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Australian Universities Quality Agency
January 2009
Macquarie UniversityPerformance Portfolio
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January 2009 Macquarie University New South Wales Australia 2109 www.mq.edu.au
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Table of Contents List of Figures
Introduction
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1. Context and Outcomes since AUQA Cycle 1 1.1 The University 1.2 Audit Themes 1.3 Strategic Directions 1.4 Progress on Cycle 1 Recommendations 1.5 A New Approach to Quality—The Quality Enhancement Framework
1.5.1 Governance 1.5.2 Policy and Planning 1.5.3 Management and Implementation 1.5.4 Evaluation, Review and Reporting
1.5.4.1 Benchmarking 1.5.4.2 Major Reviews
1.6 Areas for Improvement
3 8 8
14 24 26 27 28 30 31 32 32
2. Research and Research Training 2.1 Revitalised Strategy and Policy 2.2 Progress against Macquarie@50 2.3 Quality Assessment against Major Research Objectives
2.3.1 Establishing a Pervasive Research Culture 2.3.2 Achieving Prominence in Research in Selected Concentrations of
Research Excellence 2.3.3 Increasing HDR Candidate Commencements and Completions
2.3.3.1 HDR Commencements 2.3.3.2 HDR Support 2.3.3.3 HDR Student Experience 2.3.3.4 HDR Completions
2.3.4 Contributing to the Nation’s Economic, Social, Cultural and Environmental Well-being
2.4 Increasing International Research Collaborations, Outreach and Global Impact 2.5 Areas for Improvement
39 44 46 47 52
54 55 56 57 62 63
66 68
3. International Activities 3.1 The University Context
3.1.1 Change in Macquarie International 3.1.2 The Quality Enhancement Framework
3.2 Quality and Compliance 3.2.1 Compliance with the ESOS Act 3.2.2 International Student Support 3.2.3 Monitoring and Management of Recruitment Agents
3.3 Benchmarking 3.4 External Referencing
74 77 77 78 78 79 82 84 89
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3.5 Performance Monitoring 3.5.1 Student Recruitment 3.5.2 Student Mobility
3.6 Offshore Arrangements 3.7 Dual Degree Arrangements 3.8 Other Partnered Activities
3.8.1 Macquarie University City 3.8.2 International College of Management Sydney 3.8.3 Centre for Macquarie English
3.9 Pathway Providers 3.9.1 Sydney Institute of Business and Technology 3.9.2 Other Providers
3.10 Internationalisation of the Curriculum 3.10.1 A Two-Tier Approach to Internationalisation 3.10.2 Learning and Teaching Strategies 3.10.3 The Global Futures Program 3.10.4 Staff Development
3.11 Areas for Improvement
89 91 94 95 98 99 99 99
100 101 101 102 103 103 104 104 105 107
Appendices
Appendix A: Benchmarking, 2006-2008 and Planned for 2009 Appendix B: Internal Reviews, 2006-2008 and Planned for 2009 Appendix C: Transnational Learning and Teaching Activities Appendix D: Student Exchange Partners Appendix E: Dual Degree Arrangements
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126
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Acronyms List of Supporting Material
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144
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List of Figures
Figure 1.1: Macquarie at a Glance
Figure 1.2: The University Council and Committees
Figure 1.3: Academic Senate and Committees
Figure 1.4: Shanghai Jiao Tong University: Academic Ranking of World
Universities—Recent Rankings for Macquarie University
Figure 1.5: Macquarie University Four Faculty Structure
Figure 1.6: University Administrative Structure
Figure 1.7: The Quality Enhancement Framework
Figure 1.8: Major Activities in the Macquarie University Quality Enhancement
Framework
Figure 1.9: Key University Management Committees
Figure 2.1: Research and Research-Related Committees
Figure 2.2: Progress against Macquarie@50 Research Goals
Figure 2.3: Weighted Publications per FTE by Institution, 2007
Figure 2.4: Research Quality Framework Trial, 2007
Figure 2.5: Unweighted (DEEWR Proxy) Publications, 2002-2007
Figure 2.6: HDR Commencements, 2002-2008
Figure 2.7: HDR Student Experience Data Sources
Figure 2.8: PREQ Data on Supervision—Macquarie and National, 2002-2006
Figure 2.9: PREQ Data on Intellectual Climate—Macquarie and National, 2002-
2006
Figure 2.10: PREQ Data on Skill Development—Macquarie and National, 2002-
2006
Figure 2.11: PREQ Data on Infrastructure—Macquarie and National, 2002-2006
Figure 2.12: PREQ Data on Thesis Examination—Macquarie and National, 2002-
2006
Figure 2.13: PREQ Data on Goals & Expectations—Macquarie and National, 2002-
2006
Figure 2.14: PREQ Data on Overall Satisfaction—Macquarie and National, 2002-
2006
Figure 2.15: HDR Completions, 2002-2008
Figure 3.1: AUQA Sub-themes and the Portfolio Structure Figure 3.2: Proportions of Domestic and International Student Enrolments
(EFTSL), 2005-2008
Figure 3.3: Macquarie International Organisation Chart
Figure 3.4: Academic Support Services for International Students
Figure 3.5: Pastoral Support Services for International Students
Figure 3.6: Sources of International Student Enrolments, 2002-2008
Figure 3.7: International Student Barometer Post Arrival Survey, First Semester
2008: Most Satisfaction
Figure 3.8: International Student Barometer Post Arrival Survey, First Semester
2008: Most Dissatisfaction
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Figure 3.9: International Student Barometer Post Arrival Survey, First Semester
2008: Further Satisfaction Ratings Compared with Other Australian
Universities—Student Experience
Figure 3.10: International Student Barometer Post Arrival Survey, First Semester
2008: Further Satisfaction Ratings Compared with Other Australian
Universities—Learning Experience
Figure 3.11: International Student Barometer Post Arrival Survey, First Semester
2008: Further Satisfaction Ratings Compared with Other Australian
Universities—Arrival Experience
Figure 3.12: Macquarie Undergraduate Access to International Study Experiences,
2003-2007
Figure 3.13: Macquarie University Use of External Reference Points
Figure 3.14: Macquarie University Course Experience Questionnaire Results,
2005-2007—Generic Skills Scale
Figure 3.15: Macquarie University Course Experience Questionnaire Results,
2005-2007—Good Teaching Scale
Figure 3.16: Macquarie University Course Experience Questionnaire Results,
2005-2007—Overall Satisfaction Scale
Figure 3.17: Macquarie University International Student Retention Rates, 2005-
2007
Figure 3.18: Top 20 Countries of Origin for International Students Enrolled in
Semester 2 of 2008
Figure 3.19: Headcount of Research Students by Course Level and Student
Status, 2002-2008
Figure 3.20: Outbound Study Abroad and Exchange Students by Head Count,
2005-2008
Figure 3.21: Offshore International Student Enrolments, 2005-2008
Figure 3.22: Cumulative GPA Distributions of SIBT Pathway and other Macquarie University Onshore Bachelors Degree Students, 2005-2007
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Introduction
Macquarie University has an ambition to be one of the top eight research universities in Australia, and in the top 200 in the world. And we're well on the way, boosting our research effort and ensuring our learning and teaching is of the highest class. Our ambition is obvious in the range of initiatives we have underway, from a new library, a private hospital, and a new undergraduate curriculum in 2010. Nevertheless, we continue to keep faith with a philosophy that has animated Macquarie from its foundation—a multi-disciplinary approach to teaching and researching: highly relevant today given the complexity of the world's problems. To reach our goals, we are investing heavily in research and research training, and new buildings, as well as developing strong relationships with industry. This investment is already achieving significant results. Macquarie is a relatively small university in terms of staff numbers. However, we are achieving high rates of research funding and high rates of academic publication. Alongside research, we are rejuvenating our learning and teaching efforts, updating our curriculum, investing in new teaching facilities, and providing new volunteering experiences for staff and students. International students play a major role in the Macquarie community. We have one of the country’s most diverse international student bodies with all the potential this has for rich social and cultural interaction. The University welcomes the opportunity given by the 2009 AUQA Audit to reflect on our goals in research and research training and in international activities and on how we can manage these areas for continuous quality improvement.
Steven Schwartz Vice-Chancellor
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Chapter 1Context and Outcomes
since AUQA Cycle 1
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1. Context and Outcomes since AUQA Cycle 1
1.1 The University
Macquarie University was established by the Macquarie University
Act 1964 and is located on a hundred and twenty six hectare site at
North Ryde, north-west of the central business district in Sydney.
The University has a significant presence in the Sydney CBD, and
runs offshore programs in China, Hong Kong, Japan, Korea,
Malaysia, Mexico and Singapore. At the end of 2008, the
University had 32,785 students with 20,700 studying full time.
There were 11,448 international students, making up about one
third of the student body. And there were 1,117 academic and
1,132 professional staff. (Refer to Figure 1.1 for a statistical
snapshot of the University.)
According to the Macquarie University Act 1989, ‘the object of the
University is the promotion, within the limits of the University’s
resources, of scholarship, research, free inquiry, the interaction of
research and teaching, and academic excellence.’
Macquarie University Act 1989
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Figure 1.1: Macquarie at a Glance
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University Council
The governing authority of the University, established under Part 3
of the Macquarie University Act 1989, is the University Council.
The Council acts for and on behalf of the University in the exercise
of the University’s functions, has the control and management of
the affairs and concerns of the University, and may act in all
matters concerning the University in such manner as appears to the
Council to be best calculated to promote the object and interests of
the University.
The Council currently comprises 17 members, including the Vice-
Chancellor, who contribute a range of commercial, governance,
legal, academic, administrative and public sector expertise to the
business and operation of the Council. Members are elected or
appointed in accordance with the provisions of the Macquarie
University Act 1989 and the Macquarie University By-law 2005.
Academic Senate
Academic Senate is the principal academic body of the University.
Senate makes recommendations to Council on certain academic
matters, such as degree rule changes and proposals for new
awards. Other powers are delegated to it by Council, such as
approving examination results and completion of degree
requirements. At its twice yearly special examination meetings,
Academic Senate both monitors and approves grades, and
considers broad assessment policies. The University’s Faculties
also make annual reports to Senate.
In December 2008, Council approved the Academic Senate
Transition Rules, which provide for a twelve month transition period
for the Senate while the time-consuming process of amending the
By-law through approval by Governor-in-Council is undertaken, so
that the Senate may be legally constituted in 2010 under the
University’s new academic structure. As part of this process,
revised Academic Senate Rules will be drafted for Council approval
on recommendation from the Senate, updating the Senate
delegations and functions.
Council Website Academic Senate Website
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Figure 1.2: The University Council and Committees
University Council
Finance and Facilities Committee
Standing Committee on Appeals
Remuneration Committee
Audit and Risk Committee
Honorary Awards Committee
Nominations Committee
Assists the University Council in discharging its responsibilities relating to the management of audit and risk across the University and with regard to each of its business enterprises and controlled entities
Assists the University Council in fulfilling its responsibilities relating to the acquisition, development and maintenance of University buildings and grounds, and the financial and investment planning, policy and performance of the University and each of its business enterprises and controlled entities. Approves budget
Reviews the performance of the Vice-Chancellor and members of the Executive annually; and reviews the remuneration level of the position of Vice-Chancellor and of the positions of the Executive bi-annually
Discipline Committee
Hears student appeals on decisions of the Discipline Committee
Assists the University Council in exercising its functions under Section 16 of the Macquarie University Act 1989 and the Courses and Degrees Rules with regard to the conferral of honorary degrees
Oversees nomination of persons for appointment as members of the University Council
Investigates matters which involve any question as to breach of discipline or misconduct of any kind by any student, or by a candidate at any University examination, and may impose penalties in accordance with academic usage
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Figure 1.3: Academic Senate and Committees
Academic Senate
Academic Appeals Committee
Hears appeals by undergraduate and postgraduate coursework students against their exclusion under the Degree Rules
Academic Program Committee
Oversees the quality and standards of all Macquarie academic coursework programs
Coursework Studies Committee
Gives approval, or makes recommendation, decision, or determination, pursuant to the provisions of the Undergraduate and Postgraduate Rules, as determined by the Academic Senate from time to time; and considers & reports on the conduct of programs of undergraduate and postgraduate coursework study, and the provision of academic advice to students
Grading Appeals Committee
Hears appeals by undergraduate and postgraduate coursework students against their grades under the provisions made in the Degree Rules and the protocols established by the Academic Senate
Higher Degree Research Appeals
Hears appeals by higher degree research students in connection with research student candidature, scholarships and thesis examinations under the provisions made in the Degree Rules and the protocols established by the Academic Senate
Higher Degree Research Committee
Gives any approval, or makes any recommendation, decision or determination pursuant to the provisions of the Doctoral Degree Rules, the Rules for the Degree of Master by Research and the Rules Governing the Enrolment of Students as determined by the Academic Senate from time to time; considers and reports on the establishment and conduct of programs for research education, the appointment of examiners and the examination of theses, and the provision of academic advice to students
Higher Doctoral Degree Committee
Deals with applications from candidates for higher doctoral degrees and makes recommendations to Academic Senate pursuant to the provisions of the Doctoral Degree Regulations; considers and reports on policy matters arising in the course of carrying out its investigations, and other matters as may be referred to the Committee by Academic Senate
Library Committee
Advises the University Librarian on strategic planning and quality enhancement for the Library's support of learning and teaching and of research and research training, and considers and advises on such matters as Academic Senate or the University Executive may refer to it
Learning and Teaching Committee
Works with the Provost and the Deans to establish a culture where teaching matters and students are engaged in their learning
University Medals Committee
Considers, examines and reviews all nominations from the Faculties for University Medals and makes recommendations to Academic Senate on the award of Medals
University Council
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1.2 Audit Themes
This is the second audit of Macquarie University by the Australian
Universities Quality Agency. (The first ‘whole of institution’ audit
lead to a Report in July 2003.) It is conducted under the second
AUQA Audit cycle and covers two themes:
1. Research and Research Training—a theme proposed by
the University—which, at the request of AUQA, includes
reference to ‘matters arising from the 2003 Audit Report on
postgraduate supervisory practice and support for
postgraduate students (recommendation 13)’; and
2. International activities—a theme proposed by AUQA—which
AUQA has asked should include as appropriate:
a. Arrangements for teaching and learning of
international students in Australia;
b. Arrangements for teaching and learning of
international students offshore;
c. Internationalisation of the curriculum and overall
student experience; and
d. Other international activities such as research
collaboration.
These themes are the subjects of chapters 2 and 3 of this Portfolio
respectively.
AUQA Report 2003
1.3 Strategic Directions
Macquarie University is moving in a new direction. Since the
AUQA Cycle 1 audit in 2002, the University has undergone
substantial change in its culture, its organisational structures and
process, and its leadership. In early 2006, Professor Steven
Schwartz was appointed as Vice-Chancellor. This appointment
signalled a major shift in the University’s aspirations and strategic
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priorities.
After extensive consultation, the new Vice-Chancellor presented his
vision for Macquarie University to the University’s Council and
community in 2006 in a document entitled Macquarie@50. That
plan identified a ‘main goal’ to be achieved by 2014:
At age 50, Macquarie will be among the top eight research
universities in Australia and among the top 200 in the world
Tracking progress towards the University’s goal of national and
international research performance is difficult given the limitations
of many of the national and international ranking systems.
However, the Shanghai Jiao Tong University Academic Ranking of
World Universities is a reasonably effective measure of research
performance and goes some way to indicate the University’s
current position.
SM01.01 Macquarie@50 Shanghai Jiao Tong University Academic Ranking of World Universities
2006 2007 2008
National Ranking 9 9 9
World Ranking 299 286 269
Figure 1.4: Shanghai Jiao Tong University: Academic Ranking of World Universities— Recent Rankings for Macquarie University
More detail on the University’s progress towards the main goal is
provided in chapter 2 below.
Strategies for achieving this vision for the University have been
developed in three major planning documents:
• Strategic Directions: Partnership and Performance, 2008-
2012 — this sets out broad aims in the five areas of
research, learning and teaching, social inclusion, business
and community engagement, and organisational
sustainability;
SM01.02 Strategic Directions 2008-2012
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• The Macquarie University Research Strategic Plans, 2006-
2008 and 2009-2011 — these plans guide accelerated
investment in research and research training, designed to
position Macquarie as a leading research-intensive
university in Australia and internationally; and
• The Learning and Teaching Plan, 2008-2012 — designed to
develop a quality enhancement culture through supporting,
encouraging and disseminating innovative practice, and
improving teaching and student learning outcomes.
Central to change has been the Review of Academic Structure,
conducted in 2007 which has resulted in a move from ten Divisions
and 44 Departments, to four Faculties (each run by an Executive
Dean) and 33 Departments. This was implemented from 1 January
2009. Running parallel to the new structure is a reorganisation of
administrative support services within Faculties.
SM01.05 Learning & Teaching Plan 2008-2012 Review of Academic Structure
Faculty of
Business and
Economics
Faculty of Arts Faculty of Human
Sciences
Faculty of Science
• Dept. of Accounting
and Finance
• Dept. of Actuarial
Studies
• Dept of Business
• Dept. of Business Law
• Dept. of Economics
• Applied Finance Centre
• Macquarie Graduate
School of Management
• Dept. of Ancient History
• Dept of International
Studies
• Dept. of Media, Music,
and Cultural Studies
• Dept. of Law
• Dept. of Sociology
• Dept. of Anthropology
• Dept. of Philosophy
• Dept. of English
• Dept. of Indigenous
Studies—Warawara
• Dept. of Modern
History, Politics,
International Relations
and Security
• Dept. of Education
• Institute of Early
Childhood
• Dept. of Linguistics
• Dept. of Psychology
• Institute of Human
Cognition and Brain
Science
• Australian School of
Advanced Medicine
• Dept. of Biological
Sciences
• Dept. of Brain,
Behaviour and
Evolution
• Dept. of Chiropractic
• Dept. of Environment
and Geography
• Department of Earth
and Planetary Sciences
• Dept. of Mathematics
• Dept. Physics
and Engineering
• Dept. of Computing
• Dept. of Statistics
• Dept. of Chemistry
and Biomolecular
Sciences
Figure 1.5: Macquarie University Four Faculty Structure
Note: Italics represent postgraduate schools or centres
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In 2008 all undergraduate academic programs were reviewed. This
highly consultative process lead to a White Paper which sets out:
• What constitutes a Macquarie degree and how it will be
organised;
• The learning experiences we want our students to have;
and
• The learning outcomes our students are expected to
achieve.
Emerging from this review, a suite of new degrees will be
implemented for the 2010 Academic Year.
Change is also being accompanied by a major Capital
Management Plan to renew infrastructure and promote commercial
development and which includes:
• A new Sports and Aquatic Centre which opened in 2007;
• A new student housing complex;
• The Australian School of Advanced Medicine and
Macquarie University Private Hospital;
• The Hearing Hub;
• The Cochlear Ltd global headquarters; and
• A new University Library.
Supporting all these initiatives has been an increasing focus on
marketing and student recruitment, development, institutional
advancement, and alumni relations.
The visible symbol of the new Macquarie is One Voice One
Image—a rebranding of the University, based on internal and
external stakeholder input on how Macquarie is perceived now and
what it aspires to be in the future. This project is aligned with
improvements in internal communication:
• The scheduling of regular Town Hall meetings between the
Vice-Chancellor and staff;
• The Vice-Chancellor’s blog (from April to December 31,
White Paper Review of Academic Programs Major Projects One Voice One Image Town Hall meetings Vice-Chancellor’s blog
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2008, the website received 58,769 visits with 179,932 page
views);
• A reorganisation of the University’s web presence;
• Daily MQ Announcements;
• The launch of the Momentum portal which provides
information on all major change activities; and
• The appointment of an Internal Communications Officer.
To implement Macquarie@50, the Executive structure of the
University has been restructured. Staff Key Performance Indicators
(KPIs) are aligned with those of the Vice-Chancellor to ensure
accountability for improvement. These KPIs are then cascaded
throughout the University.
Momentum University Executive
Hand-in-hand with the emphasis placed on performance, is the
Macquarie University Ethics Framework Project which commenced
in 2006. This University-wide Project in partnership with the St
James Ethics Centre seeks to develop a shared framework to
guide reflection and both collective and individual decision-making.
Its aim is to promote a collegial community and to foster a culture
that is responsible, respectful and reflective. Actions to date
include the development, consultation on and adoption of an
Ethical Framework Statement and the implementation of Values
Exchange—a web-based analytical tool whereby staff and students
can express their views about specific ethical issues of concern to
the University.
Ethics Framework Project SM01.06 Ethics Statement Values Exchange
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Figure 1.6: University Administrative Structure
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1.4 Progress on AUQA Cycle 1 Recommendations
Recommendation
1. That Council systematically examine its decision making so
as to ensure superior outcomes for the University.
• In December 2008, the Council approved the ‘Matters
Reserved to Council’ which lists those matters requiring
Council approval;
• The Macquarie University By-law 2005 and University
Rules are currently being amended to ensure alignment
with the University’s new academic structure and policy
environment;
• New terms of reference have been approved or are
currently being developed for Council committees;
• For further, see part 6 of this chapter below.
2. That the University review its approach to the exercise of
leadership, including such aspects as delegations of
authority and business continuity planning.
• In 2006, Macquarie undertook a management
restructure;
• In April 2006, via the Finance Committee and Council, a
major review of financial delegations took place and
these are now reviewed annually;
• The Guiding Principles for the Review of the Academic
Structure included business continuity planning—
delegations will be reviewed again in 2009 as part of the
Implementation Plan for the new structure.
3. That the University’s quality assurance model be further
developed to provide a comprehensive model staff can use
to improve the organisation, and that appropriate training in
the application of the model be provided.
• In 2007, following the appointment of a new Senior
Management Group, the Provost began consulting on
the establishment of a Quality Enhancement
Framework—the subject of part 5 of this chapter.
