings. UWS has established a system of research selectivity and concentration which was developed through three all-of-institution research reviews. As a result, UWS has determined that research will be focused through a number of flagship University research institutes, established over the past two years, as well as other research concentrations in the Schools (centres and areas of developing strength in University research groups). The current research institutes are: Hawkesbury Institute for the Environment Institute for Culture and Society MARCS Institute Institute for Infrastructure Engineering

THE UNIVERSITY OF WESTERN SYDNEY – OUR VISION FOR 2015 UWS aims to be a modern and vibrant metropolitan university which is: known for its engagement with the economic and social development of its region with an international reputation for excellence in its chosen fields of research, and providing national leadership in student success and access

Strategic PlanThe UWS Making the Difference Strategy 2010-15 has three key focus areas, to: create a superior and engaged learning experience develop focussed, relevant and world-class research, build organisational and financial strength

The Strategy is supported through UWS enabling plans (including Learning and Teaching; Research; and Engagement); aligned College, School and Divisional plans; and key performance targets relating to: widening participation; student retention; research; postgraduate load; and international enrolments.

Learning and Teaching (see section 4.1.2 for details)UWS’s vision for learning and teaching focuses on creating a superior and engaged student experience and is underpinned by seven strategic imperatives to: ensure that our students achieve high learning standards build pathways that attract talented students from diverse backgrounds, including

internationally provide students with a first year experience that optimises retention and success; develop the ability for students to learn in their own time, supported by ICT-enabled learning; implement a comprehensive Indigenous education strategy that both supports Indigenous

students and teaches non-Indigenous students about Indigenous Australia; have teaching staff – permanent and sessional – of the highest quality;

have teaching programs with embedded engaged learning, incorporating relevant community, industry and international aspects;

Student load - UWS and UWS College (see section 4.1.2 for details)

The Board of Trustees has determined that substantial growth for UWS as the region’s population grows is a given and growth will continue to be a key consideration in institutional planning and quality assurance. increase CGS commencing students by 7% p.a. 2013-15 (being a 1.5% increase on UWS

commencing p.a. and significant increase at UWS College) and from 2016 increase overall by 2.5% p.a.

build total student numbers (headcount not FTE) from 40,000 (2012) to 50,000 (2020) increase the number of higher degree by research students by 5% each year to 2015 UWS College: expand this successful model to Lithgow, Bankstown and Werrington South

campuses by 2014 and; from 1, 200 in 2012 to nearly 4,000 students by 2015. The University will seek funding for later expansion to Hawkesbury and Campbelltown campuses. UWS College provides Foundation studies and Diplomas as alternative pathways into UWS (with direct entry in to second year university study for students who are successful in a comprehensive 12-18 month program in the College).

Research and Research Training (see section 5.1.2 for details)UWS’s vision for research is to develop focused, relevant and world-class engaged research and is underpinned by a strategy of research concentration and selectivity to build its capacity and the sustainability of its research. This vision will be achieved by: increasing overall research intensity and performance; achieving outstanding quality in research and scholarship; enhancing and increasing the scope of our productive research groups; developing effective research partnerships, and providing a rich and stimulating environment for research students.

Engagement (see section 3.3.2 for details)Engagement is an overarching priority and an important mechanism for strengthening teaching, learning and research through the mutually beneficial exchange of knowledge with partners. Priority areas include: improving educational attainment across GWS: to enhance literacy (language, finance, science,

culture), improve children’s futures (tutoring/mentoring, research), build Indigenous education and focus on science and maths

economic development: target small and medium enterprises, focus on financial literacy and sustainability, build strategic partnerships with business sectors

climate change/sustainability: strengthen literacy and skills of the public and business sectors, strengthen environmental education services in GWS

intercultural understanding: promote cultural harmony and dialogue in GWS, develop graduates as global citizens, focus on Indigenous graduate attributes.

Academic ProgramsUWS has a dual focus on excellence and opportunity, with programs aimed at encouraging students who have a range of academic and life experiences to excel by: encouraging students to enrol in advanced degree programs and courses with high academic

entry requirements such as medicine, law, and advanced business, science, nursing, arts encouraging students to enrol in a wide range of university programs and to strive for

excellence in undergraduate and post graduate study encouraging potential students who may have had social, educational or economic

disadvantages to achieve success through alternative pathways to university and appropriate support – such as through UWS College diploma programs; Badanami alternative Indigenous student pathways, recognition of prior learning and articulation arrangements with TAFE as

well as through support programs once they come to UWS such as the PASS (Peer Assisted Study Sessions) program.

UWS has been successful in attracting a cross-section of students, including high-performing students, drawn to the various advanced degrees and leadership programs of the University. Historically, many of these students attended inner city universities.

In 2013 UWS introduced ‘The Academy at UWS’ as part of a strategy to augment our advanced degrees and the Aspire leadership programs. The concept of The Academy emerged after a review of our advanced degrees and a commitment to continue to attract high-performing students from Greater Western Sydney, by offering opportunities that will enhance both the students’ leadership and community engagement skills.

The Academy will provide our students with exceptional professional development opportunities, an expanded academic experience, and the chance to undertake engaging projects in the community. This unique program will challenge students academically, as well as exposing them to some of the issues confronting our society.

The Head of The Academy is Professor James Arvanitakis (recipient of the 2012 Prime Minister’s University Teacher of the Year award for his outstanding contribution to teaching, building an engaged student cohort and work with primary and secondary schools throughout Greater Western).

Organisational StrengthThe Making the Difference strategy focuses on: a comprehensive staffing strategy – Our People 2015 building robust international partnerships and enrolments a Campus Development Strategy to leverage land holdings to increase income; a robust rolling capital planning process reflecting overarching strategic priorities; and building productive relationships with alumni and sponsors through the Development Plan

International Framework A research-led university serving the Western Sydney community must be international in its scope and outlook. UWS students originate from more than 170 different national backgrounds and nearly half of UWS Australian students are from non English-speaking backgrounds being children of migrants to Australia.

The International Plan has four key objectives: develop targeted international partnerships to support research and educational priorities; create an enhanced international student experience at UWS and in Greater Western Sydney; develop a suite of accessible international study experiences; and contribute to the organisational and financial strength of the University. By 2015, UWS aims to: develop partnerships with world leading national and international research units to facilitate cooperative research; link international students with the regional community; increase the number of students in overseas exchange programs; and increase on-shore international student enrolments.

UWS Our Future Action Program 2013-15, This suite of projects and activities will address UWS strategies through six broad activity streams: Learning and Teaching Flexibility: Beyond the Classroom – through high quality online teaching

and blended learning options in all courses; Optimising the Use of the Academic Year and Infrastructure – through a trimester model; better

use of teaching spaces and days; learning spaces which facilitate the learning and teaching plan

Staffing for Development - through a robust academic workload framework; outcomes in enterprise bargaining; encouraging a culture of adaptability and change

Financial Sustainability - through cost benefit analysis of projects; savings and a review of each division

Academic Program and Pathways - through a review of all programs to be competitive and attractive to students and employers; expanding double degrees and innovative courses; expanding pathways to undergraduate degrees particularly through UWS College and TAFE.

Marketing the University: Branding and Identity – through better reflecting market data, trends and UWS strengths against other providers; increasing direct offers; stronger presence in our region

Meeting Commonwealth ObjectivesUWS strategies align well with the nine Commonwealth objectives and five important measures, in particular through the UWS strategies to: focus on excellence and engaged learning in the student learning experience increase engagement with industry in the courses offered; course content; and engaged

learning have significant growth in enrolments widen participation (schools, VET sector and industry engagement and pathways provided) increase overall research intensity, performance and effective dissemination increase international connections with Asia

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 ObjectivesThe 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

Aboriginal and Torres Strait Islander Access and Outcomes UWS campuses across Greater Western Sydney span the Darug, Gandangarra and Tharawal nations, in a region with one of the largest populations of Aboriginal and Torres Strait Islander people.

The UWS commitment and strategies to improve higher education outcomes for Aboriginal and Torres Strait Islander people, are reflected in:1. A Reconciliation Statement, approved by the UWS Board of Trustees (1998): “This University

is committed to providing higher education pathways for Indigenous students and contributing to the process of reconciliation as an education institution which shares with the Australian community the cultures, languages, history and contemporary experiences of Australia’s Indigenous people”.

2. The UWS Making the Difference Strategy (2010-2015), commitment to: “Implement a comprehensive Indigenous education strategy as part of its strategy to create a superior and engaged learning experience”. This includes a target to increase access and retention.

3. The UWS Indigenous Education Policy, and Badanami Centre for Indigenous Education - commitments regarding Aboriginal and Torres Strait Islander students to:

Increase undergraduate and postgraduate enrolment, progression, success and completion rates to levels commensurate with those of other Australians;

Increase research and participation in governance of research; Ensure the inclusion of appropriate Indigenous content in curriculum; Raise the prominence of Indigenous culture across the University; Increase community engagement and outreach; Increase participation in governance and decision making; and Foster international Indigenous awareness and collaborative projects. 4. Scholarships – in addition to managing Commonwealth scholarships UWS funds its own

Indigenous scholarships: Achievement, Smart Start, Academic Achievement, U-Step Merit Equity, and Honours

5. The UWS Learning and Teaching Plan 2012-2014 incorporates an Aboriginal and Torres Strait Islander education strategy, including to:

implement the UWS Indigenous Graduate Attribute; develop modes of study and support structures to attract and retain students; expand access to UWS courses through enabling and bridging pathways; maximise employment for students by engaged learning with partners; further develop Indigenous international partnerships; build the cultural competency of UWS staff; and increase staff capabilities including teaching capabilities among early career academics.6. The UWS Office of Aboriginal and Torres Strait Islander Employment and Engagement was

recognised as an exemplar in Aboriginal and Torres Strait Islander culture and governance in the Behrendt Review. The Action Plan 2013-15 has six key objectives:

increase the participation rate and employment outcomes across all levels of UWS ensure UWS has the ability to meet the needs of Aboriginal and Torres Strait Islander People as

an ‘Employer Of Choice’ develop leading strategies and help shape the national agenda redress, through affirmative action in employment, past disadvantages create a work environment free from discrimination which promotes cultural understanding build and develop a positive working relationship with the community 7. The UWS Research Plan 2012-2014 - commitment to support and increase Aboriginal and

Torres Strait Islander participation in research degree programs8. Schools Engagement Strategic Plan - commitments to improve educational aspirations and

attainment of Aboriginal and Torres Strait Islander school students. Key UWS programs include: the Indigenous School Student Mentoring Program; the Heartbeat Program - Engaging Indigenous Primary Students in Health and Medicine; UWS Rural Indigenous Student visits; and a School visits/engagement program.

