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61/2006
ACADEMIC BOARD
The 25th meeting of the Academic Board will be held at 4.00 pm on Wednesday 24 May 2006 in
the R C Mills Room, Chancelry.
Apologies and enquiries to the Council and Boards Secretariat by telephone on (02) 6125 2113
or email at: head.cabs@anu.edu.au
Jan O’Connor
Head
Council and Boards Secretariat
AGENDA SUMMARY
Part 1 – Procedural Items
1. Minutes ......................................................................................................... 3
2. Announcements and Apologies ........................................................................ 3
3. Disclosure of Material Personal Interest............................................................ 3
4. Arrangement of Agenda.................................................................................. 3
Part 2 – Reports and Policy Matters
5. Education Codes of Practice ............................................................................ 9
Part 3 – Other Business
6. Other Business............................................................................................ 35
7. Question Time ............................................................................................ 37
Part 4 – Information Papers & Matters Handled under Delegation
8. Academic Board and Policy Sub-committees ................................................... 41
9. Academic Promotions Round 2005................................................................. 53
10. University Education Committee Report.......................................................... 63
11. University Research Committee Report........................................................... 73
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61/2006
IMPORTANT INFORMATION FOR MEMBERS
CONFIDENTIALITY
Members of the Board and others receiving the agenda are reminded of the need for careful
discretion in the use and communication of University business. All matters in the agenda
relating to individual persons, including appointments, enrolment, candidacy for degrees,
personal details, performance and conduct are declared to be confidential. Information marked
or declared to be confidential is not at any stage to be communicated to others without prior
reference to the Chair of the Board.
DISCLOSURE OF MATERIAL PERSONAL INTEREST
Under sections 27F to 27H of the Commonwealth Authorities and Companies Act 1997, a
member of the Board who has a material personal interest in a matter that is being considered,
or is about to be considered, by the Board must disclose the nature of the interest at a meeting.
The disclosure must be made as soon as possible after the relevant facts have come to the
member’s knowledge and must be recorded in the minutes of the meeting.
USE OF INSIDE INFORMATION OR POSITION
Sections 24 and 25 of the Commonwealth Authorities and Companies Act 1997 provide that a
member of the Board must not make improper use of inside information or of his or her position
as an officer in order to gain advantage for himself or herself or to cause detriment to the
University or to another person. There are penalties for contravention.
INFORMATION PAPERS & MATTERS HANDLED UNDER DELEGATION
This section will include reports that are for noting only and not for discussion. Members should
discuss any questions about information papers, out of session, with the sponsor of the paper.
If the sponsor considers the discussion to be of significant interest to the meeting, then the
sponsor may report the matter during “Other Business”.
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Academic Board Agenda: Meeting 25 – 24 May 2006 61/2006
PART 1 – PROCEDURAL ITEMS
1 MINUTES
RECOMMENDATION That the Academic Board confirm the minutes of the meeting held
on 16 November 2005 (866/2005).
2 ANNOUNCEMENTS AND APOLOGIES
3 DISCLOSURE OF MATERIAL PERSONAL INTEREST
In accordance with sections 27F to 27H of the Commonwealth Authorities and Companies Act
1997, members of the Board are required to declare any direct or indirect material personal
interest in matters on the agenda.
4 ARRANGEMENT OF AGENDA
1. Agenda items 1 to 7 have been starred for discussion. The Chair will ask whether any
member wishes to star other items from Part 4 of the agenda.
2. The Chair will ask that unstarred items be approved, without debate, as set out in the
agenda.
3. The Chair will ask members to foreshadow matters to be raised under Agenda Item 6,
Other Business.
PART 1 – PROCEDURAL ITEMS
3
Academic Board Agenda: Meeting 25 – 24 May 2006 61/2006
PART 1 – PROCEDURAL ITEMS
4
866/2005
THE AUSTRALIAN NATIONAL UNIVERSITY
ACADEMIC BOARD
The 24th meeting of the Academic Board was held on Wednesday, 16 November 2005 at
4.00 pm in the R C Mills Room of the Chancelry.
Present:
Vice-Chancellor, Professor I. Chubb (in the Chair)
Mr B. Baker
Professor A. Carey
Professor R. Elliman
Mr R. Ganguly
Professor M. Gillies
Professor F. Jackson
Professor A. MacIntyre
Mr C. Marshall
Ms A. Rao
Professor J. Richards
Ms A. Steed
In Attendance: Ms J. O’Connor
MINUTES
PART 1: PROCEDURAL ITEMS
1. MINUTES
Resolved:
that the Minutes of meeting No. 23 held on 24 August 2005 (836/2005) be confirmed.