Council Website Delegations Guiding Principles Implementation Plan Quality Enhancement Framework
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4. That the University rationalise its range of strategic
statements to provide greater simplicity and clarity, and
thereby increasing its usefulness.
• The vision outlined in Macquarie@50 has been
developed into a strategic framework in the University’s
Strategic Directions, 2008-2012 document and two key
planning documents—the Research Strategic Plan and
the Learning and Teaching Plan.
5. That the planning framework be further developed to
incorporate outcome-focussed Divisional and Departmental
plans based on good practice planning guidelines aligned
with the University’s overall plan, and with regular reporting
(eg annually), and that support be provided to persons
responsible for preparing these plans to help ensure
dissemination of good practice.
• Due to the Review of Academic Structure and the fact
that Faculties have only come into existence on 1
January 2009, Macquarie is unable to demonstrate a
planning framework that incorporates Faculty and
Departmental plans that align with University plans, and
regular reporting against these plans;
• However, the 2008 Report against the Learning and
Teaching Plan, included work against the Plan
undertaken in Departments and Divisions;
• The Office of the DVC, Research and the Research &
Research Training Working Party have undertaken a
review of progress against the Research Strategic Plan,
2006-2008 as part of the planning for the Research
Strategic Plan, 2009-2011 and its Implementation Plan.
6. That the University develop a meta system for operating
and coordinating the various forms of reviews to ensure
consistent and effective application.
• The Quality Enhancement Framework and the related
Procedure for Reviews are the basis of such a meta-system.
SM01.01 Macquarie@50 SM01.02 Strategic Directions 2008-2012
SM01.05 Learning & Teaching Plan 2008-2012 Report against the Learning & Teaching Plan
Quality Enhancement Framework Procedure for Reviews
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7. That a policy management framework be developed to
embed good practice in the development, approval,
dissemination, implementation, monitoring and review of all
policies.
• A structured, consistent and quality assured policy
framework is now in place. The framework includes
agreed templates for policies, procedures and
guidelines, a standard process for approval and a
default review period of three years. All approved
institutional policies, procedures and guidelines are
published on a central and publicly accessible website,
Policy Central;
• There were almost 30 approved policies, procedures
and guidelines available via Policy Central, with over
110 others currently under development or in the
process of being converted to the new policy framework
form.
8. That the University develop and implement a system for
coordinating and controlling important documents.
• Major documents are controlled and accessed through
Macquarie's records management database (based on
TRIM Captura software). There is also a facility to
register these documents on particular files;
• At its December 2008 meeting, the University Council
agreed that the University proceed with the Records
Management Project which is designed to implement an
organisation-wide electronic records management
system. The Project will encompass systems, staffing,
space, resources, compliance, and risk management.
9. That the University ensures that good practice guidelines
for the governance and quality assurance of major projects
are further developed and consistently applied, as
appropriate throughout the University.
• While there is no single University-wide project
Policy on Polices Policy Central Website Records management database
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management system, governance and quality
assurance of major projects are maintained using
project management methodology. For the Office of
Major Projects, governance is organised through a
Project Control Group. Information Technology
Services uses the PRINCE2 project management
framework for implementation of the annual IT Projects
Plan.
10. That a formal approval be required before any program or
unit is offered in a mode other than that for which it was
originally approved.
• Since 2005, a formal approval from the Academic
Programs Committee has been required for any offering
of a unit in any mode other than that for which it was
originally approved;
• This is set out in the policy on ‘Coursework Unit—New
Mode of Offering (Policy, Procedure and Guideline)’
which was adopted by Academic Senate in November
2008 and will be furthered by the ‘Academic Program—
New Mode of Offering’ which is currently in draft.
11. That the efficacy of the relationship between Macquarie
Research Ltd and the Research Office be reviewed with a
view to developing an optimal partnership.
• Responsibility for commercialisation of research has
been transferred to the portfolio of the DVC, Research
with the Commercialisation Manager and Business
Partnership Managers having a direct reporting line to
that position as well as defined roles in the Faculties.
12. That the University review the system for interacting with
the tenants of the Research Park so as to develop better
systems for exploring collaborative opportunities.
• With the formation of the Macquarie University Property
Investment Trust, the University is now targeting
tenants for the Research Park and the campus more
Office of Major Projects Information Technology Services
New Mode of Offering
Macquarie University Property Investment Trust
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generally who are aligned with Macquarie strengths in
teaching and research;
• The rental agreement with Cochlear Limited includes
their providing research opportunities for staff and work
experience for students. This is a model for all future
commercial tenants;
• The successful 2008 Higher Education Endowment
Fund application for a Hearing Hub in the Research
Park is an example of the opportunities for effective
collaboration with the tenants of the Research Park.
13. That the University establish a system for the ongoing
monitoring of Code of Supervisory Practice and of the
adequacy of academic and resource support for research
students at the Divisional level.
• A request for up-to-date information against this
Recommendation is part of the terms of reference for
the second AUQA audit and the matter is dealt with
extensively in chapter 2.
14. That the University involve its Heads of Division and
Department more fully in the further development and
application of its Community Outreach Model and
associated strategies to increase the relevance and
likelihood of success of activities.
• The Review of Academic Structure redefined roles for
Heads of Departments, Discipline Leaders and Centre
Directors and these all now include responsibilities (to
be reflected in KPIs) for representation, public relations,
and communication;
• The University’s Executive Director, Institutional
Advancement is developing and implementing strategic
plans for community engagement and will promote
greater participation by Executive Deans and Heads of
Department.
Hearing Hub
Revised Roles Community Engagement
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15. That Macquarie consider establishing an internal
relationship between its various business related Masters
programs in Singapore (specifically the MApplFin, the MBA
and the MMgmt) so as to consolidate the range of electives
available, thereby providing a better quality of service to
students, and that Macquarie’s marketing materials clearly
indicate, where applicable, that electives are offered subject
to student enrolments.
• There has been no work on the consolidation of
electives between the Macquarie Graduate School of
Management (MGSM) and the Applied Finance Centre
due to the different needs of their students. (MGSM
markets to students seeking a non-specialist
management education, while the Applied Finance
Centre markets to more vocationally focussed
students.) In addition, Applied Finance electives are too
specific in content for MBA students;
• The MBA and MMgmt programs referred to here are
currently being run-out;
• Applied Finance Centre marketing material notes that
the Centre reserves the right to change or withdraw a
course.
16. That Macquarie University take immediate steps to address
the fundamentally unacceptable situation with respect to the
unauthorised offering by TMI of a full-time BBA program
and in particular, that it urgently undertake a detailed audit
of the records associated with the students who have
enrolled in this offering of the BBA via TMI, prior to deciding
on their individual academic status.
• In July 2002, Macquarie International commissioned
an independent audit of the offshore BBA program
and in August 2003 a follow up audit was conducted
to address the issues raised by AUQA. The follow
up audit concluded that a misunderstanding about
the use of terms ‘full-time’ and ‘part-time’ to describe
the course offering had lead to the belief that the
Applied Finance Centre
20
program was being delivered in an unauthorised
manner. The terms related to the time of day at
which units of study being delivered rather than
having their usual meanings;
• At Academic Senate in August 2002, an approval
process was adopted for offshore programs that
mirrored the onshore process, requiring adoption by
the Academic Program Committee and Academic
Senate prior to their being offered;
• From 2003 all applications for admission to the BBA at
TMI have been assessed by staff in Macquarie
International using the same admission requirements
established for the onshore equivalent. (In 2008
Macquarie International conducted a random audit of
the admission qualifications for 36 of the 179 students
enrolled in 2002 in the BBA at TMI. The audit found
that documentation was not available for 3 students and
concluded that the remainder had been eligible for
admission using the selection criteria established by the
University at that time);
• In 2005 the DVC (Academic) requested a review of
the BBA program offered in Singapore, the business
plan and the agreement under which the program
operates. Subsequently, the decision was made in
2006 to discontinue the BBA;
• In March 2008, students enrolled in the BBA at TMI
were advised that the program would not be offered
after 2008 and were advised of various options for the
completion of the degree.
17. That Macquarie take immediate steps to ensure that it is
fully aware of all offshore ventures in which students are
enrolled with the University.
• A complete list of offshore programs currently run by
Macquarie University is included in the Appendices to
this Portfolio.
21
18. That Macquarie University develop a quality assurance plan
in respect of its international activities that includes, inter
alia, a model contract with partnerships, due diligence of
partners prior to approving contracts, provision for program
and unit approvals and regular reviews, communication
systems with partners, defined assessment processes and
responsibilities, academic security provisions, evaluation of
student learning outcomes against Macquarie’s domestic
students as a benchmark, evaluation of teaching using an
accepted methodology.
• A Macquarie International Strategic Plan, 2008-2010
was introduced in early 2008 and a Quality Assurance
Plan is currently being developed;
• A model contract is also currently being developed for
offshore programs to ensure consistency across all
aspects of offshore program delivery;
• In late 2008 the University adopted an International
Agreement Policy which requires thorough due
diligence of partners as part of the approval process (a
procedure for establishing or renewing an International
Agreement is currently being developed to support the
Policy);
• There have been no new programs proposed for
approval since 2006. However, the Academic Program
Committee is developing new policies on changing a
unit or program’s mode of delivery or location. In the
interim, any approval must be made by the Committee;
• The Internationalisation Steering Committee,
established in May 2008, will receive and monitor
annual review reports and forward these to the
University’s Quality Enhancement Committee;
• Refer to Chapter 3 below for further on international
activities.
19. That Macquarie University ensure all personnel involved in
the provision of offshore teaching receive suitable
professional development and performance appraisal.
Academic Program Committee Internationalisation Steering Committee Quality Enhancement Committee
22
• The University’s Internationalisation Strategy identifies
objectives and indicators for developing international
awareness and capabilities of staff;
• The training and development needs of Macquarie staff
involved in the delivery of offshore programs form part
of the recently introduced Performance Development
and Review process;
• Some level of orientation is provided for all local staff,
though this varies considerably in content. A procedures
manual is produced by Macquarie International for local
administrative staff and Macquarie International will
consult with Faculties on developing a procedures
manual for academic staff.
20. That information from students, such as is collected by the
Dean of Students, be regularly subject to a thematic
analysis to determine systemic improvement opportunities
for the University.
• Student support services were comprehensively
reviewed in 2007 and a new structure put in place which
has resulted in much more efficient delivery. Planning,
monitoring and management of service provision are
now based on the ongoing collection and analysis of
data from students, service usage statistics, and (from
early 2009) the University's centralised complaint and
grievance handling system.
21. That the University explore workload management, with a
view to implementing a system that addresses issues of
workload, strategic relevance of work, and accessibility in
an effective, efficient and equitable manner.
• The 2006-2009 Enterprise Agreement clarified the role
of management in setting workload models. Instead of
the previous unclear collegial process, Executive Deans
now have ultimate responsibility. The Agreement also
contemplates the development of workload models at
the Faculty level which will allow greater
SM01.11 Internationalisation Strategy Performance Development and Review Student support services review Complaint and grievance handling 2006-2009 Enterprise Agreement
23
interdisciplinary equity;
• Similarly, the Agreement now clearly states that the
Head of Department sets an annual written workload
allocation for each staff member which allows for a
strategic focus;
• A broader review of consistency and alignment of
workload allocation will take place once the new Faculty
structure has been bedded down. To this end, a
working group is currently developing a discussion
paper on workloads across the University.
22. That the Performance Management system be consistently
applied and monitored.
• The 2006-2009 Enterprise Agreement includes a
Performance and Development Review process (PDR)
which mandates annual reviews for all staff and clearly
positions the supervisor as responsible for the setting of
objectives and reviewing performance as well as for
staff development;
• Refer to section 1.6 for further discussion of this matter.
23. That Macquarie ensure that the quality assurance
arrangements which enable casual teaching staff to provide
a high quality learning experience for students are applied
consistently throughout the University.
• As a result of both the first AUQA Report and an audit
on casual appointments, the University is reviewing the
selection and appointment processes for casual
teaching;
• The University has opened up courses offered by the
Learning and Teaching Centre to sessional teaching
staff and has also produced an induction and orientation
process based around a Getting Started in Teaching at
Macquarie
Performance and Development Review process Learning and Teaching Centre Getting Started in Teaching at Macquarie
24
1.5 A New Approach to Quality—
The Quality Enhancement Framework
As part of its substantial recent change, the University adopted a
Quality Enhancement Policy in October 2007 and instituted a
Quality Enhancement Committee to oversee and ensure its
application throughout the University. The Policy is designed to
achieve the goals of Macquarie@50 by encouraging ‘continuous
improvement in the effectiveness of structures and activities’.
The Quality Enhancement Framework is summarised in Figure
1.7. And for a summary relating the Framework to major change
activities currently underway in the University, see Figure 1.8.
Demonstrations of the Quality Enhancement Framework are
evidenced in:
• Research and research training quality goals;
• Quality goals for Higher Degree Research progression
and completion;
• The establishment of Faculty Standards and Quality
Committees, responsible for reviewing submissions
relating to coursework units and programs for quality and
conformance with standards before final submission to the
Academic Program Committee of the Academic Senate;
• The work of the Library’s Quality Review Group; and
• A schedule of reviews of both programs and functional
areas.
SM01.12 Quality Enhancement Policy Quality Enhancement Committee SM01.01 Macquarie@50 Faculty Standards and Quality Committee Library’s Quality Review Group Schedule of Reviews
25
Figure 1.7: The Quality Enhancement Framework
26
Governance Planning Management Review
University University Council Vice-Chancellor
Macquarie@50 KPIs
University Executive
Regular reports and benchmarking to University Council
Research Vice-Chancellor DVC, Research
Research Strategic Plan, 2009-2011
KPIs
Research Implementation Plan
Vice-Chancellor
Academic Structure Provost Executive Deans Heads of Offices Heads of Department
Learning & Teaching Plan, 2008-2012
KPIs
Review of Academic Structure Implementation Plan (implemented from 1 January 2009)
University Council Academic Senate
Academic Programs Provost Academic Program
Committee Executive Deans Heads of Department
Learning & Teaching Plan, 2008-2012
KPIs
Review of Academic Programs White Paper (to be implemented from 1 January 2010)
University Council Academic Senate
Figure 1.8: Major Activities in the Macquarie University Quality Enhancement Framework
1.5.1 Governance
To ensure responsibility for decision-making, the Quality
Enhancement Framework requires that a governance body or
position must be clearly identified as responsible for all University
structures and activities. (Refer to Figure 1.6 above on the
University’s administrative structure and Figures 1.2 and 1.3 on
the committees of University Council and the Academic Senate
respectively.)
Implementation of the governance element of the Framework led
to the establishment of the Quality Enhancement Committee in
November 2007 and the Internationalisation Steering Committee
in May 2008. It also led in 2008 to the review of terms of
reference for the:
• Academic Program Committee;
• Learning and Teaching Committee;
• Higher Degree Research Committee; and
• Research Strategy and Policy Committee.
A significant challenge for University governance emerged in 2007
with the discovery of poor governance within Macquarie’s student
associations. The University responded by amalgamating three
Quality Enhancement Framework Quality Enhancement Committee Internationalisation Steering Committee Academic Program Committee Learning and Teaching Committee Higher Degree Research Committee Research Strategy and Policy Committee
27
existing student associations into one—U@MQ—re-formed as a
subsidiary company of Macquarie University. Given the changes
in relation to universal student unionism at the Federal
Government level, this approach to governance has successfully
maintained and extended the University’s services to its student
body.
U@MQ
1.5.2 Policy and Planning
Processes for research policy and planning are detailed in
chapter 2.
To ensure implementation of the Learning and Teaching Plan
2008–2012, two subsidiary plans have been developed:
• The Internationalisation Strategy (discussed in Chapter 3);
and
• The Technology in Learning and Teaching Plan which
aims to ensure a balanced and integrated approach to
incorporating technologies into learning and teaching.
In accordance with the Policy Establishment and Review Policy,
the University Policy Reference Group ensures an appropriate
governance process for the adoption and review of policies.
Another structural mechanism to assist the achievement of
University policies and plans has been the implementation in 2007
of Policy Central. This is a central repository for approved
institutional policies, procedures and guidelines and allows for
easy retrieval of all policies, procedures and guidelines.
The Review of Academic Structure is too recent for the University
to demonstrate any roll-down of plans from the centre to the
Faculties for this Audit. However, a mechanism to ensure that this
will happen is the new academic structure, with new senior
positions and Faculty structures as enabling mechanisms which
reflect central positions and committees.
SM01.05 Learning & Teaching Plan 2008-2012 SM01.11 Internationalisation Strategy Technology in Learning and Teaching Plan Policy Establishment and Review Policy University Policy Reference Group Policy Central
28
1.5.3 Management and Implementation
Major implementation mechanisms employed at Macquarie are:
• KPIs for Executive Deans which reflect those of the
University Executive;
• Cross-University groups established for communication
purposes, for example, MACALT (the Management
Advisory Committee for Academic Learning Technologies)
and the Provost’s Strategy Group;
• Cross-University Steering Committees established for
major projects, for example, the Advisory Committee for
the Review of Academic Structure;
• Alignment of internal research funding and HDR
scholarship schemes to the Research Strategic Plan;
• Development of a comprehensive HDR candidature
management program to support completion goals (refer
to chapter 2.3.3 below);
• Alignment of strategic priorities in Learning and Teaching
with grant schemes to encourage implementation, for
example, through the Emerging Technologies Grants
Scheme;
• Cross-University strategic projects, for example, the
Curriculum Renewal Program and its series of projects
under the leadership of the Learning and Teaching Centre;
• Regular University-wide symposia on matters of strategic
importance, for example, the symposia on Assessment
held in March and October 2008 as part of the consultation
process for a new Assessment Policy; and
• The development of guidelines and templates to assist
Faculties and Departments in responding appropriately to
University policies, for example, the provision of academic
and business case templates.
MACALT Provost’s Strategy Group Advisory Committee for the Review of Academic Structure
Emerging Technologies Grants Scheme Learning and Teaching Centre University-wide symposia SM01.13 Academic Case Template SM01.14 Business Case Template
29
• liaison with Faculties • implementation of Research Strategy • feedback on Strategy and Internal Grants Schemes
• reviews and advises on all institutional policies, procedures and guidelines
• monitors budgetary planning and outcomes in Departments and Offices on a monthly basis
• progresses the University's equity and diversity agenda • advises the Vice-Chancellor and Executive on equity-related matters which impact the University
• oversee the development of an Ethical Framework for Macquarie University
• develops strategy and policy advice in the areas of intellectual property, innovation and commercialisation
• aims to develop and review Internationalisation strategy • monitors and reports on Macquarie’s implementation of national and international protocols on international
students and transnational programs • advises on Macquarie’s international volunteering programs and partnerships • reviews and approves Macquarie’s international agreements and memoranda of understanding
• advises on the creation of a learning technology environment that supports learning and teaching and research, and enriches the student experience, through a seamless integration of infrastructure and academic priorities and the creative use of information technology
• provides a forum for discussion about cross-University issues and for presenting creative ideas, directions and possibilities
• provides a context for dissemination and implementation of broad University perspectives • explores opportunities for cross-Faculty cooperation and collaboration • generates ideas about future initiatives across the University
• implements, reviews and further develops the University's Quality Enhancement Policy and Guidelines • propagates the idea of quality as a core value within all University structures and activities • coordinates and manages policy development, analysis and review; to liaise with the Academic Senate and
other key stakeholders/groups • develops and monitors a set of University KPIs • evaluates the outcomes of quality enhancement activities and processes • assists in the development of the Performance Portfolio for the AUQA audit visit
Figure 1.9: Key University Management Committees
University Policy Reference Group
Key University Management Committees
Budget Review Committee
Equity and Diversity Advisory Committee
Ethical Framework Committee
Intellectual Property and Commercialisation Management Committee
Internationalisation Steering Committee
Management Advisory Committee for Academic Learning Technologies
Provost’s Strategy Group
Quality Enhancement Committee
Research Management Committee
30
1.5.4 Evaluation, Review and Reporting
Major activities undertaken by Macquarie in the area of evaluation,
review and reporting are:
- for research and research training, as discussed in chapter 2:
• Collecting comprehensive data on HDR enrolment,
experience and completion;
• Implementing an Integrated Research Information System
to track research;
• Undertaking a Research External Engagement and
Knowledge Transfer Audit; and
• Continuing review of the strategic impact of internal
research funding;
- for international activities, as discussed in chapter 3:
• Implementing a systemic survey of the international student
experience; and
• Reviewing the University's Student Exchange partnerships
and Offshore Programs;
- and across the University:
• Requiring the inclusion of a review date in every new
Policy;
• Developing a schedule and procedures for reviews; and
• Staff participation in the biennial Your Say survey;
A key issue for Macquarie in the area of evaluation, review and
reporting is the need for the systematic collection and analysis of
quality data. To address this weakness, Macquarie is transforming
the Management Information Unit into an Institutional Research
Unit, with the appointment of a Director in December 2008. The
new office will build University capability around the use of data for
decision-making.
Your Say Survey 2006 Your Say Survey 2008
31
1.5.4.1 Benchmarking
Recent major benchmarking exercises have been:
• The 2007 Macquarie University/University of Newcastle
Research Quality Framework Trial (for details see Chapter
2); and
• The 2006 ACODE (Australasian Council on Open,
Distance and E-Learning) E-Learning Benchmarking
Project between IRUA (Innovative Research Universities
Australia) universities.
The latter exercise involved data collection for data collection by
Flinders, Griffith, La Trobe, Macquarie, Murdoch and Newcastle
Universities against two of the ACODE benchmarks for online
teaching and learning. This led at Macquarie University to the
Blueprint for the Future Project. This Project is a standing item on
the agenda for MACALT and reports to the University’s Learning
and Teaching Committee for governance purposes.
