faculty of science strategic plan 2018–2021 · development of the university strategic plan...

THE UNIVERSITY OF QUEENSLAND

FACULTY OF SCIENCE

STRATEGIC PLAN 2018–2021

CONTENTS

EXECUTIVE SUMMARY 1

FACULTY OF SCIENCE: CURRENT STATUS 2

FACULTY OF SCIENCE: PREPARING FOR THE FUTURE 8

2018–2021 STRATEGIC PLAN 14

The University of Queensland is committed to supporting reconciliation between Indigenous and non-Indigenous Australian peoples. In keeping with the spirit of reconciliation, we acknowledge the Traditional Owners of the lands upon which the University stands. We wish to pay respect to Elders – past, present and emerging – and acknowledge the important contributions Aboriginal and Torres Strait Islander peoples have made to The University of Queensland, and will continue to make in terms of achieving its future aspirations.

1THE UNIVERSITY OF QUEENSLAND • Faculty of Science Strategic Plan 2018–2021

EXECUTIVE SUMMARY

The University of Queensland’s (UQ) Faculty of Science is an internationally recognised provider of education and research.

The Faculty teaches into a wide range of disciplines, including agriculture, biology, chemistry, earth sciences, food science, geography, marine science, mathematics, physics, planning, environmental science and management, and veterinary science. Staff in the Faculty’s Schools and Centres educate undergraduate and postgraduate coursework students enrolled in a range of degree programs including science, engineering, health and medicine. On its campuses at St Lucia and Gatton, the Faculty is creating the next generation of professionals and graduates who are sufficiently scientifically literate and numerate to be effective in understanding, managing and addressing complex problems including those in energy, food supply, health, environment and sustainability.

Research conducted in the Faculty of Science includes fundamental research across a wide range of scientific disciplines and a vibrant portfolio of applied research linked to industry and government, particularly in the areas of agriculture and food sciences, geography and earth sciences, ecology and environment, and veterinary sciences. Researchers in the Faculty of Science take advantage of outstanding facilities at St Lucia, Gatton and its two Marine Research Stations on North Stradbroke Island and Heron Island.

Our world is changing with global challenges in sustainability, advances in technology, changing expectations of universities within the community, and changes in government funding of Universities and in global politics all impacting the way we live and work. It is essential that we see the opportunities that these changes present and respond accordingly. As a powerhouse of Science research and teaching we are poised to rise to this and to deliver science leaders and solutions and informed decision making for the future.

The UQ Faculty of Science is developing a strategic plan for the period 2018–2021 that articulates our response to our changing environment and which will form the basis of future operational and budget decisions to support activities in our Schools and Centres.

This process is informed by, and aligns with, the development of the University strategic plan 2018–2021 pbi.uq.edu.au/strategy/ along with the specific needs of, and opportunities associated with, the Faculty of Science.

The objectives and aims of the Faculty strategic plan are outlined on pages 14–21. They are intentionally broad and general, with the expectation that each will be tailored to the specific disciplines and activities of each of our Schools and Centres. Specific implementation plans will be supported by a combination of strategic funding and a refreshed Faculty leadership structure that is directly aligned with this plan.

http://www.pbi.uq.edu.au/strategy/

2 THE UNIVERSITY OF QUEENSLAND • Faculty of Science Strategic Plan 2018–2021

FACULTY OF SCIENCE: CURRENT STATUS

StaffThe Faculty of Science currently employs 1071 continuing and fixed-term staff comprising 651 academic and 420 professional staff1 (Source: UQ, Staff Current).

In terms of gender diversity:

• 37% (240) of academic staff and 67% (281) of professional staff are female;

• 50% (5) of professional level HEW 10 and higher are female;

• Around 24% (43) of academic staff at Level D and E are female; and

• 18% (17) of academic staff at Level E are female.

In terms of cultural and linguistic diversity2:

• 43% of staff identify as having been born overseas (50% for academics and 32% for professional staff). This is compared to 26% of the general population for Australia.

• 17% of staff indicate that they speak a language other than English at home (LOTE) (22% for academics and 9% for professional staff). This is compared to 21% of the general population for Australia.

• 17% of staff indicate that they were both born overseas and speak a LOTE (22% for academics and 9% for professional staff). This is compared to 15% of the general population for Australia.

In addition to continuing and fixed term staff, the Faculty employs 1935 casual staff who are highly valued for their critically important contribution to teaching.