2. ANNOUNCEMENTS AND APOLOGIES
Apologies were received from Professor Brown, Professor Cram, Dr Lowe, Professor Oakes,
Professor Whitworth and Professor Wright.
The following attended as observers: Ms L. Crespo, Ms L. McDonald, Dr J. Powles and Dr J.
Wellard.
3. DISCLOSURE OF MATERIAL PERSONAL INTEREST
There were no declarations of material personal interest in matters on the agenda.
4. ARRANGEMENT OF AGENDA
Items 1 to 11 were starred for discussion, as was additional agenda item 17. Agenda items 6, 7
and 8 were unstarred at the meeting. The unstarred items were approved without debate, as
set out in the agenda.
PART 2: REPORTS AND POLICY MATTERS
5. VICE-CHANCELLOR’S REPORT
The Academic Board noted a report from the Vice-Chancellor on the following:
MINUTES
5
866/2005
Student Demand
There is strong demand for undergraduate and postgraduate places at ANU in 2006, both from
local and international students.
Strategic Planning
There is still no advice from the Commonwealth concerning recurrent funding but student
numbers make the budget round look reasonable. Over the next one and a half years,
approximately two hundred staff will either leave the University or take up fractional or
honorary appointments. This should assist the University in working through the next three
years. The next enterprise agreement has been negotiated with staff representatives and sent
to DEST to ensure that the agreement complies with the HEWRRs which have now been passed
by Parliament. On assurance from DEST and confirmation from the Legal Office that the
HEWRRs have been met, details of the agreement will be issued to staff. The removal of policy-
related content from the agreement has made it a much easier document to read.
Approximately 560 staff will receive an offer of an AWA by Monday, 21 November, and
approximately 8400 staff will receive an offer in ten months’ time.
6. POLICY ON ACADEMIC PROGRESS IN UNDERGRADUATE AWARDS
The Academic Board considered proposed changes to the University’s Policy on Academic
Progress in Undergraduate Awards. The amendments:
create a clear demarcation between an initial decision on a student’s exclusion and
subsequent opportunity for appeal
clarify the appeal provisions by replacing, as appropriate, the term ‘Show Cause’
wherever it appears in the Policy with the term ‘appeal’.
Resolved:
that it be recommended
(i) that the revised Policy on Academic Progress in Undergraduate Awards (1000/2005) be
approved for implementation from first semester 2006;
(ii) that the Academic Progress Rules be amended accordingly.
7. POLICY ON ASSESSMENT REVIEW AND APPEALS
The Academic Board noted that minor editing corrections had been made to the Policy on
Assessment Review and Appeals to clarify the advisory role of the appeal committee.
Resolved:
that the revised statement of the Policy on Assessment Review and Appeals (816a/2005) be
endorsed.
8. POLICY ON ASSESSMENT ARRANGEMENTS FOR STUDENTS FROM LANGUAGE
BACKGROUNDS OTHER THAN ENGLISH
It was noted that the Policy on Assessment Arrangements for Students from Language
Backgrounds other than English (810a/2005) was introduced from second semester 2004 and
reviewed in 2005 in light of experience of implementation. A number of issues raised in the
review about a more comprehensive approach to English language provision at ANU are being
taken up separately by the Deputy Vice-Chancellor (Education).
Resolved:
that it be recommended that the revised Policy on Assessment Arrangements for Students from
Language Backgrounds other than English (810a/2005) be approved for implementation from
first semester 2006.
9. REPORT ON HIGHER DEGREE RESEARCH
The Academic Board noted the Report of the Working Party on Higher Degree Research
(787b/2005).
MINUTES
6
866/2005
17. EQUITY AND DIVERSITY POLICIES
The Academic Board considered three policies developed by the Equity and Diversity Advisory
Committee:
Disability Policy which is essentially a summary of the University’s obligations under the
Disability Discrimination Act 1992
Breastfeeding Policy which articulates the University’s obligations under the Sex
Discrimination Act 1984
Work, Study and Carer Responsibilities – Students Policy which has been developed in
acknowledgement that many students have work and carer responsibilities that should
be taken into account when designing curricula, examination timetables and so forth
Resolved:
that it be recommended
(i) that the following be approved:
Disability Policy (1017/2005)
Breastfeeding Policy (1018/2005)
Work, Study and Carer Responsibilities – Students Policy (1018/2005)
(ii) that the policies be implemented and promulgated with effect from the date of approval.
PART 3: OTHER BUSINESS
10. OTHER BUSINESS
There were no items of other business.
11. QUESTION TIME
11.1 Research School Budgets
In response to a question, the Vice-Chancellor advised that indexation of the
government grant is likely to be in the order of 2%. If the University is to continue to
retain and attract high achieving staff, it is important that salaries remain competitive in
the sector. This could have implications for staffing levels of particular Research
Schools.