9. The Badanami Alternative Entry Program and Medical School entry program – provide effective entry processes to increase participation in undergraduate programs at UWS.

INDIGENOUS GRADUATE ATTRIBUTE UWS, in consultation with Elders and the community, developed and committed to the systematic application of an Indigenous Graduate Attribute (IGA) to all of its courses in a phased implementation program. The IGA includes a set of generic skills which UWS courses will be expected to include which are assessed as part of the course/unit approval process. The IGA aims to: ensure that UWS graduates develop relevant knowledge and skills to demonstrate cultural

competency and professional capacity to interact with the broader Australian society; raise the level of academic service delivery to UWS students; appreciate the culture of Indigenous Australia and gain the skills necessary to work productively

with Indigenous communities; and ensure the inclusiveness of a national identity of Indigenous Australians.

The breadth and depth of the implementation of this Attribute, places UWS at the forefront of sector regarding “cultural competency”. The Attribute will be rolled out across UWS – with more than 40,000 students, 1,100 academics, 300 courses and 1,500 units spread over six campuses and ten Schools.

Support for Aboriginal and Torres Strait Islander students undertaking mainstream programs and Badanami Centre’s Support for efforts in UWS SchoolsThe Badanami Centre for Indigenous Education manages and delivers pathway and block mode degree programs for Aboriginal and Torres Strait Islander students but also supports Aboriginal and Torres Strait Islander students to access and succeed in mainstream programs.

Two-thirds of the Aboriginal and Torres Strait Islander students at UWS are studying in mainstream degrees. The other one-third of this cohort of students is enrolled in the Badanami Centre degree courses (Bachelor of Education – Primary, AREP and the Bachelor of Community and Social Development).

The delivery of these two courses in residential mode allows rural and remote students to access a higher education degree. Both these courses are externally accredited and provide opportunities for Aboriginal and Torres Strait Islander students to be employed in rural remote locations as teachers or community service workers.

UWS staff in conjunction with the Badanami Centre market and promote all courses and disciplines to Aboriginal and Torres Strait Islander communities and people.

The Badanami Alternative Entry Program is an alternative pathway for students that assist them to gain access to UWS courses. A large percentage of Aboriginal and Torres Strait Islander applicants seek access to UWS courses in general. For example, bachelor degrees in medicine; nursing; education; health science and social sciences or postgraduate awards.

Support strategies are provided by the Badanami Centre and its team of support staff across UWS campuses to assist students with their enrolments and to be retained in ongoing studies to the completion of their degrees; provide students with information and referrals to other UWS student services for assistance; assist students to navigate UWS student and academic information at critical times of their enrolment and participation in assessment; provide purpose established support facilities for students to work from and to gain assistance from tutors and support staff or their lecturers.

The Badanami Centre offers support to all Aboriginal and Torres Strait Islander students across the six campuses of the University in collaboration with the UWS Schools and other work units through: working closely with all UWS schools to support students; to implement the UWS Indigenous

Graduate Attribute, to develop appropriate Indigenous content, and to assist with cultural awareness and professional development of staff

providing dedicated space for Aboriginal and Torres Strait Islander students on all six campuses, with support staff, computers, learning spaces and an informal gathering space

being involved in leadership, planning and governance; involving Elders and community in UWS managing the Indigenous Tutorial Assistance Scheme (ITAS) to provide students with academic

support

UWS REVIEW OF INDIGENOUS EDUCATION 2013UWS is undertaking a comprehensive review of its Indigenous Education program in 2013 which includes an internal assessment and submission process with an external review panel. The Panel will consider key documents such as the Behrendt Report of the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People. The Review Panel will assess:

1. Program Impact - The UWS program suite for Indigenous Education aligns with the UWS mission and graduate attributes, meets the needs of students and employers, and is financially viable.

2. Program Design - The learning design model across the program suite is integrated, and ‘fit for purpose’ as it relates to the Aboriginal and Torres Strait Islander student cohort, taking into account their aspirations, confidence levels, backgrounds and abilities.

3. Program Support - There is clear guidance and support for Aboriginal and Torres Strait Islander students in relation to their learning and personal needs as a key part of the overall student experience.

4. Program Delivery - Suitably trained staff and facilities are available to deliver course content.

EMPLOYMENTKey strategies for achieving parity in employment include: active support from university leadership , Elders and the UWS community a comprehensive University-wide commitment through policy, strategy and workplace

agreements, including employment targets an implementation team and Advisory Board involving Aboriginal and Torres Strait Islander

Elders embedding the program in all relevant UWS systems and policies

Key programs include: Traineeship Program (a 1- 4 year program with 98% completion rates so far) Cadetship Program (with 98% completion rates so far). Elders on Campus for leadership, mentoring and cultural workplace relations Early Career Academic and Researchers initiative Hiring Managers’ Mentoring program Staff Professional Development Scholarships Leadership and mentoring programs Industry and Government engagement programs and consultancy services

Approach to setting Performance Indicators The proposed targets recognise actual outcomes for 2011 and 2012 and projected full year outcomes for 2013 based on current 2013 figures; the challenge of increasing student and staff numbers in a nationally competitive environment; the challenge of relatively small school student pipeline numbers; and addressing historic disadvantage.

2.3 Performance Indicators and TargetsThe 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 enrolments2

445 447 488 500 510

Number of all Aboriginal and Torres Strait Islander student completions3

48 49 50 51 52

Number of all Aboriginal and Torres Strait Islander professional/general staff4

29 31 32 33 34

Number of all Aboriginal and Torres Strait Islander academic staff5

4 14 14 15 15

2 Refers to total undergraduate, postgraduate and HDR students by headcount3 See footnote 1 for definition4 Refers to number by headcount5 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

UWS Innovation has primary responsibility for the UWS innovation strategy, which is based on a strong commitment to supporting the UWS community in pursuit of innovation, knowledge transfer, intellectual property and commercialisation and to encourage a vibrant outward-facing culture which develops and embraces positive relationships and interactions with government and industry.

The strategic framework for commercial engagement and growth is closely aligned with the UWS Making the Difference strategy 2010-2015 and includes the following objectives:

UWS Strategic Priority Objective1. Superior and Engaged

Learning Experience Develop and deliver IP and commercialisation programs for

research supervisors and HDR students2. Focused, Relevant and

World Class Engaged Research

Identify key areas where applied research capability is demonstrated and supported for IP potential

Develop effective research partnerships3. Build Organisational and

Financial Strength Provide support for development of research contracts

which protect and manage UWS IP Identify technology, expertise and commercial

opportunities Effective management of IP funds to support IP

development Expansion, monitoring and review of equipment access

strategy Optimise commercial opportunities and internal expertise Develop and implement communication strategy in

support of IP management and commercial activity Provide professional support to academic and student

researchers to achieve the best possible Innovation return

Key areas of focus include: income generation through the commercialisation of intellectual property (IP). effective management of IP through increased awareness of IP amongst academics and robust

protection in agreements. This management of IP helps UWS to avoid losses that may result from missed opportunities, patent infringements, IP disputes or losses that arise from collaborative research agreements or unclear rights of IP ownership in projects where students are involved.

external commercial access to flagship scientific assets including the SIMS, Advanced Materials Characterisation Facility (AMCF) and the food pilot plant. This provides a valuable bridge between external companies and researchers.

Key objectives include to: provide professional support to academic and student researchers to achieve the best possible

innovation outcomes from UWS research activities improve intellectual property driven outcomes through close engagement with UWS staff and

external communities provide internal stimuli to engage researcher’s interest and facilitate interactions with external

business, government and collaborators generate long term income from royalties and other IP benefits utilise IP engagement to increase UWS research income, collaboration and reputation undertake business development opportunities to generate long term beneficial relationships

with external business and government foster an engaged and active inventor community within UWS

The unit activities include to: develop and deliver training in IP to UWS staff and students engage in commercialisation initiatives engage closely with UWS inventors to develop an intimate knowledge of their research and its

commercial potential, thus enabling both research and commercialisation goals to be achieved

facilitate external access for researchers and industry to the University's cutting edge research equipment

UWS Innovation will continue to position the University as a key member in a growing Sydney innovation hub.

Intellectual PropertyUWS Innovation is responsible for the management of intellectual property (IP) generated by UWS staff and students. The unit works closely with individual academics, Schools, Research Centres, the Office of Research Services and the Office of the University Legal Council.

Intellectual Property Evaluation Panels have been established and meet throughout the year to advise academics on investment in pre-patent development and has funds to initiate patenting activities and provide support for prototyping of inventions.

Access to EquipmentThe UWS equipment access program has seen a 77% increase in income and a 135% increase in the number of contracts from external users from 2011 to 2012. This is due primarily to the establishment of the Advanced Materials Characterisation Facility, continued support of AINSE for our Secondary Ion Mass Spectrometry (SIMS) Facility, and the UWS marketing strategy.

2010 2011 2012

No. Contracts 13 17 40Income $ 24,270 $ 114,030 $ 202,884

Two case studies of Engaged Research1. The MARCS Institute – The Baby LabActivity partners/supporters: ARC, DARE (Dyslexia Advocacy Resources and Education Charity Trust) Reals foods, Australian Dyslexia Association

(ADA), SPELDNSW, Dyslexia Australia Pregnancy, Baby and Children’s Expo, Bub Hub, Playgroup NSW, Narellan Town Centre

The MARCS Institute BabyLab is the foremost laboratory in Australia for research on infant speech and language development. Since its inception in 1999 the BabyLab has continued to expand and each year lures many international and local infant collaborating researchers to UWS.

2. Water and Land Management Innovation & Sustainability Enhancement Partnership in Peri-urban Research (WISER)

Activity partners: University of New England, University of Melbourne, The NSW Department of Primary Industries, CSRIOLand & Water. Blacktown, Liverpool, Hawkesbury and Penrith Councils and relevant NSW Government agencies are also partners in the project.

The WISER Network comprises of four Western Sydney councils (Blacktown, Hawkesbury, Liverpool and Penrith), five universities (UWS, UNE, UniMelb, RMIT University and QUT) and a number of water dependent businesses, government agencies and community groups. The Network seeks to integrate science, policy, management and communities to improve understanding and management of water and land in peri-urban landscapes and work towards a common platform with a shared water vision matched to regional sustainability, jobs and prosperity.