1071Total staff

Professional

Academic651

420

240(43 level

D & E)

411

281 139

Fixed and Continuing

Staffing

Staff born overseas (this is compared to 26% of the general population for Australia)

43%

17% Staff speak a language other than English at home (LOTE)(this is compared to 21% of the general population for Australia)

Cultural Diversity

17% Staff born overseas and speak a language other than English at home (LOTE)(this is compared to 15% of the general population for Australia)

1 Professional staff includes Administration, Scientific/Technical and Research professional roles. Staff figures show head count. Due to counts shown as head, staff can be double counted if they appear in more than one type of role or more than one unit (e.g. both Academic and General). However, the total base count of staff is 1071.

2 Note that data on country of birth (COB) and language spoken at home (LSAH) has a high rate of persons not stating (16% for COB and 18% for LSAH). This is well above the not stated rate of 6–7% in the 2016 Census of Population and Housing.

FacultyofScience,Highlevelfacts

Staffing:FixedandContinuing

TheFacultyofSciencepresentlyemploys1,070staffcomprising651Academicand420ProfessionalStaff1(Source:UQ,StaffCurrent).

Intermsofgender:

• 37%(240)ofacademicstaffand67%(281)ofprofessionalstaffarefemale;• ProfessionallevelHEW10andhigheris5maleand5female(50/50);and• Around24%(43)ofacademicstaffatLevelDandEarefemale.

Intermsofculturalandlinguisticdiversity2:

• 43%ofstaffidentifyashavingbeenbornoverseas(50%foracademicsand32%forprofessionalstaff).Thisiscomparedto26%ofthegeneralpopulationforAustralia.

• 11%ofstaffindicatethattheyspeakalanguageotherthanEnglishathome(LOTE)(22%foracademicsand9%forprofessionalstaff).Thisiscomparedto21%ofthegeneralpopulationforAustralia.

• 17%ofstaffindicatethattheywerebothbornoverseasandspeakaLOTE(22%foracademicsand9%forprofessionalstaff).Thisiscomparedto15%ofthegeneralpopulationforAustralia.

Figure1:TheAcademicStaffgenderpercentageineachlevel

Students

1ProfessionalstaffincludesAdministration,Scientific/TechnicalandResearchprofessionalroles.Stafffiguresshowheadcount.Duetocountsshownashead,staffcanbedoublecountediftheyappearinmorethanonetypeofroleormorethanoneunit(e.g.bothAcademicandGeneral).However,thetotalbasecountofstaffis1,070.2Notethatdataoncountryofbirth(COB)andlanguagespokenathome(LSAH)hasahighrateofpersonsnotstating(16%forCOBand18%forLSAH).Thisiswellabovethenotstatedrateof6-7%inthe2016CensusofPopulationandHousing.

0

10

20

30

40

50

60

70

80

90

LevelA LevelB LevelC LevelD LevelE

Percen

tage(%

)

Female Male

Figure 1: The academic staff gender percentage in each level


8840Total students

International

56%

21%

44%

Domestic79%

Students in 2017

StudentsIn 2017 (Source: UQ, Student Current):

• There is a total of 8840 students enrolled in Science programs3 .

• Of these, 56% are female; and

• 21% are international students.

The market share of OP 1–5 (or equivalent) QTAC Enrolments (domestic undergraduates) is based on like programs between institutions to provide a market share value at the Faculty level. For Faculty of Science Programs:

• UQ presently holds around a 68% market share; and

• Over the five years from 2013 to 2014 this market share has varied between 61 and 68%.

(Source: UQ, Student QTAC Official)

3 These count enrolments across the whole year and do not include higher degree research (HDR) students.

Table 2: Undergraduate programs

Undergraduate programs in the Faculty of Science

Bachelor of Advanced Science

Bachelor of Agribusiness

Bachelor of Agricultural Science

Bachelor of Biomedical Science

Bachelor of Biotechnology

Bachelor of Environmental Science

Bachelor of Environmental Management

Bachelor of Equine Science

Bachelor of Mathematics

Bachelor of Occupational Health and Safety Science

Bachelor of Regional and Town Planning

Bachelor of Science

Bachelor of Sustainable Agriculture

Bachelor of Wildlife Science

Bachelor of Veterinary Science

Bachelor of Veterinary Technology

Plus a range of dual degree with Arts, Engineering, Business and other programs.

All undergraduate programs offer an Honours qualification, either on-course or as an optional additional year of study.

