The University of Melbourne Pla f Melbourne Plan bour

The University of Melbourne Pla f Melbourne Plan/2007 bour an/2007 Contents From the Vice-Chancellor Key 2007 Goals Growing Esteem Introduction The Tradition The Present Context for the Decade to 2015 The Melbourne Vision A Triple Helix Strategy University Plan Goals and Actions for 2007 Research and Research Training Learning and Teaching Knowledge Transfer Binding the Strands Together – Enablers Growing Esteem: Towards 2015 What will Growing Esteem mean for prospective students? What can students expect from the Melbourne Experience? What will Growing Esteem mean for policy makers, alumni and wider communities? What will Growing Esteem mean for the future? Access, Equity and Diversity Policy Statement 1 2 4 5 5 5 5 6 7 8 10 11 15 19 22 30 31 31 31 32 32 From the Vice-Chancellor The Growing Esteem strategy The Growing Esteem strategy, adopted by the University in December 2005, lays out a ten-year plan to fulfil Melbourne’s aspiration to be a public-spirited and internationally-engaged institution, highly regarded for making distinctive contributions to society in research and research training, learning and teaching and knowledge transfer. This University Plan sets out a program of tasks that the University must accomplish in 2007 in order to make the Growing Esteem strategy a reality. Significant progress has been made on all fronts during 2006 towards the realisation of Growing Esteem. The University’s Research and Research Training Taskforce has done an outstanding job outlining ways in which the University can enhance its research performance and best prepare for the imminent Research Quality Framework (RQF). Charged with the responsibility of undertaking a fundamental review of the University’s curriculum, the Curriculum Commission prepared a 10-year Transition Plan to the Melbourne Model. The Transition Plan constitutes a groundbreaking policy statement in Australian higher education and was approved by the University’s Council in October. A crucial milestone towards the implementation of the Melbourne Model was reached earlier in the year with approval in principle by the Federal Minister for Education for the transfer of a significant number of Commonwealth Supported Places (CSPs) to the University’s new graduate programs. Important progress has also been made in the area of knowledge transfer, with the development of a detailed definition and proposals for the embedding of knowledge transfer in research and teaching through commercialization initiatives and industry and community programs. Although Growing Esteem is a ten-year plan and will not be fully implemented until at least 2015, 2007 will be an important year of transition, as the University prepares for the commencement of the first Melbourne Model courses in 2008. University governance bodies, including the newly formed Board of Undergraduate Studies, in conjunction with the administration, will finalise the content and structure of the new generation Melbourne Model degrees in the early stages of 2007 Details of new graduate schools and courses . and pathways to graduate professional programs will also be finalised in the first quarter of the year. The University will also continue to focus on achieving excellence in learning and teaching, maintaining national leadership in the Learning and Teaching Performance Fund grants. The Research Quality Framework (RQF) commences in 2008 and the University needs to ensure it is RQF-ready. The University will also be working hard to develop knowledge transfer programs and set the agenda as a leader in commercialisation of research and community engagement. We must acknowledge the impact of significant change and its implications for workloads on our staff – change and change management must be a priority for 2007 and in subsequent years. The Growing Esteem Transition Fund approved by Council following the Budget conference in June 2006, will provide substantial support to meet the challenges we face. Although there will undoubtedly be some transitional issues to resolve during the early stages of the implementation process, Growing Esteem will also create exciting opportunities for the University community. Staff are provided with a rare opportunity to reshape an institution; this is a time for ideas and new initiatives. My overwhelming impression in talking to the University’s diverse stakeholders, including current and prospective students, school principals, staff, government, alumni and employers, has been the level of support for the educational initiative represented by Growing Esteem. I have learned a great deal about the ‘Melbourne Way’ since arriving at the University of Melbourne – professionalism, collegiality and commitment are its hallmarks. I am sure that this will continue in 2007 as the University moves closer to the full implementation of Growing Esteem, a strategy that will assure its contribution and reputation for decades to come. Glyn Davis Vice-Chancellor The University of Melbourne Plan 2007 1 More than 50,000 prospective students and their families visited the University’s Parkville campus on Open Day, with many attending special presentations explaining the ‘Melbourne Model’. key 2007 goals Implementing the Growing Esteem strategic agenda 2 The University of Melbourne Plan 2007 The University of Melbourne will be guided by the following key goals in 2007 as it implements the Growing Esteem strategic agenda: • Maintain our position as Australia’s number one University in terms of research income and publications and improve our top 100 ranking in the Shanghai Jiao Tong Index; • Maintain our position as a top-ranking Go8 university in Learning and Teaching Performance Fund results; • Be recognised for excellence and leadership in knowledge transfer through distinctive high-impact programs and initiatives; • Implement student-centred administrative services which support the educational objectives of the Melbourne Model, research and knowledge transfer; and • Maintain and enhance our high international reputation, including a top-25 ranking in the Times Higher Education Supplement World University rankings. These overarching goals reflect the University’s aspirations, inform its operational priorities and serve as the background for the more specific actions and goals outlined in this University Plan. The University of Melbourne Plan 2007 3 growing esteem Our plans for the next decade view higher learning as a public good in a rapidly evolving knowledge economy 4 The University of Melbourne Plan 2007 growing esteem Introduction Universities are built on tradition but must adjust to their times. Universities fulfil their missions best by being true to their present and by actively shaping their future. At the University of Melbourne, our plans for the next decade view higher learning as a public good in a rapidly evolving knowledge economy. The name of our strategy is taken from the University’s motto, postera crescam laude, drawn from Horace’s famous ode. If our institution is to make lasting contributions and be well regarded by future generations, how should it respond to a world of constant change? By 2015, the University will have a sharper research focus. Its undergraduate programs will offer a more coherent education, with fewer courses and subjects, increased industry experience and community engagement, smaller cohorts, greater online support and well-defined pathways into graduate study. The plan sets out steps that the University must take during 2007 on the path towards 2015. Commercial enterprise was the business of others, beyond the pale of ‘a place apart’. Philanthropic income, ever welcome, was sporadic and serendipitous. In recent decades especially, much has changed… Melbourne topped the 13 Australian universities listed in the Times World’s Top 200 Universities 2006 for the employability of its graduates. Context for the Decade to 2015 Like other Australian universities, Melbourne now participates in a new mixed economy of higher learning at national level, and a rapidly evolving knowledge economy at global level. Once a publicly funded institution, the University now draws less than a fifth of its income from recurrent Commonwealth funding. The progress of knowledge relies on international effort, with co-sponsored programs and shared datasets, with competition for expertise, project funding and scientific breakthroughs. New global ranking systems compare universities on measures such as research impact, focusing on journal citations and global recognition of individual researchers. Such rankings tend to ‘brand’ institutions for prospective students as well as prospective staff. In education there are moves internationally to standardise degree structures. In an increasingly ‘borderless’ world, students and The Present Today the University of Melbourne is ranked as a leading university in Australia and internationally. Every one of its faculties has staff of high national and international standing in their fields. The institution supports more than 5,700 researchers, including more than 4,000 higher degree research students. Some 100 research centres provide a focus for work in specialist disciplines and multidisciplinary fields. Domestic and international enrolments have grown dramatically. Total student numbers, full time and part-time, reached over 44,000 in 2005, including more than 10,000 international students. Over the last 10 years more than 90 per cent of Victoria’s most outstanding school leavers have chosen to study at Melbourne. Its qualifications are highly regarded by employers and Melbourne graduates benefit accordingly. The Tradition The University of Melbourne was established in 1853, with its first intake of students in 1855. It was founded to educate privileged students in an intimate setting, at a standard that would match Oxford. Adopting the Greek goddess Nike as a symbol of prowess, and a Roman poet’s promise to ‘grow in the esteem of future generations’, the University aspired to be known for