UWS Partnership Scheme – Collaborative researchThe UWS Research Partnerships Program is a flexible scheme that encourages individuals and groups to submit applications for support of a research project jointly developed and funded with an external partner. Partners suitable for collaboration may be from industry, commerce, and the public and community sectors. International collaboration will be considered. Applications involving Greater Western Sydney (GWS) partners are particularly encouraged. Grants are normally up to $25,000 with a matching amount from the industry partner. The idea is that these grants will lead to an ARC linkage grant application. A 7 year (2005-2011) analysis of the UWS Research Partnership Scheme shows an overall return on investment of 20.64.

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 Information6 2012

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

Filed = 12 Issued = 0 Held = 72

Number of all active licences, options or assignments (LOAs)7 executed and income derived

No. = 2 Value($) = $157,161

Number and value of research contracts and consultancies executed8

No.= 73 Value($) = $2,991,493

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

No.= 11 Value($) = $1,070,430

Investment ($) = 0 Value($) = 0


IndicatorBaseline

2012ProgressiveTarget 2013



Target 2016

Category 4 Income 161,802 450,000 750,000 1,000,000 1,000,000

6 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).7 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.8 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.


UWS has a focus on meeting the needs of our region, Greater Western Sydney, which has over 240,000 employers spanning a wide range of industries. UWS engages actively with employers, industry groups, and professional associations across the region through a range of programs, consultations and engagement activities. Noting the significant number of small and medium enterprises, UWS School of Business continues to have a focus of engagement with SMEs.

This engagement actively informs the nature and content of our courses, research and programs.

Meeting Demand for GraduatesUWS has a significant growth strategy for student enrolments (to increase from 40,000 to 50,000 students by 2020) which recognises projected growth in population and employment in the region. This increase will be across the full range of UWS courses, recognising the breadth of demand for graduates across industries and areas.

That growth in enrolments and meeting future skill needs will be enabled and encouraged by: pathways provided to UWS through UWS College (with numbers increasing to 5000 p.a.) pathway articulations for VET/TAFE qualifications (with over 400 articulation agreements) a comprehensive UWS school engagement program (with over 400 schools to improve

educational attainment and build awareness of higher education as an option) regular reviews of existing courses are conducted and they involve relevant representatives

from industry and professional associations to better meet the needs of employers and assist in the structure and direction of courses.

An essential part of establishment of new programs at UWS and regular reviews of any programs with difficulty attracting students involves an examination of demand for graduates as provided by DIISRTE and the number of places currently on offer at other universities. Analysis of demand for identified employers is also performed to establish a sustainable level of demand for graduates.

Considering Employer Needs In Courses and Course ContentUWS courses have long been informed by industry and regional needs, and this is reflected in:

UWS Course Approval processes: have a strong focus on evidence of employer demand, exceeding professional accreditation requirements, and ensuring all courses have an engaged learning experience. The 2012 UWS Review of Community and Regional Engagement highlighted a rich selection of engaged learning activities, including UWS Co-Operative Program projects with a wide range of partners in private and public enterprises and community organisations.

In response to a series of strategic decisions by the Board of Trustees in 2012 the University has established a set of Our Future projects, including an Academic Programs and Pathways project. This will reshape the University’s academic program strategy and profile to better meet graduate and workforce needs, and student aspirations for study pathways leading to rewarding careers and life-long learning.

External Advisory Committees in each UWS School - ensure courses meet industry/professional needs. They contribute to course review and development based on industry and work force trends

Professional accreditation of courses and registration of graduates involve regular review of course material and outcomes to ensure that graduates meet professional requirements.

Surveys: In addition to considering the results of the Graduate Destination Survey, UWS surveys employers to identify key capabilities they seek in graduates; satisfaction levels; key trends in the next five years and future skills required.

Broader UWS Engagement with Employers - helps to inform the nature and content of our courses: paid internship program Alumni Relations Unit contact with UWS alumni and industry expos (Edfest, HiTech fest and Graduate Expo) UWS CareerHub website contact with professional associations such as - Chartered Accountants annual UWS careers

fair; Australian Computer Society events and scholarships; Engineers Australia and APESMA events; Australian Association of Graduate Employers events

academic staff engagement with associations to ensure students comply with workforce requirements e.g. Engineers Australia requiring 12 weeks of work experience by graduates

Careers and Cooperative Education Internship Program – Partnerships with Industry Every year approximately 180 students are placed in UWS coordinated internships. The

internships provide valuable professional experience, and compliment the academic experience of students. Distinctive features of the program include payment of students for their work, and complete recruitment services for organisations.

Feedback from both students and industry partners has been overwhelmingly positive since the program started in 1995. Consistently over 85% of students indicate that the internship was a valuable learning experience and that they benefited from the program. In addition over 50% gain ongoing work based on completion of the placement, either with their industry partner or at another organisation as a direct result of their experience.

Industry feedback has consistently been very positive with over 90% indicating that students were professional in the workplace and 85% that the students worked to a high standard.

Engaged Learning Practice Engaged learning practice with employers, industry and the profession is a key focus for UWS: the UWS Making the Difference Strategy 2010-15 includes as one if its three pillars a

commitment to: “create a superior and engaged learning experience”, with a commitment to “embed engaged learning in every program”.

two UWS Graduate Attributes ensure approval of new or varied courses include engaged learning:

o applies knowledge through intellectual inquiry in professional or applied contexts; o brings knowledge to life through responsible engagement and appreciation of diversity in an

evolving world The 2012 UWS Regional Engagement Review and the 2011 AUQA panel praised UWS for its “impressive examples of the range of engaged learning experiences”, citing work experience in industry, practical placements, internships, field trips, and volunteer work as particularly relevant.

Engaged learning will continue to take multiple forms discipline by discipline through: Service learning – where practical experience in the workplace complements classroom

learning. Examples include law students working in the Parramatta Community Justice Clinic; psychology students involved in MacArthur Lifeline Counselling; medical students involved in William Rose School regarding students with an entrenched disability; art therapy students at the Richmond Fellowship with an entrenched disability.

Capstone projects – where a final year unit involves student placements in industry, government or community organisation to work on a negotiated project

Practicum and placements – across health, education and other disciplines.

UWS will consider the recommendations of the AUQA Report of 2011 and 2012 Review of UWS Community and Regional Engagement, to clarify the definition of engaged teaching; evaluate the impact of engaged learning activities and share good practice.

Engagement With Industry/Profession At Each School, including: having External Advisory Committees for the development and review of courses, with these

committees chaired by and having a majority of external members from industry and the profession

ensuring professional courses and curricula meet requirements of the professional accreditation bodies

using workforce data from organisations such as ABS, Health Workforce Australia and professional bodies

academics maintaining active contact with the profession/industry through ongoing clinical work; participation in professional bodies; networking and professional development events; working with Federal and state departments, national registration authorities, and accrediting bodies

arranging traineeships/internships leading to work for post-graduate students; special projects for working with industry; professional experience units, service learning units/work integrated learning

developing courses jointly with the profession/industry, such as the Master of Child and Family Care (Karitane) developed jointly with Karitane

offering graduate transition programs

Teacher quality initiativesThe quality of the UWS student cohort is particularly assured by the fact that the majority of UWS initial teacher education students enter at the postgraduate level, having successfully completed a relevant undergraduate degree.

The quality of UWS teaching graduates and the courses that UWS provides is assured by: UWS courses are professionally accredited every five years (current phase ends in December

2014) UWS meeting regularly with the NSW Institute of Teachers to discuss and confirm the quality of

course design and delivery, particularly for course re-design to meet the new initial teacher education program accreditation requirements

Discussions have focussed on the three UWS Master of Teaching courses and the Bachelor of Education (AREP) in the context of the Great Teaching Inspired Learning Blueprint (March 2013).

Improvements to professional experience preparation placements are being adopted as part of the UWS School of Education Action Plan which arose from the School Review (October 2012). These will ensure high quality school placements are experienced by all students as they work on successfully achieving all of the graduate teacher standards.

Two UWS Directors of Academic Program have been trained by the NSW Institute of Teachers as Program Panel Assessors as part of a peer review process.

Regular meetings/conferences occur between the NSW Institute of Teachers and the NSW Council of Deans of Education to consider the improvement of teacher education quality

The School rewards the brightest students at the annual Dean's Award ceremony as part of its efforts to attract students of a high calibre

Health Workforce UWS is directly engaged in regular discussion with health officials in relation to future health workforce needs: At a national level, this includes the provision of data to Health Workforce Australia UWS has representatives on the key bodies at regional levels that engage directly with Health

Education and Training Institute (HETI), as well as direct engagement with Local Health Districts, especially but not solely those in Greater Western Sydney. UWS representatives are active participants on advisory committees for the following Clinical Training Networks:

Sydney, Western, South Coast, Metro North and East. As a member of the North Coast Medical Education Collaboration, UWS is also represented on the North Coast Interdisciplinary Clinical Training Network

There remains a critical link between capacity within programs and ensuring that sufficient clinical placements are available for students to complete their course of study

UWS also works with the relevant Councils of Deans (across medicine and health sciences) on matters of health workforce to assist in informing student numbers and demand

Improving clinical placements: Across UWS programs, academic staff work directly with relevant health practitioners and

health sector as part of program design and delivery to expand and support sites undertaking clinical placements.

Placements are undertaken in a range of settings – public sector, private and community/non-governments services and each require the provision of clear articulation of requirements and objectives across all parties – university, student and placement provider.

UWS works collaboratively to evaluate placements and improve their value to all parties. UWS has utilised funding awarded through the Department of Health and Ageing (Increased Clinical Training Capacity program) and HWA to support supervisor engagement and support of placements. Where appropriate, these have also been aligned with research activities within the School to embed improvements in future professional knowledge and practice.

Each discipline area has regular contact with partners involved in clinical placements. For example - the School of Social Sciences and Psychology has regular meetings between the student coordinators with a range of partner organisations – Ministry of Health: local health districts; ADHC (NSW) and Cerebral Palsy Alliance. This has ensured close links and correlations between capacity and availability of students as much as possible

Ongoing curriculum development UWS has engaged in an active program to support the integration of blended learning across all

of its programs. Health programs already have a strong approach given the incorporation of clinical and other work-based placements as well as simulated learning environments.

Programs are now also incorporating additional technology based teaching and learning opportunities into their programs.