PART 4: INFORMATION PAPERS & MATTERS HANDLED UNDER DELEGATION
12. BUSINESS ARISING FROM THE MINUTES
12.1 Membership and Terms of Reference
It was noted that the membership and terms of reference of the Academic Board from
2006 are still under active consideration.
12.2 Participation and Attendance as Items of Assessment
It was noted that the Vice-Chancellor had considered the responses to the survey of
practices in Colleges and agreed to the implementation from 2006 of the Guidelines for
Participation and Attendance as Items of Assessment (205a/2005).
13. REPORT FROM THE UNIVERSITY COMMITTEE ON EDUCATIONAL POLICY
The Academic Board noted the report of the meeting of the University Committee on
Educational Policy held on 3 November 2005 (996/2005).
14. REPORT FROM THE UNIVERSITY COMMITTEE ON RESEARCH POLICY
The Academic Board noted the report from the University Committee on Research Policy
(995/2005).
MINUTES
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866/2005
15. REPORT ON CHANGES TO ACADEMIC ORGANISATIONAL ARRANGEMENTS
The Academic Board noted that on 10 October 2005, the Vice-Chancellor approved the
establishment, with effect from 1 January 2006, of the ANU Wildcountry Research Policy Hub
within the School of Resource and Environmental Studies, Faculty of Science (no AOU to be
allocated).
16. REPORT ON NEW AND DISCONTINUED AWARDS
A list of new and discontinued awards for the period November 2004 to November 2005 was
noted (798/2005).
JOC 18.9.05
Signed: _____________________________ Dated:
Professor Ian Chubb AO
Vice-Chancellor and Chair of Academic Board
MINUTES
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Academic Board Agenda: Meeting 25 – 24 May 2006 61/2006
PART 2 – REPORTS AND POLICY MATTERS
5 EDUCATION CODES OF PRACTICE
PURPOSE To consider revised education Codes of Practice.
SPONSOR Deputy Vice-Chancellor (Education)
RECOMMENDATION That the Academic Board recommend that the following be approved
for introduction from Second Semester, 2006:
Code of Practice for Student Academic Honesty (34a/2006)
Code of Practice for Teaching and Learning (35a/2006)
Code of Practice for Supervision in Higher Degree Research (36a/2006)
BACKGROUND
A report from the meeting of the University Education Committee of 27 April 2006 follows:
“It was noted that the revised education Codes of Practice had been released for wide
consultation with ANU Colleges following the meeting of the University Committee on
Educational Policy held in November 2005. Comments received had been taken into account in
finalising the drafts.
Comments arising in discussion of the Code of Practice for Supervision in Higher Degrees by
Research related to:
. confirmation of PhD candidature and provision for flexibility in the timing of the mid-
term review, e.g. in those programs with coursework;
. a more formal process for confirmation of candidature at the end of year 1 that has
been adopted by some other universities;
. changes to the lines of academic responsibility as a result of the proposed redirection of
delegations to College Deans.
The Committee:
(i) endorsed the:
Code of Practice for Student Academic Honesty (34a/2006 with minor correction);
Code of Practice for Teaching and Learning (35/2006); and
Code of Practice for Supervision in Higher Degrees by Research (36a/2006 as
amended); and
(ii) recommended that the Codes be approved for introduction effective from Second
Semester 2006.”
ATTACHMENT
Code of Practice for Student Academic Honesty (34a/2006)
Code of Practice for Teaching and Learning (35a/2006)
Code of Practice for Supervision in Higher Degree Research (36a/2006)
PART 2 – REPORTS AND POLICY MATTERS
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Academic Board Agenda: Meeting 25 – 24 May 2006 61/2006
PART 2 – REPORTS AND POLICY MATTERS
10
34a/2006
POLICY TITLE Code of Practice for Student Academic Honesty
FILE NUMBER 200504459
PURPOSE The Code makes explicit the ANU’s expectations for honest
academic practice on the part of students, and staff
responsibilities in developing and promoting academic
honesty.
RELEVANT TO Undergraduate and postgraduate students and University
staff
RESPONSIBLE OFFICER Deputy Vice-Chancellor (Education)
INTRODUCED Second Semester 2006
MODIFICATION Introduced 12 December 2003; revised November 2005
HISTORY (paper 34a/2006 replaces 367g/2003; previous file
200302788)
RELATED POLICIES Assessment Review and Appeals Policy
Code of Practice for Teaching and Learning
ANU’s Records and Archives Management Policy
KEY WORDS Honesty, Plagiarism, Penalty, Discipline, Appeal
RELEVANT LEGISLATION Privacy Act 1988
Archives Act 1983
Discipline Rules
Bachelor Degrees Rules
Examinations (The Faculties) Rules
STUDENT ACADEMIC HONESTY
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34a/2006
Principles
The presentation of genuine, original work is an indispensable cornerstone of good scholarly
practice. This Code explains the ANU's expectations for honest academic practice on the
part of students. It sets out the responsibilities of University academic staff in developing
and promoting academic honesty, and penalising plagiarism and other forms of dishonesty.