educational excellence and its wider contribution to the public and private good. In the decades that followed the University took up research, community outreach, public service and nationbuilding programs consistent with its character as a public institution. For most of this history the University was funded primarily by government, its finances supplemented with fees from students. University Square. The University of Melbourne Plan 2007 5 employers value more widely recognised and ‘portable’ degrees. In Europe and Asia, broad undergraduate study followed by professional specialisation at graduate level is an emerging trend, one that aligns with North American traditions. There is also an increasing emphasis on cross-disciplinary research, challenging traditional discipline-based structures and groupings. The rise of international markets for research programs, course offerings and expertise creates more scope for crossborder collaboration and partnership. It also creates more intense competition for talented students and staff, and for project funding. Many established institutions have extended their reach through offshore partnerships, while new educational enterprises have emerged to meet mass demand with teaching-only and e-learning modes of provision. At national level, governments recognise the multiple roles played by higher learning in economic and social development, from human capital formation to research-led problem solving. Yet rarely does government share academia’s regard for ‘knowledge for its own sake’. External links that connect academic expertise directly with industry, community agencies and public policy challenges are seen as indicators of social relevance. As the knowledge era advances, the familiar academic tasks of research and teaching have expanded to form a ‘third stream’ of activity known as knowledge transfer. This work entails wider engagement with partners and constituencies beyond the traditional boundaries of academic disciplines, scholarly communities and learned journals and emphasises the exchange of information for mutual benefit. The Melbourne Vision In pursuit of its vision to be one of the finest in the world, the University is guided by the following principles: • As a scholarly community, Melbourne will uphold the values of intellectual freedom, honesty, openness and rigour. • As a research institution, Melbourne will open new paths to scientific understanding, support critical and creative endeavour and provide an outstanding research training experience for future leaders in academia, government and industry. Melbourne will continue to support a comprehensive array of disciplines, while also directing additional funding towards disciplines of strategic importance in which the University is currently or potentially a world-leader. • As a teaching institution, Melbourne will seek out the brightest students from the widest range of backgrounds. It will offer an outstanding education designed to equip each new generational cohort to succeed in a globalised environment, and define a future that it values. • As a public-spirited institution, Melbourne will ensure that its research, student learning and knowledge transfer programs help improve public policy and build a stronger and more tolerant community. • As an internationally engaged institution, Melbourne will work to meet global challenges with intelligence and ingenuity, with respect for cultural difference and common humanity. It will draw on the rich diversity of its staff and student body, strong relationships with overseas partner institutions, and an alumni network of talented graduates spread across the globe. Achievement: Dean of Arts, Professor Belinda Probert (centre), with Dean’s Teaching Award recipients, Associate Professor Philomena Murray (left) and Ms Marcelle Scott. 6 The University of Melbourne Plan 2007 growing esteem • As a university with a strong sense of place, Melbourne will cherish its campus locale, set in the vibrant multi-cultural metropolis of the city of Melbourne. Here face-to-face teaching will be the norm, scholars will gather from across the globe, and learning communities will enrich their work with evolving technologies. • As an employer, Melbourne will strive to develop exemplary employment practices for attracting, retaining and assisting the professional development of a talented and diverse staff and will support the educational goals of an inclusive, multi-cultural and humanitarian university. To this end, in 2006 the University undertook a major review of its portfolio of academic programs, rethinking curriculum from first principles. Curriculum will be reviewed every three years. Each review will use a transparent approach to shape institutional priorities, create measures for testing effectiveness, and evaluate program outcomes to inform our future choices. A Triple Helix Strategy Melbourne’s strategy is conceived as a triple helix. This reflects our decision to supplement an established mission in research and teaching with a third strand of work which we call knowledge transfer. These are projects based on engagement, exchange and partnership with wider constituencies. Our aim is to ensure that all three strands are sharply focused, wellresourced and mutually supportive. With greater concentration of institutional resources in each strand, our aim is to deepen the relevance and widen the impact of our academic mission. This means work on setting priorities, structuring programs, designing enterprise systems, and deploying institutional resources to realise the talents and contributions of staff, students, sponsors and partners. The university campus is a vibrant part of the City of Melbourne. “ In 2006 the University undertook a major review of its portfolio of academic programs, rethinking curriculum from first principles ” The University of Melbourne Plan 2007 7 university plan The 2007 University Plan is structured around the triple helix metaphor 8 The University of Melbourne Plan 2007 university plan The three strands of Growing Esteem: Research and Research Training, Learning and Teaching and Knowledge Transfer. The Three Strands of Growing Esteem The 2007 University Plan is structured around the triple helix metaphor. The three strands of Growing Esteem, Research and Research Training, Learning and Teaching and Knowledge Transfer, connect and inform one another. In the 2007 University Plan, the priorities, goals and actions for each of these three strands are represented in a concise tabular format. The realisation of the strategy is also dependent upon enablers that run across all three strands. As a reflection of the importance of these enablers, the plan includes a summary of actions that will need to be taken to “bind the strands together” . The plan concludes with some reflections on the implications of Growing Esteem for the future of the University as it moves towards 2015. have been included within the 2007 priorities for the three strands. Access and Equity Another key priority for the University is access and equity. The University of Melbourne is strongly committed to an admissions policy that takes the best students, regardless of financial and other disadvantage. An Access, Equity and Diversity Policy Statement, included in the University Plan, reflects this priority. “ Another key priority for the University is access and equity. The University of Melbourne is strongly committed to an admissions policy that takes the best students, regardless of financial and other disadvantage ” Internationalisation The University is committed to a policy of internationalisation and an international perspective is crucial to the success of all aspects of Growing Esteem. With this in mind, the core goals and actions necessary for successful internationalisation Botswana Aids Melbourne (BAM) medical students, Sennye Mogale and Maxwell Nhlatho, with the ‘father and mother’ of the program, Professor Roger Short and Ms Margot Collins. Eight Botswanan students study medicine at the University each year before before returning home to do their internships. The University of Melbourne Plan 2007 9 goals and actions for 2007 The three strands of Growing Esteem connect and inform each other 10 The University of Melbourne Plan 2007 goals and actions for 2007 Research and Research Training As a research-intensive Australian university, Melbourne already scores strongly against every national research indicator. These measure research income and publications, and the number and success rate of research higher degree students. Melbourne is also situated in Australia’s best bio-medical precinct, where we work closely with a group of eminent research institutions. During 2006 a review systematically tested whether each of Melbourne’s disciplinary areas was within the top three in Australia for research. More than 90 per cent of surveyed departments were found to be so, and a series of five-year plans for improvement are now in place for all areas. Viewed internationally, the University is one of only two Australian universities to be ranked in the top 100 in the prestigious Jiao Tong Index (82 in 2005 and 78 in 2006) and ranks in the top 10 for peer review in the Times Higher Education Supplement rankings. Looking ahead, Melbourne aims to have more of its researchers among the top 250 in the world in their fields, and to make visible progress on some of the world’s most challenging research problems, such as climate change, poverty and nanotechnology. To this end the University will concentrate new resources in fewer research programs with stronger cross-disciplinary links, while retaining its comprehensive array of researchled disciplines. Policy direction and the lessons from international comparisons alike argue for fewer research fields performing at a higher level with stronger crossdisciplinary links between them. Increasingly, new research areas cross discipline boundaries – in areas such as climate change or neuroscience for example, the old discipline boundaries are blurring. The University