UWS liaises closely with employers and leaders in the clinical and professional practice domain to ensure the currency of its courses.

With the support of government funding, opportunities for increased inter-professional training opportunities which is a key facet of curriculum development/workplace preparation

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.


Engagement is an overarching priority for UWS which is recognised in the Making the Difference Strategy: 2010-2015 overall vision of “bringing knowledge to life in Greater Western Sydney through community and business engagement with our learning and our research” and the three key pillars of that strategy including commitments to “engaged learning” and “engaged research”.

The UWS emphasis on engagement is reflected in the AUQA recognition of UWS being a “University of the People” (2006 and 2011 AUQA Audits).

Engagement is an important mechanism for strengthening teaching, learning and research through the mutually beneficial exchange of knowledge with external partners.

UWS engagement priority areas include:1. improving educational attainment across GWS: to enhance literacy (language, finance,

science, culture), improve children’s futures (tutoring/mentoring, research), build Indigenous education and focus on science and maths

2. economic development: target small and medium enterprises, focus on financial literacy and sustainability, build strategic partnerships with business sectors

3. climate change/sustainability: strengthen literacy and skills of the public and business sectors, strengthen environmental education services in GWS

4. intercultural understanding: promote cultural harmony and dialogue in GWS, develop graduates as global citizens, focus on Indigenous graduate attributes.

The UWS Engagement Strategic Plan 2010-2013 includes a focus on: engaged learning opportunities for students; school engagement initiatives to increase educational attainment and opportunities for young

people in GWS; support for engaged teaching and research; and increased community input and partnerships between the university and the community.

Future Directions for EngagementThe University undertook a major internal and external review of its engagement activities, leading to a Panel Report – 2012 Review of UWS Community and Regional Engagement. The Review has enabled UWS to reappraise its engagement strategy and outcomes as well as consider future directions.

The Review process included visits by Review Panel; focus groups with external organisations; submissions by staff and external partners and a full-day staff forum (with representatives from every academic School, four Research Institutes, UWS College, plus other key areas of the University).

The Review highlighted important achievement and issues in the areas of: School Engagement Engagement in learning, teaching and academic programs Student participation in engagement activities and programs Engaged research Civic engagement

The Panel praised UWS for its engagement “the partnerships the University has built with the community and region are impressive in terms of their breadth and depth. The sheer scale of these is reflective of institutional commitment.”

The Panel Report included 12 commendations and 10 affirmations for the UWS Engagement strategy and activities and 15 recommendations for future directions. These will all inform the future UWS Engagement Strategy. The recommendations include: UWS adopting “a University for the region” as its engagement theme UWS to be the “go to” place for information in the region, acting as a laboratory for peri-urban

settings; providing a stronger leadership role for the region with stronger alignment to regional priorities.

UWS to enable easier access for partners to research, and collaborative engagement. This will be pursued through a new UWS Gateway Office to provide a direct link between the University, the community, businesses and local and regional organisations and to facilitate research collaborations and strategic input in local and regional issues in Greater Western Sydney

The role of provosts and the Executive in engagement to be enhanced Improve alumni engagement

Schools Engagement UWS has led the way among Australian universities with a whole-of-institution strategic plan for schools engagement. The Schools Engagement program received a commendation in the 2011 UWS audit undertaken by the Australian Universities Quality Agency: “The University of Western Sydney is commended for its extensive programs for engagement with schools and prospective students in the Greater Western Sydney region”.

The 2014-16 Schools Engagement plan will be the third renewal. The primary focus is increasing educational aspiration and attainment, particularly in Greater Western Sydney. This includes a priority of student engagement in education and lifelong learning, including for disadvantaged groups, helping to improve school retention and higher education preparedness and participation rates.

The UWS Schools strategy and its supporting action plans were developed in consultation with the ongoing UWS Schools Reference Group which includes leaders across all of the Greater Western Sydney school sector – state, independent and Catholic schools.

Each year, over 20,000 school students participate in hands-on academic enrichment, tutoring or mentoring activities. Over 1,000 UWS students and staff from all faculties, most research centres and a range of non-academic areas contribute to their learning. UWS has directly connections with over 850 schools and thousands of teachers and staff from government, Catholic and Independent school sectors.

These activities enrich learning for high achievers and middle-range students but are also designed to build the engagement, confidence, skills and educational attainment of disadvantaged or disengaged students and encourage students to undertake university study. Key schools engagement initiatives which include higher proportions of such students include: The Fast Forward program –targeting students who show potential for leadership and academic

success, but may be at risk of dropping out of school. This has grown from 5 to 52 schools since 2004.

Pathways to Dreaming (the Indigenous School Student Mentoring Program) –encouraging and supporting educational and career aspirations of high school students from year 8 onwards. It includes an induction day, welcome ceremony, motivational sessions, regular mentoring, on-campus academic enrichment workshops and embedding of Indigenous knowledge and cultural awareness.

Other – Heartbeat; Young Writers’ Day; Math IT; Academic Speakers in Schools; Whitlam Institute’s ‘What Matters?’ writing competition; environmental education programs; Brain Bee Challenge; UniSteers; Science and Maths Exposed; Refugee Action Support program.

VET Sector EngagementUWS has a longstanding positive working relationship with the VET sector and TAFE Institutes across the region and has negotiated over 400 articulation agreements to facilitate and enable pathways and academic credit from TAFE or VET qualifications in to UWS degrees. UWS is collocated with TAFE on a number of our campuses. More recently UWS has been exploring blended academic offerings involving both university and TAFE delivered components towards a combined degree.

Regional Development and NSW GovernmentUWS is committed to supporting economic development in the State, including attracting international students, strengthening linkages with industry and collaborating with the NSW Government on infrastructure and new initiatives

3.3.3 Performance indicators and targetsThe 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

2012Progressive Target 2013



Target2016

Number of active collaborations9 with industry and other partners in Australia

114 130 140 150 160

Number of active collaborations10 with industry and other partners overseas

30 40 50 60 60

Category 3 Income 4.06 4.25 4.60 4.90 4.90

9 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.10 See footnote 8 for a definition of collaboration.

PART FOUR: TEACHING AND LEARNING4 TEACHING AND LEARNING

4.1 Student enrolments


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

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

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

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

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

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


University student enrolment planningThe overall UWS plans and strategies for student load are to: increase commencing students by 7% p.a. 2013-15 (being a 2.5% increase on UWS

commencing p.a. and significant increase at UWS College) and from 2016 increase overall by 2.5% p.a.

build total student numbers (not EFTSL) steadily from 40,000 (2012) to 50,000 (2020) increase the number of higher degree by research students increase total domestic fee paying load by 5% each year from 2015 international enrolments to be steady in 2013 with small increases from 2014 onwards increase domestic HDR load by 5% each year increase the UWS College first year and Diploma students significantly by expanding the College

at Nirimba and Westmead and adding new sites at Bankstown, Werrington South, and Lithgow by 2014

open a UWS campus in Parramatta CBD from 2014

Alignment with Commonwealth ObjectivesUWS will continue to make a major contribution to the Commonwealth objectives outlined in 4.1.1 by: increasing the number of UWS students from 40,000 to 50,000 (helping the degree holder

target and meeting the skill needs for the huge and growing region of Greater Western Sydney). At the 2011 Census, the percentage of people in GWS aged 25-34 with a university level qualification was 29%. This has been steadily increasing and should meet the target of 40% of 25-34 year olds to hold a university qualification by 2025

increasing the number and proportion of UWS students who have a low SES background (noting UWS already has the largest number of low SES students nationally)

Commonwealth Grants Scheme (CGS) Funded StudentsThe University plans to steadily increase the number of commencing CGS students each year, noting: continuing improvements in demand (first preferences increased by 22% in the past five years) ; continued focus on students from Greater Western Sydney (GWS) where first preferences

have increased by 28% over the same period and 75% of all UWS domestic students coming from GWS.

This growth in student numbers is distributed across all clusters, with the largest clusters continuing to be, Cluster 3 - Maths, Statistics, Behavioural Science, Social Studies, Computing, Other Health etc, followed by Cluster 1 - Law, Accounting, Commerce, etc.

In addition there is strong demand for health related courses such as Nursing, Midwifery (introduced in 2013) and the Allied Health courses including Physiotherapy, Occupational Therapy, Podiatry and Traditional Chinese Medicine.

Based on demand, UWS could enrol more students in all of these health courses but has capped enrolments due to a lack of clinical places being available for practicum training. An example is the new B Midwifery course introduced in 2013 which UWS capped at 45 commencing students despite receiving 275 first preferences. Equally Nursing had one of the largest increases in first to third preferences but had to cap enrolments.

This is a serious issue given the population in GWS is projected to increase from 1.9 million to 3 million by 2036 and there is already a lack of health professionals to service the current population.

UWS College students at UWS College have grown from 225 CGS funded places in 2008 to at least 1,250 CGS

funded places for 2013 expanding the College at Nirimba and Westmead and adding new sites at Bankstown,

Werrington South, and Lithgow by 2014 (as a result of funding from the Structural Adjustment Fund) will enable a significant further increase in student numbers to 2016

UWS College provides students with the opportunity to study at University who may not have had that opportunity due to educational disadvantage or low educational attainment at school. UWS College provides a model of intensive academic support for students where after a year of successful study they are guaranteed a place in second year UWS study. Students who enter year two study at UWS through the UWS College pathway perform as well as other UWS students and perform better than similar ATAR level students who entered directly to UWS first year study.

International Students Commencing international on shore student load continued to decrease over the last few years,

however, commencing international on shore load is predicted to stabilise in 2013. UWS initially aimed to increase international students from 3,035 EFTSL in 2011 to over 4,000

EFTSL by 2015; however, in the current environment this is now likely to take longer.

Domestic Postgraduate Students UWS faced a significant decrease in commencing domestic fee-paying postgraduate coursework

load in 2011, of nearly 30%, which then stabilised in 2012 UWS aims to increase total domestic fee paying postgraduate load by 5% p.a. from 2015. Domestic Higher Degree Research (HDR) RTS load increased marginally in 2012 after increases

of 13% in 2011 and 29% in 2010, UWS plans a further 5% annual growth in domestic HDR load each year to 2015. Changes to the accreditation and AQF requirements for teaching and health professions to

include a post graduate component in the course, will require an increase in funded post graduate places.

Trimester System It is unclear what impact the gradual implementation of a trimester system will have on the

total student load. In 2013 and 2014 there will be only a small number of units offered outside the traditional two semester sessions but this will grow over time.