Table 1: Postgraduate programs (Masters +/- GCert/GradDip)

Postgraduate programs in the Faculty of Science

Agribusiness

Agricultural Science

Animal Science

Bioinformatics

Biotechnology

Conservation Biology

Conservation Science

Environmental Management

Food Science and Technology

Geographical Information Science

Molecular Biology

Occupational Health and Safety Science

Science

Veterinary Science



Figure3:ThenumberofScienceProgramAwardsperyear,2012to2016

Source:UQ,StudentAwardsGranted

TherearesomeFacultyofScienceprogramsselectedforpromotion.Theseare:

• BAdvancedScienceHonours;• BAgriculturalScience(Hons);• BEnvironmentalScience(Hons);• BMathematics(includingduals);and• BBiotechnologyHonours.

Therehasbeennotableincreasesinthenumberofcommencementsacrossalloftheseprogramsbetween2016and2017(seeTable1).Inparticular,theBachelorofMathematicsandtheBachelorofMathematicswithinadualprogramhasseenadoublingofcommencementssincelastyear.However,theseincreasesmayreflecttheprogramsbeingnewandmaynotbeindicativeoffuturetrends.

Table1:Selectedprogramsfordevelopment,commencements2016and2017

Program 2016 2017 % Increase B Mathematics 32 68 112.5 B Mathematics (Duals) 79 153 93.7 B Advanced Science Honours 114 160 40.4 B Environmental Science(Hons) 35 43 22.9 B Agricultural Science(Hons) 26 31 19.2 B Biotechnology Honours 52 59 13.5 Total 338 514 52.1

455 399 415 446 469

13671434

173 191 177 187 175

0

200

400

600

800

2012 2013 2014 2015 2016

Aw

ards

Postgraduate Coursework

1800

16001400 1218

1200

1000

Undergraduate Higher Degree Research

1582 1590

Figure 2: The number of Science Program Awards per year, 2012 to 2016

StudentsStudents in Science Programs report around an 85% satisfaction with their entire educational experience (compared to 82% for UQ). In the last few years, satisfaction with their development of skills has increased from 78% in 2013 to 82% (compared to 82% for UQ) in 2015 and levelling off at 82% in 2016 (see Figure 3).

The domestic student retention rate for all Science Faculty programs has consistently remained at around 80% for the last five years to 2016, comparable to the UQ rate (80%). The international student retention rate has been consistently high at 93% for the same period and is higher than the overall UQ rate of 87% in 2016 (see Figure 4).

Figure 4: The percentage retention in Science programs, 2012 to 2016

Figure5:percentageofgraduatedstudentssatisfiedwiththeirstudentexperienceinSciencePrograms

Figure6:ThepercentageretentioninSciencePrograms,2012to2016

ResearchPerformance

TheFacultyofScienceattractsapproximately$70Mofexternalresearchfundingeachyear,includingapproximately$45Mcategory1(Australiancompetitivegrant),$20Mcategory3(Industryandother),and$5MCategory4(CRC)income.

ThetotalHERDCresearchincomeoverallfortheFacultyofSciencehasnotshownasignificantriseorfallbetween2011and2015.ThepercentageshareofincometheFacultyofSciencehasheldinthesameperiodhasbeensteady,rangingbetween18-19percent.

83%84%

83%

84% 85%

87%

85% 85%

87%86%

84%

78%

79%

82% 82%

70%

72%

74%

76%

78%

80%

82%

84%

86%

88%

90%

2012 2013 2014 2015 2016

QualityOfEntireEducationalExperience QualityOfTeaching SkillsDevelopmentScale

80% 80% 80% 82% 80%

93% 93% 94% 93% 93%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2012 2013 2014 2015 2016

Retention

Domestic International

Source: UQ, IPP Retention

In 2016, the Faculty of Science awarded 1590 undergraduate, 469 postgraduate by coursework and 175 Higher Degree Research (HDR) programs to students.

Over the years 2012 to 2016, the number of awards of undergraduate Science programs has steadily increased (see Figure 2).

In 2015, 758 effective full-time students (EFTSL) were enrolled in HDR programs.

(Source: UQ, Student Awards Granted)

Figure 3: The percentage of graduated students satisfied with their student experience in Science programs

Source: QILT, Student Experience Survey (UQ Data warehouse)

70%

72%

74%

76%

78%

80%

82%

84%

86%

88%

90%

2012 2013 2014 2015 2016

QualityOfEntireEducationalExperience QualityOfTeaching SkillsDevelopmentScale


Research performanceThe Faculty of Science attracts approximately $70M of external research funding each year, including approximately $45M Category 1 (Australian competitive grants), $20M Category 3 (Industry and other), and $5M Category 2 (Other Public Sector Research) income (see Figure 5).