has established a Strategic Research Initiatives Fund to support priority projects that encourage more intensive crossdisciplinary research across networks of academic departments, industry and other tertiary institutions. From 2007-2009 the University will recruit an outstanding group of Future Generation Professors and Fellows to lead collaborative research. The University will also strengthen its existing, highly successful program for attracting Nobel Laureates and other world-renowned scholars. Priority initiatives will ensure the University is able to enhance its position as the major provider of Research Higher Degree training, attracting the best students nationally and from overseas. Throughout 2006 the Research and Research Training Taskforce examined ways to improve the quality and impact of University research and research training. The taskforce carried out audit research projects and staff research profiles across the University, reviewing progress in quality and impact against international as well as national benchmarks, paying particular attention to the weight given to citations in several high profile international university ranking systems. Other key achievements were the determination of appropriate measures of quality of research training, a review of the selection and resourcing of RHD students, and the provision of advice on the University’s participation in the Research Quality Framework (RQF). The Federal Minister for Education, Science and Training announced in November 2006 that the Australian Government will implement the RQF commencing from 2008. The Deputy Vice-Chancellor (Research) has established an academic RQF Taskforce and an RQF Support Team in the Melbourne Research Office to work with Deans, Associate Deans (Research and Research Training), Heads and individual researchers over the coming 12-18 months. Broad RQF Discipline Advisory Groups will also be formed to ensure that faculties, departments and academics are ready for the RQF . Melbourne’s aim is to use the RQF as a further stimulus to continuing research excellence. Research scientists, Dr Una Greferath and Dr Marc Murphy, and PhD student, Ms Alison Canty, are shown snap-freezing brain tissues that have been placed in liquid nitrogen for section analysis. The University of Melbourne Plan 2007 11 Research and Research Training - Priorities for 2007 By the end of 2007, we will know we are on track if we have ... • Implemented a comprehensive plan to achieve the best possible outcomes from DEST’s Research Quality Framework (RQF) • Enhanced our performance and reputation in research training • Strengthened cross-disciplinary research and inter-institutional and international collaboration in research and research training • Continued as Australia’s no. 1 University in terms of research income, publications, research higher degree load and completions Priorities Goal Implement a comprehensive plan to achieve the best possible outcomes from DEST’s Research Quality Framework (RQF) Action Establish an RQF Strategy Taskforce and an RQF Support Team Appoint senior researchers to lead each of the 13 broad discipline clusters (panels) Develop and implement an RQF Communication and Education Program Completion Date January 2007 February 2007 February 2007 Officer Responsible DVC (R) VP (R) DVC (R) Deans DVC (R) VP (R) DVC (R) Deans Participate in further consultations with DEST to February 2007 develop the best possible RQF including through , working group membership, submissions and RQF trials Conduct small-scale internal ‘pilots’ of elements of the RQF e.g. deciding on ‘Research , Groupings’, preparing ‘Impact Statements’ and drafting ‘Context Statements’ Develop strategies to support women researchers Enhance our performance and reputation in research training Implement changes recommended by the PhD Review Working Group and increase completion rates by 10% Ensure that all “on track” Melbourne PhD students are encouraged to apply for financial assistance to enable them to spend some time at an overseas institution and/or attend an international conference during candidature Finalise and implement Melbourne’s ‘Research Higher Degree Marketing and Recruitment Strategy’ Complete a review of Research Higher Degree Research Load targets to ensure that we have the level of supervision and infrastructure necessary to provide an outstanding experience for all our RHD students and ensure quality, timely completions Develop the Melbourne Advanced Studies Award for PhD students to be introduced in 2008 June 2007 DVC (R) Deans VP (R) DVC (R) PVC (RT) Deans PVC (RT) December 2007 March 2007 March 2007 March 2007 PVC (RT) Deans PVC (RT) Deans May 2007 September 2007 PVC (RT) 12 The University of Melbourne Plan 2007 goals and actions for 2007 Research and Research Training - Priorities for 2007 continued Goal Strengthen crossdisciplinary research and inter-institutional and international collaboration in research and research training Action Appoint academic staff to act as International Research Collaboration Advisers Promote increased use of ‘standard’ research agreements to make it easier and quicker to commence collaborative projects Completion Date February 2007 February 2007 Officer Responsible DVC (R) DVC (I) DVC (R) VP (R) DVC (R) VP (R) DVC (R) Implement the recommendations from the May 2007 Business Investment in Research Taskforce (BIRT) report to the R&RT Committee Enhance the scale and visibility of the Strategic Research Investment Fund (SRIF) to stimulate and support cross-disciplinary and cross-faculty initiatives May 2007 December 2007 Establish Melbourne as an active participant in the Association of Pacific Rim Universities (APRU) network through participation in at least three specialist workshops December 2007 Broaden the research and research training engagement with Universitas 21 partner universities and help increase the number of research students spending at least one semester at an overseas institution Successfully implement the Malaysian Universities shared PhD program Develop cross-disciplinary plans in partnership with key affiliates and other external collaborators to increase the scale and scope of crossdisciplinary R&RT Develop and implement a comprehensive Information and Education Program for staff and students about the revised Intellectual Property Statute and new IP Principles December 2007 DVC (R) DVC (I) DVC (R) DVC (I) PVC (RT) PVC (RT) Deans DVC (I) DVC (R) Deans December 2007 December 2007 DVC (I&D) DVC (R) VP (R) The University of Melbourne Plan 2007 13 Research and Research Training - Priorities for 2007 continued Goal Continue as Australia’s no. 1 University in terms of research income, publications, research higher degree load and completions Action Increase income and success rates by 10% by appointing ARC Grant Coordinators and shepherds in all faculties to ensure best practice in grant seeking and mentoring Promote and enhance the University of Melbourne E-Prints Repository (UMER) and related on-line repository initiatives to meet DEST reporting requirements and help give greater access and profile to University scholarship and research Support current strengths, emerging areas and especially new ‘cutting edge’ initiatives that differentiate the University’s R&RT profile Establish the new E-Research Sub-Committee to investigate methods of enhancing the efficiency and effectiveness of digital data storage, access and collaboration Faculties to report against R&RT Improvement Plans and annual milestones submitted to the R&RT Quality Taskforce in December 2006 Increase international R&RT funding by 10% by marketing grant opportunities and building collaborative networks Completion Date February 2007 Officer Responsible DVC (R) Deans DVC (R) VP (I) March 2007 June 2007 DVC (R) July 2007 DVC (R) VP (I) Deans DVC (R) Deans DVC (R) DVC (I) VP (R) DVC (R) DVC (I&D) DVC (R) VP (R) VP (Comm) December 2007 December 2007 Implement the recommendations of the 2006 R&RT Training Quality Taskforce Promote the new policy and procedures on Invention Disclosures (designed to meet contractual obligations and increase potential business flow) December 2007 December 2007 14 The University of Melbourne Plan 2007 goals and actions for 2007 Learning and Teaching Lord Broers, an alumnus of Melbourne, Vice Chancellor of Cambridge from 1996-2003, and now President of the Royal Academy of Engineering observed in a 2006 lecture to the UK Higher Education Policy Institute that: what we need first and foremost from our universities is the provision for young people of an adequately broad knowledge base, together with modern analytical and communication skills … many of our undergraduate courses have become too narrow and over specialised and do not equip the young with flexible intellects that will be able to adapt to changing circumstances. An undergraduate degree should cover the fundamentals of a coherent range of subjects. Central to the University’s strategy for learning and teaching is the Melbourne Model. This is a far-reaching reform, based on rethinking our approach from first principles to define a new benchmark and design a distinctive ‘Melbourne Experience’ for all students. In 2006 the Curriculum Commission worked closely with the University’s faculties to review existing curriculum structures, define the core elements of the Melbourne Model and devise a 10-year transition plan. The Melbourne Model reflects a global trend toward broader undergraduate programs, followed by intense professional training at postgraduate level. The model fits well with the emergence of life-long learning and multiple careers in the changing workplaces of the twenty-first century. In the Australian context this approach will give students more time to consider their career choices, with final decisions about professional paths taking place when entering graduate school. Adopting the Melbourne Model will distinguish Melbourne from other Australian universities, and enhance international recognition of our graduates in overseas universities and labour