Other examples of University-wide benchmarking from the
University Library include:
• Interlibrary loan turnaround times: benchmarked with the
CAVAL Interlibrary Consortium; and
• Unit costs of acquiring and processing monographs and
electronic resources—the aim was to compare costs,
identify best practice and improve performance in
processing these resources. This was benchmarked with
IRUA Libraries.
The functional and local benchmarking exercises that Macquarie
has participated in since 2006 are listed at Appendix A.
eBenchmarking Project Blueprint Project
32
1.5.4.2 Major Reviews
The University has completed Reports for 2008 under the
Institutional Assessment Framework (IAF) and in accordance with
the 2007 MCEETYA National Protocols for Higher Education
Approval Processes. It has also provided an Annual Report for
presentation to the New South Wales Parliament in accordance
with the State’s Annual Reports (Statutory Bodies) Act 1984 and
the Public Finance and Audit Act 1983. These documents are
included in Supplementary Material.
A list of the functional and local reviews undertaken since 2006
can be found at Appendix B.
1.6 Areas for Improvement
The University Council
The 2008 self-evaluation survey of Council members identified
several areas for action in 2009, including the need for
orientation/professional development programs, improvements to
current senior reporting processes to Council, and the self-
evaluation process itself. Analyses conducted in 2008 under a
general review of corporate governance and the ICAC Review of
Record-keeping made additional recommendations.
The response to this situation, managed by the Chancellor and
Vice-Chancellor, involves:
• Review of Council’s committee memberships and terms of
reference to ensure these are current;
• Reordering of the agenda to ensure strategic matters are
dealt with;
• Revised processes for the taking of Council minutes and
management of Council business, decisions and
resolutions; and
• Delivery of an AICD program on the future of governance
as part of induction for new and existing members.
33
Additional changes include a revised Register of Interests which
was approved in December 2008 and has been implemented and
a new Council website which was launched in January 2009.
Implementation of the Review of Academic Structure
The complexity of the implementation which is now underway
arises from the scale of the change—it involves 114 subprojects—
and from the likely feeling among staff of “change fatigue”.
The response, to be managed by the Provost and Executive
Deans (with responsibility clearly identified in their KPIs), involves:
• Facilitating local implementation and monitoring to ensure
plans and cascaded KPIs are being met or making
necessary adjustments; and
• Building on the open and transparent communication with
which the Review was developed to acknowledge change
fatigue and celebrate success
Implementation of the Review of Academic Programs
Again, this is a complex task and enthusiasm amongst staff at the
prospect of further change may well vary.
The response to be managed by the Provost and Executive
Deans from 2009 to ensure effective commencement in 2010,
involves similar strategies to those for the Implementation of the
Review of Academic Structure and, in addition:
• An effective marketing campaign among prospective
students to explain changes;
• Monitoring new degrees and student take-up; and
• Maintaining academic integrity requirements for
introducing new programs by ensuring that Quality and
Standards Committees at Faculty level report to Academic
Senate.
34
Improving the University’s Information Technology
Infrastructure
Evaluation points to significant problems with the University’s
information technology. In both 2006 and 2008, University staff
participating in Your Say surveys identified IT as a significant area
of weakness. That weakness has its origins in a period of under-
investment in the provision of centralised IT support before 2006.
Divisions responded by developing their own IT support and by
duplicating parts of the central system. The level of investment
varied from Division to Division, as did the level of satisfaction with
IT.
The response will continue to be managed by the Chief Operating
Officer and involves:
• A prioritised and costed Information Technology Business
Plan to ensure alignment with Macquarie@50 and
University strategic directions and particularly to focus on
student learning and student engagement;
• Scoping and funding an annual Strategic Information
Technology Plan, which balances the funding of reactive,
proactive and innovative IT projects;
• A high level of IT investment;
• Establishing the Management Advisory Committee for
Academic Learning Technologies (MACALT) (a forum of
academic and professional staff) to consider how to deliver
effective IT provisions for academic purposes;
• A major upgrade of the Learning Management System
which was followed with a review—the Blackboard
Survey—which had 3,125 responses and provided useful
information, not only on the implementation project, but on
the way that students use Information Technology.
Performance and Development Review
The 2006-2009 Enterprise Agreement includes a Performance
and Development Review process (PDR) which mandates annual
reviews for all staff and clearly positions the supervisor as
Your Say Survey 2006
Your Say Survey 2008
MACALT
MACALT Minutes 060807
Performance Development Review
35
responsible for the setting of objectives and reviewing
performance as well as for staff development. The PDR was
piloted in 2007 and implemented across the University in 2008,
through an extensive communication and development program
including four training modules for all supervisors of staff. There
has been some questioning of the design elements of PDR, and
the response, to be managed by the Director, Human Resources
involves:
• A formal review of the process in February 2009, to
consider training and development implications, form
design and wording, the rating scale, and behavioural
indicators; and
• A working group to examine the design of any potential
bonus/award scheme.
36
Chapter 2Research and
Research Training
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38
39
2. Research and Research Training Research and research training is a theme proposed by the University for this AUQA
Cycle. The University pointed out that research is of critical importance to Macquarie as it
seeks to position itself as a world-class university. In addition to research being significant
in determining a university’s reputation, we see research-active staff significantly impacting
the quality of the student learning experience. The University also noted that up to the
present no other university has selected a research theme in this Cycle, and exploring
quality indicators and processes in this area may be beneficial across the sector.
2.1 Revitalised Strategy and Policy
The 2002 AUQA audit of Macquarie University recognised strengths
in the policies and strategies underpinning research and research
training (R&RT). However our analysis of key performance
indicators at that time showed a number of worrying trends:
• External research income reported under the annual Higher
Education Research Data Collection had decreased from
$17million in 2000 to less than $15million for both 2001 and
2002;
• Annual research publication output was static;
• Higher Degree Research (HDR) enrolments had fallen
slowly but continuously from a high of 1,100 in 1997, to 998
in 2001; and
• Annual HDR completions had dropped from a previous high
of 141 to only 104 in 2002.
In response, the University initiated a major reform of R&RT
commencing in 2003, with restructuring of internal research funding
schemes, radical overhaul of HDR policy, strategy and related
management structures and processes, and reorganisation of the
Research and HDR Offices.
The results of these changes fed into a comprehensive revision of
the Macquarie University Research Strategic Plan in late 2005 and
early 2006. This Plan was developed after extensive consultation
through the Research Strategy and Policy Committee and with the
then newly-appointed Vice-Chancellor. The Research Strategic
40
Plan, 2006-2008 therefore integrated the substantial changes of the
post AUQA Cycle 1 period with the new vision for Macquarie
University expressed by the Vice-Chancellor in Macquarie@50,
stating that by 2014:
SM01.01 Macquarie@50
At age 50, Macquarie will be among the top eight research
universities in Australia and among the top 200 in the world.
To do this, the University must:
• Expand research activity in both the academic staff
complement and HDR enrolments and completions, while
maintaining the highest level of research quality; and
• Broaden the research profile to include medical research
and engineering, and diversify research funding sources.
The University’s Research Strategic Plan is designed to address
these challenges. The four key elements of the strategy are:
1. Establishing a pervasive research culture—to ensure that all
academic staff (B-E levels) maintain active research
programs of high quality, so that teaching is delivered by
staff of high quality, experience and knowledge of their
fields, and to provide the foundation for new areas of
concentration of excellence in research;
2. Concentrating in areas of excellence—to develop and
sustain selected areas of concentration of research
excellence, to ensure critical mass so as build international
reputation, attract new staff of the highest quality, and to
compete for major external resources;
3. Enhancing performance in Higher Degree Research—to
expand and enhance the quality of our HDR program to
drive increased research productivity, to enhance the
reputation of our graduate body, and to develop long-term
collaborative research relationships through our graduates
and research partners; and
41
4. Contributing to Australia and the community—to expand and
enhance the University’s research collaboration with and
impact of research outcomes on the community (including
industry and government) so as to build support and
engagement, and to diversify sources for research support.
This provided the foundation for the Research Strategic Plan, 2006-
2008. The Plan, and its more detailed companion, the Research
Strategic Implementation Plan, set out goals and performance
indicators for Macquarie research.
Reaching these goals is critically dependent on how effectively they
are adopted and implemented in the Faculties, Departments and
Centres, and by individual staff.
To inform the development of the next Research Strategic Plan for
2009-2011, the Strategic Plan and Implementation Plan underwent
further detailed review through the Research Strategy and Policy
Committee, the Research Management Committee, and Deans of
Divisions, with comment also sought from individual staff. The new
Plans reaffirm the four key goals of the 2006-2008 Plan, and add a
fifth goal to give a greater focus to the internationalisation of
research:
5. Increasing Macquarie’s international collaboration,
outreach and global impact.
With the implementation of the University’s new academic structure,
the Research Strategic Plan, 2009-2011 will provide a means of
integrating the full range of University research strategies and plans
across all Faculties and Offices.
The University monitors performance against these goals and
indicators annually through review of Key Performance Indicators
for responsible staff, especially the Deputy Vice-Chancellor,
Research and Executive Deans.
Application of the Research Strategy has resulted between 2002
and 2007 in more than a doubling of HERDC-reported external
research income, doubling of annual reportable research
DVC, Research Organisational Chart
42
publications, 70 per cent increase in HDR enrolment, and doubling
of HDR completions. Our strategies for research concentration,
development of external research and training partnerships and
capital development of the University campus, resulted in 2008 with
the University’s successful bid to the Higher Education Endowment
Fund for $40million funding to establish the Macquarie University
Hearing Hub, in partnership with Cochlear Ltd, Australian Hearing
and National Acoustic Laboratories, the Royal Institute for Deaf and
Blind Children, and other key players in hearing research.
Reporting to the Vice-Chancellor, the Deputy Vice-Chancellor,
Research has direct responsibility for all areas of R&RT. The DVC
chairs key academic and management committees for R&RT, and
secretarial support for these committees is provided by the relevant
section of the office of the Deputy Vice Chancellor, Research. Key
Committees and their functions are summarised in Figure 2.1.
43
Fig 2.1: Research and Research-Related Committees
44
2.2 Progress against Macquarie@50
Macquarie is a research intensive university. For this reason, our
benchmarking activity includes comparisons with the Group of Eight
institutions as well as national reporting and international ranking
systems. There is a systematic comparison of internal yearly
progress against our strategic goals. Figure 2.2 summarises
progress with achieving the main goal of Macquarie@50, using most
recent available data.
SM01.01 Macquarie@50
Goals By 2014 Most Recent
Result
Proportion of research-active academic staff
(Levels B – E)
80% 72%
(2007)
More than double research income reported
under HERDC (2005 base of $29million)
$58 million $34 million (2007)
Double the number of graduating doctoral and
masters research students (2005 base of 148)
More than 300 208
(2008)
Overall ranking of eighth on measures such
as:
• Total weighted HERDC Publications;
and
• Total completions
8th
8th
10 (2007)
12 (2007)
Ranking of eighth or higher nationally and in
top 200 internationally on Academic Ranking
of World Universities
8th
Less than 200
9th
(2008)
269 (2008)
Figure 2.2: Progress against Macquarie@50 Research Goals
Figure 2.2 suggests three key indicators to be addressed: research
income, publication rates, and numbers of HDR completions.
Although the University has improved its external research income
performance as measured by the Higher Education Research Data
Collection over the last five years, this remains relatively low in
comparison to other Australian universities, especially those in the
Group of Eight. Indeed, the Institution Assessment Framework
Portfolio for 2008 notes that:
45
Macquarie University has positioned itself against the
research intensive Go8 cohort. Against this cohort
Macquarie does not have a high research income; however,
Macquarie’s income has increased in certain categories and
is increasing overall.
The relatively low research income is mainly because until now the
University has not had a significant level of medical research and
therefore has not been able to access a large proportion of the
research funding available in Australia. With the University’s new
Australian School of Advanced Medicine underway, this situation is
changing. In addition, the University has not had a significant
component of research in engineering. This is being expanded. The
strategy of concentrating on areas of research excellence is
designed to increase the number of high-performing researchers,
and with replacement policy of academic staff, requiring
demonstrable research activity, this should also boost external
income.
Given these policies, the University’s targets for external research
funding in the period 2009-2011 are:
• An increase in total research funding of 5 per cent above the
national average; and
• An increase to greater than 60 per cent in the non-
Commonwealth-competitive component of total research
income.
An analysis of weighted publications per capita (full-time equivalent)
for 2006 and 2007 establishes Macquarie University as amongst the
top six Australian universities, second after the Australian National
University for 2006 and sixth for 2007 (see Figure 2.3). Macquarie’s
overall ranking for publications is a function of its relative size.
Despite this, these results show the increasing productivity of our
staff, even before the COREs recruitment drive began to significantly
increase the number of research-active staff.
46
As to HDR students, enrolments are rising rapidly and completion
rates are increasing both absolutely and by comparison with other
universities. Strategies to promote further growth are discussed in
section 2.3.3.4 below.
Figure 2.3: Weighted Publications per Full-Time Equivalent (FTE) by Institution, 2007
2.3 Quality Assessment against Major Research Objectives
The University can point to significant achievements as it has
pursued the four key goals of the Research Strategic Plan, 2006-
2008. In summary, there have been increases in:
• Total research-active staff, as evidenced by publication
and external grant application rates;
• Staff concentrated in areas of research excellence; and
• HDR enrolments.
Areas needing improvement (as is discussed in section 2.5 below) are:
• Increasing research funding;
• Providing research infrastructure and facilities; and
• Establishing stronger workload models for research.
The remainder of this section of the Portfolio contains more detailed
assessments against each of the four key goals.
47
2.3.1 Establishing a Pervasive Research Culture
In 2007, the University undertook a major external assessment
exercise—the Research Quality Framework Trial—in collaboration
with the University of Newcastle. Over 1,000 active researchers
from both institutions submitted quality evidence portfolios. The
portfolios were assessed by 87 external assessors of international
standing across 23 discipline panels.
The Trial established a benchmark for the University’s research, and
provided Macquarie with an excellent understanding of current
research strengths, as well as areas needing further development.
Evidence from the trial was used to support the selection of the
second generation of Concentrations of Research Excellence
(discussed below in 2.3.2).
The Research Quality Framework Trial confirmed both the breadth
and depth of research quality at Macquarie with 72 per cent of Level
B – E staff defined as research-active. (For detail on the findings,
refer to Figure 2.4.) This Trial provided an excellent base-line for
monitoring progress against the Macquare@50 goal of 80 per cent
research active academic staff (at Levels B – E) by 2011 with the
Deputy Vice-Chancellor, Research and Executive Deans primarily
responsible for achieving this target.
Roles of Executive Deans
48
Figure 2.4: Research Quality Framework Trial—Macquarie University Results, 2007
Additional evidence for an improved research culture and output is
found in an average annual increase of approximately 20 per cent
in publication rates in DEST (DEEWR) proxy categories since the
last AUQA visit (see Figure 2.5). The overall upward trend in total
publications shows a slight fall in 2007. A slowing in growth of
publication output (to just 3 per cent) is evident in the national
HERDC publication data for 2007. However analysis using Web of
Knowledge indicates that for 2007 we experienced problems in
reporting compliance (attributed to a changed collection process, to
be rectified in the future) which resulted in under-reporting by
approximately 10 per cent. Analysis of 2008 data suggests annual
growth is continuing at around 15 per cent.
49
Figure 2.5: Unweighted (DEEWR Proxy) Publications, 2002-2007
Developing our researchers is the best means to extend a
pervasive research culture across the University. To support the
development of individual researchers and research teams, the
University has maintained and revised an extensive suite of internal
research grants schemes. Each scheme has its own strategic
objective, and provides opportunities for researchers at all
academic stages to access competitive funding for their projects.
The overall intention for the schemes is to increase the research
productivity of our researchers and seed success for external
funding.
The University supports the development of young researchers
through New Staff Grants, competitive award of postdoctoral
research fellowships, and central contributions to ARC Fellowships
co-funded under a 50 per cent rule.
Research infrastructure funding is provided through a range of
mechanisms. As well as the central competitive allocation of
Research Infrastructure Block Grants (RIBG) and Strategic
Infrastructure funds, infrastructure funding also constitutes a
significant part of the University’s Faculty Funding Model. A portion
of the University’s annual RIBG is allocated directly to maintenance
of centrally-funded research facilities, such as the Library, the
Central Animal House, and Macquarie Engineering and Technical
50
Services. Provision of major new or refurbished facilities is
addressed through the Capital Management Plan and Minor Works
budget of the Office of Facilities Management.
In the new Faculty structure, researchers will be supported by
Associate Deans for Research and for Higher Degree Research as
well as Faculty Managers for Research and for Higher Degree
Research. The Faculty Research Managers will assist researchers
to develop high quality research grant proposals, by providing
technical information on budgets and project management, and
reviewing and editing proposals for content. In addition, Faculties
have already developed strong networks of research mentors who
are well versed in grant-writing.
The Faculties are supported by members of the Research Office
offering assistance in constructing high quality, properly costed
tenders and contract proposals. An integrated Faculty/Research
Office post-award management process facilitates improved project
completions. The Research Office has implemented a new
system—the Integrated Research Information System (IRIS)—for
tracking all aspects of research management in the University.
The University has adopted a strong position on the ethical
dimensions of research and is supported by the Ethics Secretariat
within the Research Office. A University-wide understanding of the
importance of ethical research practice is maintained through
research induction workshops, published material for new HDR
candidates, and policy links from University websites.
All areas of research practice are supported by the University
Library through its collection development strategies. The Library
also provides researchers and HDR candidates with support in
skills development, resource location, and information management
assistance. The Library provides a hub of research activity and, in
response to client feedback, will incorporate dedicated research
areas within the new Library Building to be opened in 2010.
The University believes strongly that there should be public access
to research outcomes. Macquarie’s ‘Open Access’ policy is
IRIS Research Ethics Macquarie University Library Library Services for Academic Staff Library Services for Postgraduates New Library ‘Open Access’ Institutional Repository
51
supported by the Library’s Institutional Repository. This ensures
that the University has a better record of its scholarly output, and it
will increase our research visibility. More importantly, it makes
scholarly work available to all researchers, including those in
developing countries and those without access to expensive library
subscriptions.
Academic Promotions policy and guidelines were completely
overhauled in 2008 for implementation in 2009. Research and
research training promotion criteria are now clearly linked to a
requirement for demonstrated research activity with escalating
performance required for promotion to progressively higher
academic levels.
In 2008 the University finalised conditions and criteria for identifying
very highly performing senior researchers who will be awarded the
standing of Distinguished Professor for a five-year tenure.
Distinguished Professors will be in the top one per cent of
researchers in their field, of a standing equivalent to that of an ARC
Laureate Fellow.
The University provides Outside Studies Programs (OSP) to enable
academic staff to undertake structured programs of sustained
scholarship, research and associated development outside the
University. In 2006 the University completed a major review of OSP
over the previous ten years which showed that the program was not
meeting its goals of enhancing research and scholarship for all
staff, only in a third of cases leading to a clear increase in research
activity. Consequently, policies and guidelines governing OSP
have been substantially revised. There is now an absolute
requirement for the award of OSP that a level of research activity
appropriate to appointment be demonstrated. Strict reporting
standards and deadlines have been introduced, as have new
application and reporting documentation.
Academic Promotion Policies Outside Studies Program Policy
52
2.3.2 Achieving Prominence in Research in Selected Concentrations
of Research Excellence
It is a characteristic of major research-intensive universities that
they have achieved world-leadership in quality and scale of
research and facilities. A key part of our research strategy is to
develop and maintain world-leading research in selected areas of
strength. This is addressed through a combination of:
• Targeted recruitment of high-performing researchers into
selected areas (via the CORE recruitment strategy);
• Restructured and revitalised Macquarie University
Research Centres;
• Major funding for new directions in research; and
• Co-funding of bids for major externally-funded research
programs, centres and facilities.
The long-term target for research concentration is to maintain
approximately 20 world-class research groupings which are
recognised as national centres of excellence and receive major
external funding.
The CORE recruitment strategy commenced in 2006 when ten
areas of research excellence were identified, based on the
exceptional performance of key staff members already operating in
groups, or in closely related areas. A major advertising campaign
was launched in mid-2006 and appointments were made by
targeting high-performing Australian and international researchers
who could extend and complement our research strengths. All
selection committees were chaired by the DVC, Research to
ensure consistency in appointment quality.
Forty-one high-profile researchers were recruited in the first round,
and a further forty-three positions were advertised in 2008,
including positions in eight new CORE areas. These areas were
selected using research performance data, including the results of
the Research Quality Trial. We plan to undertake further rounds of
CORE recruitment every two years.
Concentrations of Research Excellence
53
An opportunity to further enhance the long-term strengths of the
CORE areas is provided by the ARC Future Fellowship scheme,
introduced in 2008. The University supported applications of high
merit only in the CORE areas, and is committed to offering ongoing
positions to all successful applicants. Similar criteria apply to
Laureate Fellowship applications for which Macquarie is the host
institution.
CORE areas are expected to increase:
• External research income, by way of peer-reviewed
research grants and contract or commissioned research;
• Research outputs (publications) and quality (citations, peer
esteem and/or other evidence of high quality); and
• HDR enrolments and completions.
This strategy for research growth is relatively new to the University
and a full cycle of evaluation, review and development has yet to
be completed. However, preliminary assessment of performance
of the CORE areas has demonstrated:
• An increased success rate for competitive grants with new
CORE appointees succeeding at twice the national average
in the 2009 ARC Discovery round; and
• An enhanced international profile with two further HiCi
researchers amongst the first round of CORE appointees.
In 2005, the Office of DVC, Research and the Research Strategy &
Policy Committee undertook a full review of the University’s
research centre policy, resulting in progressive disestablishment of
all existing University Research Centres (complete mid-2007) and
establishment of a new Macquarie University Research Centres
(MQRCs) policy and funding scheme, involving competitive
selection and a fixed five year term of funding support. MQRCs
must report annually against agreed KPIs and must achieve
nationally (externally-funded) standing for continued existence
beyond five years.