Notably, Category 3 income, i.e. industry and other funding, has shown a significant increase between 2011 and 2015. Other categories of funding have remained static or slightly declined over the same period of time.

In 2016, the Faculty of Science contributed 2114 research publications, of which 93% were journal articles.

Figure 6 shows Faculty of Science publication outputs from 2013 to 2016.

Figure 5: Research income for the Faculty of Science by HERDC categories, 2011–2015

(Source UQ, Research Performance Indicators).

Figure8:ResearchIncomefortheFacultyofSciencebyHERDCCategories,2011-2015

45M 45M48M 48M

43M

8M7M

4M6M 5M

11M14M 15M

18M20M

2M 549K 511K791K 950K

K

10M

20M

30M

40M

50M

60M

2011 2012 2013 2014 2015

Inco

me

($)

1-AustralianCompetitiveGrants 2-OtherPublicSectorFunding 3-IndustryandOtherFunding 4-CRCFunding

65M 67M 67M 73M 69M

8M 7M

4M

6M5M

11M

14M15M

18M

20M

$60,000,000

$62,000,000

$64,000,000

$66,000,000

$68,000,000

$70,000,000

$72,000,000

$74,000,000

K

5M

10M

15M

20M

25M

2011 2012 2013 2014 2015

Income($)

Total 2-OtherPublicSectorFunding 3-IndustryandOtherFunding

Figure 6: The number of publications linked to the Faculty of Science, 2013 to 2016

Figure9:ThenumberofpublicationslinkedtotheScienceFaculty,2013to2016

1,889 2,021 2,074 2,114

88% 91% 92% 93%

0

500

1,000

1,500

2,000

2,500

2013 2014 2015 20160%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Coun

t

Publications(number) %JournalArticles

World rankingsUQ ranks in the top 50 in the world as measured by the Performance Ranking of Scientific Papers for World Universities. The University also ranks 47 in the QS World University Rankings, 52 in the U.S. News Best Global Universities Rankings, 60 in the Times Higher Education World University Rankings and 55 in the Academic Ranking of World Universities (ARWU).

Table 3 and Table 4 highlight UQ disciplines which ranked in the Top 50 of the QS and ARWU Subject rankings for 2017 to which the UQ Faculty of Science contributes.

Table 3: QS World University Rankings by Subject (8 June 2017)

Field World Rank

Environmental Sciences 12

Agriculture and Forestry 19

Veterinary Science 32

Geography 37

Biological Sciences 40

Table 4: ARWU Global Ranking of Academic Subjects 2017 were published as at 30 June 2017

Field World Rank

Ecology 3

Biotechnology 7

Geography 9

Agricultural Sciences 23

Veterinary Sciences 24

Food Science and Technology 39



Nature indexResearchers in the Faculty of Science contributed to 100 publications in the Nature stable of journals in 2016. This number has increased steadily from 36 articles in 2012 (Figure 7).

The Nature Index in Figure 8 shows The University of Queensland’s relative position within Australia for publications in journals incorporated into the “Nature Index”. The rankings are a relative score where a rank of one is the highest rank. The fields include Chemistry, Earth and Environmental Sciences, Life Sciences and Physical Sciences to which the Faculty contributes.

(Source: Nature (www.natureindex.com, accessed, 30/08/2017))

Figure 7: The number Faculty of Science articles in Nature Stable Publications, 2012 to 2016

Figure 8: The University of Queensland Australian Nature Rankings by field, 2013 to 2016

Figure11:TheUniversityofQueenslandAustralianNatureRankingsbyField,2013to2016

Source:Nature(www.natureindex.com,accessed,30/08/2017)

0

2

4

6

8

10

12

14

Chemistry EarthandEnvironmental

LifeSciences PhysicalSciences

Rank

ing

2013 2014 2015 2016

0

20

40

60

80

100

120

2012 2013 2014 2015 2016

Num

ber


Philanthropy

Figure 9: Faculty of Science received philanthropic income by source, 2016

Philanthropy

Figure12:FacultyofSciencereceivedphilanthropicincomebysource,2016

Figure13:FacultyofSciencephilanthropicdonorsbysource,2016

18%

2%

39% 21%

12%

12%

Alumni

Staff

Students

OtherIndividuals

Foundations/Trusts

Corporate

OtherOrganisations

199

63

2

183

918

28

Alumni

Staff

Students

OtherIndividuals

Foundations/Trusts

Corporate

OtherOrganisations

Table 6: Faculty of Science philanthropic income and donors by source (funds received), 2016

Source Gifts Donors Actual

Alumni 219 199 $354,508

Staff 113 63 $48,267

Students 2 2 $1,010

Other Individuals 229 181 $783,393

Foundations/Trusts 11 9 $409,691

Corporate 22 17 $237,045

Other Organisations 34 26 $244,861

585 459 $1,995,161

In 2016, the Faculty of Science benefited from $1.9 million in gifts received through the generosity of alumni, community and industry partners. The largest group of donors were community members (39% or $783K), followed by alumni (21% or $355K). Bequests to the Faculty made up 42% of the total philanthropic funds received.