Total Students Including UWS College, the aim is to continue to build total student numbers from around

40,000 (actual not EFTSL) in 2011/2012 to 50,000 by 2020.

Sub bachelor planning

UWS has a funded allocation of 999 sub bachelor places which are used to address the educational disadvantage of the region and to provide effective pathways to UWS through: an embedded Foundation studies program at UWS College.

The Foundation program provides a structured six month program to improve the academic and study skills of students with low ATARs, educational disadvantage and other backgrounds which would make direct entry to UWS first year programs difficult.

a UWS College pathways and first year program UWS College provides an effective pathway to UWS undergraduate study, with the first year of a UWS undergraduate program being delivered in a more classroom style environment which then enables those students to enrol in second year UWS study. These are offered with exit options that will provide students with a Diploma or in some cases Associate Degree where the student does not go on to complete a full degree at UWS.

enabling programs for students at UWS UWS provides a Unistep and other programs to help students gain the necessary study and other skills to thrive at UWS

UWS College plans to increase the number of places available under its Foundation and first year model. This expansion is possible due to the $24 million funding provided under the Structural Adjustment Fund for a new building at Nirimba (to be opened in 2013) and new facilities at Lithgow, Werrington South and Bankstown (due to open in 2014). In addition new Associate Degree courses are being offered - Creative Industries commenced in 2012 and Engineering commencing in 2013. Other courses will follow in the future.

VET Sector and pathways/articulationsUWS has longstanding and positive relationships with TAFE Institutes in our region and has negotiated over 400 articulation arrangements with TAFE and VET sector providers in to UWS programs, with these continuing to expand and evolve.

UWS has a web portal which assists potential students to assess what accreditation and recognition they will receive for their existing TAFE/VET qualifications thereby reducing the number of units required to study to obtain a UWS degree.

Other PathwaysUWS also offers pathways through the Badanami alternative entry scheme to assist Aboriginal and Torres Strait Islander students gain entry to UWS.

Bachelor degree planningUWS has as general growth strategy across all disciplines, particularly where there is demonstrated student and industry demand. The aim is for an increase of a 2.5% p.a. in CGS funded commencing load.

Strongest/largest UWS Disciplines: Society and Culture; Management and Commerce; Creative Arts Health; and Sciences

Disciplines projected to grow: Society and Culture (Social Sciences, Arts, Policing, Psychology); Health (Complementary and Rehabilitation Therapies); Sciences; Engineering and Construction;

Information Technology and Nursing, however, there is a limit on clinical places available

Disciplines projected to stabilise or decrease: Management and Commerce, while a large cohort for UWS, has seen reducing enrolments to

2013 but is expected to stabilise from 2014.

Police StudiesUWS already offers a Bachelor of Police Studies and a Police Diploma through UWS College. UWS will submit a tender to the NSW Government to train police graduates from 2015, with the tender process expected to open in late 2013 or early 2014.

2012/13 outcomes and 2014/15 projections After a number of years of steady increases in commencing load, there was a drop of 0.7% in

commencing load in 2012 when the cap was lifted and more universities actively sought additional places.

Early predictions for 2013 indicate an increase of approximately 2% in bachelor load and this is projected to continue in 2014 and 2015.

LimitationsOne of the major limitations impacting on future bachelor level growth is the inability of UWS (like other universities) to find clinical practicum placements in our range of professional degrees. Demand is very strong in these areas, however, because clinical places cannot be found this is limiting the number of students that can be accepted. This is particularly so in nursing and physiotherapy.

Postgraduate planningThe University Making the Difference Strategy includes a priority of increasing post graduate load to achieve a domestic postgraduate and research Load of 3,300 EFTSL by 2015, comprising: increased Commonwealth Supported Postgraduate (CSP) Coursework Load subject to funding a 5% p.a. increase in Fee Paying Postgraduate Coursework Load each year to 2015. a 5% p.a. increase in Higher Degree Research Load each year to 2015 (based on 2009 levels).

UWS already exceeds the current 1,770 funded CGS Postgraduates places, primarily due to increasing demand for our Masters of Teaching programs from UWS students who completed undergraduate pathways courses and from students who have completed undergraduate courses at other universities.

UWS needs additional funded CGS Postgraduates places above the 1770 cap due to:1. Continuing increase in demand for post graduate programs generally which reflects employer

expectations for post graduate qualifications and the burgeoning population in the region2. AQF and TEQSA requirements for the teaching degrees - which from 2015 require the entry

level to the profession to be restructured from a 1.5 year post graduate program to a two year post graduate program with a consequent 30% increase in post graduate load in the second year of that program in 2016, (a projected increase of 427 EFTSL)

3. TEQSA requirements on programs of B Health Science/Master of Physiotherapy; Occupational Therapy; Traditional Chinese Medicine; and Podiatric Medicine which, as combined undergraduate and post graduate programs, are currently classified for funding purposes as undergraduate for the full program. From 2015 TEQSA guidelines will require these programs to be offered as separate under graduate and post graduate qualifications with resulting in 160 additional post graduate EFTSL.

A continuing cap of 1770 funded places will lead to UWS having to cap enrolments or charge fees for its Education programs and these Allied Health professions, even though they are areas of identified skills shortage and of national and regional significance.

Commonwealth Supported Postgraduate (CSP) Coursework Load

The following table shows the impact of NQF changes on current teaching and health student load. The figures are based on UWS projected enrolments which can be subject to change.

2012 2013 2014 2015 2016Law, Accounting, Administration, Economics, Commerce

0 0 0 0 0

Humanities 1 0 0 0 0Mathematics, Statistics, Behavioural Science, Social Studies, Computing, Built Environment, Other Health

35 40 39 85 83

Education 1,650 1,656 1,717 1,724 1,829Clinical Psychology Allied Health, Foreign Languages, Visual and Performing Arts

15 24 26 150 149

Nursing 104 105 99 96 104Engineering, Science, Surveying 0 1 1 1 1Dentistry, Medicine, Veterinary Science, Agriculture 0 1 1 1 1TOTAL 1,80

51,827 1,883 2,057 2,167

Medical planning The University currently has 505 funded medical places but continues to seek an additional 10 Commonwealth funded medical places with the view of increasing the total number of medical places by 50 to 555 in five years.

An increase in funded medical places at UWS is essential to meet the need for more GPs and clinicians in Greater Western Sydney(GWS): by 2036 the population in GWS will grow to nearly 3 million, making the region one of the

largest growing urban populations in Australia the region already suffers from high patient to GP/clinician ratios and poor health outcomes

relative to the rest of the Sydney basin the pressure on the region’s health service will intensify with this growing population and the

current inequity in health service will only exacerbate,

There is sufficient demand to fill these additional places with over 500 first preferences received by UWS each year for 101 commencing places.

The UWS medical program has proven its effectiveness in meeting the chronic demand for Aboriginal and Torres Strait Islander doctors, having a total of 20 Aboriginal and Torres Strait Islander students in 2012 (3.9% of domestic students enrolled in the course). The few additional places sought will enable UWS to maintain and increase the number of Aboriginal and Torres Strait Islander students undertaking medicine.

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 TEACHING AND LEARNING UWS’s vision for learning and teaching focuses on creating a superior and engaged student experience.

This focus is one of the three pillars of the university strategy in the UWS Strategy and Plan 2010 – 2015: Making the Difference which includes commitments to: enable students to study in their own time, supported by ICT-enabled learning resources create a first year experience that optimises retention and success implement a comprehensive Indigenous education strategy develop staff capacity for high quality teaching embed engaged learning in every program create pathways that attract talented students from diverse backgrounds ensure students achieve the highest possible academic standardsIt is underpinned by the UWS Learning and Teaching Plan (2012 -2014) which affirms and extends our commitment to the dual priorities of achieving excellence in all aspects of our academic program while simultaneously widening student access to higher education, particularly in Greater Western Sydney. It comprises three key objectives, along with implementation strategies, performance measures and indicators of success in the following areas: i. our students: optimize student access, engagement, retention and success;ii. curriculum and standards: implement a curriculum characterised by innovation, engagement and excellence; andiii. the quality of our teaching: build staff capacity to engage in quality teaching.

The Learning and Teaching Plan 2012-2014 represents a three-year blueprint to guide strategic planning and implementation in each School and Division. UWS will be known for the flexibility of its academic programs and pathways to university study. Innovative approaches to curriculum delivery and blended learning will be a hallmark of our program offerings. This will be achieved in the context of the UWS Academic Standards and Assessment Framework. Students will value UWS for our commitment to ensuring the success of all students, including under-represented student groups such as those with disabilities, mature age students and students from Aboriginal and Torres Strait Islander backgrounds.

Advanced unit offerings will continue to attract the best and brightest students in the region. A student lifecycle approach will place a premium on the quality of the first year at UWS as a launching pad for success through the undergraduate years. The quality of the student experience in Honours and postgraduate coursework programs will continue to be a priority.

Blended LearningThe UWS Making the Difference Plan, 2010-2015 includes the commitment to enable students to study in their own time, supported by ICT-enabled learning resources. Our students tell us that they want flexible access to higher education that includes a combination of online and face-to-face delivery.

We have embarked on an ambitious ‘Our Future’ strategy comprising a suite of initiatives to ensure that our curriculum and academic program offerings are efficiently delivered while at the same time engaging, innovative and relevant. The Our Future program includes a substantial investment over three years to support a whole of institution curriculum renewal strategy based on integrating online and face-to-face modes of delivery. The strategy includes considerable investment in IT infrastructure - including wireless networking capabilities that support flexibility,

diversity and extendibility - across our six campuses. At the same time we are investing in technology-enhanced learning spaces, 24-hour library access and computer laboratories that enable students to use our campuses as a resource, a space for learning beyond the formal classroom, using a range of IT resources, including mobile devices.

In 2013 UWS issued iPads to all first year undergraduate students and continuing academic staff. The scale of this initiative was an Australian first and one of the largest rollouts of mobile devices internationally. This initiative, which will be repeated again in 2014, is part of the UWS Our Future investment which recognises the need to provide students with the technology toolkits they need to be able to learn anywhere, anytime using a suite of learning resources, including mobile devices and apps.