There is close alignment between CORE areas and our national
ARC Future Fellows Research Centres
54
centres, and Macquarie University Research Centres, as shown in
Supporting Material. Four CORE areas (Financial Risk,
Neuroscience Vascular Science and Surgery, Social Cultural and
Political Change, and Wireless Communications) represent
strategic strengthening of research which will extend the
University’s research profile in areas of applied research with the
potential for high impact in the community.
In line with the Research Strategy, the University makes
substantial commitments to competitive bids for major externally-
funded research programs, centres and facilities in our designated
areas of excellence. This has contributed to successful outcomes
in a number of recent bidding rounds including ARC Research
Networks, Centres of Excellence and Fellowships, National
Collaborative Research Infrastructure Strategy and National
Climate Change Adaptation Research Facility.
2.3.3 Increasing HDR Candidate Commencements and Completions
At the request of AUQA, the audit theme of Research and
Research Training includes reference to ‘matters arising from the
2003 Audit Report on postgraduate supervisory practice and
support for postgraduate students (recommendation 13)’. This
Recommendation was:
That the University establish a system for the ongoing
monitoring of Code of Supervisory Practice and of the
adequacy of academic and resource support for research
students at the Divisional level.
This is addressed below in material on Higher Degree Research
commencements, support, student experience, and completions.
The underlying strategy for Higher Degree Research is expressed
in Macquarie@50 as follows:
To support our research developments, we will increase our
production of doctorates, with an emphasis on quality. To
accomplish this, we will enhance our management system
AUQA Report 2003
SM02.04 Code of Supervisory Practice
SM01.01 Macquarie@50
55
for research students to ensure that they are given the
support and incentives they need to complete their work on
time.
As a first step to achieving this goal, governance of HDR was
separated from that for postgraduate coursework and made the
responsibility of the Higher Degree Research Committee. This has
ensured a stronger focus on strategy.
2.3.3.1 HDR Commencements
To maximise the University’s research outcomes, an increase in
the number of commencing HDR candidates is a key goal in the
Research Strategic Plans. From 2007 the University set a target of
400 new HDR candidates each year. In both 2007 and 2008 the
target was exceeded.
Figure 2.6: HDR Commencements, 2002-2008 Note: Data for 2002-2005 includes a number of course transfers
Total HDR enrolments have risen from 1,051 in 2002 to 1,741 in
2008.
The development of HDR education has been supported through a
major investment in scholarships. The Macquarie Research
Excellence Scholarship (MQRES) budget in 2008 was $13 million,
increasing to $16.3 million in 2009. This can be compared with a
SM02.05 MQRES Scheme
56
budget of only $1.5 million five years ago. This major investment
program is essential in order to attract the best students, both
domestic and international, to the University.
The award of scholarships under the MQRES Scheme is
strategically driven. The first priority is to CORE and other areas of
demonstrated (peer-reviewed) research excellence; for example,
allocations are linked to successful ARC research grant
applications. Initially, the minimum MQRES requirement was an
Honours First Class 1 rank (that is, on a scale from a low of 1 to 5)
or equivalent ranking, ensuring high quality commencing
candidates. By 2008, the entry standard had risen to a minimum
rating of 3 for both domestic and international applicants.
2.3.3.2 HDR Support
An HDR Supervisor Register was established in 2008 and placed
on the web from 2009 to ensure that HDR supervisors meet
University requirements for supervision. Supervisors of HDR
candidates are required to comply with the University’s Code of
Supervisory Practice, and to attend the Colloquium for Research
Supervision for supervisors. Since 2004, over 500 academic staff
have participated in the program which has been offered at Faculty
and central levels. The pool of registered supervisors is being
expanded through appointment of qualified Adjunct Supervisors
under University procedural guidelines. The quality of supervision
is monitored using individual personal development reports and
cyclic evaluation of the Supervisor Register (which includes a
deregistration process).
Commencing candidates are funded through the HDR component
of the Faculty Funding Model (FFM) which provides generous
funding to Faculties for both domestic and international HDR
enrolments and completions, and requires that 25 per cent of the
FFM funding is allocated to individual student research project
costs. Each candidate is required to construct a budget plan to
itemise research needs. From 2009 each Faculty is required to
report annually to the DVC, Research on principles, procedures,
and funding allocations for HDR students. Through the
Postgraduate Research Fund, the University provides additional
HDR Supervisor Register SM02.04 Code of Supervisory Practice Colloquium for Research Supervision
HDR Pathway Programs
57
support for students to attend and present at international
conferences, undertake research visits to international research
centres in their area, access new data, or otherwise enhance their
international experience.
All commencing HDR candidates are required to attend central and
Faculty commencement programs, to ensure that there is a full
understanding of both University and Faculty requirements. Each
central commencement program is evaluated and feedback used
to refine subsequent programs. The level of student approval for
these programs is high and increasing.
In addition, candidates are supported throughout their candidacy
with University advice through the HDR Guide for Supervisors and
Candidates. This guide is a consolidated source of candidature
information and advice. A range of research skill supports are
provided by central units such as the Library and the Learning and
Teaching Centre, and also at Faculty and Departmental level. A
checklist for candidature progression including training and support
has been developed.
In 2006 the University introduced a thesis by publication option for
all HDR candidates. In 2008, 35 students pursued this option, a
substantial increase over the 2007 figure of 11. This policy
encourages candidates and supervisors to plan submission of
journal papers and prepare papers in article format during
candidature.
Central Commencement Program HDR Guide Library Research Services Learning & Teaching Centre Research Resources
HDR Essential Information Thesis by Publication
2.3.3.3 HDR Student Experience
To improve policies and performance, the University has
introduced a suite of evaluation and benchmarking instruments to
collect data about the experience of Higher Degree Research
candidates. Figure 2.7 provides an overview of our HDR
Evaluation tools.
HDR Student Feedback
58
HDR student Survey, Date Introduced Comparative data
Commencing
students
• Biannual feedback on Central
Commencement Program,
2006
• Ongoing feedback on
International HDR
Orientation, 2006
Within the University,
comparing previous feedback
Within candidature
• Candidature Management
projects on the transition into
research at the University,
2003
Within the University,
comparing previous years,
MUSEQ-R results
Within candidature,
all stages
• MUSEQ-R, 2006 Within the University,
comparing previous feedback,
and national PREQ means
Non-completing
students
• Withdrawal survey, 2007 Within the University,
comparing previous years
Graduating students • PREQ, 1999 National PREQ means
Figure 2.7: HDR Student Experience Data Sources
Each of these instruments provides the Higher Degree Research
Committee with regular data to review student experiences, to
evaluate good practice models, and to make recommendations for
changes at University and Faculty level. The Associate Deans,
HDR from each Faculty will present this data and
recommendations to their own Faculty Research-HDR committees.
In turn, Faculty responses and developments are also reported at
HDRC. Implementation reports are presented to the HDRC within
12 months of the initial recommendations.
There has been an increase in Macquarie’s Overall Satisfaction
rating in Postgraduate Research Experience Questionnaire
(PREQ) data from 75 per cent for 2003 to 82 per cent for 2006—
the most recent year for which we have national figures—and an
overall upward rating trend on all scales from 2003-2006 except
skill development which fell from 90 per cent to 86 per cent. (See
Figures 2.8-2.14 for detailed information against each of the PREQ
scales.)
PREQ – Component of Australian Graduate Survey (AGS)
59
The Macquarie University Student Experience Questionnaire—
Research (MUSEQ-R) is an annual evaluation instrument that
enables us to compare internal data from current students with the
national PREQ post-completions data. The MUSEQ-R includes
the scales developed for the PREQ with additional questions that
are of specific interest to the University. In each case, Macquarie
is generally within five points of the national PREQ mean on the
quality of supervision and intellectual climate.
MUSEQ-R shows variations in satisfaction among different HDR
student groups, with students in their first year of candidature most
satisfied. This reflects the strong focus on commencing HDR
experiences. MUSEQ-R ratings on intellectual climate at
Macquarie, like the national PREQ ratings, are the lowest
satisfaction ratings and the University remains concerned about
these. Understanding students’ intellectual climate ratings and
improving the quality of the research culture within Divisions was
the subject of a special report to and discussion at the November
2007 Higher Degree Research Committee meeting. Feedback
was then used by Faculties to address resourcing and space
issues. Completions workshops are being piloted in 2008 and
2009 in the Arts and Human Sciences Faculties in order to address
later-year student feedback.
MUSEQ-R
Figure 2.8: PREQ Data on Supervision—Macquarie and National, 2002-2006
60
Figure 2.9: PREQ Data on Intellectual Climate—Macquarie and National, 2002-2006
Figure 2.10: PREQ Data on Skill Development—Macquarie and National, 2002-2006
Figure 2.11: PREQ Data on Infrastructure—Macquarie and National, 2002-2006
61
Figure 2.12: PREQ Data on Thesis Examination—Macquarie and National, 2002-2006
Figure 2.13: PREQ Data on Goals & Expectations—Macquarie and National, 2002-2006
Figure 2.14: PREQ Data on Overall Satisfaction—Macquarie and National, 2002-2006
62
2.3.3.4 HDR Completions
To maximise the University’s research outcomes, an increase in
the number of completing HDR candidates is a key target in the
Research Strategic Plan. There has been a 10 per cent per
annum increase in HDR completions over the past five years.
Figure 2.15: HDR Completions, 2002-2008
In 2008, a detailed HDR completions management planning
process was initiated at the individual student level. Candidates
due to complete within the next year are identified from student
system data by the Higher Degree Research Office, and names
and relevant supervisory details are forwarded to Faculties as part
of the Annual Progress Report process. Proposed submission
dates are then confirmed and the resulting completion targets
become Faculty KPIs.
The completions management planning process also enables
Faculties to identify in advance those candidates requiring further
academic or funding assistance to complete their candidature as
well as those supervisors who require additional support (eg
through the supervisory panel). Attrition rates are monitored (less
than 6 per cent in 2007), and data on withdrawn candidates
reported to the Higher Degree Research Committee for any
required action.
All nominations for HDR examiners are vetted by the Higher
Degree Research Sub-committee which reports to HDRC, with 60
per cent of examiners being from outside Australia in 2007. HDR
Thesis Examination
63
examination times have been continuously reduced over the last
two years to an average of 52 days in 2008. In 2006 the University
began asking examiners to rate the thesis they were marking
against all other HDR theses that that examiner had marked to
assess whether that thesis is in the top 5 or 10 per cent of theses
examined in an international setting. In 2007, 38 per cent of
reports rated Macquarie theses as in the top 5 to 10 per cent
(which is almost four times higher than a standard distribution).
These ratings will provide a guide for international benchmarking of
the quality of the University’s HDR graduates.
In the area of research training, the Research Strategic Plan, 2009-
2011 focuses on:
• Increasing HDR cohort rates of completion (target 70 per
cent of cohort enrolments per year by 2011), and total
completion numbers (target 300 completions 2011); and
• Reducing mean PhD and MPhil completion times (less than
4 EFTSL per completed PhD, and less than 2 EFTSL per
completed MPhil by 2011).
The national Graduate Destination Survey (GDS) provides limited
information regarding post HDR employment, and further analysis
has been undertaken at Macquarie. Employment of doctoral
graduates compares favourably to national averages for the period
2000 to 2007.
Thesis Examination Process
GDS – Component of Australian Graduate Survey (AGS)
2.3.4 Contributing to the Nation’s Economic, Social, Cultural and
Environmental Well-being
Macquarie University aspires to do research that has a significant
beneficial impact on the nation’s economy as well as on social and
cultural development. We seek to achieve this by expanding our
level of engagement with the community, through
commercialisation of research-derived Intellectual Property (IP),
research-based consultancy undertaken by our staff, collaboration
with research end-users through research contracts (including
ARC Linkage Projects and Cooperative Research Centres), and
especially through establishing research partnerships with
organisations located adjacent to the campus, or relocated onto
campus.
External Engagement and Knowledge Transfer Audit
64
Since the 2003 AUQA Report, we have undertaken major changes
to IP Policy, and policy and processes to commercialise research-
derived IP. A fully revised IP Policy was approved by Council in
2005 and operation of commercialisation is managed by the
Intellectual Property and Commercialisation Management
Committee. In 2008 the role of AccessMQ has been redefined as
a commercial personnel and financial services provider, and
commercialisation transferred to the Research Office.
Commercialisation outcomes are monitored through data related to
patents, royalties and spin-off activity. A notable recent
achievement has been the Macquarie spin-off company Bluglass,
established in 2005 and publicly-listed (ASX) in 2007. The
University recognises contributions to commercialisation by staff
and students through its annual Innovations Awards.
Macquarie’s research profile has previously been quite strongly
oriented towards fundamental research in the sciences, social
sciences and humanities, and this has presented difficulties in
achieving our goals of enhancing research collaboration and
partnership with industry and the community in general. Staff are
encouraged and supported to engage with research end-users
through a variety of mechanisms, including co-funding incentives
for developing external partnerships, the Vice-Chancellor’s
Innovation Fellowship Scheme to appoint research fellows with
experience of working with industry, and strong support for
participation in Cooperative Research Centres. Additionally the
University is using the CORE strategy to strengthen applied
research, specifically in a range of engineering areas, health
sciences and surgery, environmental sciences, and economics and
finance.
Development of major partnerships in research and research
training is a key integrating feature of the Research Strategic Plan,
and Campus and Capital Management Plans of the University. We
aim to bring leading knowledge-based organisations onto campus
both to provide an additional revenue stream and to enhance
opportunities for collaborative research. Initiatives, coordinated
Access MQ Macquarie Business Incubator
65
through the Vice-Chancellor’s Office, involve Macquarie University
Property Investment Trust, Office of Major Projects, and Office of
Financial Services, as well as the Research Office.
The University targets development of one major new partnership
per year: examples of University-industry partnerships now
proceeding and involving major building and facilities construction
are the Macquarie University Hospital (with Dalcross Hospital),
relocation of Cochlear Ltd’s global headquarters and
manufacturing facility to the campus, and the Macquarie University
Hearing Hub, which brings together Cochlear, Australian
Hearing/National Acoustic Laboratories, the Royal Institute for Deaf
and Blind Children, the Sydney Cochlear Implant Centre, and
others.
While the University has data tracking performance in contract
research and consultancies through the University or its controlled
entities, we have previously had little data on the level and quality
of engagement of Macquarie staff with research end-users through
informal means. The unique External Engagement and Knowledge
Transfer audit was undertaken in 2008 to monitor the level and
quality of the University’s contributions to the community through
our staff, and to establish and develop policies aimed at enhancing
those contributions. A web-based audit tool was developed in-
house and piloted in two Divisions of the University, representing
approximately one fifth of academic staff. The results of the pilot
assisted in refinement of the process prior to rolling out the audit
across the remaining Divisions in the fourth quarter of 2008.
The completed audit for the first time provides the University with
comprehensive data on the engagement of its staff with research
end-users. The audit data show that approximately 50 per cent of
all academic staff have participated in over 900 separate, verifiable
knowledge transfer activities over the past five years, with
approximately 25 per cent of these activities resulting in significant
benefits to end-users.
The University will undertake triennial impact surveys (with the next
due in 2011), using the 2008 findings as a benchmark. In 2011,
66
the expectation is that the level of interaction will have increased
by at least 10 per cent over the 2008 benchmark. The research
impact strategy will also be reviewed in the light of the
Commonwealth Compacts process to be introduced in 2010.
2.4 Increasing International Research Collaborations, Outreach and Global Impact
The 2008 review of the Research Strategic Plan, 2006-2008
highlighted the importance of a stronger focus on:
• International research collaborations by Macquarie’s
academics and doctoral students;
• Targeted outreach into the Asia-Pacific region; and
• Increased global impact of our research outputs.
Increasing international collaboration in research has now been
established as a separate goal in the Research Strategic Plan
2009-2011, with a range of strategies and measures to encourage
international collaboration at institutional level, research grouping
(CORE) level, and among individual staff.
Central to our research internationalisation strategy is development
of joint PhD programs with leading overseas universities. Joint
supervision of PhD students gives an immediate focus to
collaboration through the medium of the student, but the longer
term objective is to build in-depth collaboration between our staff
and those of the collaborating institutions. Building a cohort of PhD
graduates who have completed these programs will also, over
time, build a substantial group of international researchers with
strong connections to Macquarie, continually reinforcing the
University’s standing as an international research-intensive
institution.
Macquarie was an early-adopter of the French Cotutelle scheme
involving joint PhD supervision of the student, who must spend a
substantial time (typically at least one year) at each of the two
collaborating institutions. Examination is undertaken by each
institution and on successful completion the student is awarded a
Joint PhD Programs Cotutelle and Joint PhD Program
67
PhD from each. The Cotutelle program is subject to an
institutional-level agreement and an agreement specific to the
student and their supervisors.
Commencing in 2005, we have undertaken a strategic expansion
of the Cotutelle program to a much broader range of international
institutions from Europe and China. We have conducted a
campaign of visits over 2007-2008 to engage targeted (top 10)
Chinese universities, and leading German universities, in Cotutelle
programs. Agreements and arrangements are carefully monitored
as the expansion proceeds: by end 2008 we had 43 Cotutelle PhD
students enrolled; the largest number with French institutions,
followed by China and Germany.
Extension of jointly supervised PhD programs to selected United
Kingdom universities has been a further focus in 2007-2008. For
these universities, degree regulations have required the
development of a different “Joint PhD” model, in which the
successful student is awarded a single PhD degree jointly offered
by Macquarie and the partner overseas university. This has
required new degree rules to be established at Macquarie: the
Joint PhD program targets top-200 universities of the world with
each Partner Agreement requiring approval by the Academic
Senate.
The first of these approved Joint PhD degrees is with Edinburgh
University, with enrolments to commence in 2009. Agreements
with other leading Scottish universities are expected to be
approved in 2009.
The University provides strong support to the development of the
overall joint PhD program (Cotutelle and Joint PhD) through:
• Allocation of domestic and international MQRES
scholarships to students undertaking joint PhD programs;
• Funding for senior researchers to visit targetted institutions
to initiate joint PhD projects;
• Appointment in 2007 of a Director for International Higher
Degree Research Marketing and Development to facilitate
68
agreements for Cotutelle and Joint PhD programs; and
• Support through internal research funding schemes
(including OSP) for development of international
collaborations.
All Faculties will be required in 2009 to prepare a Research
Internationalisation Plan as part of their Faculty Research Strategic
Implementation Plan, including an audit of current international
research collaborations as a basis for demonstrating improved
performance.
2.5 Areas for Improvement
Increasing Research Funding
Section 2.2 of this chapter points to the importance of securing
additional research funding to achieve the main goal of
Macquarie@50. The opening of the Australian School of
Advanced Medicine and the expansion of engineering both
increase the University’s prospects as does the development of
Concentrations of Research Excellence.
This situation will be managed by the DVC, Research and
Executive Deans (with responsibility clearly identified in their KPIs),
and involves:
• Seeding research with the aim of then attracting external
funding;
• Focusing on broadening the base of funding sources,
especially industry/community-backed funding;
• Strengthening research management with dedicated
positions in the new Faculty structure; and
• Implementing Academic Promotions Policy which
emphasises research achievements.
Providing Research Infrastructure and Facilities
The University is conscious of the need to maintain a very high
quality research environment to support its research strategies. To
attract and retain our best researchers and to be competitive in
Australia, we must have world-class infrastructure and facilities. A
69
major problem for the University at present is provision of adequate
space for research for both staff and HDR students. In particular,
we need additional laboratories.
The response to this situation, being managed by the DVC,
Research and the Chief Operating Officer involves:
• Integrating research strategy with the University’s Campus
Management Plans for both Capital Works and
Refurbishment; and
• Seeking to increase external research-related infrastructure
funding (for example, via the Education Investment Fund
and the Linkage Infrastructure, Equipment and Facilities
scheme). The recently successful HEEF application for
funding for the Hearing Hub provides a distinctive model for
further bids.
Establishing stronger Workload Models for Research
Failure to appropriately acknowledge research and research
training activities will work against attracting and retaining the best
researchers.
In the past there has been significant variation across the
University in the ways that research and research training activities
have been recognised. Under the new Faculty system it will be
important to establish uniform workload models.
The response to this situation, being managed by the DVC,
Research, The Provost and the Director, Human Resources from
2009, involves:
• Ensuring research and HDR supervision are appropriately
acknowledged in Faculty workload models. This requires
integration of the Research strategy and that for Teaching
and Learning;
• Drawing on the newly delivered report scoping academic
workload policies across the campus—this document maps
terminology, activities, and categories of work and is the
basis for a new level of discussion across the University.
70
Chapter 3International Activities
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73
3. International Activities
The theme of International activities was proposed by AUQA
for this Audit Cycle. The Agency has asked that the Portfolio
should include as appropriate:
1. Arrangements for teaching and learning of international
students in Australia;
2. Arrangements for teaching and learning of international
students offshore;
3. Internationalisation of the curriculum and overall student
experience; and
4. Other international activities such as research
collaboration.
Figure 3.1 shows where each of these matters has been dealt
with in the Portfolio.
AUQA Requirement Portfolio Reference
Strategic Objectives 3.10.1 A Two Tier Approach to Internationalisation
Strategies and Processes in Place
3.10.1 A Two Tier Approach to Internationalisation
3.10.2 Learning and Teaching Strategies
Arrangements for the teaching and learning of international students in Australia (Audit Manual p34)
3.2 Quality and Compliance
3.2.2 Student Support
3.10.2 Learning and Teaching Strategies
Arrangements for the teaching and learning of international students offshore (Audit Manual p34)
3.6 Offshore Arrangements
Appendix C
Internationalisation of the curriculum and overall student experience (including student mobility and staffing arrangements) (Audit Manual p34)
2.4 Joint PhD Program
3.5.2 Student Mobility
3.10.2 Learning and Teaching Strategies
3.10.3 The Global Futures Program
3.10.4 Staff Development
Other International Activities (such as research collaboration) (Audit Manual p34)
3.7 Dual Degree Arrangements
3.8 Other Partnered Activities
3.9 Pathway Providers
External Reference Points and Benchmarking
3.3 Benchmarking
3.4 External Referencing
Figure 3.1: AUQA Sub-themes and the Portfolio Structure
74
3.1 The University Context
Internationalisation has two aspects at Macquarie University.