1. The principle of academic honesty
Any work by a student of the Australian National University must be work:
• that is original
• that is produced for the purposes of a particular assessment task
• that gives appropriate acknowledgement of the ideas, scholarship and intellectual
property of others insofar as these have been used
General understandings and specific techniques of “appropriate acknowledgement” vary
across cultures and disciplines. Therefore:
• it is the responsibility of everyone at the ANU to uphold and promote fundamental
principles of quality and integrity in scholarly work
• it is the responsibility of academic staff to promulgate, explicitly and unambiguously,
techniques of and expectations about appropriate acknowledgement within their area
• it is the responsibility of students to ensure that they understand the acknowledgement
practices relevant to every piece of work they submit for assessment
2. Definitions
For the purpose of the Code:
Academic Honesty
is the principle that students’ work is genuine and original, completed only with the
assistance allowed according to the rules, policies and guidelines of the University. In
particular, the words, ideas, scholarship and intellectual property of others used in the work
must be appropriately acknowledged.
Note that "work" above includes not only written material, but in addition any oral,
numerical, audio, visual or other material submitted for assessment.
Academic dishonesty includes plagiarism, collusion, the fabrication or deliberate
misrepresentation of data, and failure to adhere to the rules regarding examinations in such
a way as to gain unfair academic advantage.
More general forms of dishonesty, not directly related to academic or scholarly activity, are
not covered by this policy.
Cheating
means the breach of rules regarding formal examinations, or dishonest practice in informal
examinations, tests or other assessments. Examples include the use of prohibited material
or equipment for unfair advantage, and consultation with other persons during the course of
the assessment where this is prohibited.
Collusion
is the involvement of more than one individual in an instance of academic dishonesty. All
parties involved in such collusion are in breach of the principles of academic honesty (unless
there is good evidence of innocent involvement). "Collusion" needs to be distinguished from
"collaboration", defined for the purposes of this document as work jointly undertaken and
produced.
STUDENT ACADEMIC HONESTY
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34a/2006
Fabrication
is the representation of data, observation or other research activity as genuine,
comprehensive and/or original when it is not. This includes inventing the data, using data
gathered by other researchers without acknowledgment, or willfully omitting data to obtain
desired results.
Originality
For the purposes of this Code, "original" work is work that is genuinely produced by the
student specifically for the particular assessment task.
Plagiarism
is copying, paraphrasing or summarising, without appropriate acknowledgement, the words,
ideas, scholarship and intellectual property of another person. This remains plagiarism
whether or not it is with the knowledge or consent of that other person. Plagiarism has also
taken place when direct use of others’ words is not indicated, for example by inverted
commas or indentation, in addition to appropriate citation of the source.
Each individual student is responsible for ensuring that they are fully informed about
methods of acknowledgement appropriate to any piece of assessable work that they submit.
Recycling
is the submission for assessment of work which, wholly or in large part, has been previously
presented by the same student for another assessment, either at the Australian National
University or elsewhere. In some cases, lecturers will specifically allow this practice. If no
specific provision to the contrary is made, submission of work for assessment a second or
subsequent time constitutes a breach of this Code.
Student
means any person who is or was enrolled in, or seeking enrolment in, a program in, or a
course offered by, the University or who is or was given permission by the University to
audit such a course.
3. Penalties for breaches of this Code
All breaches will be addressed.
The nature of any further action will depend upon whether the instance is judged to have
arisen through carelessness or deliberate dishonesty (i.e. with intent to deceive). The
course convener, in consultation with relevant teaching staff (for example tutors) and the
Head of School (or their delegate), will make a judgement on whether the breach is as a
result of carelessness or a more deliberate act.
Careless breaches can occur where students have misunderstood, or are unaware of, the
principles of academic honesty. Students new to tertiary study may be especially vulnerable
to the risk of careless breaches of the Code.
A judgement of plagiarism will still be made where the presentation of another’s work
without appropriate acknowledgment (and, therefore, as if it were the student’s own)
appears to have been careless or accidental rather than intentionally deceptive. However,
under these circumstances penalties should be designed for primarily pedagogical rather
than punitive effect. Therefore the following steps are to be taken:
• the student is appropriately counselled
• an academic penalty may be applied (for example a grading penalty; the opportunity
STUDENT ACADEMIC HONESTY
13
34a/2006
to resubmit the work for a pass grade only; supplementary assessment)
• a record stating that the student has been counselled including a description of the
Code breach, countersigned by the appropriate Sub-Dean or equivalent, is placed on
a central file maintained by the University for this purpose
These principles can be extended to cases of accidental collusion or recycling.