CommercialisationOver the four years to 2016, per year, there have been an average of 39 inventions disclosed, patents filed and plant breeders’ rights filed.

Table 5: Faculty of Science, Intellectual Property, Commercialisation and translation data, 2012 to 2016 (a)

Contract or Income type 2012 2013 2014 2015 2016

No. of invention disclosures logged (b)

128 29 27 30 29

No. of provisional patent applications filed

10 5 8 9 6

No. of new plant breeders’ rights filed

3 0 4 4 4

Licence income (c) $501,194 $1,276,1923 $220,358 $231,664 $589,187

No. of licenses executed

6 7 2 1 6

No. of start-ups established

1 1 0 1 0

Total research income (d)

$4,523,712 $3,888,694 $3,566,383 $3,637,643 $3,105,181

Total consultancy income (e)

$639,029 $606,448 $382,303 $412,467 $352,354

Notes:

(a) While best efforts have been made to ensure this information is all accurate it does not guarantee the accuracy, reliability, currency or completeness of the information which has been provided for reference purposes only.

(b) Different reporting criteria were applied from 2013 onwards so the 2012 figure is uncharacteristically high.

(c) Licence income is made up of both royalty income and non-royalty based payments such as annual licence fees and milestone payments.

(d) Total research income to the Faculty from UniQuest.

(e) Total consultancy income to the Faculty from UniQuest.

(Source: UQ, UniQuest)

Notes:Funds received is cash income (including gifts in kind) received including payments of pledges made in previous years. (Source: UQ, Raisers Edge)


FACULTY OF SCIENCE: PREPARING FOR THE FUTURE

Our changing environmentAs the world continues to change, our populations are facing many global challenges including, but not limited to, feeding the world, responding to climate change, ageing well, cybersecurity, sustainable energy, and clean water. These challenges, together with advances in technology are changing the way we work and live our lives. Preparing for, and responding to, these changes is crucial to our future success.

The National Innovation and Science Agenda (NISA) articulates a national response to the future and the crucial role science plays. It provides a culture and incentives for innovation, collaboration, and talent and skills development. Initiatives include support for establishing partnerships with industry, commercialising discoveries, managing, sharing and securing data, innovating in agriculture, and inspiring the next generation to pursue careers in science, technology, engineering and mathematics.

High quality education and the creation and transfer of knowledge is at the core of this. We are well placed to be at the heart of constructively responding to the landscape of the future. The Faculty is one of the largest groups of tertiary science and mathematics teachers and researchers in the country with enormous strength in biological, physical, quantitative, and technological sciences.

University funding is changing with an increased focus of operating funding on student experience, retention and outcomes, and on research engagement, innovation and impact. Research grant funding schemes are also changing with a greater emphasis on collaboration and translation, and there is an ongoing shortfall in covering the full cost of research. There are also greater incentives for partnering with industry and government.

International politics are also impacting the University sector with changes including international student markets, international academic mobility, and access to international research funding leading to the challenge of global competitiveness in recruitment of students, staff and research funds.


Responding to changeOur changing world provides enormous opportunity to reorientate ourselves towards future success. We have the knowledge, skills, human, physical and financial resources to be responsive and highly successful through the delivery of high quality graduates and solutions to future challenges.

Our funding base defines our capacity to perform and achieve and this is impacted by national and international trends, most of which we have limited if any control over. Our response must therefore include being the best provider of science education and research that our external environment demands, ensuring that our activities are efficient, non-duplicative and streamlined, and explore every opportunity for attracting additional sources of funding.

Our missionThe UQ Faculty of Science will constructively respond to global challenges and changes in the way we live and work by: producing knowledgeable and prepared future leaders in science and innovation; and partnering with each other and with industry and government to deliver solutions; and informed decision making. We will be creative in responding to a changing funding environment to ensure our future sustainability and success.


Teaching and Learning (T&L)The way students learn and their needs and expectations are changing. Increased access to technology, information and digital social connectedness has changed the way we teach with an emphasis on active learning and greater engagement of students with the curriculum, each other and with academic staff. The UQ Faculty of Science has a proud history of responding to these changes and intends to be at the forefront with a greater emphasis on T&L.