markets. The Melbourne Model will be introduced over a number of years from 2008 and will be based on a range of six ‘new generation’ undergraduate programs which have academic breadth as well as depth of content and will lead to employment, professional graduate programs or research higher degrees. Beginning with Law, Architecture, Teaching, Social Work and other programs, professional graduate entry will later extend to Engineering, Medicine, Physiotherapy and other areas. The Melbourne Model will equip graduates with the generic and interdisciplinary skills necessary to succeed in the changing workplace of the twenty-first century, and offer students more career options when entering University, thereby enabling them to make considered choices about employment and further study. Particular attention will be paid to the first-year experience under the Melbourne Model and to the creation of a sense of ‘cohort’ or learning community. Learning and teaching will continue to be research-led and a more explicit focus on knowledge transfer will be integrated into the curriculum. While campus based face-to-face teaching will remain the norm, students will have the opportunity to embrace evolving technologies. In adopting the Melbourne Model, the University aims to take the best and the brightest students and provide them with a profound educational experience that challenges them and gives them the skills to be successful professionals and leading contributors in the community. At the same time, Melbourne is committed to ensuring broader access for students, especially those from disadvantaged backgrounds. Our goal is a needs-blind admissions policy: we want to attract the best students, regardless of their financial circumstances. To ensure this, the University will expand its already generous scholarship program. In line with the graduate school approach advocated by the Melbourne Model, the University will establish a series of graduate schools and expand its range of graduate programs. The graduate school model of professional education offers many advantages for students. Studying in a graduate cohort provides students with the opportunity to gain a mature and sophisticated understanding of the relevant subject area and participate in a rigorous and intense graduate-level learning experience. In the medium to longer term the University will aim for at least one-third of all enrolments at postgraduate level, with some faculties standing alone as graduate schools. Essential planning for graduate schools will take place in early 2007 . Over time, there will be an increase in the graduate school population, with a stabilisation of the overall student population; this has implications for admission and financial aid policies and requires a carefully planned approach for the transition period. The graduate school model of professional education offers many advantages for all students. The University of Melbourne Plan 2007 15 Learning and Teaching - Priorities for 2007 By the end of 2007, we will know we are on track if we have ... • Implemented the recommendations of the Curriculum Commission Report on transition to the Melbourne Model • Made the necessary administrative reforms so that the Melbourne Model can be implemented in 2008 • Acted to ensure access for the best and brightest students regardless of financial disadvantage • Identified and implemented initiatives to enhance the ‘Melbourne Experience’ • Acted to ensure that the ‘Melbourne Experience’ is an international one • Enhanced the quality of student experience through improved services, IT and physical infrastructure • Encouraged and recognised good teaching practice Goal Implement the recommendations of the Curriculum Commission Report on transition to the Melbourne Model Priorities Officer Responsible Chair, BUGS President, AB Chair, BUGS President, AB Chair, SPC Chair, BUGS President, AB Chair, SPC Chair, BUGS President, AB DVC (A) Chair, BUGS Director, CSHE Chair, BUGS Chair, SPC President, AB DVC (A) President, AB Chair, BUGS Action Approve structure and content of new generation undergraduate degrees Re-examine selection criteria for new generation undergraduate degrees (for 2010 entry) and graduate degrees (for 2008 entry) Define pathways into undergraduate and postgraduate courses for students returning to study Decide on majors and capstone subjects for new generation undergraduate degrees Define content and criteria for breadth component of new generation undergraduate degrees and development of breadth subjects and subject sequences Establish and approve appropriate guaranteed pathways to professional graduate courses Approve structure and content of new professional graduate courses Completion Date March 2007 March 2007 March 2007 March 2007 March 2007 March 2007 April 2007 March 2007 Make the necessary administrative reforms so that the Melbourne Model can be implemented in 2008 Course standing committees to report on initiatives for addressing recommendations of Academic Women in Leadership (AWiL) report on graduate attributes Faculties to define strategies and programs for the transition April 2007 to the Melbourne Model and incorporate these into Business Plans Academic Board approval of a definition of course rules and procedures for provision of course advice and student support management under Melbourne Model PBC approval of the structure and number of graduate schools and postgraduate coursework programs (from 2008) Implement 2006 report on more flexible use of academic year – enhance course delivery options for students with diverse needs June 2007 Deans President, AB DVC (A) VP and AR Chair(s) MM08 Taskforce Deans Deans VP and AR December 2007 December 2007 16 The University of Melbourne Plan 2007 goals and actions for 2007 Learning and Teaching - Priorities for 2007 continued Goal Ensure access for the best and brightest students regardless of financial disadvantage Action Clarify criteria and application process for extension of Access Melbourne program to graduate study Continue to allocate minimum 20% - 25% intake to Access Melbourne and retain 200 Access Scholarships for undergraduate entry Review the success of offering a restricted number of Access Scholarships in December 2006 to determine if all Access Scholarships can be awarded in December 2007 (for the undergraduate cohort commencing in 2008) Policy and Advocacy Taskforce to examine feasibility of extending access and equity policy options, including obtaining DEST approval for a 2008-2010 CSP profile that supports the Melbourne Model Report to PBC on implementation of 2004-07 Disability Action Plan Ensure that the University attains its target to recruit 30 indigenous students in 2007 Completion Date February 2007 February 2007 Officer Responsible Chair, PAT SVP SVP PVC (TLE) SVP February 2007 December 2007 Chair, PAT SVP December 2007 VP and AR Chair, TALQAC Deans PVC (TLE) VP and AR Chair(s) MM08 Taskforce DVC (A) Director, UPO Director, CSHE DVC (A) VP and AR December 2007 June 2007 December 2007 Identify and implement initiatives to enhance the ‘Melbourne Experience’ Develop strategy on opportunities for student engagement through residential colleges Consider, in light of CSHE recommendations, the methodology of a ‘Melbourne Experience’ survey measuring attitudes on the cohort experience to be administered by the end of students’ 1st year Further define and measure the concept of ‘a cohort experience’ and develop cohort experience initiatives Monitor the impact of VSU upon student organisations and the Melbourne Experience in order to sustain essential services and amenities Develop a MM ‘package’ ready for launch of the Melbourne Model and implementation from December 2007 Implement Melbourne Experience Committee recommendations on transition “in” and “out” activities including orientation and capstone programs December 2007 December 2007 December 2007 December 2007 Chair(s) MM08 Taskforce DVC (A) Deans The University of Melbourne Plan 2007 17 Learning and Teaching - Priorities for 2007 continued Goal Ensure that the ‘Melbourne Experience’ is an international one Action Expand international collaborative partnerships, including jointly-badged degrees, with at least three new programs in 2007/08 Develop new staff development programs and faculty initiatives which recognise cultural diversity in curricula and teaching Increase number of students participating in formal exchange programs to at least 10% by 2009 Consider ways to offer incentives for the teaching and study of languages under the Melbourne Model Implement recruitment practices for international postgraduate coursework and research students, including foundation studies and use of web-based materials Completion Date June 2007 Officer Responsible DVC (A) DVC (I) Deans DVC (A) Deans Director, CSHE DVC (A) VP (ID) Deans DVC (A) Deans VP (ID) DVC (I) PVC (TLE) VP and AR VP (I) PVC (TLE) Director, CSHE VP (I) Chair, BUGS PVC (TLE) VP (I) DVC (A) VP (P&CS) VP (I) PVC (TLE) VP (I) Deans Chair, BUGS VP (I) VP (P&CS) DVC (A) VP [P&CS] VP (I) Deans VP (P&CS) VP (I) Chair, GSF DVC (A) Director, CSHE Deans June 2007 December 2007 December 2007 December 2007 Enhance the quality of student experience through improved services, IT and physical infrastructure Implement online student portal February 2007 Develop programs to support academic staff in the innovative use of online technologies Faculties to report on progress towards integrating the University’s revised e-learning strategy within core components of undergraduate curriculum Ensure that learning and teaching capital works priorities are aligned with the Learning and Teaching Plan and reflected in the University’s Masterplan Ensure that all first-year subjects are available on LMS by end of year June 2007 June 2007 June 2007 December 2007 Ensure that all high-use areas will have wireless connection by the end of 2007 Ensure that student hub/resource centre is ready for the introduction of the Melbourne Model Review and implement Academic Board policy on infrastructure for