Deliberate breaches. Deciding whether a breach of this Code is careless or deliberate is
rarely black and white and requires informed judgement. Circumstances under which the
action of a student in submitting work that breaches this Code may be judged to be
deliberate can include (but are not limited to):
• where the student has previously been counselled following an earlier breach
• where the student is in a later year and therefore relatively experienced in the
scholarly practices of their discipline
• where a document that defines appropriate acknowledgement has been signed when
the work was submitted
• where the breach has occurred in a thesis
• where there is evidence that the student engaged another person to produce part or
all of the work
• where there is extensive verbatim reproduction of another’s work with no
acknowledgement that this is quotation (even where the source is acknowledged),
and this is difficult to construe as a careless oversight
Where relevant teaching staff form the view that a deliberate breach has occurred, the
following steps are taken:
• the Head of School (or delegate) in consultation with the course convener will
determine the appropriate course of action, to be followed
• a punitive academic (i.e. grading) penalty is applied (normally a grade of N, 0%, for
the work)
• a record stating that the student has committed a breach of the Code of Academic
Honesty, including brief details of the breach, countersigned by the appropriate
Sub-Dean or equivalent, is placed on the student’s central file
• the conduct is referred to the Prescribed Authority for consideration of appropriate
action to be taken under the Discipline Rules of the University
(http://www.anu.edu.au/cabs/rules/DisciplineRules.pdf )
These principles are to be applied to all deliberate breaches of this Code.
4. Appeals
Where any academic penalties are applied students have recourse to appeal procedures
under the Assessment Review and Appeals Policy. Where disciplinary measures are applied
under the Discipline Rules, the student should appeal those measures under those Rules.
5. Responsibilities of students
It is the responsibility of each individual student to ensure that:
• they are familiar with the expectations for academic honesty both in general, and in
the specific context of particular disciplines or courses
• work submitted for assessment is genuine and original
• appropriate acknowledgement and citation is given to the work of others
• they declare their understanding of and compliance with the principles of academic
honesty on appropriate proformas and cover sheets as required by the academic
area, or by a statement prefacing or attached to a thesis
• they do not knowingly assist other students in academically dishonest practice.
STUDENT ACADEMIC HONESTY
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34a/2006
6. Responsibilities of academics
It is the responsibility of individual academic staff teaching, assessing or coordinating a
course, to:
• provide information that enables all students taking the course to become aware of
this Code
• provide information that enables all students taking the course to become aware of
the expectations for academic honesty within the particular College, discipline and
course, and of the potential consequences of breaches of this Code
• take account of the disparate educational backgrounds of students, including some
who will be quite unfamiliar with the normal expectations for academic honesty. For
example, students should be directed to appropriate sources of support and guidance
to amplify the academic’s explanations about academic honesty
• make regular attempts to detect academic dishonesty in the work submitted by
students
• apply penalties in accordance with this Code where breaches occur
In addition, senior staff (such as College Deans) and the DVC (Education) are responsible for
the general implementation, oversight, and promulgation of this Code of Practice.
STUDENT ACADEMIC HONESTY
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Academic Board Agenda: Meeting 25 – 24 May 2006 61/2006
16
35a/2006
POLICY TITLE Code of Practice for Teaching and Learning
FILE NUMBER 200504457
PURPOSE To describe expectations for those involved in teaching and
learning at ANU.
RELEVANT TO All undergraduate and postgraduate coursework teaching
RESPONSIBLE OFFICER Deputy Vice Chancellor (Education)
INTRODUCED Second Semester, 2006
MODIFICATION Revised November 2005
HISTORY (paper 35a/2006 replaces 193d/2003; previous file 200300617)
RELATED POLICIES Listed in the document but principally
http://staff.anu.edu.au/Policies/view_policies.asp.