The first, dealt with extensively in this chapter because of
AUQA requirements, is the recruitment and support of
international students. The second aspect, dealt with in section
3.10 below, involves a wider ambition and is captured in the
goal of the University’s Internationalisation Strategy that the
University should prepare all of our students:
for a life of participation, open enquiry and successful
employment as global citizens.
Macquarie University has continued to maintain a high
proportion of international students. Figure 3.2 reflects
domestic and international student enrolments from 2005 to
2008. Data submitted for the IDP Survey in Semester 2 of
2008 indicates that international students comprise 32.3 per
cent of the student population by headcount. This figure
represents a substantially higher proportion than the national
average of 18.5 per cent and New South Wales average of 17
per cent as indicated in the same survey.
Figure 3.2: Proportions of Domestic and International Student Enrolments (EFTSL), 2005-2008
75
Since the first AUQA Audit, the University has undertaken
substantial change management which commenced with the
Executive team. A new position of Deputy Vice-Chancellor,
Development and External Relations was established in late
2006, responsible for a broad area which includes marketing,
recruitment, and support for international students.
A Pro Vice-Chancellor, International was appointed for the
period 2007–2008 to review all aspects of the University’s
international operations particularly academic and commercial
strategies and to plan for the future. This led to a restructure of
Macquarie International, which is responsible for operational
aspects of international activities including marketing,
recruitment and admission of international students, Education
Services for Overseas Students (ESOS) Act compliance,
student support, student mobility programs, and an
accommodation service. A new Executive Director,
International Programs was appointed in mid 2007 to direct
international operational activities. This position now reports
directly to the DVC, Development and External Relations.
76
Figure 3.3: Macquarie International Organisation Chart
77
3.1.1 Change in Macquarie International
The 2007 review identified significant problems which have
been systematically addressed. The hallmarks of Macquarie
International as it has transformed itself during the past two
years have been:
• establishing a stable, professional administration;
• installing fiscal propriety and good governance;
• cost effective student recruitment;
• shedding non-core activities and rationalising staffing;
• closing down unviable transnational programs;
• improving gross margins to support the University’s
learning and teaching, and research imperatives;
• introducing strict quality assurance and compliance
measures;
• regulating recruitment agents;
• ensuring academic and language admission standards
match published entry standards; and
• addressing student exchange agreement imbalances.
To support change, several key positions have been created.
In mid 2007, a Director of International Higher Degree
Marketing and Development was appointed to strategically
focus the recruitment of international research students. A
Quality Assurance Manager was appointed in early 2008 to
review policies and work practices and implement procedures
to achieve compliance with the ESOS Act. Also in 2008,
International Agreement and Articulation Coordinators were
recruited to support the University quality framework.
3.1.2 The Quality Enhancement Framework
The Internationalisation Steering Committee operates as the
key governance body to guide Macquarie’s approach to
international activities. The Committee is an integral
component of the Quality Enhancement Framework.
The Internationalisation Steering Committee, chaired by the
Provost, monitors Macquarie’s implementation of legislative
Quality Enhancement Framework
78
requirements and protocols for international students and
transnational programs. It advises on international volunteering
programs and reviews and recommends international
agreements and strategies to support internationalisation. The
Committee has broad representation including members of the
Executive, academic staff, staff from Macquarie International
and the Research Office, the Dean of Students, and a
representative of the Sydney Institute of Business and
Technology.
Since its inception, the Internationalisation Steering Committee
has focussed upon the development and implementation of the
University’s internationalisation strategy, quality, international
agreements, and compliance.
3.2 Quality and Compliance
3.2.1 Compliance with the ESOS Act
Macquarie University recognises the nexus between quality
enhancement and compliance with the Education Services for
Overseas Students (ESOS) Act. The Internationalisation
Steering Committee monitors and reports to the Quality
Enhancement Committee on issues relating to compliance with
the Act, Regulations, and Framework which includes the
National Code of Practice for Registered Education Providers
last revised in July 2007.
Macquarie International is responsible for ensuring compliance
with ESOS regulations for recruitment, enrolment, student
support, and academic course progress monitoring. The
University manages the ESOS compliance of partner
institutions through ongoing training and monitoring of policies
and procedures, and through the inclusion of partners in a
scheduled annual audit cycle.
To fulfil the requirements of the ESOS Regulations, the
University has taken the following actions:
• appointed specialist international student advisors;
Internationalisation Steering Committee ESOS Act ESOS Framework International Student Services
79
• appointed a dedicated international study skills advisor;
• implemented a process of confirming CRICOS eligibility
for all courses each study period;
• developed specific policies which fulfil the requirements
of the National Code;
• disseminated information for general and academic
staff; and
• engaged in regular formal and informal communication
with regulatory bodies.
At the start of 2008, following the implementation of the revised
National Code, the Department of Education, Employment and
Workplace Relations determined that the University was non-
complaint with the requirements of Standard 10.6 which covers
appeals processes. To address this issue, the University
liaised with DEEWR to develop a procedure for
correspondence which has since been sanctioned by DEEWR
and has been implemented at Macquarie University City and
the University’s onshore partner, the International College of
Management Sydney.
In September 2008, an internal assessment of ESOS
compliance confirmed the University’s overall compliance with
the National Code. However this review did identify
opportunities for improvement at the main North Ryde campus
and Macquarie University City in relation to Standard 6 (student
support services), Standard 12 (course credit), and Standard
13 (deferring, suspending, or cancelling enrolment). Remedial
measures were implemented by the end of 2008. The first
annual internal ESOS Compliance audit is expected to be
completed by the end of May 2009.
3.2.2 International Student Support
The revised National Code reaffirmed obligations for the
provision of academic and pastoral support to international
students and introduced requirements for the implementation of
intervention strategies for at risk students.
The provision of social and academic support to international
International Study Support List of CRICOS eligibility courses Macquarie International Intervention Strategy National Code National code: Student Support
80
students is delivered through a shared responsibility framework
involving academic and administrative areas of the University
including:
• Macquarie International;
• Student Wellbeing;
• The Dean of Students;
• The University Library; and
• Faculties.
Support is integrated throughout the lifecycle of an international
student commencing with pre-departure information and
concluding with careers advice. International students are
provided with an ESOS compliant and culturally appropriate
orientation, an accommodation service that facilitates
accommodation for 90 per cent of commencing international
students, and academic and pastoral support throughout their
studies including a chaplaincy service which caters to 15 faith
groups.
Figures 3.4 and 3.5 set out the wide range of support services
available for international students and identify service
providers.
Academic Services Service Provider
Recruitment and Admissions
Macquarie International
Transition Program Dean of Students
Study Skills Advisor and Workshops
Macquarie International and Dean of Students
Progression Monitoring and Intervention Strategies
Macquarie International
Numeracy Centre Access and Equity
University Library University Library
Writing Skills Access and Equity
Online Study Support Director, Student Wellbeing
Information Literacy/Online Research Training Library
Enrolment course administration Faculties
Faculty Study Support initiatives such as Peer Assisted Learning; Conversation Groups; Thesis Preparation Assistance
Faculties
Figure 3.4: Academic Support Services for International Students
81
Pastoral Services Service Provider
Pre-Departure Information Macquarie International
Free Airport Pickup
Macquarie International
Accommodation Service Macquarie University Village
Macquarie International/ Residential Colleges
Social and Academic Orientation
Macquarie International
Buddy and Mentor Programs
Macquarie International, Dean of Students and Faculties
Chaplaincy Services
Director, Student Wellbeing
Medical Service
Director, Student Wellbeing
Counselling Service
Director, Student Wellbeing
Disability Service
Director, Student Wellbeing
Sporting and Recreational Facilities
U@MQ
Social Engagement through Activities and Clubs
U@MQ, Macquarie International
Graduate Careers Service
Director, Student Wellbeing
Alumni
Executive Director, Institutional Advancement
Returning Home Seminars and Services
Macquarie International
Figure 3.5: Pastoral Support Services for International Students
There are a number of strategies to deal with the fundamentally
important question of support for students having problems with
academic literacy. Assistance and support are provided by
Departments, the Dean of Students and central administrative
units. The Library conducts information literacy training and
assistance is provided via numeracy and writing tutorials. The
Office of the Dean of Students delivers study skills workshops
and the University plans to expand and mainstream the
provision of dedicated study skills advisers, a strategy that was
pioneered by Macquarie International. A writing skills program,
run by the Department of Linguistics, provides free services to
all undergraduate students, both domestic and international.
Dean of Students Director of Student Wellbeing
82
These include a mid-semester five week course on various
aspects of writing, and one-on-one sessions with a writing skills
adviser. A similar program is offered for Higher Degree
Research students.
In 2007, the University’s Student Services were reviewed. The
review recommended that the Dean of Students and a newly
created Director of Student Wellbeing should lead, coordinate
and manage academic and student support at Macquarie. A
priority for these positions is to establish synergies between
programs directed at international and domestic students.
In late 2008, Macquarie International commenced a
benchmarking initiative with three other Sydney universities to
measure and compare resources for international support
required by the ESOS Regulations. The results of this project
will be available in mid 2009 and will identify appropriate
models to inform decision making and resource allocation for
the provision of student support.
3.2.3 Monitoring and Management of Recruitment
Agents
The ESOS National Code introduced a standard for monitoring
and training agents. The University has 338 appointed agents
(including branches) located in Asia, Europe and the Americas.
Agents are appointed from regions to support the University’s
strategic goal of diversifying the international student cohort.
The ongoing management of agents, including training and
onsite visits is coordinated by Regional Marketing Coordinators
and overseen by the Macquarie International Marketing
Manager.
While the percentage of international students recruited by
agents at Macquarie is lower at 57 per cent than the average
identified in AUDIF benchmarking in 2007, there has been a
steady increase from 2006 to 2008. In response to this
increase, the University has intensified efforts to effectively
manage and train agents. We conduct in-country training and
monitoring to ensure that agents are engaged in ethical
practices and are meeting ESOS obligations.
Review of Student Support National Code: Agents Macquarie agents
83
Figure 3.6: Sources of International Student Enrolments, 2002-2008
Notes: IDP is a major recruitment agent
The SIBT (Sydney Institute of Business and Technology) pathway is covered in section 3.9.1 below
These efforts have addressed concerns raised by an internal
audit of agents in November 2007. The internal audit identified
systemic deficiencies in the monitoring and management of
agents from agent selection and due diligence, to training and
payment of agent commissions. The findings instigated
changes to the management and monitoring of recruitment
agents throughout 2008, including:
• A revised procedure for the assessment of prospective
agents, including a revised agent application form and
more uniform and robust referee checks;
• Development of an online training module for agents
addressing ESOS requirements;
• Electronic recording of the outcomes of agent visits;
• Amendments to the agent contract due to be
implemented at the end of the current contract cycle for
improved performance management and monitoring;
and
• Development of an Agent Commission database.
84
3.3 Benchmarking
The University measures performance within an international
and national context by participating in a range of
benchmarking activities. The level of activity has increased
from 2007-2008, representing a shift from internal to external
referencing which continues to guide the development and
improvement of services and processes.
Key benchmarking activities are:
• Australian Universities International Directors’ Forum
(AUIDF) which contributes to strategic development and
process review;
• IDP Education Australia Survey which informs
marketing and recruitment; and
• International Student Barometer (ISB) which tracks
student experience and reaction to services.
The University has contracted Hobsons to act as an enquiry
management service provider for prospective student
enquiries. Weekly benchmarking with three peer institutions is
coordinated by Hobsons. The results of this exercise have
identified trends in marketing and recruitment of international
students and the measurement of prospective student
enquiries and conversion rates through the application process.
The contract is now under review and will soon go to tender.
In mid 2008, the University started using the International
Student Barometer (ISB) to measure student experience. The
first ISB surveyed students following their arrival at Macquarie
and generated valuable data on the need to improve first
impressions, orientation and student services. In many areas,
the international student experience on arrival at Macquarie
was higher than or on par with that of other participating
Australian institutions. For example, 89 per cent of students
surveyed were satisfied with the expertise of lecturers and 87
per cent with course content.
IDP Education Australia ISB
85
Most satisfied elements of student experience % of satisfaction
Safety 90%
Similar friends 90%
Expert lecturers 89%
Course content 87%
Academic’s English 86%
Good place to be 85%
U@MQ 85%
Bank account (arrival) 85%
Sport facilities 84%
IT and system support 84%
Figure 3.7: International Student Barometer Post Arrival Survey, First Semester 2008: Most Satisfaction
Most dissatisfied elements of student experience % of satisfaction
Host friends (arrival) 53%
Living cost 52%
Work experience 51%
Careers advice 48%
Accommodation cost 47%
Earning money 45%
Opportunities to teach 43%
Host friends 42%
Financial support 41%
Good contacts 39%
Figure 3.8: International Student Barometer Post Arrival Survey, First Semester 2008: Most Dissatisfaction
86
Elements of student experience
Macquarie University Australian Universities
Safety 3.1 3.1
Accommodation quality 3 3.1
Sport facilities 3 2.8
Internet Access 2.7 2.9
Transport links 2.6 2.8
Earning money 2.5 2.7
Accommodation cost 2.5 2.7
Overall living satisfaction Macquarie University Australia
% 79% 85%
Figure 3.9: International Student Barometer Post Arrival Survey, First Semester 2008: Further Satisfaction Ratings Compared with Other Australian Universities—Student Experience
(1 = Very Dissatisfied, 4 = Very Satisfied)
Elements of learning experience
Macquarie University Australian Universities
Good teachers 2.9 3
Employability 2.7 2.8
Course content 3 3.1
Work experience 2.4 2.6
Technology 2.8 3
Library 2.8 3
Academic’s English 3.1 3.1
Career Advice 2.5 2.7
Learning support 2.9 3
Language support 2.8 3
Research 2.9 3
Overall learning satisfaction Macquarie University Australia
% 84% 87%
Figure 3.10 International Student Barometer Post Arrival Survey, First Semester 2008: Further Satisfaction Ratings Compared with Other Australian Universities—Learning Experience
87
Elements of arrival experience Macquarie University Australian Universities
Bank account 3 3.2
University Orientation 2.9 3.1
Welcome 2.9 3.1
Registration 2.8 2.9
Email/ internet 2.8 3.1
Meeting staff 2.8 2.9
Finance office 2.7 2.9
Accommodation office 2.6 2.9
Overall arrival satisfaction Macquarie University Australia
% 79% 84%
Figure 3.11: International Student Barometer Post Arrival Survey, First Semester 2008: Further Satisfaction Ratings Compared with Other Australian Universities—Arrival Experience
However, the ISB identified a range of areas where the
University has opportunities for improvement, particularly in
student engagement, internet access and information
technology, and transport links. Following feedback from the
ISB, the University has revitalised its orientation program to
include opportunities for greater student engagement, First
Night activities, and a formal welcome event. Information
technology has been dealt with in chapter 1 as an area needing
improvement for the University generally and the new Library
will significantly increase student access to technology.
Transport (and accommodation) costs are a problem for
students at all Sydney universities and it should be noted that
Macquarie is the only Sydney university to use the ISB so
national comparisons are perhaps unfair here. Perhaps the
one improvement here is the imminent opening of the
Macquarie University Rail Station.
In addition, the ISB has improved understanding of the factors
motivating students to choose Macquarie as a study destination
which will inform future marketing activities.
The University participates in the annual benchmarking
initiatives facilitated by the Australian Universities International
Directors Forum (AUIDF). In 2007, the University
88
benchmarked Outbound Student Mobility access and
participation. Results identified that Macquarie was well above
the average in providing domestic and international
undergraduate students with access to International Study
Experiences. This study indicated that Macquarie provided
13.4 per cent of undergraduate students with access to
international experiences compared to a national average of 6
per cent and a median of 5.4 per cent.
The University’s provision of scholarship funding to support
student mobility programs is critical to domestic and
international students accessing international study
experiences. This financial commitment, combined with the
University’s provision of opportunities through Student
Exchange, Volunteers Abroad and Global Leadership
programs, has effectively increased the number of students
able to access international study experiences since the
previous audit, as demonstrated in Figure 3.12.
Mobility Scholarship Student Exchange Volunteers Abroad Global Leadership Programs
Figure 3.12: Macquarie Undergraduate Access to International Study Experiences, 2003-2008
Source: AUDIF Benchmarking Report: Student Mobility (2007)
89
3.4 External Referencing
Since the previous AUQA audit, the University has adopted the
use of external reference points to measure the effectiveness
of performance, policies, procedures, and business processes.
Figure 3.13 identifies external sources for strategic
development and for reviewing and improving business
processes and functions in international activities.
Figure 3.13: Macquarie University Use of External Reference Points
3.5 Performance Monitoring
As Figures 3.14-3.16 show, international student participation
in the University’s Course Experience Questionnaire has
progressively increased, and now provides a useful source of
data on the perceptions of international students. The Survey
indicate a consistent increase in international student
satisfaction in generic skills, good teaching and overall
satisfaction. The overall satisfaction of postgraduate
Course Experience Questionnaire
Australian Qualification Framework, National Office of Overseas Skills Recognition,
University Admission Centre, UK Naric, AEI Transnational Strategy, University Mobility in Asia and the
Pacific (UMAP)
Education Services for Overseas Students (ESOS) Act &
Regulations, Universities Australia Code of Practice
ESOS National Code, International Education
Association Inc (ISANA), Universities Australia Code of
Practice
Policies
Care and Welfare for Under 18s Transfer Release Refund Policy
Procedures
Pre-departure Orientation Intervention Strategies
Enrolment Monitoring Critical Incidents
Procedures
Admissions Requirements Qualification Assessments Articulation Arrangements Student Mobility Programs
Australian Education International IDP
International Marketing
90
international students enrolled in Business, Law and
Economics (who account for 70 per cent of our international
student body), has steadily increased from 57.14 per cent in
2005 to 76.09 per cent in 2007.
2005 2006 2007
No.of
responses %
agreement No.of
responses %
agreement No.of
responses %
agreement
Undergraduate including Hons
International All disciplines 117 52.14 219 48.86 456 68.42
Postgraduate Coursework
International All disciplines 240 62.50 372 62.37 518 75.48
Figure 3.14: Macquarie University Course Experience Questionnaire Results, 2005-2007—Generic Skills Scale
2005 2006 2007
No.of
responses %
agreement No.of
responses %
agreement No.of
responses % agreement
Undergraduate including Hons International All disciplines 117 41.88 219 36.99 456 47.59
Postgraduate Coursework International All disciplines 240 43.75 374 47.33 518 59.46
Figure 3.15: Macquarie University Course Experience Questionnaire Results, 2005-2007—Good Teaching Scale
2005 2006 2007
No.of
responses %
agreement No.of
responses %
agreement No.of
responses %
agreement
Undergraduate including Hons International All disciplines 117 61.54 219 52.97 456 70.83
Postgraduate Coursework International All disciplines 240 59.17 372 60.48 518 73.17
Figure 3.16: Macquarie University Course Experience Questionnaire Results, 2005-2007—Overall Satisfaction Scale
There has been a gradual decrease in the University’s retention
rate for both local and international commencing and continuing
undergraduate students from 2005 to 2007. However, the
retention rate for international students has decreased by 4.6
per cent compared with 0.4 per cent for local students. This
relates to the introduction of a minimum rate of progress
requirement for undergraduate courses implemented in 2007.
The University will continue to monitor retention rates and
respond with appropriate support strategies.
91
2005 2006 2007
Broad Retention
Rate
Explicit Retention
Rate
Broad Retention
Rate
Explicit Retention
Rate
Broad Retention
Rate
Explicit Retention
Rate
Status Commencing/ Continuing
Comm 93.6 90.3 92.0 88.7 90.9 88.0 International
Cont 91.3 88.9 87.3 84.3 85.7 84.1
International Total 92.2 89.4 88.9 85.7 87.6 85.5
Figure 3:17: Macquarie University International Student Retention Rates, 2005-2007
Note: Broad retention rate refers to a student either completing a course or continuing their study at the University (which may be in another course)
Explicit retention rate refers to a student either completing a course or continuing in the same course in the following year
3.5.1 Student Recruitment
The University continues to attract a high number of
international students to its undergraduate and postgraduate
programs. Previous recruitment policies focussed upon volume
and financial imperatives and achieved a considerable level of
success in fulfilling these goals. However, Macquarie has now
stabilised international student enrolments and is moving from
financial targets to a strategy which will achieve greater
diversity of markets and programs in its international student
cohort. (See Figure 3.18 and, for more detail, see supporting
document SM03.03 Countries of Origin.)
The number of applications rejected for admission has
increased from 7.8 per cent in Semester 1 of 2007 to 11.2 per
cent in Semester 2 of 2008.
In alignment with the University’s main goal, set out in
Macquarie@50, of becoming one of the world’s top 200
research universities, attention has been focussed on recruiting
international higher degree research students. These numbers
have increased considerably from 183 in 2002 to 534 in 2008,
as demonstrated in Figure 3.19.