postgraduate students December 2007 December 2007 December 2007 Encourage and recognise good teaching practice Set up interfaculty forum on good teaching practice Faculties to improve Quality of Teaching results in underperforming areas and ensure improvement in CEQ Good Teaching and overall student satisfaction measures Maintain position as a top-ranking Go8 University in Learning and Teaching Performance Fund results May 2007 December 2007 December 2007 DVC (A) 18 The University of Melbourne Plan 2007 goals and actions for 2007 Knowledge Transfer The third strand of work in Melbourne’s triple helix of academic programs is knowledge transfer. Acknowledging the importance of knowledge transfer recognises that universities have a responsibility to be a public good, with community expectations of a broader contribution to intellectual and economic life. Knowledge transfer forms the primary intellectual conduit between the University’s academia and the wider non-academic society. The University’s research, education, and technology connect into community and industry through many different paths commercialisation, policy, public debate, partnership and exchange, and cultural leadership. In 2006, a scoping study of knowledge transfer across the university revealed our involvement with over 1200 non-university partners. Potentially, knowledge transfer covers a wide spectrum of dealings between the University and other spheres – from the way public intellectuals use media platforms to generate national debates; to policy work with governments, industry bodies or community agencies; to contract research and education services; to business ventures that distribute new technology; to artistic projects and cultural exhibitions that change community consciousness by reflecting contemporary culture. Perhaps the best-known type is technology transfer, where the products of research are developed and disseminated via private investment and market mechanisms. An example is the cochlear implant, developed by a Melbourne researcher and now marketed around the world by an Australian public company. By working more closely with partners, the familiar forms of scholarly expertise, once geared primarily to teaching and research, can be extended for the benefit of all concerned. The complexities of creating a new core area for the University presents challenges, and will continue to require careful processes which are collaborative across the University, and The Melbourne Community Gamelan, a set of bronze gongs and xylophones at the University, originating from central Java, are used for teaching music students and by Indonesian music enthusiasts from the community for public performances. Bachelor of Music student, Lam Hut Hei, is pictured with gamelan master, Ki Poedijono, and Dean of Music, Associate Professor Cathy Falk. reflect the distinctive characteristics of the University of Melbourne’s knowledge transfer. The outcomes have the potential to build the University’s reputation for innovative leadership in the higher education sector. Whether we address a local community issue or a global problem, excellence and highest quality should mark our contribution. In addition, we recognise our need for the knowledge from the broader community to inform and build our own research, teaching, and education capabilities, to ensure we are one of the finest universities in the world and a valued contributor to society. For these reasons, at Melbourne we define knowledge transfer as the development of intellectual capital through a two-way mutually beneficial interaction between the university and non-academic sectors with direct links to teaching and learning and research, informed by social and global issues. The University’s knowledge transfer is anchored in its intellectual capital, history and tradition, and a reputation for innovative leadership in the higher education sector. In 2006 the University brought many disparate activities under a single leadership and formed the Knowledge Transfer Taskforce, to create a consistent framework for its knowledge transfer programs. The Knowledge Transfer Taskforce’s recommendations set in place the foundations for the next phase in 2007 where the emphasis will shift to , new initiatives, implementation, building and demonstrating capability. From the beginning of 2007 a Knowledge Transfer Committee will be established with oversight for Knowledge Transfer and linking external groups into the University. The Knowledge Transfer Committee will develop an internal and external communication plan for knowledge transfer implementation, identify and implement a strategic development program for the embedding of knowledge transfer in research and the curriculum and investigate options for the detailed measurement of knowledge transfer activities. Another priority for the University in 2007 will be to employ its institutional experience as a leader in knowledge transfer by undertaking and publishing significant research in the field. The University of Melbourne Plan 2007 19 Knowledge Transfer - Priorities for 2007 By the end of 2007, we will know we are on track if we have ... • Embedded knowledge transfer in University processes and operations • Embedded knowledge transfer in the University curriculum and research • Identified and launched a new set of knowledge transfer initiatives • Established a strong basis for the next phase of commercialisation development through the implementation of a coherent commercialisation strategy • Ensured that the University is a research leader in the field of knowledge transfer Priorities Date February 2007 Goal Embed knowledge transfer in University processes and operations Action Establish a Knowledge Transfer Committee to provide oversight for knowledge transfer for the university, and key committees, faculties and external groups. Develop an internal knowledge transfer communication plan to ensure a University consultation process for knowledge transfer implementation Faculties to define knowledge transfer strategies and programs and incorporate these into Business Plans Identify and resolve compliance, resourcing and administrative issues for the implementation of knowledge transfer activities across the University, including a feasibility study for a Knowledge Transfer Office Implement initiatives for recognising and rewarding excellence in knowledge transfer Develop the detailed measurement and evaluation of knowledge transfer Incorporate knowledge transfer as a criterion in academic promotions guidelines Officer Responsible DVC (I&D) Chair, KTC PVC (UR) Chair, KTC PVC (UR) February 2007 February 2007 Deans May 2007 DVC (I&D) SVP September 2007 DVC (I&D) VP (HR) DVC (I&D) December 2007 December 2007 VP (HR) DVC (I&D) VP (M&C) DVC (I&D) Embed knowledge transfer in the University curriculum and research Implement an external knowledge transfer communication plan which contributes to the quality of the Melbourne Model Assist in development of impact material for the RQF February 2007 May 2007 DVC (I&D) DVC (R) Chair, BUGS Chairs, CSCs Chair, MEC DVC (I&D) SVP Course Standing Committees and Melbourne Experience Committee to incorporate a knowledge transfer component into each New Generation course and ensure knowledge transfer is part of the Melbourne Experience December 2007 20 The University of Melbourne Plan 2007 goals and actions for 2007 Knowledge Transfer - Priorities for 2007 continued Goal Identify and launch a new set of Knowledge Transfer programs Action Develop tools for an engagement process between University, business and community to identify potential University-wide initiatives Launch at least one new University-wide program with well-developed outcome measures and identify a further two programs Develop a draft strategic plan for the University’s cultural assets, aligning resource allocation with the University’s strategic priorities and Cultural Policy principles With an enlarged Cultural and Community Relations Group develop plans for a campus-wide cultural program for the new generation degrees Date June 2007 Officer Responsible DVC (I&D) Chair, KTC Deans DVC (I&D) Chair, KTC June 2007 June 2007 PVC (UR) October 2007 PVC (UR) Establish a strong basis for the next phase of commercialisation development through the implementation of a coherent commercialisation strategy Establish Commercialisation Advisory Boards focussed on external input March 2007 DVC (I&D) VP (C) Deans VP (C) Create a single management and governance structure for commercialisation activities, while ensuring Melbourne Ventures’ activities are not compromised Implement a revised web portal to enhance internal and external access to commercialisation activities Identify and implement initiatives to enhance interaction with business and encourage commercialisation Clearly communicate the benefits of commercialisation and the roles of each business unit within the University Improve deal creation and execution through a 50% increase in licensing opportunities pursued and 25% increase in opportunities presented to investors Increase fees from commercialisation of educational services by 15% April 2007 July 2007 VP (C) December 2007 VP (C) Deans VP (C) December 2007 December 2007 VP (C) Deans December 2007 VP (C) Ensure that the University is a research leader in the field of knowledge transfer Publish a detailed report on the measurement and institutionalisation of knowledge transfer Encourage and assist academics to publish works of significance and impact that will reach a broader “non-specialist” audience December 2007 DVC (I&D) December 2007 DVC (I&D) Deans VP (M&C) The University of Melbourne Plan 2007 21 binding the strands together – enablers Binding the strands of Growing Esteem together effectively will leave no aspect of the University’s operations untouched. 