ANU Code of Conduct
Prevention of Discrimination and Harassment
Equal Opportunity Statement
Discrimination and Harassment Grievance Resolution
Sexual Harassment- General
Sexual Harassment – Fieldwork
Racial Discrimination
Principles for Determination of Systems of Assessment and for
Consultation
Staff Workloads
Academic Promotions Policy
Guidelines for Supervision and Candidature of Doctoral Research
Students
Assessment Review and Appeal Procedures
ANU Enterprise Agreement 2005-2008
AVCC Code of Practice for the Provision of Education to
International Students
KEY WORDS Teaching, Learning, Student, Staff, Expectations, Deputy Vice
Chancellor (Education), College, Convener, Dean
Australian National University Act 1991
RELEVANT LEGISLATION
Freedom of Information Act (1982)
Disability Discrimination Act 1992
Discrimination Act (ACT) 1991
Equal Opportunity for Women in the Workplace Act 1999
Human Rights and Equal Opportunity Commission Act 1986
Racial Discrimination Act 1975
Sex Discrimination Act 1984
Workplace Relations Act 1996
Educational Services for Overseas Students Act 2000
TEACHING AND LEARNING
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35a/2006
INTRODUCTION
As the national university, the ANU has a responsibility to be the national leader in teaching and
learning excellence. Students can expect that the quality of their educational experience at the ANU
will rival that of any other university in Australia. To achieve this, the University must strive to be at
the forefront of educational practice.
Academics seek to implement best practice teaching within the limits of two major parameters. First,
they are equally expected to be leading researchers. Second, they are encouraged to engage in
outreach activities for the benefit of the University. Students too, often balance their commitment to
learning with the need to resource their studies through paid employment. Both staff and students
need to balance work and home in a way that encourages healthy living.
Quality teaching and learning relies not only on the students and staff but also on the availability and
commitment of resources to support teachers, teaching, learners and learning which come from the
University, and the sub-units of the University including the Colleges and their constituent schools,
departments and centres.
All those involved in teaching and learning at the ANU – staff, students, managers and visitors – can
expect an educational environment that is equitable, collegial, responsive to the diversity of the
student body and responsive to the diversity of staff situations and the academic requirements of
different areas of study. They can also expect facilities, infrastructure and support, which will
enhance teaching and learning.
This code applies to both undergraduate and postgraduate coursework programs, delivered face-to-
face or on the World Wide Web, on campus, off campus or offshore. The Code flows from the
expectations and responsibilities of those involved in teaching and learning, as well as the University’s
aim to be at the forefront of best practice.
The purpose of this Code, then, is to make explicit what the University regards as best practice
expectations and responsibilities of both staff and students to ensure educational excellence.
PRINCIPLES
All those involved in teaching and learning are expected to:
• Adhere to the ANU Code of Conduct as it pertains to teaching and learning practice
• Value and respect diversity (including, for example, diversity of culture, religious belief,
age, race, gender and other personal and group-based attributes)
• Contribute to an academic environment free from harassment and discrimination, with
access to grievance procedures which will facilitate speedy and just resolutions
• Adhere to the rules and principles governing academic honesty
• Contribute to the academic distinctiveness of the University which is characterised by
- Teaching based in research and scholarship
- National and international orientation of courses and course content
- A climate of intellectual rigour
- A program which blends fundamental, professional and contextual learning
- High levels of communication between the University, its staff and students
- Continuous improvement of the University’s teaching quality.
TEACHING AND LEARNING
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Best Practice Framework for successful coursework teaching.
This section of the Code identifies for students, teachers and the University and its Colleges best
practices for each stage of the semester, namely, 1. Prior to the commencement of teaching. 2.
During course planning, 3. During the semester, 4. In relation to assessment and feedback, 5. At the
conclusion of the semester.
Students
Students should
Prior to the commencement of teaching
• Make arrangements so that they can attend, as far as practicable, the class times and other
scheduled activities for the courses they choose
• Select courses for which they have the pre-requisites
• Accept that the University may be required to limit choices because of available resources
• Attend orientation and induction activities which ensure that they are in possession of the
required information before the course begins
During the semester
• Engage in activities to further their own learning
• Read the course outlines and familiarise themselves with the rules about plagiarism and the
assessment scheme and deadlines for the course
• Take responsibility for their own preparation for, attendance at, and study about, courses and
course material
• Complete all reading and other preparation reasonably required in advance of classes
• Access the required course materials and University support and assistance services to enable
complete engagement in the teaching and learning opportunities in the course
• Access the student services of the University if in need, or if advised by staff
In relation to assessment and feedback
• Appropriately prepare and complete in a timely manner all assessment items
• Respect the academic and professional integrity of those making assessment judgements
• Access the appeals and grievance procedures, if necessary, without recrimination in relation
to their teachers
At the conclusion of semester
• Complete evaluation forms in a serious manner to enable staff to evaluate their course and/or
teaching
• Provide any other feedback to the teachers or the University to assist with quality assurance.