Evidencing curriculum quality and standardsUWS is committed to challenging the notion that growth in student numbers compromises quality and standards. Evidence of this commitment is our leadership of the recent Office for Learning and Teaching (OLT) funded project entitled A sector-wide model for assuring final year subject and program achievement standards through inter-university peer review and moderation. The objective of this project was to test the feasibility of an approach for inter-university blind peer review of teaching (input) and learning (outcome) standards among final year undergraduate subjects, taking into account program-level outcomes, external reference points and discipline standards.

Eight Australian universities identified common final year subjects across eight disciplines. Peer judgements about the standard, validity and reliability of learning and assessment inputs were made through the peer review of de-identified subject inputs, including subject outlines, assessment tasks, marking criteria and information about program level learning outcomes. Peer review of the standard, accuracy, consistency and reliability of grading of the products submitted for review was based on blind-grading of four de-identified assessment artefacts across four grade bands (Fail, Pass, Credit, Distinction) for each subject selected. The process identified broad agreement among peer reviewers from a range of university types on the comparability and standards of the assessment inputs being used in common units of study and on the grading of the assessment outputs, particularly concerning the assessment judgements made about ‘threshold’ (Pass/Fail) grades.

The project has addressed the imperative to identify relevant and feasible sector-level, self-regulated, objective approaches to monitoring and improving assessment and learning standards. It has done this by testing the relevance and feasibility of using blind peer review of the quality and consistency of subject-level inputs and outcome standards across common disciplines in final year units of study. A project website which includes all the resources produced during the project for local adaptation, staff development and policy review is available at: www.uws.edu.au/latstandards

The principles underpinning this academic peer review of learning outcomes project are integral to the UWS Academic Standards and Assessment Framework. Each School is now required to document their approach to benchmarking learning outcomes and standards at unit and course level.

The quality of our teaching The 2012 DIISRTE data demonstrates that UWS is achieving above the sector average on the Course Experience Questionnaire ratings of good teaching and overall student satisfaction. These achievements have been attained during a period of substantial growth in student numbers. In order to continue to perform at this level, UWS has invested substantially in professional development for academic staff through deployment of curriculum and blended learning support staff. The Our Future program also includes a focus on the academic lifecycle and the imperative to ensure that our promotion policy explicitly recognises and rewards academic staff for high quality teaching.

UWS is actively involved in national initiatives and discussions in relation to measuring and demonstrating the quality of teaching. Professor Krause is a member of the OLT-funded project entitled Academic Workforce 2020: framing a national agenda for professionalising university teaching (led by Professor James, Melbourne) and is on the international advisory group for the Higher Education Academy (UK)- funded project on benchmarking academic promotion policies and processes in universities. The outcomes of these projects are being used to inform the revision of the UWS promotion policy and the broader academic staff development framework. UWS is also a member of the OLT-funded project on measuring and reporting teaching quality (led by Professor Hughes-Warrington, ANU).

The issue of measuring and evidencing teaching quality is an important one for UWS. In response to questions raised during our discussion with DIICCSRTE members during our Compacts meeting, UWS provides the following advice on approaches to measuring and evidencing teaching quality in higher education:

1. A composite indicator is required to demonstrate teaching quality. It should include a combination of inputs and outcomes. A single indicator that focuses on inputs rather than outcomes - such as completion of a Graduate Certificate in Higher Education - will not suffice.

2. The composite indicator may include:-a. inputs, such as teaching credentials and professional development experienceb. student feedbackc. outcomes and impact data. This may comprise evidence of the impact of teaching on student

outcomes, evidence that course learning outcomes are comparable and peer reviewed (see previous section), feedback from employers and/or accreditation bodies and academic peer review of teaching and curriculum design.

d. self-report data using evidence-based frameworks, such as the Professional Standards Framework in the UK.

3. Contextual factors also need to be taken into account, including class sizes, year level, mode of delivery, and student demographics.

4. As the nature of academic work changes, UWS recognises that the definition of ‘teaching’ in higher education will need to be reviewed. Thus, any indicator of ‘teaching quality’ will need to be fit for purpose and reflective of the changing nature of academic labour.

Key priorities in learning and teaching include:A focus on first year engagement, retention and success improve commencing student retention coordinated and targeted strategies in each School and program peer mentoring, identification and support of students at risk review first year assessment across UWS

Academic English strategy Hub for Academic Literacy and Language Support staff delivering skill development programs

and partnering with Schools to provide targeted English language support in disciplinary contexts

diagnostic testing and support for international and local NESB students literacy development embedded within academic programs supplemental programs for students with skills deficits

Mathematics strategy Mathematics Education Support Hub providing mathematics and statistics support online self-paced resources embedded support in the curriculum, e.g., Accounting, Biology, Chemistry, Nursing

Blended learning strategy all Schools to renew curriculum offerings using a more intentional blend of face to face and

online delivery, starting in 2014 strategic funding provided for additional curriculum support staff to work with each School

comprehensive professional development program to build staff capacity

Assessment and Learning Standards Benchmarking benchmarking project undertaken with seven university partners ongoing benchmarking of academic standards in each School

Cross-sector partnerships high level governance links with NSW TAFE, particularly local TAFEs innovative joint course designs and dual offers collaborative projects to support Indigenous cadetships and successful TAFE to university

transitions

Building academic staff capacity targeted induction programs for new academic and sessional staff. ongoing professional development to enhance the teaching, assessment and curriculum design

skills of academic and sessional staff. professional and career development support for leaders of learning and teaching, particularly

Directors of Academic Programs and Academic Course Advisors

Recognising teaching excellence and programs that enhance student learning UWS citations for learning and teaching excellence scheme introduced coordinated support provided to assist staff with internal and national citation and award

applications project to review promotion guidelines, including indicators for evidence of teaching excellence

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

IndicatorsBaselin

e2012




Target2016

Number of active learning and teaching projects supported by the PELTHE11 program where the University is the lead institution

2 4 4 5 6

Number of active learning and teaching projects supported by the PELTHE12 where the University is a partner institution

7 8 9 10 11

Number of citations for outstanding contributions to student learning

5 5 6 6 7

Number of awards for teaching excellence

1 2 3 3 4

Number of awards for programs that enhance excellence

0 1 2 3 3

11 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.

12 See footnote 10 for definition.

4.3 Equity


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

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

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

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

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.


EQUITY

UWS has a continuing focus and commitment to increasing education opportunities and helping to close the gap in education and employment for those from Greater Western Sydney. UWS founded the Office of Widening Participation in February 2012 to coordinate and promote equity strategies for students.

The key for the University over the coming years is to retain and improve its position and build upon its already excellent platform to sustain its outstanding access record for widening participation as well as further enriching and enhancing its retention interventions. The University has recently appointed an Evaluation Manager in order to better direct resources based on evidence relating to impact.

The University is recognised for its focus on social inclusion, providing pathways and routes into the University and working in the community to enable all who have the ability to benefit from higher education to participate. Once enrolled, the University works hard to ensure that our students are supported in their transitions to each stage of their higher education experience, academically, pastorally, and financially enabling them to reach their potential. They are supported to develop as ambitious, enterprising graduates who are aware of sustainability and the importance of engagement, well prepared for career destinations beyond their study with us.

This focus is reflected in: the UWS Making the Difference Strategy 2010-15 (MTD) KPIs related to continuing to increase the number and percentage of low SES students access and retention programs outlined below

In terms of KPIs UWS has a tiered approach to KPIs, ensuring that School and individual Deans’ KPIs mirror those of the institution. Each School has annual targets for equity group participation as well as retention. Deans are responsible for achieving these targets within their Schools. As part of the UWS Annual Course Review process, Schools report on course-level performance, including

participation, retention, progression and success data. Each Annual Course Review report includes an Improvement Plan with strategies for achieving targets and addressing areas of under-performance. Learning and teaching enhancement funds are aligned with these plans each year.

In terms of performance UWS seeks to build upon it sector leading outcomes: Low SES students – having the highest number of students from low SES backgrounds, with an

access rate of 23.10% (2011), and retention rates of 82.02% which are 5.39% above the sector average (2010). UWS seeks to increase the proportion to 24% (using the post code definition) . This target would place UWS in the top quarter of the sector for the proportion of students from low SES background

Mature students (aged 25 and over) comprise 32.6% of the total student population in 2012

In 2012 the University’s widening participation engagement activity recorded over 102,817 attendances through 33 programs. The flagship widening participation program for raising student aspirations, Fast Forward, engaged 2,000 students through a total of 7,235 hours of high-intensity work.

For projected activities and targets participant numbers on specific widening participation programs please see the tables below.

SUMMARY OF THE WIDENING PARTICIPATION PLAN

ACCESSProject Title Description Projected

participant numbers 2014-16

Schools Engagement A broad and comprehensive plan involving contact with over 400 schools in a wide range of programs (see section 3.3.2)

20,000

Fast Forward Intensive HE awareness raising and aspirational activities 6,000

PANGO Online portal designed to attract students to HE 15,000Your Tutor Online homework tutoring service 36,000Pasifika Achievements to HE (PATHE)

HE Awareness raising and aspirational activities for Pacific Island students and communities

33,000

Lachlan Macquarie College

HE campus visits focusing on science and maths based activities

12,000

Out of Home Care (OOHC)

Intensive HE awareness raising and aspirational activities 3,000

Alumni Projects HE awareness raising and aspirational activities building on alumni expertise and capacity

400

Environmental Awareness

HE campus visits focusing on environmental enrichment programs

4,000

Total 129400RETENTION AND SUCCESS

Project Title Description Projected participant numbers 2014-16

Transition to Success Bridging & support programs for commencing students 33,000PASS Performance enhancing peer to peer support 15,600Unistep Pre-course program to enhance maths and literacy 2,550Emergency Grants Financial help to students 1,800Library Programs Online and Academic library support targeted at low SES

and first in family students39,000

Student Peer Guides Practical guides for particular student audiences, with emphasis focus on equity groups

33,000

Mates@UWS Mentoring service, which is particularly important for equity groups

3,300

Computing Numeracy Online web diagnostic service for courses heavily dependent on maths

4,500

Jobs on Campus Career-ready program designed to enhance employability, which is particularly important for equity groups

3,000

My Course Planning Academic-led course planning sessions for students and parents, which is particularly important for equity groups

4,200

Other key equity programs include:

1. The ALLY network creating an inclusive and respectful culture at UWS for gay, lesbian, bisexual, transgender, intersex and queer (LGBTIQ) community members; and

2. Hosting the Western Sydney National Disability Co-ordination Officer program

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 Aboriginal and Torres Strait Islander studentsBaseline for improvement target: x% (being the average of 2008 and 2009 data)

4.4 Teaching and Learning Infrastructure


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

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

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


Facilities for contemporary teaching and research needs and to meet student enrolments

Development of the University’s physical assets to meet the needs of 10,000 planned additional students by 2020 is a significant challenge with the biggest constraint being the lack of sufficient and predictable capital funding from government both for new works and refurbishments.