In 2016, The University outlined a bold and visionary plan to improve the quality of teaching and learning. This is outlined in the UQ Student Strategy document that encompasses the following four goals:

• Goal 1: Game-changing graduates To graduate students who use their intellectual assets to build meaningful careers, become effective leaders, and turn their ideas into impact.

• Goal 2: Student-centred flexibility To provide our students with flexible options that support and service their priorities, meet their expectations and personalise their learning experience.

• Goal 3: Dynamic people and partnerships To strengthen a dynamic and enterprising culture that supports continued innovation, adapts to change, and is shared, valued and enriched by students and staff

• Goal 4: An integrated learning environment To build a vibrant, practical and digitally-integrated environment that supports and enhances on-campus learning, community engagement and student life.

The UQ Faculty of Science embraces this strategy and reflects these goals in its plans for the future.



We will achieve this by developing leaders, creators, innovators and problem solvers who are well prepared to face the challenges of the future through high quality programs, challenging and enriching curricula, field and practical experiences, work-integrated learning and strong professional networks. Our graduates will be ready for a future in which 75% of jobs in the fastest growing industries are predicted to need skills in STEM disciplines.

By expanding our educational offerings, we will also strive towards achieving a more scientifically literate community that is equipped to make science-backed political, legal, business and social decisions.

Our future priorities in teaching and learning will focus on teaching excellence and innovation, student engagement and retention, student employability, and supporting non-traditional entry pathways into our programs. These priorities will support the our aim to continue to be the preferred destination for science training in Queensland and to aspire to be the same in Australia.

Research excellence, impact and trainingGlobally, The University of Queensland consistently ranks as a top 50 University, largely based on research performance. In addition, five disciplines in the Faculty of Science rank in the top 20 worldwide. Furthermore, in the 2015 Excellence in Research in Australia (ERA) exercise, the majority of the Faculty of Science’s broad fields of research rated above or well above world standard. A priority for the future is to maintain a reputation for research excellence across a broad range of science disciplines

There is an increasing focus on showcasing or measuring the societal benefits from research, and a need for better coordination in reporting and promoting the impact of these research outcomes. This will become increasingly important in a tight fiscal government environment where the community increasingly expects returns on investment in research in terms of environmental, economic and social impact.

A pilot assessment of research engagement and impact by the Australian Research Council (ARC) determined:

• Research engagement is the interaction between researchers and research end-users (including industry, government, non-governmental organisations, communities and community organisations), for the mutually beneficial exchange of knowledge, technologies and methods, and resources in a context of partnership and reciprocity.

• Research impact is the contribution that research makes to economy, society and environment, beyond the contribution to academic research.

The Faculty of Science combines excellence in fundamental research, engagement with end-users and leadership of many globally impactful research projects. The Faculty is also primed to be more active in research engagement and impact and this will be a key part of our strategic plan going forward.

Developing the next generation of research leaders is crucial to the future of Australian science and we will contribute to this both by providing an outstanding research environment and by contributing to the development of outstanding citizens who will lead innovation and impact, and who will strongly and positively engage with government, industry and the community.

There is an important regional role to contribute to the development of scientific capability and capacity within Asia.

We will deliver research excellence, engagement, and impact by intensifying our internal collaboration and growing our work with key external partners in government and industry, and providing incentives for teams of researchers to work together in the journey from research discovery to impact. We will also deliver the next generation of researchers and innovators through high quality training and extension experiences that will prepare them for the uncertainties of the future.


Operating environmentAchieving teaching and research excellence across a broad range of disciplines requires the Faculty to develop and maintain a robust and diverse funding base, a well-supported and high-performing body of academic and professional staff, and a physical environment and presence that is modern, attractive and effective for both staff and students.

It is essential to achieve effective use of our financial resources through minimising duplication in teaching, partner touchpoints and infrastructure, along with streamlined administrative process.

To increase our funding base, the Faculty will continue, where financially prudent, to improve the entry scores (OP) of its undergraduate degrees to ensure a clear quality signal and attractor to domestic students. Recent evidence suggests this is a successful strategy with improved entry scores leading to an increase in enrolments and retention for many programs.

In parallel, we will continue to grow and diversify our international student enrolments. This will maximise our enrolment of high potential students, build our regional alumni, and mitigate against the risks of fragile individual markets. To remain competitive in international student recruitment, the Faculty will also continue to review and revise our program offerings to meet student needs and expectations of an internationally relevant curriculum and non-curricula experiences.