22 The University of Melbourne Plan 2007 binding the strands together – enablers Melbourne has designed the three strands of Growing Esteem so that they connect and inform each other in as many ways as possible and are reflected in the structure and management of the University as a whole. The implementation of the Growing Esteem strategy is dependent upon enablers that bind together the three strands of research and research training, learning and teaching and knowledge transfer. People, communications and marketing, infrastructure, fundraising, resources, university administration and planning inform all aspects of the University’s activities. Binding the strands of Growing Esteem together effectively will leave no aspect of the University’s operations untouched. This section sets out the main areas that will need detailed consideration in 2007 . implementation of a policy framework to support Growing Esteem and revised workforce plans. In 2007 the University will implement revised recruitment, performance management and promotion criteria to reflect Growing Esteem priorities for research and research training, learning and teaching and knowledge transfer. Key goals for the University in 2007 will be positioning the University’s academic staff to meet the Research Quality Framework (RQF) research profile, providing improved opportunities for cross-disciplinary research and external engagement and including knowledge transfer in academic promotions guidelines. In February 2007 the University will launch a comprehensive brand advertising campaign in preparation for the April 2007 launch of the Melbourne Model. The goal of the campaign will be to develop the University of Melbourne brand through the promotion of the University’s many strengths, including its high international standing, superb location, reputation for educational excellence and top graduate outcomes. Infrastructure A new Masterplan to support Growing Esteem will be completed in the third quarter of 2007 with a view to , providing a better learning environment for students and an improved research environment for students and staff. The Masterplan process will take into account the transition to the Melbourne Model as mapped out by the Curriculum Commission and will involve the continuation of ongoing physical and IT infrastructure projects including the development of learning hubs. One key priority for infrastructure planning is the need to ensure that the University’s buildings, facilities and grounds support both the new generation degrees and the graduate school model. By the end of 2007 it is envisaged that there will be improvements to undergraduate teaching spaces and research infrastructure through more efficient planning and use of resources. If opportunities arise, the University will also seek to acquire (through lease or purchase) suitable additional space for new facilities. There will be movement from 5 to 10 year infrastructure planning and development of the new Economics and Commerce building. Information technology is the backbone of the University’s knowledge management capability, critical to developing closer links between research and research training, learning and teaching, and knowledge transfer. Improvement to amenities of the campus for 2007 will include installation of a new Student System for roll out in 2008 and the roll out of wireless connection to all high-use areas by the end of 2007 . The University of Melbourne Plan 2007 Communications and Marketing Effective communication of the University’s new strategic direction is critical to the success of Growing Esteem. Many sectors of the community – from alumni to employers, prospective and current students, parents and educators – are stakeholders in the University and all have a role to play in its future. Each of these groups must feel well informed and included in the communication process. The dissemination of consistent and accurate information about the Melbourne Model to prospective students is a key priority. An integrated marketing and communications plan will provide the framework for all branding and promotional activities through 2007 . Melbourne’s communications policy will seek to underpin the Growing Esteem strategy by supporting the University’s research, student recruitment, knowledge transfer and advancement agenda. More broadly, an effective communications policy should promote both transparency and increased understanding of the strategy, while also providing an opportunity for stakeholders to comment and contribute. People The University has a commitment to increased staff equity and diversity and attracting, retaining and developing outstanding people. Staff should have the opportunity to work in an excellent academic environment enlivened by some of the greatest minds in the world. The implementation of Growing Esteem will open up career development opportunities for both academic and professional staff. Many staff will take on new leadership roles, and the University is committed to providing management support for academic and professional leaders, through leadership development programs and organisational development outcomes. The implementation of the Growing Esteem strategy will involve an enormous amount of institutional culture change, and like all major change programs, it has created significant additional work across the University. It will be necessary to model transition on a case by case basis in order to ensure that workloads remain manageable. The Human Resources Division will continue to be involved in the development and 23 Advancement and Alumni Relations The University’s endowment and the generosity of its community in giving is significant by Australian standards, but nonetheless remains small compared to leading international universities. Greater investment in alumni relations and the diversification of the University’s funding sources through advancement are thus critical to the success of Growing Esteem. In 2007 the University will develop policies and supporting systems for the “Campaign for Melbourne” fundraising campaign to be introduced in 200809. Other initiatives to be developed in 2007 include a Future Generations Scholarships Fund, the lodging of submissions to major international philanthropic bodies for key university projects and the development of standard protocols for advancement processes, including prospect clearance and donation and bequest processing. In order to ensure the goodwill of existing benefactors, the University will complete the stewardship program for existing donors, including publication of the first annual Report to Donors. The University will also continue to strengthen its alumni relations program in 2007 Increased engagement with . alumni will be facilitated through a range of alumni functions, the setting up of at least one new state branch, the launch of an Alumni Web Community (AWC) and the development of two new alumni associations in the United States and China to complement existing international alumni associations. In conjunction with the Marketing and Communications unit, the Alumni Relations unit will implement an alumni communications plan. Outstanding teaching and leadership: Among the University of Melbourne’s U21 award recipients for 2006 are (from left) Ms Janette Hocking, Dr Bradley Potter, Mr Shaun Ewen and Ms Sally Eshuys. Resources To become one of the finest universities in the world, the University requires an internal discipline of systematic evaluation and a willingness to move resources in response to performance and potential. If the University is to stand with the finest, this must be true of every program and academic unit, and be tested regularly. The University’s long-term goal is to maintain the real value of its resources while reducing overall student numbers, maintaining student cohort quality and increasing its endowment for development purposes. Changing this equation will benefit the quality of the overall student experience. During the period leading up until 2008 the University’s aim will be progressively to increase fee-based revenue from domestic and international undergraduate and postgraduate programs, to continue to increase research income, to diversify the revenue base, and to continue to win income through competitive bids, such as the Government’s Learning and Teaching Performance Fund. In 2007 the University will support faculty transition (student profile planning, workplace planning and management, business planning) and implement changes to the University budget model to support the strategic priorities of Growing Esteem. With this in mind, in July 2006 the University Council adopted a recommendation for a Growing Esteem Transition Fund of around $85 million, contributed on a $3 University : $1 faculty basis, to operate over 2007 – 2012. The Transition Fund will provide financial assistance to support the transition to the Melbourne Model and strengthen research and research training capability. The University will also need the financial capacity to offer scholarships to the brightest local and international students regardless of personal circumstances. These financial and administrative challenges will have to be addressed if the overall strategy is to prevail. University Administration During 2007 further review work , will ensure alignment between administrative capacities and Growing Esteem priorities. The MM08 Taskforce was set up in November 2006 to assist with Melbourne Model implementation. The taskforce will be jointly chaired by the Deputy Vice-Chancellor (Academic) and Senior Vice-Principal and its membership will include representatives from central administration and faculties. The Taskforce will oversee the coordination and management of implementing the Melbourne Model 24 The University of Melbourne Plan 2007 binding the strands together – enablers and will establish working groups to undertake the detailed work in particular areas. Reports and information from the Board of Undergraduate Studies, Graduate Schools Forum, Academic Board committees and other working groups will be forwarded to this taskforce to ensure excellent coordination and communication and ensure that academic and administrative processes are in alignment. The Shared Service Review Implementation