SM01.01 Macquarie@50
92
Figure 3.18: Top 20 Countries of Origin for International Students
Enrolled in Semester 2 of 2008
93
2002 2003 2004 2005 2006 2007 2008
Domestic
Doctorate by research
660 753 782 848 926 1,013 1,066
Master by research 208 242 252 240 196 160 141
Total 868 995 1,034 1,088 1,122 1,173 1,207
International
Doctorate by research
152 180 236 304 327 417 521
Master by research 31 47 49 38 21 13 13
Total 183 227 285 342 348 430 534
All students
Doctorate by research
812 933 1,018 1,152 1,253 1,430 1,587
Master by research 239 289 301 278 217 173 154
Total 1,051 1,222 1,319 1,430 1,470 1,603 1,741
Figure 3.19: Headcount of Research Students by Course Level and Student Status, 2002-2008 Notes: 1. Include students who change to a coursework program later in the year and out-of-time students. 2. Reference period is from Sep to Aug in 2004 and before and the calendar year from 2005. 3. To match DEST funding calculation, 2005 data does not contain revisions while data from 2006 includes revisions. 4. Data for 2008 is preliminary at 31 October 2008. 5. Domestic or international status is determined by the student's latest student status in the year.
94
One of the key initiatives to increase international Higher
Degree enrolment and completion rates is the active pursuit of
Cotutelle agreements with top tier research-intensive
Universities abroad. This is has proven to be a successful
approach, with 43 Cotutelle students undertaking collaborative
research at the University in 2008.
The University seeks to address the issue of an over reliance
on particular markets (which is common in the sector) through
marketing initiatives (such as an Executive mission to South
America in November 2008), the provision of scholarships, and
a commitment to developing markets.
3.5.2 Student Mobility
Since the first AUQA audit, Macquarie has continued to
demonstrate a commitment to student mobility. In 2008, the
University conducted a review of its Student Exchange activity
and agreements. This was in response to reciprocity
imbalances, inactive agreements and partnerships with
institutions of little strategic value. The review process
identified the need for an International Agreement Policy and
procedures to guide staff on the requirements for establishing
an exchange agreement. The review also prompted the
revision of the International Student Exchange contract to
reflect strict reciprocity requirements, ESOS obligations, a
process for review, and standardised duration.
The review resulted in more robust monitoring of reciprocity
and suspension of many ‘imbalanced’ agreements.
Consequently, there has been a reduction in the number of
inbound exchange students in Semester 2 of 2008; however,
the University has achieved reciprocity with most partners.
In 2007, analysis of procedures for measuring outbound
student mobility in the period 2004–2006 identified flaws in the
methodology being applied by the University. The flawed
methodology involved the inclusion of any international student
experience, such as conference attendance, as contributing
towards outbound study abroad and exchange numbers. In
Review of Student Exchange
95
response to this analysis, in mid-2007 the University introduced
the methodology applied by AEI and IDP for measuring
outbound student mobility which is restricted to include only
arrangements which qualify for credit towards a Macquarie
degree. Consequently, while student numbers (as seen in
Figure 3.20) appear to have declined drastically from 2006,
recent figures are a more accurate presentation of outbound
student mobility. They suggest that earlier numbers were
considerably inflated.
A full list of the University’s student exchange partners can be
found at Appendix D.
3.6 Offshore Arrangements
A full summary of Macquarie’s offshore programs, including
contractual arrangements, University accreditation, locations,
partners, teaching and evaluations, Quality Assurance
processes and enrolment figures are documented in
Appendix C: Transnational Learning and Teaching Activities.
Despite the termination of several programs, overall enrolment
figures have been fairly stable in recent years (see Figure
3.21). This reflects the continuing popularity of programs in
Applied Finance and the Macquarie Graduate School of
Management.
Offshore Programs
\
96
Figure 3.20: Outbound Study Abroad and Exchange Students by Head Count, 2005-2008
Figure 3.21: Offshore International Student Enrolments, 2005-2008
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Historically, the University’s management of offshore programs
has relied upon contractual agreements with partner institutions
to provide a framework for quality assurance. While such
ventures were approved by the University Executive, the lack of
policy and established procedure resulted in inconsistent
approaches to risk analysis, due diligence, intellectual property,
student evaluation, review, and termination arrangements.
To deal with this situation, the University:
• has implemented an International Agreements Policy
and is drafting procedures; and
• is developing a contract template for establishing an
offshore program.
These arrangements are designed to ensure that any future
proposal for an offshore program will need to be strategically
aligned with the University’s goals, and will be with an
appropriate and highly ranked partner who is subject to a
thorough due diligence check.
Since the AUQA Cycle 1 Audit Report, the following programs
have been terminated:
• Bachelor of Business Administration (Times Institute of
Management–Singapore)—terminated formally in 2007;
and
• Master of Commerce in Value Chain Management,
Ecole de Management de Normandie, France—
terminated formally in August 2008.
The University is currently in teach-out mode for both programs
and has advised students of these arrangements.
In addition, the following offshore programs have been
terminated by mutual agreement between the partner and the
University:
• Bachelor of Science (Biotechnology), (Management
Development Institute of Singapore); and
• Bachelor of Medical Science (Management
Development Institute of Singapore).
The Master of Economics (Nanjing Normal University, China)
has concluded and will not be renewed.
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The University’s approach to managing continuing programs
can be divided into three categories. These are set out in
supporting material SM03.04 Managing Continuing Programs.
The differences in these three approaches to quality assurance
have proven to be problematic and this has been identified as a
significant risk. The University has responded by implementing
a centralised quality assurance monitoring role managed by
Macquarie International. This role includes oversight of the
approval and review process, quality assurance visits, and
surveys of student experience and performance, and was
implemented at the end of 2008.
3.7 Dual Degrees Arrangements
Macquarie has initiated arrangements with several institutions
to facilitate cohorts of suitably qualified students to enrol in
coursework programs and complete the requirements of a
Macquarie degree which is accredited towards the completion
of an award at the home institution. These arrangements serve
to improve student mobility and diversify international student
enrolment while preserving the academic integrity of Macquarie
programs. Dual degree programs are formalised through a
bilateral agreement which require students to meet the
University’s standard admission and English-language
requirements. They are approved by a member of the
University Executive.
A complete list of Dual Degree arrangements can be found at
Appendix E.
Dual Degrees
99
3.8 Other Partnered Activities
3.8.1 Macquarie University City
In 2006, the University entered into a contract with IBT Sydney,
a wholly owned subsidiary of Navitas Limited, to establish a
campus in the central business district of Sydney. Macquarie
University City delivers a range of programs under license
including Macquarie University Foundation Studies, SIBT
Diploma Pathway Programs, and selected Macquarie
undergraduate and postgraduate degrees. Student enrolment
figures have increased from 17 (EFTSL) in July 2007 to 279
(EFTSL) in November 2008.
The quality of programs delivered at the City campus is
protected by:
• An Academic Director appointed at a senior level;
• a thorough moderation process;
• the approval of academic teaching lecturers and
assessment items; and
• An Academic Council comprising representatives from
the University’s Academic Senate and Executive Deans
whose disciplines are taught and which reports to the
Provost.
The contract between Macquarie and IBT Sydney initially
allowed for admission to Macquarie undergraduate programs
on the basis of an IELTS of 6.0 rather than the level of 6.5 for
most and 7.0 for some programs required at the main North
Ryde campus. This issue has been addressed by the
University and from the first semester of 2009, the English-
language requirements for courses at Macquarie University
City will mirror those at North Ryde.
3.8.2 International College of Management Sydney
International College of Management Sydney (ICMS) was
established in 1996 and is an accredited Vocational Education
and Higher Education provider. In 2003 the University signed
Macquarie University City MQ City Admissions requirements ICMS
100
an agreement with ICMS for the delivery of specific
undergraduate and postgraduate programs. There continues
to be an alignment between the University’s relationship with
ICMS and its broader strategic direction and accordingly, the
agreement has recently been renewed until November 2010.
The agreement allows for the delivery of specific streams in the
Bachelor of Business Administration (Event Management,
Hospitality Management, International Tourism, Property
Management, Retail Services, and Sports Management), the
Master of International Business, Master of Commerce in
Business, and preliminary programs leading to Masters
degrees.
The quality of program delivery at ICMS is protected by:
• comprehensive contractual arrangements;
• a thorough moderation process;
• the approval of lecturers and assessment items; and
• the approval of all marketing material.
3.8.3 Centre for Macquarie English
The Centre for Macquarie English (formerly part of the National
Centre for English Language Teaching and Research) is
located on the North Ryde Campus and is the University’s
preferred English-language provider. It delivers a range of
direct entry academic English language courses for the
University which have been developed with academic staff to
address specific discipline requirements.
CME has been an IELTS (International English Language
Testing System) Testing Centre since 1998 but has
experienced a rapid increase in this area in the past three
years. In 2006 CME delivered 2,797 IELTS tests; by 2008 this
had risen to 8,147 tests.
A University review, conducted in 2007, commended the
Centre, noting its ‘long history of external recognition for
excellence, initially in research and then in teaching’. The
Centre’s reputation is evidenced by invitations from other
Centre for Macquarie English
CME Review
101
Australian universities to audit their language programs. CME
has been actively involved in benchmarking direct entry
programs with other universities located in Sydney and with
overseas universities in the development of resources and
courses.
A longitudinal study of language use in and outside of the
classroom conducted by CME between 2008 and 2010 will
inform curriculum redevelopment.
3.9 Pathway Providers
3.9.1 Sydney Institute of Business and Technology
(SIBT)
The University has held a cooperative contractual agreement
with the Sydney Institute of Business and Technology since
1996. (SIBT is a wholly owned subsidiary of Navitas Limited.)
The University’s current contract with SIBT continues until
2010.
SIBT is located on the North Ryde and City campuses of the
University and delivers accredited Vocational Education and
Higher Education programs which can articulate into Macquarie
degrees. In addition, SIBT offers Graduate Certificate courses
as preliminary programs to selected Masters degrees on behalf
of the University.
The quality of programs delivered by SIBT is monitored by:
• an Academic Advisory Committee chaired by the
Provost of the University, with membership including
three Executive Deans;
• University-appointed moderators for all units delivered
by SIBT, and University-approved academic staff
delivering each unit; and
• ongoing monitoring of student performance.
Until this year, the contractual arrangement between Macquarie
University and SIBT allowed students who had completed
SIBT
102
Diploma level courses to gain automatic admission to Bachelor
level programs in Commerce, Arts (Media and Cultural
Studies), and Computer Science providing they met specific
course prerequisites. Only some bachelor programs such as
Actuarial Studies and Business Administration required
students articulating from SIBT pathway programs to meet a
GPA requirement for admission. However, the University has
now introduced GPA requirements for other programs.
The performance of students who have articulated from SIBT to
University programs informs decisions relating to admission
standards and GPA requirements. For example, the
introduction of the GPA requirement of 1.5 for students
articulating into the Bachelor of Commerce (Accounting) and a
reduction of the GPA requirement for students articulating from
the Diploma or Advanced Diploma of Business Administration
to the Bachelor of Business Administration from 2.5 to 2.0 were
based on a review of student performance at the Academic
Advisory Committee meeting in August 2007.
Figure 3.22: Cumulative GPA Distributions of SIBT Pathway and other Macquarie University Onshore Bachelors Degree Students, 2005-2007
3.9.2 Other Providers
In addition to SIBT and the Centre for Macquarie English, the
University has several arrangements with onshore academic
and English language providers for pathways for admission to
the University. These informal agreements evolved over time
and were not initially subjected to a rigorous assessment and
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review process. Because of the level of risk involved, the
University has halted additional arrangements of this kind and
is establishing a due diligence framework for the assessment,
approval and ongoing monitoring of academic and English
pathway providers. This framework will be implemented in
2009 and will lead to a review of all current arrangements.
3.10 Internationalisation of the Curriculum
Macquarie University continues its commitment to
internationalisation by ensuring that learning, teaching and
research activities are well positioned to address global
challenges and produce graduates who are global citizens.
The University’s Internationalisation Strategy has defined
internationalisation as ‘the process of integrating an
international and inter-cultural dimension into the teaching,
research and services of the University’. Internationalisation is
a core value for the University and serves to promote
innovation in research, learning and teaching, and global
engagement.
3.10.1 A Two Tier Approach to Internationalisation
Macquarie has adopted a two tier approach to
internationalisation. The Internationalisation Strategy
articulates aspirations and goals for learning, teaching and
research, while the Macquarie International Strategy
(discussed in earlier parts of this chapter) is a business plan
that identifies objectives and outcomes for operational level
activities.
The Internationalisation Strategy identifies goals and objectives
to be achieved by 2012 which will provide ‘all students with the
opportunity for high quality international experiences’
(Macquarie@50) and enable them to ‘pursue discovery,
learning and service in a world without borders’. This Strategy
is derived from the University’s Learning and Teaching Plan
and compliments the objectives of the University’s Research
Strategic Plan.
SM01.01 Macquarie@50 SM01.05 Learning & Teaching Plan 2008-2012
104
The Internationalisation Strategy identifies specific objectives
and indicators for students, curriculum, staff and research
which support the recommendations of the Review of
Academic Programs and the University’s research direction. In
mid-2008, the University began measuring academic and non-
academic activities which support the objectives for
internationalisation. This baseline data will provide an index for
assessing future performance against the Internationalisation
Strategy KPIs.
3.10.2 Learning and Teaching Strategies
The University’s Learning and Teaching Plan, 2008-2012
includes 5 objectives to support international awareness:
1. To develop and support culturally inclusive learning and
teaching practices;
2. To identify opportunities to incorporate international and
intercultural perspectives into the student learning
experience;
3. To provide programs and resources to recruit and
support students from equity groups;
4. To incorporate international perspectives into learning
objectives, strategies and curriculum content; and
5. To provide professional development for staff to ensure
that they have the skills to promote diversity, equity and
internationalisation.
These objectives are further developed in the
Internationalisation Strategy.
3.10.3 The Global Futures Program
Participation and engagement are key values informing the
Macquarie student experience. The Global Futures Program
which will commence in 2010 in conjunction with the
University's new curriculum, develops these aspirations
through various community partnerships and by integrating
participation into the curriculum for academic credit. It will build
on the existing Global Leadership and Volunteers Programs
and manifests the University's increasing commitment to social
SM01.05 Learning & Teaching Plan 2008-2012 Media Release
105
inclusion and equity.
Macquarie students and staff will have the opportunity to
participate in a unique global community service program in an
innovative joint partnership between the University and non
government organisations. Projects will be developed in
conjunction with local community groups, regional and remote
councils, Indigenous groups, and nations throughout the South
Pacific and South East Asia.
The Global Futures Program, in partnership with Australian
Volunteers International and other partners such as Red Cross,
will develop service learning linkages at an institutional level,
using established networks to benefit all students and staff.
Engagement will be with partners at local, national and
international levels. The Global Futures Program is the first of
its kind in the Australian tertiary sector and Macquarie is the
first university to partner with an NGO on this type of program.
3.10.4 Staff Development
In 2006, the University’s Centre for Professional Development
conducted a six month research project to gain an
understanding of the issues associated with teaching
international students and to identify examples of good
practice. The findings of this research project were used in the
development of teaching resources and content for core
foundation programs. Staff training on intercultural
understanding (coordinated by what is now the University’s
Learning and Teaching Centre) has focused on the integration
of issues and practice into two core foundations programs:
Foundation in Learning and Teaching; and the Colloquium in
Research Supervision.
In addition to providing core foundation training to staff
involving intercultural communication, the University has
introduced an Equity Observer on academic promotion panels
and who is also available to assist in the recruitment process to
encourage recruitment and promotion of culturally diverse staff.
Learning and Teaching Centre Foundation in Learning and Teaching Colloquium in Research Supervision Equity Observer
106
The Academic Restructure commencing in 2009 allows
Macquarie to embed internationalisation and international
activity management at the core of the four new Faculties.
Each of the Executive Deans will be responsible for managing
the internationalisation program for their Faculty. The program
will include:
• representing the Faculty on the University's
Internationalisation Steering Committee;
• development of the Faculty's international strategies
and coordinating implementation;
• ensuring a coordinated approach to the Faculty's
international activities in consultation with Heads of
Department and Discipline Leaders, and monitoring the
quality of linkages for compliance with University policy
and strategies; and
• consulting with other Faculties and the University
Library on international learning and teaching (including
student placement), and research linkages.
Academic and Professional staff will have access to staff
volunteering experiences through the Global Futures Program
via links with Australian Volunteers International and the
University of Papua New Guinea.
The University recognises that, in order to internationalise the
curriculum, staff will need professional enrichment
opportunities. To develop international awareness and
capabilities and internationalising the competency and
experience of staff, the Internationalisation Strategy identifies a
range of objectives and indicators. Internationalisation at
Macquarie is indexed through identified key performance
indicators measured by the Performance Development and
Review process.
Executive Deans Roles
107
3.11 Areas for Improvement
Ensuring Diversification
As material in this chapter indicates, the University draws a very
large proportion of its international students from China and Hong
Kong and a very large proportion of international enrolments are
in the areas of business and economics. For many students, it is
clear that what brings them to Australia and what drives their
choice of discipline are the migration laws and the prospect of
securing permanent residence. University student numbers and
revenue would be affected by changes in either Chinese or
Australian government policy.
Lead times for ensuring diversification are long and the response
to this situation, which is being managed by the DVC,
Development and External Relations, involves:
• Expanding recruitment activities in South East Asia
(including Thailand and Vietnam), India, Kenya, South
Africa and Mauritius, South America (particularly Chile and
Brazil), and Eastern Europe.
In addition, the University is carefully monitoring the international
economic situation for likely impacts on demand.
Managing Agreements
The self-review process prompted by this AUQA audit has
revealed considerable progress since the Cycle 1 audit when it
comes to the management of Agreements. However, Appendix D
on Student Exchange Partners shows agreements which have
expired and others which have been set up for indefinite periods.
The response to this situation is being managed by the Provost,
and involves:
• Implementing the International Agreements Policy and
establishing associated procedures;
• Developing a contract template for establishing offshore
programs; and
108
• Ensuring regular process for monitoring and review;
• Continuing alignment with the University’s strategic
direction.
Providing Stronger Support for International Students
Figures 3.4 and 3.5 of this chapter identify the wide range of
academic and pastoral support the University provides to
international students. Nevertheless, in common with the rest of
the sector, the University can do more.
The response to this situation, being managed by the Provost and
the DVC, Development and External Relations, involves:
• Continuing to monitor the responses of students
(particularly later year students) as measured by the
International Student Barometer;
• Expanding provision of study skills advisers across the
University;
• Identifying more opportunities to provide services in ways
which will draw international and domestic students
together; and
• Developing early intervention strategies to identify and
assist students affected by the current economic downturn.
Appendices
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111
Appendix A: Benchmarking, 2006-2008 and Planned for 2009
2006
What is benchmarked? With whom?
Chiropractic student workload, curricula and Anatomy contact hours
RMIT and Murdoch University
2007
What is benchmarked? With whom?
Environmental Education Programs (part of the Review of the GSE, Oct, 2007)
33 Australian Universities and 10 international universities
Higher Degree Research outputs of Dept of International Communication
Griffith University, School of Arts, Media and Culture
Interlibrary Loan turnaround times CAVAL Interlibrary Consortium
Research Quality University of Newcastle
Technology-supported Learning and Teaching IRUA Universities
Unit costs of acquiring and processing monographs and electronic resources
IRUA Libraries
2008
What is benchmarked? With whom?
OECD - IMHE Quality teaching in Higher Education
38 international partners
Planned for 2009
What is benchmarked? With whom?