The Board of Trustees has established Strategic Priorities for 2010-2015, including: implementing 5 year financial and capital plans with a 3 year rolling budget framework all campuses to be growth campuses with expanding academic offerings, subject to student

demand and financial viability and maximise the use of e-technology between the sites planning, designing and resourcing our campuses to create a safe and welcoming environment using teaching facilities more creatively, profitably and cost effectively in preference to more

buildings a commitment to continuous improvement in facilities

Campus Planning Campus Master Plans guide the development of each campus with a considered approach to development staging, positioning of buildings, public domain and open space.

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 - - -

Parramatta campus expansion strategy – UWS will address the lack of infrastructure to meet student demand at Rydalmere and Westmead sites by developing a facility in the Parramatta CBD from 2014.

Expansion of UWS College - funding from Government’s Strategic Adjustment Fund will enable UWS to expand UWS College to sites in Lithgow, Bankstown and Werrington South and expand the facilities at the Nirimba campus to enable significant growth in student numbers.

Commercial Property - the University is implementing a more strategic approach to the management of commercial leases and licences.

Capital Works and FacilitiesThe Capital Plan focuses on how to continually improve and upgrade learning/research spaces. Projects for 2013-15 with a particular focus on improved learning, teaching and research include: systematically upgrading and refurbishing all flat floor teaching spaces and lecture theatres and

integrating blended learning facilities introducing informal learning commons new buildings and adaptive reuse to meet increased enrolments and changing course

requirements common lecture theatres, tutorial rooms, general laboratory upgrades across all campuses UWS College expansion onto Bankstown and Penrith campuses, creation of a campus at

Lithgow, and a new building on Nirimba Education Precinct, Blacktown campus to accommodate growth

further restoration of the Female Orphan School at Parramatta (South) campus –to provide a community learning space, exhibition and gallery space

Campbelltown campus to have a new anatomy facility with the current anatomy facility refurbished into laboratory space; laboratories upgraded and a simulation lab added

Hawkesbury campus - revitalisation of the student area at Stable Square; development of a nursing hub precinct ; creation of a dedicated postgraduate facility complete with open-plan and shared office spaces over two levels (50 student carrels in total), 24-hour swipe-card access, kitchenette, lounge areas and amenities.

Penrith (Kingswood) campus - a new library providing students with traditional hardcopy resource materials and contemporary, electronic, interactive learning

Parramatta - lease a facility in the CBD to address the lack of facilities at Rydalmere and Westmead

Blended Learning infrastructure pilots on Campbelltown campus and Bankstown campus

Achieving good practice in relation to the cost of remedying the backlog maintenance of facilities All campus developments are supported by a comprehensive program of infrastructure renewal, backlog maintenance, preventative maintenance, cleaning and grounds maintenance, with a focus on the student experience. The backlog audit identified a list of priority projects with teaching and learning spaces, laboratories and libraries being of highest priority.

The Infrastructure Renewal Program involves 80 projects including: identification/rectification of OH&S trips, slips and falls on paving and access ways equitable access solutions critical power supply augmentation asbestos (and other Hazmat) removal replacement of Fire Indicator Panels and other fire safety compliance issues renewal and installation of new energy efficient air-conditioning systems upgrades and resurfacing of roads and car parks, along with the provision of new parking sustainability initiatives such as water reuse and solar energy generation; and, statutory compliance issues including health and safety upgrades, disability access and fire

safety.

Maintenance Program

The maintenance program consolidates works and contracts to provide a comprehensive maintenance program which includes: monthly performance reviews on each preventative maintenance contract to assess job

completion rates and monitor their performance and the effectiveness detailed monthly reports are compiled on the top maintenance issues (roof and gutters

upgrades and repairs, research protection, roads and car parks, external lighting, fire panel upgrades, emergency exit light upgrades and HVAC upgrades), to highlight potential risks, building by building, campus by campus and allow planning for remediation through the maintenance program or the Capital Plan projects.

campus teams monitor and manage each campus and have significant local knowledge about the performance of the asset in all types of conditions i.e. storms, extreme heat and high student load. Information from Campus Managers and maintenance contractors, informs priorities relating to campus upgrades during the detailed development of annual budgets.

TEFMA Space Planning Guidelines and benchmarking methodologies are used for planning, delivery and monitoring of the Capital Plan and maintenance budget.

the University’s facilities management system, ArchibusFM™, is an invaluable facility and asset management tool, which is part of an ongoing development program in partnership with the provider (ICAD) to better align to the University’s requirements.

An in-house geographical information system, UWSGIS, has been developed to assist with the tracking and monitoring of University assets, as well as to assist with space planning requirements.

Improving daytime space utilisation rates As part of the broader Our Future Program, UWS is reviewing the timetabling system and undertaking an audit of the use of all common teaching spaces throughout the day to improve utilisation rates.

Utilisation rates are monitored and improved as a result of the UWS timetabling section: allocating space for each timetabling period to match needs and size requirements issuing regular reports on teaching space utilisation rates using timetable data measuring load on each campus across every day of the week reporting any under-utilisation of space to management to address

Utilisation rates for UWS teaching spaces will also be significantly increased as a result of the UWS program to expand the academic teaching period, beyond the traditional two semesters, as a project under the Our Future Program.

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 of Western Sydney is entering a new phase of consolidation of its research activity. The previous Research Framework (2009 – 2013) concentrated on building the research quality and output not only of our Centres and Groups, but also of the University in general. While maintaining the policy of Selectivity and Concentration in the research centres, broader research in the Schools has to be maintained to provide a pipeline of concentrations for the future.

Many of the main goals of the former plan have been achieved, including: establishment of Institutes, recruitment of staff with strong research track records, increasing UWS Australian Competitive Grant income, and improving support for HDR students, improved ERA Rankings

The UWS Research Plan 2012-2014 has the following objectives and strategies: Objective 1 :Increase external research income to the University

Strategies:1. Continue to implement “Expression of Interest” and associated schemes for external grants

to ensure that researchers are not competing against each other in the same field and that similar applications can be consolidated into stronger applications. Such schemes to be overseen by Deans, Institute/Centre Directors, Group Leaders and the Office of Research Services (ORS).

2. Implement discipline-specific processes for work-shopping and polishing grant applications to a very high level in all Institutes and Schools.

3. Targeted pursuit of ‘hybrid’ tenders that bring together related research strengths and institutes and centres to bid for large scale activity

4. Achieve major donations to support research priorities.

5. Continue to target internal grants to areas of research strength that can achieve success in external grant applications.

Objective 2: Increase the number of fields of research at UWS operating above or well above world standard.Strategies:1. Target high quality publications in areas of research strength2. Continue to strategically interrogate and employ ERA results to target areas of strong

performance and to benchmark UWS performance in its fields of research. UWS was one of the few universities to expand its discipline footprint in ERA 2 while dramatically increasing its quality assessments.

3. Reward areas ranked above or well above world performance through the UWS Research Investment Fund.

4. Continue to invest in the Institutes based on performance.5. School plans and annual reports to incorporate Research Centres and Groups in a

coordinated plan that has measureable performance targets and organisational milestones.6. Integrate major UWS research infrastructure under central leadership to ensure extensive

use of existing infrastructure, particularly facilities availability in competitive grant applications: Secondary Ion Mass Spectrometer, Confocal Microscope, Scanning Electron Microscope, Mass Spectrometer, Characterisation Facility, Nuclear Magnetic Resonance, Magnetic Resonance Imaging etc. Ensure such facilities are linked to national networks – i.e. NCRIS Imaging

7. Continue to develop a public health research concentration (Western Sydney Institute for Health).

Objective 3: Increase the number and concentration of funded research partnershipsStrategies:1. Institutes and Schools are expected to have well developed partnerships/collaboration with

world-leading national and international research units, with government departments, with Publicly Funded Research Agencies and with industry, and should continue to seek more productive research partnerships.

2. Ensure a rapid and judicious response time to Government initiatives in industry/research initiatives.

3. Integrate business development activity within the framework of established UWS research strengths/collaborations; design and implement communications to assist researchers in understanding how to approach tenders for contract research and research grant applications and better facilitate contract research and consultancies.

4. Continue to judiciously expand CRC collaborations, both as essential partners and collaborators

5. Continue the eResearch awareness raising and skills development, as it plays its biggest role in collaboration, partnerships and dissemination; systematically build eResearch framework into external grant applications as an activity/cost

6. Continue to invest in the successful UWS Research Partnerships scheme.

Objective 4: Ensure UWS attracts and graduates high quality HDR students to its areas of research strengthStrategies:1. Researchers to seek scholarship funding in their external grant applications, particularly

large scale funding opportunities; continue to work with CRC and CSIRO opportunities for HDR stipend top up funding and project support

2. Honours strategies:a. A more uniform approach to the honours degrees across all Schools.b. More centralised and uniform introduction and orientation to Honours and research in

general.c. Schools to fund Honours scholarships targeted to areas of research strength.

3. In collaboration with the International Office, improve international marketing for UWS research degrees targeted to areas of research strength and to where there are international government sponsored scholarships.

4. Ensure that HDR candidates work with researchers and research areas of demonstrated quality and intensity.

5. Maintain Yarramundi Indigenous scholarships; support projects and groups that can provide opportunities for Aboriginal and Torres Strait Islander HDR students.

6. Target donations and bequest income for scholarship top ups; embed donor/scholar relationships

The following research areas are targeted for substantial improvement over the next 5 years based on the University’s research plan, the strategic needs of the region and the 2010 ERA results: 17 Psychology and Cognitive Sciences; 1301 Education Systems, 1117 Public Health and Health Services; 1109 Neurosciences

Use of ERA results 2012 for research planningSince 2001, UWS has based its research strategy on a rigorous process of evidence-based review feeding into the UWS research budget and funding regime that supports selectivity and concentration. The ERA 2 outcomes confirmed the efficacy of this strategy with UWS having increased the size of its discipline footprint, while doubling its quality outcomes – one of the few universities to do both.