Group, chaired by the Senior Vice-Principal, was set up to improve efficiency and productivity. It will continue to oversee Shared Service Reviews, IT infrastructure reforms and the implementation of recommended changes. The University’s enterprise systems and administrative processes must support each stream of academic work. For cross-disciplinary and knowledge transfer efforts to succeed, budgets and policies will need to be plan-driven and a refocusing of strategy may require a revised budget model. A truly studentcentred administration supported by first class IT infrastructure and physical amenities is required if the University is to meet its goals, and the University is undertaking significant reform of its administration and student support services to achieve this. The new generation undergraduate degrees will require a more closely coordinated administration that is not inhibited by faculty boundaries. The new generation professional masters degrees and the distinctive Melbourne PhD will require greater autonomy for faculties, but supported off a common systems stem. Another key resources priority will be to determine baseline costing of current administrative services across the university, against which changes in costs over time can be measured as changed and improved services are implemented. Other key issues for the University Administration in 2007 are improving the efficiency and effectiveness of the IT Shared Services project, the completion of the Academic Administration project, including the implementation of the new student system, overall improvements to the Themis system, the introduction of the Themis Research Profile and the successful integration of the VCA into the University as a faculty. Planning During 2007 work will be undertaken , to consolidate and simplify University planning processes through the implementation of the Planning Framework outlined in a revised Ensuring Accountability 2007-09 planning document. There will be one University Plan (this document), combining strategic and operational elements in a concise overview. It will contain goals, actions and targets where these are necessary and possible to measure. It will be updated annually. The University Plan is supplemented by a detailed Research and Research Training Plan, a detailed Learning and Teaching Plan, a detailed Knowledge Transfer Plan and an International Plan. A key priority for 2007 will be ensuring that governance and planning processes are in place that underpin Growing Esteem and provide for efficient and effective decision making. A number of transitional committees and taskforces, including the MM08 Taskforce, will have a crucial role to play in ensuring a smooth transition. The RQF Taskforce and the RQF Support Team will have the role of preparing the University for the Commonwealth’s Research Quality Framework in 2008, whereas the new Knowledge Transfer Committee will be looking at ways to embed knowledge transfer programs in the University’s curriculum, processes and operations. The University will continue to maintain internal engagement and effective governance through the Planning and Budget Committee Conference and resource planning processes, Council Planning Conference, Deans and Heads Conference, and operational performance reviews (OPR) of budget division strategies and performance. The successful completion of the faculty business planning and Growing Esteem Transition Fund process are also significant milestones. Other priorities include the introduction of improved risk management procedures, including compliance with the new Australian Code for the Responsible Conduct of Research (ACRCR) and revised SafetyMap EH&S and ESOS obligations, and the provision of improved management information to support decision making in a changing environment. The University of Melbourne Council. The University of Melbourne Plan 2007 25 Binding the Strands Together – Enablers – Priorities for 2007 By the end of 2007, we will know we are on track if we have ... • Ensured that the University’s employment policies and procedures reflect the goals of Growing Esteem • Achieved a strong marketing profile and communicated effectively with stakeholders, particularly in relation to the Melbourne Model • Ensured that physical infrastructure is in place which supports Growing Esteem • Diversified funding sources and increased funds raised through advancement activities • Strengthened alumni relations • Achieved a student profile and teaching revenue position that best prepares the University for the launch of the Melbourne Model in 2008 • Increased the efficiency of university administration through academic and IT shared services implementation • Consolidated and adjusted planning and budget processes which support the University’s strategic direction Priorities Goal Action Completion Date December 2007 Officer Responsible VP (HR) Ensure that the University’s employment policies and procedures reflect the goals of Growing Esteem Prioritise and work towards the achievement of the targets identified for 2007 included in the Staff Equity and Diversity (SED) Plan Support academic and professional leaders to manage change through organisational and leadership programs Position the University’s academic staff to meet the Research Quality Framework (RQF) profile Identify and implement recruitment, performance and promotion criteria which reflect Growing Esteem priorities including knowledge transfer Support the development and implementation of workforce plans Support equal opportunity initiatives and promote a ‘family-friendly’ workplace December 2007 VP (HR) December 2007 VP (HR) December 2007 VP (HR) December 2007 VP (HR) December 2007 VP (HR) 26 The University of Melbourne Plan 2007 binding the strands together – enablers Binding the Strands Together – Enablers – Priorities for 2007 continued Goal Action Completion Date February 2007 Officer Responsible VP (M&C) Achieve a strong marketing profile and communicate effectively with stakeholders, particularly in relation to the Melbourne Model Launch a high-impact brand advertising campaign with consistent approach across all major media and integrate with Melbourne Model launch Develop new digital media including podcasts and video magazines and update existing publications, including UniNews, Research Review and MelbOURne Magazine to align with the University’s marketing strategy Promote attributes of Melbourne Model and Melbourne Model graduates to prospective students, employers and other external stakeholders through newsletters, correspondence, roadshows and events Co-ordinate University marketing activity through M&C Reference Group March 2007 VP (M&C) December 2007 VP (M&C) VP (ID) GESO December 2007 VP (M&C) Ensure that physical infrastructure is in place which supports Growing Esteem Develop and implement a Masterplan with a view towards the ‘Melbourne Experience’, and providing a better learning environment, including learning hubs Examine options for the consolidation of undergraduate teaching spaces on the Parkville campus Work together with faculties to realise optimal infrastructure for the University’s new Graduate Schools Implement improvements to research infrastructure through more efficient planning and use of resources and the acquisition (by lease or purchase) of additional research space Implement a backlog maintenance upgrade program July 2007 VP (P&CS) VP (I) December 2007 VP (P&CS) VP (I) VP (P&CS) December 2007 December 2007 VP (P&CS) VP (I) December 2007 VP (P&CS) VP (I) The University of Melbourne Plan 2007 27 Binding the Strands Together – Enablers – Priorities for 2007 continued Goal Action Completion Date April 2007 Officer Responsible PVC (UR) Diversify funding sources and increase funds raised through advancement activities Initiate a major gifts program for a Future Generations Scholarships fund Develop a financial goal and structure for a ‘Campaign for Melbourne’ fundraising initiative Make at least 2 major submissions to major international philanthropic bodies for key University projects Develop staff plan to embed advancement expertise across the University Ensure 60% retention into 2007 of new 2006 participants in annual giving to the University Fund June 2007 PVC (UR) September 2007 PVC (UR) October 2007 PVC (UR) November 2007 PVC (UR) Strengthen alumni Coordinate a ‘transitioning out’ process for graduating relations students Increase number of alumni on University boards and committees by 50% Develop, in conjunction with Marketing and Communications unit, a communications program for alumni Convene 5 meetings of decade-based reference groups to advise on strategies for effective engagement Develop 2 new Alumni associations in the USA and China and consolidate existing associations Increase engagement with domestic alumni through at least 4 alumni functions and 1 state branch Achieve a student profile and teaching revenue position that best prepares the University for the launch of the Melbourne Model in 2008 DEST approval of 2008-2010 CSP student profile Support faculty transition to Growing Esteem through student profile planning, workplace, management and business planning Ensure that funding exists in University budget for a comprehensive scholarships scheme that promotes the University’s aim to attract the best and brightest students regardless of financial disadvantage Implement changes to University budget model to support the strategic priorities of Growing Esteem March 2007 PVC (UR) June 2007 PVC (UR) July 2007 PVC (UR) September 2007 PVC (UR) October 2007 PVC (UR) October 2007 PVC (UR) April 2007 December 2007 SVP SVP UPO December 2007 SVP December 2007 SVP 28 The University of Melbourne Plan 2007 binding the strands together – enablers Binding the Strands Together – Enablers – Priorities for 2007 continued Goal Action Completion Date January 2007 Officer Responsible VP (I) SVP Deans SVP VP (I) SVP SVP Increase efficiency of university administration through academic and IT shared services implementation Implement faculty IT services