Teachers
Teachers should
During course planning
• Coherently structure courses and organise and deliver them in a manner appropriate to the
needs of students at that level
• Provide explicit and appropriate learning outcomes for every course, including both the
subject-specific and the transferable capabilities the course aims to develop
• Create interactive learning environments, rather than environments in which the student is
merely a passive recipient of information
• Foster the valuing of diversity and encourage the development of international, multicultural,
gender and indigenous and other perspectives
TEACHING AND LEARNING
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35a/2006
• Provide interdisciplinary contexts and connections stemming from the subject matter
• Create opportunities for experiential learning, through internships, work-practice and work-
placement
• Provide consistency and equity in the organization and delivery of courses taught by more
than one lecturer
• Provide courses which foster a deep approach to learning, reflective practice, and develop a
spirit of inquiry in the student
• Provide courses which develop critical thinking, conceptual understanding, and an awareness
of the contingent nature of knowledge
• Provide courses which engage with research
• Provide courses which meet the appropriate workload demands (6 units requires 10 hours of
student work per week in a 12 week semester including formal class time)
• Design courses which contain diagnostic tools to enable early identification of students who
are in need of additional support
• Design courses which contain explicit assistance for beginning students making the transition
to higher education both at undergraduate and postgraduate level and for domestic and
international students
During semester
• Provide course outlines that contain the names and contacts details for teaching staff, contact
times when these are know, the web address of the WebCT course site, if there is one for the
course and relevant rules or policies such as those that relate to academic progress or to
plagiarism
• State weekly times for students to seek advice on individual courses
• Ensure that conflict of interest situations are handled appropriately and in accordance with
University policy
In relation to assessment and feedback
• Follow the University policies on the nature and timing of assessment
• Provide clear, timely and accessible information about the nature of and criteria for
assessment in all their courses
• Explicitly link assessment requirements to desired learning outcomes specified as part of the
course goals
• Give constructive and developmental feedback on all items of formative assessment the
student completes appropriately
• Not demoralise or humiliate students through verbal or written feedback about assessment
• Conduct assessment equitably, accountably, within appropriate assessment periods, and with
external examination or moderation where appropriate
• Give feedback within a reasonable time before they sit the final examination in the course
• Not schedule a final examination in the last two weeks of semester
• Provide timely access to the final results for courses - in particular, results should ordinarily
be available before the student is required to enrol in the next semester’s courses
• Submit final grades for each student for the course
At the conclusion of semester
• Give students the opportunity to give constructive feedback on their experience
• Use results they obtain through such feedback to improve the course for future student
groups
• Give constructive feedback to the College Convener or Dean on the state of teaching facilities
including equipment and the number and adequacy of rooms
• Provide input to reviews and planning of online or other teaching and learning systems or
enhancements.
TEACHING AND LEARNING
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35a/2006
The University and its Colleges
The University and its Colleges should
Prior to the commencement of teaching
• Provide to students coherently structured programs and courses, which are organised and
delivered in a manner appropriate to the needs of students at that level
• Provide orientation and induction decisions which ensure that students are in possession of
required information before the program or course begins
• Provide students with clear, timely, reliable and accessible information about processes and
criteria for enrolment in courses, the availability of courses, timetable details, course content
and structure, and assessment requirements
• Involve teachers in the planning and ongoing development of all courses which they are
expected to teach
• Provide access by appointment to appropriate faculty/research school, centre or college staff
to students seeking advice on their overall program of study (including combined degree
programs)
• Provide appropriate staff development opportunities to teachers to enable them to deliver
courses to an adequate standard, to be in a position to offer appropriate advice and guidance
to individual students, and to remain up-to-date in pedagogical methods and technologies
• Provide teachers with the support and assistance services to allow the development and
delivery of courses
• Specify workloads for both staff and students who are associated with courses to be
reasonable, and consistent with established benchmarks
• Provide access to students to a diverse range of teachers who, by their appointment to the
University, can be expected to possess the qualifications, experience, scholarly understanding
and pedagogical ability appropriate to the nature and level of the course
During semester
• Provide adequate resources for the satisfactory development, delivery and completion of all
offered courses
• Offer equal access to learning resources (such as libraries or electronic resources) at a level
and quality appropriate to the requirements of the course
• Provide services which provide University-wide teaching and learning opportunities
In relation to assessment and feedback
• Handle appeals and complaints quickly and fairly and according to the rules of the University,
and free from recrimination
At the conclusion of the semester
• Treat the results of evaluations of courses in a manner that respects the professional integrity
of teachers
• Fully recognise teaching quality in the performance review and promotion practices of the
University as assessed by means that might include, but would not be limited to, student
surveys.
Useful Links
[to be prepared after the document has been revised and
will contain examples as in the Appendices to the current Code.]