Assessment Dublin Descriptors and the EU Tuning Structures (generic or subject specific)
Reward and Recognition in Learning and Teaching
University of Western Australia
112
Appendix B: Internal Reviews, 2006-2008 and Planned for 2009
2006
Review Name Date Review Chair Further Information
Review of Student Computing Facilities, MUSAG (Macquarie University Space Allocation Guidelines)
Nov. 2006 Mr Brian Pittorino Review of Student Computing Facilities
Review of Research Awards for Areas and Centres of Excellence (RAACE) and International Macquarie University Research Scholarship (iMURS) Schemes
Aug. 2006 Ms Anne Thoeming
Result of Review
Academic Review of Division of Economic and Financial Studies
Oct. 2006 Prof John Collins
Review of Learning and Teaching Support Services
Nov. 2006 A/Prof Bill McGaw
113
2007
Review Name Date Review Chair Further Information
Review of Academic Structure
July 07-Dec 08
Prof Judyth Sachs Review
Review of Macquarie Scholarships
Prof Mitchell Dean Discussion Paper and Report
Review of NCELTR (National Centre for English Language Teaching and Research)
May 2007 Prof Judyth Sachs Report
Review of Student Services
Sept 2007 Mr Paul Bowler (Chair)
Review
Review of Centre for Open Education (COE) and Summer School
Oct. 2007 Prof Judyth Sachs Review
Perceptions of the Macquarie 'brand'
Dec. 2007 McGregor Tan Research for Ms Kathy Vozella
Project Synopsis
114
2008
Review Name Date Review Chair Further Information
Review of Academic Programs
Mar-Dec 2008
Prof Judyth Sachs Review
Review of International Student Exchange Agreements
Apr-May 2008
Prof Judyth Sachs Review
Review of Dept of European Languages and Cultures
14-15 May 2008
Prof Ann Pouwels Executive Summary
Review of MGSM MBA and related award programs
Mar - Nov 2008
Dr Bill Beerworth, Prof Robin Kramar
Report
Review of Student Enrolment, Orientation and O Week
May 2008 Ms Deborah Jackson
Report
Review of Teacher Education Professional Experience Programs
May-June 2008
Dr Norman McCulla
Report
Review of Macquarie University Speech Pathology Clinic
24-25 June 2008
A/Prof Linda Cupples
Executive Summary
Review of Macquarie University Coursework Scholarships (after 1st year of implementation)
August 2008 Prof Mitchell Dean Report
Review of Macquarie Units offered by Open Universities Australia
Aug-Sept 2008
Prof Michael Johnson
Report
Review of Department of International Communication
10-11 Nov 2008
Prof John Sinclair Report pending
Review of Professional Doctorates
Nov-Dec 2008
Prof John Hooper Report pending
115
Planned for 2009
University-wide
• Review of Post-graduate Programs • Review of the University's Records and Archives Services
Faculty of Arts Faculty of Business & Economics
• Dept of Law • As part of the Review of
Postgraduate Programs - PICT (Policing Intelligence and Counter Terrorism)
• and MIR (Master of International Relations)
• Dept Accounting & Finance • Dept of Economics • MGSM Review
Faculty of Human Sciences Faculty of Science
• Dept of Psychology • Institute of Early Childhood • CRIMSE (Centre for Research in
Mathematics and Science Education)
• Chiropractic Program (Accreditation Review)
• As part of the Review of P/G Programs – Master of Environmental Planning and Master of Environmental Science
• At the end of the year: o Review of Research
Administration o Allocation of Administrative
Staff o Faculty structure
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Appendix C: Transnational Learning and Teaching Activities
Bachelor of Arts in Media and Cultural Studies
Partner Lingnan University Hong Kong Location 8 Castle Peak Road, Tuen Mun, New Territories, Hong
Kong Contract Details Contract signed by both parties on 17 July 2005 and
expires July 2010 (SM C.01: BA Lingnan Hong Kong Contract)
Number of Students Enrolled
2007 2008
EFTSL 0 0
Headcount 0 0
Mode of Delivery Internal Host Country Approval
Exemption under Non-Local Higher and Professional Education (Regulation) Ordinance (Cap 493) awarded on 23 February 2006
Course Reviews No review conducted to date due to no enrolments Student Feedback Processes
Partner is required to advise Macquarie of student feedback
Partner’s Main Responsibilities
• Delivery of 50% (or a mutually agreed percentage) of course
• Provision of 4 – 6 hours tutorial support for units delivered by MQ staff
• Provision of administrative support, teaching premises and access to appropriate library and computer facilities
Macquarie’s Main Responsibilities
• Development of curriculum • Delivery of 50% (or a mutually agreed percentage)
of course • Moderation of all units taught by partner • Provision of all teaching resources and electronic
library access • Assess applications for admission • Enrol students and confer awards
Marketing Approved by Macquarie
Bachelor of Business Administration
Partner Times Management Institute, Singapore Location 1 Orchard Road, Singapore Contract Details Contract signed by Partner on 1 April 2005, not signed by
Macquarie and terminated in 2007 (SM C.02: BBA TMI Singapore Contract)
Number of Students Enrolled
2007 2008
EFTSL 32.5 23.2
Headcount 36 24
Mode of Delivery Internal Host Country Approval
Ministry of Education approved the program offering on 3 November 1998
Course Reviews • Quality Assurance Review meetings take place either annually or biannually
• Independent audits conducted by Ilze Frank Consulting in July 2002 and August 2003
• Language Audit Report was conducted in
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September 2003 by NCELTR (now CME)
Student Feedback Processes
Student evaluations of unit performed by partner and feedback forwarded to Macquarie for review
Partner’s Main Responsibilities
• Delivery of 90% of course (while in teach-out mode) following curriculum set by Macquarie
• Provision of administrative and student support, teaching premises and access to appropriate library and computer facilities
Macquarie’s Main Responsibilities
• Development of curriculum • Delivery of less than 10% of course (while in teach-
out mode) • Moderation of all units taught by partner including
approval of academic staff, study resources and assessment
• Provision of all teaching resources and electronic library access
• Assess applications for admission • Enrol students and confer awards • Manage grade appeals, Show Cause and Appeal
processes
Marketing Approved by Macquarie
Bachelor of Business Administration
Partner School of Continuing of Professional Education, City University of Hong Kong
Location Tat Chee Avenue, Kowloon, Hong Kong SAR Contract Details Contract commenced 18 July 2006 and expires 2011
(SM C.03 BBA CCCU Hong Kong Contract) Number of Students Enrolled
2007 2008
EFTSL 20.5 89.4
Headcount 44 111
Mode of Delivery Internal Host Country Approval
Exemption under Non-Local Higher and Professional Education (Regulation) Ordinance (Cap 493) awarded on 30 August 2006
Course Reviews Course Quality Assurance Review conducted annually Student Feedback Processes
Partner performs Unit Evaluations following established procedures and feedback is reviewed by Macquarie
Partner’s Main Responsibilities
• Delivery of 60% of course following curriculum set by Macquarie
• Provision of administrative and student support, teaching premises and access to appropriate library and computer facilities
Macquarie’s Main Responsibilities
• Development of curriculum • Delivery of less than 10% of course (while in teach-
out mode) • Moderation of all units taught by partner including
approval of academic staff, study resources and assessment
• Provision of all teaching resources and electronic library access
• Assess applications for admission • Enrol students and confer awards • Manage grade appeals, Show Cause and Appeal
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processes
Marketing Approved by Macquarie
Bachelor of Science (Biotechnology) Bachelor of Medical Science
Partner Management Development Institute of Singapore Location 501 Stirling Road, Singapore Contract Details Contract signed on 20 December 2001 and terminated in
2007 (SM C.04 BSc MDIS Singapore Contract) Number of Students Enrolled
No enrolments in the Bachelor of Medical Science
Bachelor of Science (Biotechnology)
2007 2008
EFTSL 25.2 16.2
Headcount 53 30
Mode of Delivery Internal Host Country Approval
Ministry of Education approved the offering of both programs on 5 August 2002
Course Reviews • Quality Assurance Review meeting held annually • Independent Audit conducted by Ilze Frank
Consulting in December 2003
Student Feedback Processes
Unit evaluations conducted by partner and connected to staff evaluation and review process. Student feedback is not provided to Macquarie
Partner’s Main Responsibilities
• Delivery of 50% of course following curriculum set by Macquarie
• Provision of all post-admission administrative and student support and access to appropriate library and computer facilities
• Provision of laboratory facilities and technical staff and local tutors
Macquarie’s Main Responsibilities
• Development of curriculum • Delivery of more than 50% of course • Delivery of 3rd Year practical 4-6 week intensive
blocks • Moderation of all units taught by partner including
approval of academic staff, study resources and assessment
• Marking of all 2nd Year practical assessment • Development of all teaching resources and provision
of electronic library access • Assess applications for admission • Enrol students and confer awards • Manage grade appeals, Show Cause and Appeal
processes
Marketing Approved by Macquarie
Bachelor of Education (TESOL)
Partner Institut Perguruan Bahasa Bahasa Antarabangsa, Malaysia (The International Languages Teacher Training Institute)
Location Lembah Pantai, 59200,Kuala Lumpur Federal Territory, Malaysian
Contract Details Contract signed 4 July 2002, expires 31 March 2012 (SM C.05 Bed TESOL Malaysia Contract)
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Number of Students Enrolled
2007 2008
EFTSL 52.7 54.0
Headcount 50 51
Mode of Delivery Internal Host Country Approval
Contract is between Macquarie and Ministry of Education, Malaysia
Course Reviews • Quality Assurance Review meeting held annually involving all consortium partners
• Consortium partners review assessment annually
Student Feedback Processes
Staff and students provide feedback to the Ministry annually the results of which are made available to Macquarie
Partner’s Main Responsibilities
• Delivery of the Foundation Program pathway • Delivery of 1st and 4th Years of the program • Provision of facilities including library and IT facilities • Student support services
Macquarie’s Main Responsibilities
• Develop and monitor the Foundation Program and degree program
• Contribute to the moderation of all units taught through consortium
• Delivery of 2nd and 3rd Years of the program oversight and maintenance of academic standards
• Enrol students and confer awards
Marketing Promoted by the Ministry of Education
Postgraduate Diploma in Translating and Interpreting
Partner Korea University Location Anan-Dong, Seongbuk-Gu, Seoul, Korea Contract Details • Original Contract commenced in April 2004 and
expired 2007 • Current contract commenced in November 2007 and
expires on 31 July 2010
(SM C.06 PgDip T&I Korea Contract)
Number of Students Enrolled
2007 2008
EFTSL 19.1 21.4
Headcount 44 47
Mode of Delivery Internal Host Country Approval
Not required for postgraduate diploma level courses
Course Reviews Course Quality Review meetings are held annually Student Feedback Processes
• Unit evaluation is based on partner’s template and is modified by Macquarie University
• Unit evaluations conducted by partner and are incorporated into performance review of academic staff and feedback is forwarded
Partner’s Main Responsibilities
• Delivery of 75% of program following curriculum set by Macquarie
• Provision of teaching and facilities including language laboratories, internet and library resources
• Provision of qualified local teachers • Delivery of the Postgraduate Certificate in
Translating and Interpreting pathway
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Macquarie’s Main Responsibilities
• Development of curriculum • Delivery of 25% of program • Moderate all units delivered by partner, including
development of all teaching resources • Approve academic staff appointed by partner • Assess applications for admission • Enrol students and confer awards
Marketing Approved by Macquarie
Master of Commerce in Value Chain Management
Partner Ecole de Management de Normandie Location 30 Rue Richelieu, Le Havre Cedex, France Contract Details Contract signed by both parties in September 2004 for three
years and terminated informally in June 2007 and formally in August 2008 (SM C.07 MCom France Contract)
Number of Students Enrolled
2007 2008
EFTSL 5.5 15.5
Headcount 11 31
Mode of Delivery Internal Host Country Approval
Course Reviews Academic review conducted in November 2005 Student Feedback Processes
Unit Evaluation conducted at the conclusion of each unit by students and staff and are forwarded to the Faculty
Partner’s Main Responsibilities
• Provision of teaching facilities
Macquarie’s Main Responsibilities
• Development of curriculum • Engagement of Academic Director (contracted from
1 January 2007 to 30 June 2009) to coordinate course delivery, appoint lecturing staff and provide student induction
• Assess applications for admission • Enrol students and conferral of awards
Marketing Shared responsibility of partner and Macquarie
Master of Applied Finance
Partner Aoyama Gakuin University Location Tokyo, Japan Contract Details • Original contract established on 1 April 2001
• Contract renewed from 1 April 2006 to 1 April 2011 – will not be renewed
(SM C.08 MAppFin Japan Contract)
Number of Students Enrolled
2007 2008 EFTSL 5.9 9.5 Headcount 24 38
Mode of Delivery Internal Intensive Host Country Approval
No approval required – Ministry of Education, Science and Culture advised of program on 5 October 1995
Course Reviews • Macquarie Centre for Applied Finance Advisory Board reviews program for industry relevance
• Director performs annual reviews of course quality
Student Feedback Processes
Student feedback is obtained each semester via processes established by the Macquarie Centre for Applied Finance
Partner’s Main • Provision of facilities
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Responsibilities
Macquarie’s Main Responsibilities
• Development of curriculum • Delivery of 100% of program (50% by fulltime staff of
the University and 50% by Adjunct staff) • Assess applications for admission • Enrol students and confer awards • Manage grade appeals and special consideration
Marketing Conducted by Macquarie Centre for Applied Finance
Master of Applied Finance
Partner School of Continuing Education, Tsinghua University Location Building 2, 34 Middle Dongsanhuan Road, Chaoyang
District, Beijing, China Contract Details Agreement was signed in May 2004 and will expire in May
2009 (SM C.09 MAppFin China Contract) Number of Students Enrolled
2007 2008
EFTSL 47.9 47
Headcount 160 168
Mode of Delivery Internal Intensive Host Country Approval
Ministry of Education approved program on 8 December 2004
Course Reviews • Macquarie Centre for Applied Finance Advisory Board reviews program for industry relevance
• Director performs annual reviews of course quality
Student Feedback Processes
Student feedback is obtained each semester via processes established by the Macquarie Centre for Applied Finance
Partner’s Main Responsibilities
• Provision of facilities and administrative support • Managing local prospective student enquiries
Macquarie’s Main Responsibilities
• Development of curriculum • Delivery of 100% of program (50% by fulltime staff of
the University and 50% by Adjunct staff) • Assess applications for admission • Enrol students and confer awards • Manage grade appeals and special consideration
Marketing Conducted by Macquarie Centre for Applied Finance
Master of Applied Finance
Partner Singapore Human Resources Institute Location Level 5, 60A Collyer Quay, Singapore Contract Details Agreement established 10 December 2001 for an unlimited
term (SM C.10 MAppFin Singapore Contract) Number of Students Enrolled
2007 2008
EFTSL 19.1 33.4
Headcount 62 103
Mode of Delivery Internal Intensive Host Country Approval
Ministry of Education approved offering of program on 19 October 1991
Course Reviews • Macquarie Centre for Applied Finance Advisory Board reviews program for industry relevance
• Director performs annual reviews of course quality
Student Feedback Processes
Student feedback is obtained each semester via the evaluation process established by the Macquarie Centre for Applied Finance
122
Partner’s Main Responsibilities
• Provision of facilities and administrative support • Managing local prospective student enquiries
Macquarie’s Main Responsibilities
• Development of curriculum • Delivery of 100% of program (50% by fulltime staff of
the University and 50% by Adjunct staff) • Assess applications for admission • Enrol students and confer awards • Manage grade appeals and special consideration
Marketing Conducted by Macquarie Centre for Applied Finance
Master of Economics
Partner Nanjing Normal University Location Jiangsu, China Contract Details Contract signed by both parties 23 March 2007 to address
program delivery established in 1998 and has now concluded with all students completed (SM C.11 MEcon China Contract)
Number of Students Enrolled
2007 2008
EFTSL 40
Headcount 64 -
Mode of Delivery Internal Intensive Host Country Approval
-
Course Reviews Course reviews were not formally conducted Student Feedback Processes
Contract required partner to administer standard MQ Student Evaluation of Unit and Teaching however there is no evidence to suggest that this has taken place
Partner’s Main Responsibilities
• Delivery of 50% of course • Development of 50% of curriculum • Preparation of study and teaching resources • Provision of facilities and administrative support • Managing local prospective student enquiries
Macquarie’s Main Responsibilities
• Development of 50 % curriculum • Delivery of 50% of program • Assess applications for admission • Enrol students and confer awards
Marketing Approved by Macquarie
123
Postgraduate Certificate in Management Postgraduate Diploma in Management
Master of Management Master of Business Administration Doctor of Business Administration
Partner Hong Kong Management Association Location Gloucester Road, Wanchai, Hong Kong Contract Details • Original contract signed in 1994
• Renewed 1 January 1999 for a five year term • Renewed 4July 2004 and • Renewed September 2007 – current agreement
expires in September 2012 (SM C.12 HKMA Hong Kong Contract)
Number of Students Enrolled
Postgraduate Certificate in Management
2007 2008
EFTSL 15.8 16.7
Headcount 25 18
Postgraduate Diploma in Management
2007 2008
EFTSL 82 95
Headcount 90 123
Master of Management
2007 2008
EFTSL 103.2 109.1
Headcount 236 270
Master of Business Administration
2007 2008
EFTSL 16.8 18.8
Headcount 87 93
Doctor of Business Administration
2007 2008
EFTSL 29.3 22.8
Headcount 53 47
Mode of Delivery Internal Intensive Host Country Approval
Exemptions under Non-Local Higher and Professional Education (Regulation) Ordinance (Cap 493) were awarded for the:
• Postgraduate Certificate in Management on 29 March 2005
• Postgraduate Diploma of Management on 29 March 2005
124
• Master of Management on 20 October 1998 • Master of Business Administration on 24 August
1999 • Doctor of Business Administration on 29 May 1998
Course Reviews Course quality is reviewed by Associate Dean (International) Student Feedback Processes
Student feedback process is conducted in accordance with MGSM established procedures for each unit each semester
Partner’s Main Responsibilities
• Provision of facilities • All course administrative arrangements including
enquiry management service for prospective student enquiries
• Receipt of unit outlines, course notes and texts for direct distribution to students
• Collection of application forms to forward to MGSM • Arrangements for interviews
Macquarie’s Main Responsibilities
• Development of curriculum • Delivery of 100% of program • Assess applications for admission • Enrol students and confer awards • Manage grade appeals and special consideration
Marketing Approved by MGSM
Postgraduate Certificate in Management Postgraduate Diploma in Management
Master of Management Master of Business Administration Doctor of Business Administration
Partner Singapore Human Resources Institute Location Serangoon Road, Singapore Contract Details Agreement commenced 7 November 2005 for 3 months
Letter of extension signed on 3 February 2006 for additional 2 months
Formal agreement was to be finalised in 2006 however MGSM has ceased recruitment activities in Singapore (SM C.13 SHRI Singapore Contract)
Number of Students Enrolled
Postgraduate Certificate in Management
2007 2008
EFTSL 0.7 .03
Headcount 2 0
Postgraduate Diploma in Management
2007 2008
EFTSL 5.3 4.2
Headcount 10 5
Master of Management
2007 2008
EFTSL 8.2 11.4
125
Headcount 25 21
Master of Business Administration
2007 2008
EFTSL 9.9 9.6
Headcount 42 35