Beyond student fee income, we will explore alternate sources of funding. At a time of increased individual wealth and an associated desire to make meaningful investments, UQ, including the Faculty of Science, is keen to partner with donors to help them to realise their dreams. This mutually beneficial philanthropic approach has been highly successful in the United States and at other Go8 universities in Australia, the latter raising hundreds of millions of dollars to support the mission of those universities.

The Faculty of Science aspires to a workplace culture that is diverse and inclusive, that is positive in terms of shared goals and one in which constructive behaviours are expected and rewarded. Achievement is at the core of academic institutions and in the context of organisational culture involves setting expectations including challenging goals, establishing plans that are achievable and pursuing them with enthusiasm, and balancing this with mechanisms that builds our capabilities and minimises and manages conflict resolution. Appropriate organisational structures and communication strategies are important to align organisational thinking, reinforce direction, facilitate decisions, and reward associated behaviours and outcomes.

Risk and risk appetiteThere are risks associated with undertaking an ambitious strategic plan that attempts to address the uncertainties of the future. However there are also risks in remaining idle and content with the current state amidst a changing external environment.

In outlining our plans for the next three years, we have been cognisant of actual and potential risks and will ensure that implementation and operational plans build in processes to effectively manage risk. Risks for the Faculty include changes in international reputation, international student markets, student enrolment and retention, research funding, external collaboration and partnerships, research translation, workforce capability, infrastructure maintenance, and regulatory compliance.

SummaryThe UQ Faculty of Science is an outstanding provider of science and mathematics education, training, knowledge and its application. In a changing external environment, our priorities are to maintain and extend our excellence in teaching and research, and to ensure that we have the resources to achieve this. The following strategic plan outlines our key priorities for the next three years with a view to strengthening our position both nationally and internationally.

The objectives and aims of the Faculty strategic plan are outlined on pages 14–21. They are intentionally broad and general, with the expectation that each will be tailored to the specific disciplines and activities of each of our Schools and Centres. Specific implementation plans will be supported by a combination of strategic funding and a refreshed Faculty leadership structure that is directly aligned with this plan.


1

2018–2020 STRATEGIC PLANOBJECTIVE ONE: Transform students into game changing graduates

Student access

Provide greater opportunities, including scholarships, for students to study Science regardless of age, and educational, cultural, and financial background.

Provide greater incentives for women to study in Science disciplines in which they are currently underrepresented.

In concert with the ATSIS unit, develop a plan to recruit and retain Aboriginal and Torres Strait Islander students to study Science.

Curriculum

Develop expectations that ensure the curriculum in Faculty of Science programs has currency and develops innovative and independent thinking and high order learning in students, to enable them to create positive change in both known and unknown environments.

Develop and implement principles and financial incentives around the appropriate balance of student choice and core knowledge and skills, such that we minimise duplication and competition in our curriculum.

Where appropriate, embed industry examples and Indigenous knowledge into our curriculum.


2018–2020 STRATEGIC PLAN

Teaching innovation

Complement traditional teaching approaches with greater use of educational technology, flexible, active and collaborative learning, and spaces and places at St Lucia, Gatton, North Stradbroke Island and Heron Island.

Support and encourage Faculty of Science-wide collaboration and sharing of best practice in teaching innovation.

Student employability

In collaboration with our industry partners and alumni, provide our coursework and higher degree research students with transformative experiences and opportunities for work integrated learning and professional skills training in authentic local, national and international environments.

Ensure that our students are prepared for success in a wide range of professional scenarios, including, but not limited to, academia.

Student connectivity

Mobilise individual students, student societies, alumni and early career academic staff to develop on and off campus activities that engage, connect and support students to enhance their learning and facilitate the development of stronger student cohorts and networks.

Develop a plan for improving accommodation options at Gatton and Moreton Bay Research Station to make these sites more attractive for study and networking activities.

Expected outcomes

• Increased student diversity

• Increased enrolment of high performing students

• Increased student retention

• Improved student satisfaction

• Improved graduate outcomes

• Increased student learning


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2018–2020 STRATEGIC PLAN OBJECTIVE TWO: Deliver globally significant solutions to challenges

Research excellence

Support work on globally significant research challenges, achieving theoretical and translational outcomes.

Communicate research successes to key internal and external stakeholders.

Advocate for an appropriate balance of excellent discovery and translational research in science.

Research engagement and impact

Incentivise multidisciplinary research collaboration within the Faculty of Science and across UQ.