reform including aggregation of faculty IT service units and transition of selected services to shared and federal delivery model Consultants to evaluate the implementation of Themis Establish service framework for IT support services January 2007 June 2007 Make necessary changes to academic administration, including process mapping and reform and the implementation of new service delivery model Implement the ‘Critical Path Plan’ developed by MM08 in conjunction with Boston Consulting in late 2006 Consolidate and adjust planning and budget processes which support the University’s strategic direction September 2007 December 2007 SVP Chairs (MM08) SVP Ensure that transitional committees and taskforces, including January 2007 MM08 Implementation and RQF Taskforce, are in place to provide efficient and effective decision making Complete the faculty business planning and Growing Esteem transition fund processes Implement the simplified Planning Framework as set out in the Ensuring Accountability 2007-08 document Improve management of risk, including compliance with the new ACRCR, revised SafetyMap, EH&S and ESOS Act obligations and Crisis Management and Business Continuity Planning Expand service agreements to all faculties April 2007 SVP December 2007 SVP UPO SVP December 2007 December 2007 SVP The University of Melbourne Plan 2007 29 Melbourne aims to attract the best and the brightest students, regardless of their financial circumstances growing esteem: towards 2015 The Melbourne Model is designed to provide a rich and challenging educational experience. 30 The University of Melbourne Plan 2007 growing esteem: towards 2015 What will Growing Esteem mean for prospective students? Melbourne aims to attract the best and the brightest students from all walks of life, regardless of their financial circumstances. The Melbourne Model is designed to provide a rich and challenging educational experience. This will offer students the skills and expertise they need to be leading contributors in a future where knowledge boundaries are more permeable, professional practice requires cross-cultural and multidisciplinary understanding, and knowledge and technology are rapidly renewed. As professional education moves to graduate degrees, Melbourne students will have the advantage of studying as part of a mature graduate cohort with common career direction and genuine interest in the discipline. The pace and intensity of professional education at a masters level will provide a rigorous and intense learning experience. For prospective students Melbourne’s approach will offer: • A more considered approach to meritbased selection into professional programs. Generally, graduatelevel entry will mean that student selection into professional education is based primarily on undergraduate performance and aptitude. It will no longer rely solely on Year 12 performance at school. • Scope for pre-selection into some professional graduate programs such as Law, where outstanding Australian school leavers seek a ‘guaranteed’ pathway into a chosen profession and continue to excel as undergraduates. • Wider access for disadvantaged students, supported by an expanded range of University scholarships. • Increased Commonwealth support for students in professional programs, with access to public subsidies of the kind available to undergraduates. What can students expect from the Melbourne Experience? Once enrolled, students will benefit from a multidisciplinary curriculum with a strong international focus, where one quarter of each student’s course of study is drawn from outside their core discipline. Students will enjoy a rich and distinctive educational setting, characterised by: • A strong cohort experience, with a clear sense of intellectual community in a diverse student population • An enriched campus learning environment with access to new learning hubs, services and facilities • Direct exposure to leading research and knowledge transfer projects on campus • Opportunities for off-campus experience such as industry and community work placements, or international study • Opportunities to build interdisciplinary, cross-cultural and technological awareness and skills • Immediate access to the diverse and vibrant cultural life of Melbourne’s inner city • Greater international alignment and recognition of Melbourne degrees. • Improved facilities, amenities and infrastructure. What will Growing Esteem mean for policy makers, alumni and wider communities? The University of Melbourne has occupied a central place in the cultural life of its city, state and nation for more than 150 years – and aims to play a growing role in shaping the nation’s future. Greater impact in research, a new benchmark in student learning, and a new focus on knowledge transfer will ensure that the University continues to serve the greater good. But it cannot do this alone. Ultimately, to compete and contribute in a global setting the University needs more resources to support its staff, facilities and services. If the current long-term Australian trend of decline in public funding per student continues, the University will need greater freedom to set its own fees to reflect the real costs of provision. Australian students in turn should be properly supported in recognition of the actual cost of study. This requires among other things an end to arbitrary caps on government loans and better support for self-funded students. Beyond governments, there are other audiences the University must reach. It has an alumni community comprising over 200,000 people and will work to strengthen these networks both nationally and internationally. What might greater community and philanthropic support make possible? Friends and benefactors can help ensure that the University fulfils its aspirations and obligations as a public-spirited institution. Such support will enable the University to: • offer more scholarships to assist the best and brightest students and researchers • renew and improve learning facilities, student services and welfare support The University of Melbourne Plan 2007 31 • finance critical, leading edge research programs with state of the art resources and equipment • develop people, ideas and intellectual agendas that will influence Australian politics and government, business and the professions, science and research, the arts and civil society. Access, Equity and Diversity Policy Statement The University of Melbourne is strongly committed to an admissions policy that takes the best students, regardless of financial and other disadvantage, and to building a talented and culturally diverse staff – of the very best women and men in their field – to guide and inspire them. Access Melbourne is the University’s current combined special entry and access scholarships scheme. 1,000 new CSP places are allocated each year to students applying through Access Melbourne. Up to 200 undergraduate students from equity groups will be awarded an access scholarship each year that provides a CSP exempt place and an allowance of $2,000 a year for four years. Throughout 2006 the Policy and Advocacy Taskforce (PAT), chaired by the Vice Chancellor, considered the best way to ensure access and equity under the Melbourne Model. The Federal Education Minister has already endorsed the transfer of 800 CSPs to the new graduate programs and other initiatives set to be implemented in 2007 and 2008 include the extension of Access Melbourne to graduate students, new scholarships and financial allocations for non-tuition expenses. The University is also lobbying the Commonwealth to extend Youth Allowance and Austudy to graduate study. The University has developed a Staff Equity and Diversity Framework with the aim of providing a coherent and overarching plan that supports the University’s progress towards staff and student equity and diversity across all areas. The Framework for staff equity sits alongside the University’s Equity Plan that is provided to DEST on an annual basis and which identifies issues and targets relating to student equity. By providing a broad framework for staff equity, the University recognises that a commitment to equity and diversity in the workplace is fundamental to the development of a teaching, learning and research environment that is informed by the diverse perspectives, backgrounds and experiences of the staff group, and that is able to provide a basis for creating an inclusive, multi-cultural, and globally relevant educational experience. What will Growing Esteem mean for the future? The idea of a university built around more targeted research, graduate schools and knowledge transfer is a major departure from Australian custom and practice. One challenge will be to widen expectations about the role of higher learning in the life of the nation by promoting greater diversity within the Australian system. Fortunately the University of Melbourne embarks on its strategy from a position of great strength. It has a magnificent campus set in one of the world’s most livable cities, access to the best and brightest students, an enviable reputation of world-class research and strong multilateral links in Australia and abroad. The result is a vibrant and multi-cultural intellectual milieu. Thanks to generations of support from graduates, industry and the public, the University already offers one of the most generous scholarship schemes in Australia, attracting talented students from around the globe – and will expand this program in the future. As one of the world’s finest universities, Melbourne will remain grounded in one place, but with many points of entry to a world of ideas, expertise and possibilities. Top students: Scholarship winners (from left to right) Laura Cochrane, Marinna Duffield, Fei Wu, Lucinda Green, Samuel Rutter, Andrew Currie, Peter Tao, Stephen Muirhead, Andrew Korlos, Christopher Sia, Matthew Ganley, Tian Xu and Benjamin Tan. 32 The University of Melbourne Plan 2007 www.unimelb.edu.au The University of Melbourne Victoria 3010 Australia Telephone +613 8344 4000 Facsimile +613 8344 5104