Mode of Delivery Internal Intensive Host Country Approval
Course Reviews Course quality is reviewed by Associate Dean (International) Student Feedback Processes
Student feedback process is conducted in accordance with MGSM established procedures for each unit each semester
Partner’s Main Responsibilities
Provision of facilities, all course administrative arrangements including printing course outlines and teaching resources provided by MGSM
Macquarie’s Main Responsibilities
Assessing applications for admission, 100% responsibility for curricula and course delivery, approving credit for previous study, enrolling students and conferral of award
Marketing Approved by MGSM
Doctor of Applied Linguistics
Partner Benemerita Universidad Autonoma De Puebla (BUAP) Location 4 sur 104, Col Centro CP 7200 Puebla Pue Mexico Contract Details Agreement dated 19 September 2007 and expires when
students have graduated or no later than 2010 (SM C.14 DAppLing Mexico Contract)
Number of Students Enrolled
2007 2008
EFTSL 12.9 13
Headcount 13 13
Mode of Delivery Distance (supplemented with face-to-face intensive) Host Country Approval
Program is funded by Ministry of Education, Mexico
Course Reviews Review conducted annually Student Feedback Processes
Unit Evaluations are conducted twice per year during block mode delivery by Program Coordinator
Partner’s Main Responsibilities
• Provision of facilities, including library and internet
Macquarie’s Main Responsibilities
• Development of curriculum • Delivery of 100% of program • Assess applications for admission • Enrol students and confer awards
Marketing Recruitment is conducted by partner
126
Appendix D: Student Exchange Partners
Partner Location Agreement Details
Reviews
Catholica University of Argentina
Argentina Commenced 23 May 2006 Expires 23 May 2009
May 2008
Escola De Administracao De Empresas De Sao Paulo Da Fundacao Getulio Vargas – (FGV – EAESP)
Brazil Commenced 3 December 2004 Expired 3 December 2007
May 2008
Faculdades Catolicas - Pontificia Universidade Catolica Do Rio de Janeiro (PUC-Rio)
Brazil Commenced 15 May 2006 Expires 15 May 2011
May 2008
Carleton University Canada Commenced 30 September 2005 Expired 30 September 2008
May 2008
Simon Fraser University Canada Commenced 5 September 2005 Expires 5 September 2010
May 2008
University of British Columbia
Canada Commenced 26 June 1999 Expired 26 June 2004
May 2008
University of Calgary Canada Commenced 30 November 1996 Expired 20 November 2001
May 2008
University of York Canada Commenced 27 April 2007 for an indefinite period
May 2008
Pontificia Universidad Catolica De Chile
Chile Commenced 27 July 2005 Expires 27 July 2010
May 2008
Universidad de los Andes Chile Commenced 12 October 2004 Expired 12 October 2007
May 2008
Universidad Adolfo Ibanez Chile Commenced 3 December 2004 Expired 12 December 2007
May 2008
Universidad del Desarollo Chile Commenced 14 November 2004 Expired 14 November 2007
May 2008
Beijing Language & Culture Uni
China Commenced 5 January 2007 Expires 5 January 2012
May 2008
Fudan University China Commenced 8 May 2006 Expires 8 May 2009
May 2008
127
Universidad EAFIT Colombia Commenced 23 May 2005 Expired 23 February 2008
May 2008
Universidad de la Sabana Colombia Commenced 14 November 2004 Expired 14 November 2007
May 2008
University of Split Croatia Commenced 27 April 2006 Expires 27 April 2009
May 2008
University of Zagreb Croatia 15 December 1989 for an indefinite period (no copy on file)
May 2008
EU/AU Cyprus Cyprus No copy on file May 2008 Charles University Czech
Republic Commenced 28 February 2007 Expires 28 February 2010
May 2008
Aarhus Business School Denmark Commenced 27 September 1999 Renewed 15 September 2005 Expires 15 September 2009
May 2008
Copenhagen Business School
Denmark Commenced 13 December 1999 Expired 13 December 2002
May 2008
Universidad de Especialidades Espiritu Santo
Ecuador No copy on file May 2008
South Pacific University Fiji Commenced 3 March 2001 Expired 27 March 2004
May 2008
Strasbourg III - Université Robert Schuman
France Commenced 1 September 2003 and automatically renewed
May 2008
Universite Bordeaux III France Commenced 22 January 2003 Expired 22 January 2006
May 2008
Universite Montpellier II France Commenced 8 December 1998 Expired 8 December 2002
May 2008
Universite Sorbonne - Paris IV
France Commenced 5 July 1999 - 5 July 2002 Renewed 22 December 2005 Expires 22 December 2010
May 2008
Berlin School of Economics
Germany Commenced 20 February 2006 Expires 20 February 2009
May 2008
University of Giessen Germany Commenced 25 September 1999
May 2008
128
Expired 25 September 2002
University of Munich Germany Commenced 30 September 2007 Expires 30 September 2012
May 2008
Universitat Duisburg-Essen (Essen)
Germany Commenced 18 April 2007 Expires 18 April 2010
May 2008
National and Kapodistrian University of Athens
Greece Commenced 14 July 2003 Expired 14 July 2006
May 2008
Chinese University of Hong Kong
Hong Kong Commenced 21 April 2006 Expires 21 April 2011
May 2008
University of Hong Kong Hong Kong Commenced 17 November 1999 Expired 17 November 2001
May 2008
University College Dublin Ireland Commenced 22 August 2000 Expired 22 August 2003
May 2008
EU/AU Roma Tre Italy No copy on file May 2008 University of Verona Italy Commenced 19
October 2004 Expired 19 October 2007
May 2008
Urbino University Italy Commenced 10 April 2006 Expires 10 April 2009
May 2008
Gunma University Japan Commenced 4 October 2006 Expires 4 October 2006
May 2008
Kansai Gaidai University Japan Commenced 19 May 1994 for an indefinite period
May 2008
Nagoya Gakuin University Japan Commenced 25 February 1991 for an indefinite period
May 2008
Nanzan University Japan Commenced 30 May 1994 for an indefinite period
May 2008
Ritsumeikan Asia Pacific University
Japan Commenced 9 November 2000 and automatically renewed
May 2008
Ritsumeikan University Japan Commenced 3 September 1993 for an indefinite period
May 2008
Sophia University Japan Commenced 5 December 2006 Expires 5 December 2011
May 2008
St Andrews University Japan Commenced 11 January 1994 for an indefinite period
May 2008
129
Tokyo Metropolitan Japan Commenced 10 February 2006 for an indefinite period
May 2008
Waseda University Japan Commenced 8 December 1999 and automatically renewed
May 2008
Yokohama National University
Japan Commenced 18 June 2004 with no term specified
May 2008
Korea University Korea Commenced 5 October 2005 Expired October 2008
May 2008
Sookmyung Women's Uni Korea Commenced 7 July 2000 Expired 7 July 2003
May 2008
Lebanese American Uni (not advertised due to DFAT travel warning)
Lebanon Commenced 12 April 2004 Expired 12 April 2008
May 2008
Anahuac University Mexico Commenced 23 May 2006 Expires 23 May 2012
May 2008
Instituto Tecnologico Y de Estudios Superiores de Monterrey (ITESM) – Campus Ciudad de Mexico
Mexico Commenced 30 August 2000 Expired 30 August 2005
May 2008
Instituto Tecnologico Y de Estudios Superiores de Monterrey (ITESM) – ITESM – Campus Estado Mexico
Mexico No copy on file May 2008
Instituto Tecnologico Y de Estudios Superiores de Monterrey (ITESM) – ITESM – Campus Santa Fe, Mexico City
Mexico Commenced 17 January 2006 Expired 17 January 2009
May 2008
Universidad Iberamericana Mexico Commenced 11 July 2001 Expired 11 July 2004
May 2008
La Salle University Mexico Commenced 1 June 2005 Expired 1 June 2008
May 2008
EU/AU Utrecht Netherlands No copy on file May 2008 Utrecht University Netherlands Commenced 1
December 2004 Expired 1 December 2007
May 2008
Auckland University New Zealand
No copy on file May 2008
University of Bergen Norway Commenced 7 July 2000 Expired 7 July 2003
May 2008
University of Oslo Norway Commenced 18 July 2003 Expired 18 July 2008
May 2008
Universidad del Pacifico University
Peru Commenced 22 November 2006 Expires 22 November 2009
May 2008
130
Instituto Superior de Ciencias Do Trabalho e da Empresa (ISCTE)
Portugal Commenced 23 February 2002 Expired 23 February 2008
May 2008
Moscow State Russia Commenced 1 March 2006 Expires 1 March 2009
May 2008
St. Petersburg State University
Russia Commenced 20 June 2006 Expires 20 June 2011
May 2008
Nanyang Technological Uni
Singapore Commenced 3 October 1989 Renewed 4 July 1996 Expired 4 July 1999
May 2008
Rhodes South Africa
Commenced 11 May 2005 Expired 11 May 2008
May 2008
Universidad de Alcala Spain Commenced 20 April 2006 Expires 20 April 2009
May 2008
Universidad Pontificias Comillas
Spain Commenced 13 December 2006 Expires 13 December 2009
May 2008
EU/AU Malmo Sweden No copy on file May 2008 Goteborg University Sweden Commenced 1
February 2001 Expired 1 February 2004
May 2008
Linkoping Sweden Commenced 8 January 1999 Expired 8 January 2001
May 2008
Stockholm School of Economics
Sweden Commenced 17 January 2006 Expired 17 January 2009
May 2008
Uppsala Sweden Commenced 26 June 1992 for an indefinite period
May 2008
University of Geneva Switzerland Commenced 22 February 2002 Expired 22 February 2008
May 2008
National Taiwan University Taiwan Commenced 1 June 1992 for an indefinite period
May 2008
Chulalongkorn Thailand Commenced 22 January 2003 Expired 22 January 2008
May 2008
Mahidol Thailand Commenced 29 April 2005 Expires 29 April 2010
May 2008
Thammasat Thailand Commenced 10 May 2005 Expires 10 May 2009
May 2008
Bilkent Uni Turkey Commenced 25 May 2008
131
December 2006 Expires 25 December 2009
Bogazici University Turkey Commenced 22 January 2003 Expired 22 January 2006
May 2008
East Anglia University UK Commenced 10 July 2001 Expired 10 July 2004
May 2008
Lancaster UK Commenced 2 August 2001 Expired 2 August 2004
May 2008
Leeds Metropolitan Uni UK Commenced 17 July 2000 Expired 17 July 2003
May 2008
Roehampton Uni of Surrey UK Commenced 9 February 2002 Expired 9 February 2005
May 2008
The University of Essex UK Commenced 3 November 2005 Expired 3 November 2008
May 2008
Westminster UK Commenced 11 December 2001 Expired 11 December 2004
May 2008
Arizona State University USA Commenced 25 May 2005 Expires 25 May 2011
May 2008
Butler University USA Commenced 24 January 2004 Expired 24 January 2007
May 2008
California State University USA Draft under negotiation May 2008 Colorado State University USA Commenced 1 January
2005 Expires 31 December 2010
May 2008
Michigan State University USA Commenced 28 February 2005 Expires 28 February 2010
May 2008
New Jersey Council for International Education (NJICS)
USA Agreement signed by Macquarie 18 September 1998 – agreement not signed by partner
May 2008
University of Texas USA Commenced 2006 No copy on file
May 2008
University of Arizona USA Draft under negotiation May 2008 University of Tennessee USA Commenced 5
February 1999 Expired 5 February 2004
May 2008
University of Washington USA Commenced 21 October 1999
May 2008
132
Expired 21 October 2002
Western Michigan USA Commenced 4 November 2004 Expired 4 November 2006
May 2008
133
Student Exchange Consortium Partners
Australian European Network (AEN) & Utrecht Network – participating institutions:
Commenced 22 April 2006 Expires 22 April 2011
Karl Franzens Graz Austria University of Antwerp Belgium
Masarykova Brno Univerzita Czech Republic Aarhus Universitet Denmark Tartu Ulikool Estonia University of Helsingin Yliopisto, Helsinki
Finland
Universite des Sciences et Technoloigies de Lille
France
Universities de Strasbourg I, II, III France Ruhr-Universität Bochum Germany Universität Leipzig Germany Aristotle University of Thessaloniki Greece Eotvos Lorand Tudomanyegyetem, Budapest
Hungary
Haskoli Islands Reykjavik Iceland University College, Cork Ireland Universita de Bologna Italy Latvijas Universitate, Riga Latvia Vilniaus Universitetas Lithuania Università ta' Malta Malta Universiteit Hogeschool voor de Kunsten Utrecht
Netherlands
Universiteit Utrecht Netherlands Universitetet I Bergen Norway Uniwersytet Jagiellonski Krakowie Poland Universidade de Coimbra Portugal Universita tea ’Alexandru Ioan Cuza’, Iasi
Romania
Univerzita Komenskeho V Bratislave
Slovakia
Univerza v Ljubljani Slovenia Universidad Complutense de Madrid
Spain
Lunds Universitet Sweden Universität Basel Switzerland Queen's University of Belfast UK University of Hull UK International Student Exchange Program (ISEP) – participating institutions:
Memorandum of Understanding commenced 23 September 2003 - Direct Cost Agreement Renewed annually
Cattolica Del Sacro Cuore, Milan Italy Yonsei University Korea Leiden University Netherlands University of Stellenbosch South Africa Universidad Catolica del Uruguay Uruguay Edgewood College USA Loyola University of New Orleans USA New Mexico State University USA San Diego State University USA University of Vermont USA
134
Williamette University USA University of North Carolina Exchange Program
Commenced 1 July 2000; Renewed 1 July 2003; Renewed 18 July 2008; Expires 30 June 2010
135
Ap
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dix
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l C
om
mu
nic
atio
n
pro
gra
ms
Op
tio
n 2
: S
tud
en
ts
co
mp
lete
1 s
em
este
r a
t h
om
e in
stitu
tio
n,
1 y
ea
r a
t M
acq
ua
rie
an
d r
etu
rn
Re
vie
we
d a
nn
ua
lly b
y t
he
D
ua
l D
eg
ree
Co
ord
ina
tor
138
to t
he
ho
me
in
stitu
tio
n f
or
the
fin
al se
me
ste
r a
nd
th
esis
co
mp
on
en
t.
Stu
de
nts
gra
du
ate
p
ostg
rad
ua
te
qu
alif
ica
tio
ns f
rom
bo
th
the
ho
me
in
stitu
tio
n a
nd
M
acq
ua
rie
Eco
le d
e
Ma
na
ge
me
nt
de
N
orm
an
die
Le
Ha
vre
, F
ran
ce
N
o c
op
y o
f a
gre
em
en
t o
n f
ile –
a
gre
em
en
t te
rmin
ate
d a
nd
fin
al
co
ho
rt w
ill
co
mm
en
ce
in
S
em
este
r 2
20
09
Un
de
rgra
du
ate
an
d
Po
stg
rad
ua
te
Bu
sin
ess p
rog
ram
s
Stu
de
nts
wh
o q
ua
lify f
or
the
fin
al ye
ar
of
the
D
iplo
me
du
CE
SE
C o
r w
ho
ho
ld t
he
eq
uiv
ale
nt
of
an
Au
str
alia
n
un
de
rgra
du
ate
de
gre
e
ma
y b
e a
dm
itte
d t
o t
he
re
leva
nt
Ma
ste
rs
pro
gra
m.
Stu
de
nts
co
mp
lete
th
e
req
uir
em
en
ts o
f a
M
acq
ua
rie
Ma
ste
rs a
nd
g
rad
ua
te w
ith
q
ua
lific
atio
ns f
rom
bo
th
the
ho
me
in
stitu
tio
n a
nd
M
acq
ua
rie
Re
vie
we
d a
nn
ua
lly b
y t
he
D
ua
l D
eg
ree
Co
ord
ina
tor
INS
EE
C S
ch
oo
l o
f B
usin
ess
Pa
ris,
Fra
nce
C
om
me
nce
d 2
3
Ja
nu
ary
20
07
E
xp
ire
s 2
3 J
an
ua
ry
10
10
Un
de
rgra
du
ate
an
d
Po
stg
rad
ua
te
Bu
sin
ess p
rog
ram
s
Stu
de
nts
co
mp
lete
2
ye
ars
at
ho
me
in
stitu
tio
n
an
d t
he
n 1
ye
ar
at
Ma
cq
ua
rie
. S
tud
en
ts
gra
du
ate
po
stg
rad
ua
te
qu
alif
ica
tio
ns f
rom
bo
th
the
ho
me
in
stitu
tio
n a
nd
M
acq
ua
rie
Re
vie
we
d a
nn
ua
lly b
y t
he
D
ua
l D
eg
ree
Co
ord
ina
tor
139
Eco
le
Su
pe
rie
ure
de
C
om
me
rce
et
de
ma
na
ge
me
nt
(ES
CE
M)
To
urs
–
Po
ite
rs
Co
mm
en
ce
d o
n 8
F
eb
rua
ry 2
00
7
Po
stg
rad
ua
te
Bu
sin
ess p
rog
ram
s
Stu
de
nts
ca
n q
ua
lify a
fte
r co
mp
letin
g 1
ye
ar
of
the
E
SC
EM
Ma
ste
rs &
co
mp
lete
1 s
em
este
r o
f a
M
acq
ua
rie
Ma
ste
rs
pro
gra
m.
Stu
de
nts
g
rad
ua
te w
ith
q
ua
lific
atio
ns f
rom
bo
th
the
ho
me
in
stitu
tio
n &
M
acq
ua
rie
Re
vie
we
d a
nn
ua
lly b
y t
he
D
ua
l D
eg
ree
Co
ord
ina
tor
Op
tio
n 1
Un
de
rgra
du
ate
to
Po
stg
rad
ua
te:
Stu
de
nts
co
mp
lete
3.5
ye
ars
of
stu
dy a
t th
e
Sa
rja
na
le
ve
l a
nd
th
en
1
ye
ar
at
Ma
cq
ua
rie
. S
tud
en
ts r
etu
rn t
o t
he
h
om
e in
stitu
tio
n t
o
co
mp
lete
re
qu
ire
me
nts
of
the
Sa
rja
na
to
gra
du
ate
. S
tud
en
ts g
rad
ua
te w
ith
q
ua
lific
atio
ns f
rom
bo
th
the
ho
me
in
stitu
tio
n &
M
acq
ua
rie
Un
ive
rsita
s
Bin
us
Nu
sa
nta
ra
Ind
on
esia
C
om
me
nce
d 1
1
Fe
bru
ary
20
08
E
xp
ire
s 1
1
Fe
bru
ary
20
13
Po
stg
rad
ua
te
Bu
sin
ess p
rog
ram
s
Op
tio
n 2
Po
stg
rad
ua
te t
o
Po
stg
rad
ua
te:
Stu
de
nts
co
mp
lete
1.5
ye
ars
of
stu
dy a
t th
e M
ag
iste
r le
ve
l &
th
en
1 s
em
este
r a
t M
acq
ua
rie
. S
tud
en
ts
gra
du
ate
with
q
ua
lific
atio
ns f
rom
bo
th
the
ho
me
in
stitu
tio
n a
nd
M
acq
ua
rie
Re
vie
we
d a
nn
ua
lly b
y t
he
D
ua
l D
eg
ree
Co
ord
ina
tor
140
Te
cn
olo
gic
o d
e
Mo
nte
rre
y –
M
on
terr
ey
Mo
nte
rre
y,
Me
xic
o
Du
al D
eg
ree
in
B
usin
ess
Co
mm
en
ce
d 1
2
Ap
ril 2
00
4
Exp
ire
s 1
2 A
pri
l 2
00
9
Du
al D
eg
ree
in
In
tern
atio
na
l R
ela
tio
ns
Co
mm
en
ce
d in
18
Ju
ne
20
05
E
xp
ire
s 1
8 J
un
e
20
10
D
ua
l D
eg
ree
in
In
form
atio
n
Te
ch
no
log
y
Co
mm
en
ce
d 3
A
ug
ust
20
06
E
xp
ire
s 3
Au
gu
st
20
11
Po
stg
rad
ua
te
Bu
sin
ess,
Inte
rna
tio
na
l R
ela
tio
ns a
nd
In
tern
atio
na
l C
om
mu
nic
atio
ns
pro
gra
ms
Stu
de
nts
co
mp
lete
3 a
nd
a
ha
lf y
ea
rs o
f stu
dy a
t th
e h
om
e in
stitu
tio
n a
nd
co
mp
lete
on
e y
ea
r a
t M
acq
ua
rie
an
d r
etu
rn t
o
the
ho
me
in
stitu
tio
n t
o
gra
du
ate
. S
tud
en
ts
gra
du
ate
with
q
ua
lific
atio
ns f
rom
bo
th
the
ho
me
in
stitu
tio
n a
nd
M
acq
ua
rie
Re
vie
we
d a
nn
ua
lly a
t N
AF
SA
EG
AD
E
Te
ch
olo
gic
o d
e
Mo
nte
rre
y –
G
rad
ua
te
Sch
oo
l o
f B
usin
ess
Mo
nte
rre
y,
Me
xic
o
Co
mm
en
ce
d 1
0
Fe
bru
ary
20
05
E
xp
ire
s 1
0
Fe
bru
ary
20
10
Po
stg
rad
ua
te
Inte
rna
tio
na
l B
usin
ess p
rog
ram
s
Stu
de
nts
ca
n q
ua
lify a
fte
r co
mp
letin
g 1
ye
ar
of
the
E
GA
DE
Ma
ste
rs &
co
mp
lete
1 y
ea
r o
f a
M
acq
ua
rie
Ma
ste
rs
pro
gra
m.
Stu
de
nts
g
rad
ua
te w
ith
q
ua
lific
atio
ns f
rom
bo
th
the
ho
me
in
stitu
tio
n a
nd
M
acq
ua
rie
Re
vie
we
d a
nn
ua
lly b
y t
he
D
ua
l D
eg
ree
Co
ord
ina
tor
141
Op
tio
n 1
Un
de
rgra
du
ate
to
Po
stg
rad
ua
te:
Stu
de
nts
co
mp
lete
3 a
nd
a
ha
lf y
ea
rs o
f stu
dy a
t th
e h
om
e in
stitu
tio
n a
nd
co
mp
lete
1 y
ea
r a
t M
acq
ua
rie
an
d r
etu
rn t
o
the
ho
me
in
stitu
tio
n t
o
gra
du
ate
. S
tud
en
ts
gra
du
ate
with
q
ua
lific
atio
ns f
rom
bo
th
the
ho
me
in
stitu
tio
n a
nd
M
acq
ua
rie
Un
ive
rsid
ad
A
na
hu
ac
Na
hu
atl,
Me
xic
o
Co
mm
en
ce
d 2
3
Ma
y E
xp
ire
s 2
3
Ma
y 2
01
2
Po
stg
rad
ua
te
Bu
sin
ess a
nd
In
tern
atio
na
l R
ela
tio
ns a
nd
In
tern
atio
na
l C
om
mu
nic
atio
n
pro
gra
ms
Op
tio
n 2
Po
stg
rad
ua
te t
o
Po
stg
rad
ua
te:
Stu
de
nts
co
mp
lete
1 s
em
este
r a
t th
e h
om
e in
stitu
tio
n a
nd
1
se
me
ste
r a
t M
acq
ua
rie
a
nd
gra
du
ate
with
q
ua
lific
atio
ns f
rom
bo
th
institu
tio
ns
Re
vie
we
d a
nn
ua
lly b
y t
he
D
ua
l D
eg
ree
Co
ord
ina
tor
142
ACRONYMS
ACG Australian Competitive Grants
ACODE Australasian Council on Open, Distance and E-Learning
AEI Australian Education International
ARC Australian Research Council
AUIDF Australian Universities International Directors' Forum
AUQA Australian Universities Quality Agency
CME Centre for Macquarie English
CORE Concentration of Research Excellence
DEEWR Department of Education, Employment and Workplace Relations
DEST Department of Education, Science and Technology
DVC Deputy Vice-Chancellor
EFTSL Equivalent Full-Time Student Load
ESOS Act Education Services for Overseas Students Act
FTE Full-Time Equivalent
HERDC Higher Education Research Data Collection
HDR Higher Degree Research
IAF Institutional Assessment Framework
ICMS International College of Management Sydney
IELTS International English Language Testing System
IP Intellectual Property
IRUA Innovative Research Universities Australia
ISB International Student Barometer
KPI Key Performance Indicator
MACALT Management Advisory Committee for Academic Learning
Technologies
MCEETYA Ministerial Council on Education, Employment, Training and
Youth Affairs
MGSM Macquarie Graduate School of Management
MQRC Macquarie University Research Centre
MUSEQ-R Macquarie University Student Experience Questionnaire—
Research
143
NCELTR National Centre for English Language Teaching and Research
OSP Outside Studies Program
PREQ Postgraduate Research Experience Questionnaire
R&RT Research and Research Training
RIGB Research Infrastructure Block Grants
SIBT Sydney Institute of Business and Technology
144
List of Supporting Material SM01.01: Macquarie@50
SM01.02: Strategic Directions 2008-2012
SM01.03: Research Strategic Plan 2006-2008
SM01.04: Research Strategic Plan 2009-2011
SM01.05: Learning & Teaching Plan 2008-2012
SM01.06: Ethics Statement
SM01.07: IT Projects Plan
SM01.08: Code of Supervisory Practice
SM01.09: Macquarie Int’l Strategy 2008 -2010
SM01.10: Int’l Agreement Policy
SM01.11: Internationalisation Strategy
SM01.12: Quality Enhancement Policy
SM01.13: Academic Case Template
SM01.14: Business Case Template
SM01.15: Research Quality Framework Trial
SM01.16: Institutional Assessment Framework 2008
SM01.17: 2007 MCEETYA National Protocols
SM01.18: 2007 Annual Report
SM01.19: Offshore Program Report (BBA)
SM01.20: Follow Up Audit (BBA)
SM01.21: DVC Report
SM02.01: Internal Research Grant Funding Schemes
SM02.02: Establishment of COREs
SM02.03: Summary Description of COREs
SM02.04: Code of Supervisory Practice
SM02.05: MQRES Scheme
SM03.01: IDP Survey Semester 2, 2008
SM03.02: Internal Audit of agents
SM03.03: Countries of Origin
SM03.04: Managing Continuing Programs
SM03.05: ICMS agreement and deeds of extensions
SM C.01: BA Lingnan Hong Kong Contract
SM C.02: BBA TMI Singapore Contract
SM C.03: BBA CCCU Hong Kong Contract
SM C.04: BSc MDIS Singapore Contract
145
SM C.05: BEd TESOL Malaysia Contract
SM C.06: PgDip T&I Korea Contract
SM C.07: MCom France Contract
SM C.08: MAppFin Japan Contract
SM C.09: MAppFin China Contract
SM C.10: MAppFin Singapore Contract
SM C.11: MEcon China Contract
SM C.12: HKMA Hong Kong Contract
SM C.13: SHRI Singapore Contract
SM C.14: DAppLing Mexico Contract