While ERA outcomes confirm and guide the UWS research strategy, their highly retrospective nature means the outcomes need to be used carefully, in line with the various stages of development that UWS research excellence occupies. In broad terms, UWS has set itself the goal that Schools must work to ensure all Field of Research (FoR) codes underpinning their core disciplines must be ranked at least at World Standard. In ERA 2 UWS saw pleasing developments in the assessments for Education (FOR 13) and Social Sciences (FOR 16) and in Environmental Sciences (FOR 005). In fields that were still judged below world standard (Information and Computing Sciences – FOR 08), UWS was pleased that its designated area of Artificial Intelligence and Imaging Processing (0801) was rated at World Standard, while the judicious investment in Mathematics Research that occurred between ERA 1 and ERA 2 saw FOR 01 achieve a Rating of 4. These outcomes are not accidental, but evidence of the long terms commitment to excellence through selectivity and concentration.

UWS also uses ERA citations data to benchmark individual and group performance. The University Research Investment Strategy is tightly linked to rewarding existing areas of research strength and supporting emerging areas. UWS also valorises quality publications and ACG income.

Attracting Research Students To Areas Of Research Strength UWS continues to invest in the research training capacity of its areas of research strength – with significant internal investment in stipend scholarships for its Research Institutes – as well as targeted allocation of APA and IPRS into Research Institutes, Centres, Groups and Initiatives.

IPRS scholarships are targeted to areas of research strength. IPRS awardees are supported with a UWS funded stipend scholarship and an overseas health care scholarship. Research Institutes are annually allocated research scholarships and international student tuition fee scholarships to attract outstanding applicants.

5.1.3 Performance indicators and targets

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

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

Principal Performance Indicators ERA 2010 ERA 2012 ERA 2015 Target

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

11 14 15

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

18 36 41

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

3 at two digit level (code 11, 13, 16)3 at four digit level (codes 1103,1109, 1117)

1 at two digit level (code 17)5 at four digit level (codes 1701, 1702, 1301, 1117, 1109

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

Performance Indicators

Baseline2012




Target2016

Category 1 income 10,020,000

12,500,000 13,000,000 13,500,000 14,000,000

Category 2 Income 3,470,000 3,250,000 3,510,000 3,790,000 4,000,000Number of joint research grants in Australia

149 150 160 170 180

Number of joint research grants overseas

87 80 85 90 95

Number of jointly supervised PhD students in Australia13

94 121 128 136 143

Number of jointly supervised PhD students overseas14

18 36 38 40 40

13 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).14 Please provide the number by headcount of jointly supervised HDR students enrolled in your institution who have a supervisor from an external overseas organisation (examples include someone from a government organisation, hospital or another university).

5.2 Research training


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

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

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

next decade.


The Research Framework guides the University’s ambitions for research training including: increases in Higher Degree Research (HDR) Load the proportion of higher degree students in receipt of a competitive scholarship and a strong reputation in quality research degree supervision. HDR Load UWS is on track to meet its HDR load target of 896 EFTSL by 2015, as the HDR load rose by 3.7%

in 2012 following a 13% rise in 2011, Substantial UWS investment in scholarships for domestic and international students ($6.9m in

2012) is anticipated to support continuing increases in load This significant rise in HDR load has however led to completions-to-load ratios falling from high

levels observed in 2009 and 2010. UWS is on track to shadow the national average in 2013.

High Quality Research TrainingUWS actively promotes high quality research training through practical programs designed to enhance the research training experience. UWS research students have a managed first year experience with a set of milestones that provide feedback to both student and supervisor:1. A comprehensive academic skills and development program that ensures all candidates have

a firm foundation to their studies and development opportunities at all stages of candidature. This is delivered using both online modules and attended workshops.

2. All candidates have a panel of at least two academic supervisors. The principal supervisor holds qualifications at the level they are supervising, is an approved member of the Graduate Supervisor Register and has an acceptable level of research activity over the past three years.

3. Candidates must prove the viability of their proposal to an academic panel before continuing into the second year of enrolment.

Strategies to boost research trainingResearch education is a complex and highly specialised form of teaching and the quality of higher degree graduates is related to the quality and intensity of supervision.

Research training is enhanced through a University-wide academic Research Skills & Development Program. During 2012 there were 891 registrations for a program of 38 workshops and these development activities were highly rated by participants

This University-wide program is able to respond to research supervisor advice and HDR student demand. The program offers practical skills (e.g., NVivo, SPSS, data management and writing about data, research ethics and integrity), support (e.g., writing circles), and guidance (e.g., preparing for confirmation of candidature, managing the final stages of candidature, how to publish from the thesis) targeted to needs at particular stages of candidature.

Discipline focused support and training programs also operate in each school and research institute and include both academic seminar programs and practical workshops.

During 2013 this program is being externally reviewed with the aim of enhancing the program to ensure that all UWS HDR candidates have access to workplace readiness training, including generic skills and, with the end of the CTS program, innovation capabilities.

UWS has intensified its early stages of candidature support activity through improvements to the Postgraduate Essentials on-line program for commencing students and strengthening the induction and orientation process.

The development of on-line resources for supervisors and research candidates is ongoing.

Supervisor requirementsPrincipal supervisors of an HDR supervisory panel must be active researchers and hold registration on the Graduate Supervisor Register. A requirement for registration is participation in the UWS HDR supervisor Support and Development Program as articulated in the Supervision of Research Candidates Policy. During 2012, 244 supervisors participated in the forum program, with a range of offerings,

including: Giving Feedback on Research Writing, Supervising topics that cross boundaries, The nature of the contemporary Doctoral Thesis.

The University delivers a Future Research Leaders Program – as developed by the Group of Eight universities – in a blended learning format.

Mentoring schemes operate across the University in a number of formats including “speed mentoring” with senior researchers.

UWS has established a suite of web-based resources to support the development of the highest quality supervision which are available through the University’s e-learning system (vUWS). These resources are being reviewed and enhanced during 2013 to ensure that all academic staff have access to a competency based supervisor training program.

The Research Training ExperienceThe supportive environment continues across the candidature:1. Candidates are strongly encouraged to publish during candidature and funds are available to

support candidates presenting papers at relevant national and international conferences.2. Practical workshops are conducted that cover topics relevant to candidates at all stages of

their candidature, with a strong emphasis on writing skills.3. Self moderated on-line modules offer continuing candidates practical help and exercises in

the later stages of candidature.4. UWS embeds research ethics and integrity in its HDR resources, employing a blended

learning module designed for HDR candidates as part of its suite of on-line resources5. The research training experience is monitored via the bi-annual Research Student Satisfaction

Survey. Recent results have seen improvement on many key indicators.6. Strong research culture is championed at all levels of academic leadership, from participation

in the national Three Minute Thesis competition to retreat days within Schools/ Research Institutes and Research Centres and student conferences.

7. The University policies ensure equity of access to resources and embed good practice in candidature support. Candidature Support Funds are available to all candidates and UWS’s resourcing policy was rated by the national student body CAPA in 2010 as “five star”.

8. The newsletter “Footnotes” promotes opportunities and celebrates successes in research education and is a productive bi-directional feedback mechanism.

9. An important aspect of the research education experience is supervisor quality. To this end the university invests in supervision development and provision of resources, including access to the latest data on research into higher education

Skills and Innovation1. UWS Practical workshops are conducted that cover topics relevant to candidates at all stages

of their candidature, with a strong emphasis on writing skills.2. Despite the demise of the CTS, UWS has continued to support access to external

commercialisation and innovation development opportunities for selected HDR students

Research Strengths1. UWS continues to enrol its HDR students in areas of research strength

2. Institutes are allocated dedicated stipend scholarship funding – as well as the opportunity to secure the most outstanding international candidates through the allocation of tuition fee scholarships” – load in Institutes has grown rapidly over the 2011-2012 period.

3. Research Centres and Groups are able to compete for IPRS – ensuring that the small number of international scholarships that UWS receives from the Commonwealth is matched by a similar investment from UWS linking this small cohort to other areas of designated strength.

Indigenous1. UWS Indigenous HDR load has ranged from 1.7% to 2.5% of all HDR students in the last few

years. UWS continues to seek improvements in the Indigenous HDR load including through expanding the number of Yarramundi scholarships from two to four and seeking to embed Indigenous scholarship opportunities in selected external funding applications.

2. In 2012, UWS funded its own Indigenous Research Fellowships – as well as ensuring ongoing fellowship success with the ARC Discovery Indigenous scheme – this focus and investment has created a pathway for UWS indigenous researchers towards an established research career.

3. The University has successfully linked a cohort of Indigenous research students with senior research mentors, particularly in the Centre for Positive Psychology and Education and the School of Science and Health. Professor Rhonda Craven has been instrumental in mentoring success in the ARC Discovery Indigenous Research Grant Scheme. The University has had considerable success with 10 ARC DP Indigenous Awards over the period 2008-2011. The University made a submission to the ARC regarding recent changes to this scheme as the University considers the revised criteria will constrain opportunities for early career Indigenous researchers.

4. The University has a postgraduate research scholarship program targeting Indigenous students. This Yarramundi scholarship program provides opportunity for two Indigenous graduate students per annum to conduct research training with full stipend scholarships. A number of the early recipients have now graduated.

5. During 2012, UWS implemented a postdoctoral funding program targeted to Indigenous researchers and made offers in both 2012 and 2013.

6. A current review of the University’s research supervisor development and training program provides an opportunity to offer key competencies in the development of research cultures in which the supervision of Indigenous HDR students will thrive.

Monitoring research training expenditure1. UWS has undertaken a closer monitoring of RTS expenditure –to ensure RTS guidelines are

being observed. 2. In the UWS Research Student Satisfaction Survey – which provides a clearer and closer

grained response than the PREQ (higher numbers, higher response rates), there has been an increase in positive responses to resources allocation issues and perceptions of a research culture.

5.3 Performance indicators and targets

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

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

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

Performance Indicators

Baseline

2012




Target2016

HDR student load 678 708 745 784 809HDR student completions by masters

25 19 20 20 20

HDR student completions by doctorates

86 90 110 125 135

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 RepresentativeMs Rhonda HawkinsDeputy Vice Chancellor (Corporate Strategy and Services)University of Western SydneyPO Box 1000St Marys 1790 NSWEmail – [email protected] – 02 96787819 Fax – 02 9678788

mailto:[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 the University of Western Sydney, ABN 55014069881

mailto:[email protected]

Signed for and on behalf of the University of Western Sydney

by

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

Ms Rhonda Hawkins

The Deputy Vice Chancellor

(Corporate Strategy and Services) and University Provost

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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