Establish mechanisms to support strong mutually beneficial partnerships between researchers and end-users, including alumni, to enable and value the development of products, services, guidelines, policies, international development and public good.

Support joint appointments and ECR and HDR placements with partners in industry, government, schools and Indigenous and other communities.

Ensure that we provide sufficient research contract management support to our researchers.


Researcher development

Proactively recruit outstanding high potential HDR and early-career researchers from a diverse range of national and international communities, including Indigenous communities.

Develop a framework to ensure that our early career researchers receive outstanding professional and career development to enable them to reach their potential and prepare them for a range of career pathways, including teaching.

Research infrastructure

Collaborate within and outside UQ to identify opportunities to create and improve building infrastructure and equipment to sustain our outstanding science research performance.

Take full advantage of the opportunities associated with a presence at St Lucia, Gatton, North Stradbroke Island and Heron Island.

Support moves to centralise the management of scientific research infrastructure where appropriate.

Expected outcomes

• Improved indicators of fundamental research performance (e.g. citations, Nature index)

• Increased engagement with government, industry and international partners

• Increased ARC Linkage funding

• Increased research impact (disclosures, patents, policies, guidelines, international development and public good)

• Increased HDR graduate employment

• Increased promotion of academic staff


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2018–2020 STRATEGIC PLANOBJECTIVE THREE: Attract and retain outstanding staff

Recruitment

Identify priority areas for teaching and research in the Faculty of Science to guide future academic and professional staff recruitment.

Proactively recruit excellent researchers, teachers and professional staff from diverse backgrounds to support our strategic imperatives.

Sustain our outstanding record of attracting externally funded research fellows and develop strategies to retain them.

Staff development

Develop robust systems to mentor, guide and support staff to reach their potential and to achieve career success.

Recognise and reward excellence in teaching, research, collaboration, service and leadership.

Mentor staff to support them to have a happy and healthy work life balance and to feel valued.

Equity, diversity and inclusion

Identify opportunities and implement strategies to enable equity, diversity and inclusion in all categories and levels of staff.

Actively and positively contribute to the Science Australia Gender Equity (SAGE) Athena Swan program.

Contribute to University level activities to review recruitment and promotion policies and processes to remove unconscious bias.

Support UQ’s zero tolerance for harassment and discrimination.

Expected outcomes

• Improved attraction and retention of externally funded (e.g. government, industry) research fellows

• Increased in academic promotion

• Increased local, national and international awards

• Improved staff diversity (age, gender, Indigenous)

• Increased number of women at academic levels D and E


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2018–2020 STRATEGIC PLANOBJECTIVE FOUR: Expand business development and maintain financial sustainability

Program offerings

Develop new articulation programs and short courses that meet the needs of prospective students.

In collaboration with Queensland Curriculum and Assessment Authority (QCAA) and the STEM partnerships forum, expand our current continuing professional development program for secondary school science and mathematics teachers nationally and internationally and explore other potential short courses attractive to industry professionals.

Ensure that addition of new educational offerings is balanced with retirement of under-performing educational offerings.

Domestic enrolments

Increase enrolments of high achieving domestic undergraduate students (equivalent to Queensland OP1–5) through marketing and outreach programs with Queensland secondary schools and in other states of Australia. Initially focus on programs in the environmental science area.

Improve gender equity in those courses and programs where women are underrepresented.


International enrolments

Increase and diversify international student enrolments through targeted marketing, strategic teaching and research partnerships with targeted institutions in priority countries, with a particular focus on China, India and Indonesia.

Ensure that we sufficiently resource the international student experience such that it remains an attractive value proposition to study a science program at UQ.

Diversify research income

Explore opportunities to diversify research income by positioning researchers to collaborate internationally, commercialise research, undertake contract research and attract philanthropic funding.

Philanthropy

Develop and nurture a culture of philanthropy.

Foster mutually beneficial relationships with key stakeholders (alumni, industry, key influencers, students, staff and the broader community) supported by best practice business systems, to attract significant and sustained financial philanthropic investment for Learning, Discovery and Engagement priorities.

Expected outcomes

• Increased domestic student enrolment

• Increased interstate student enrolments

• Increased market share of OP1–5 students

• Increased international student enrolments

• Increased number of professional development students

• Increased non-traditional research funding

• Increased philanthropic funding


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FACULTY OF SCIENCEBuilding 69, Level 2 The University of Queensland St Lucia QLD 4072 Australia

T +61 7 3365 1888E [email protected] science.uq.edu.au

faculty of science strategic plan 2018–2021 · development of the university strategic plan...

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