TEACHING AND LEARNING
21
Academic Board Agenda: Meeting 25 – 24 May 2006 61/2006
22
36a/2006
POLICY TITLE Code of Practice for Supervision in Higher Degrees by Research
FILE NUMBER 200504458
1. To describe expectations of students and of staff, and
PURPOSE
2. to provide a set of guidelines for best practice for all partners involved in
higher degree research supervision at the ANU
RELEVANT TO All supervision in higher degrees by research
RESPONSIBLE OFFICER Deputy Vice-Chancellor (Education)
INTRODUCED First Semester 2006
MODIFICATION Created 2004
HISTORY
Modified April 2005 (paper 36a/2006 replaces previous papers 247b/2005 and
167b/2004; previous file 200400986)
RELATED POLICIES Listed in the document but principally http://info.anu.edu.au/Policies/
ANU Code of Conduct
Graduate Awards Rules
Guidelines for Supervision and Candidature of Doctoral Research Students
Supervision of Master by Research Students
Grievance Procedures for Graduate Students
ANU Enterprise Agreement 2005-2008
KEY WORDS Higher Degrees by Research (HDR); graduate studies conveners; program
authorities; candidature milestones, lines of academic responsibility; best
practice HDR supervision; supervisory panel; chair of panel-; supervisor;
adviser
Australian National University Act 1991
RELEVANT
Freedom of Information Act 1982
LEGISLATION
Disability Discrimination Act 1992
Discrimination Act (ACT) 1991
Equal Opportunity for Women in the Workplace Act 1999
Human Rights and Equal Opportunity Commission Act 1986
Racial Discrimination Act 1975
Sex Discrimination Act 1984
Workplace Relations Act 1996
Education Services for Overseas Students (ESOS) Act, 2000
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Research supervision and training at the ANU
The Australian National University is Australia’s pre-eminent research-intensive university and is among the
world’s leading research universities. The ANU is committed to the highest standards of excellence in research
and scholarship and in teaching and learning. Higher Degrees by Research (HDR) provide the most intimate
link between the research and educational functions of the University. HDR students bring intellectual vigour
to the University. The research that they undertake, the research practices they learn to master, and the
research-related values they embrace are critical to the University’s mission and to its legacy.
The ANU is committed to the highest standards of excellence in the research training and supervision of HDR
students. Consistent with the University’s educational objectives, supervisory panels that draw on key areas of
research excellence underpin the approach to research training at the ANU. Research supervision is a complex
and sophisticated teaching and learning enterprise.
There are different models of supervision (for example, partnership; mentoring; master-apprentice, and
guide-independent scholar). While supervisors and students generally have preferences for particular models,
some models are more effective than others at particular stages in the supervision process. The likelihood of
success is enhanced when all partners involved have some understanding of the process and can focus that
insight to plan and actively engage in the supervisory relationship. Best practice HDR supervision requires
informed reflection and open and clear communication. Effective negotiation is a hallmark of excellence in
research supervision.
Code of practice purpose and structure
This Code of Practice is written for all partners in the research training enterprise, especially HDR candidates,
members of their supervisory panels, graduate studies conveners and program authorities. It has two
purposes, namely, 1. to describe expectations of HDR students (in the form of milestones) and of staff (in
terms of lines of responsibility), and 2. to outline a set of guidelines for sound practice. The overriding
intention is to ensure that the HDR experience and the thesis produced at its culmination are of the highest
quality. The document begins with a statement of the principles underpinning the Code of Practice. Following
that, the Code’s core components are
1. PhD and MPhil candidature milestones that lead to successful completion;
2. lines of academic responsibility for all required procedures at each stage in the HDR candidature, and
3. a framework showing best practice guidelines for successful HDR candidature for students, their
supervisors, and the relevant College or the University;
This document ends with a glossary that defines key terms used in this document (shown in italics on first
appearance), an index, and relevant links.
SUPERVISION IN HIGHER DEGREES BY RESEARCH
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Principles
The following principles underpin the University’s approach to higher degrees by research. All members of
the University community involved in HDR programs are expected to understand and to apply these
principles.
1. Excellence
The pursuit of excellence in research and scholarship and in teaching and learning is the overarching
principle that guides the HDR process and instructs those entrusted with its progress. Embedded in the
pursuit of excellence are principles of productivity, creativity, professionalism, and commitment.
2. Integrity
A central component of excellence in research training is the integrity of all involved in the supervisory
relationship. This requires commitment to originality and to ethical conduct, and proper recognition of the
intellectual property and authorship of others’ work.
3. Respect
Excellence in the research and educational endeavours cannot be achieved without mutual respect
between all parties - students, supervisors, senior officers of the University, and administrative personnel.
Respect is founded on academic freedom, diversity, equal opportunity, and due acknowledgement of
achievement.
4. Responsibility
Excellence in research training depends on all parties taking responsibility for establishing reciprocal
relationships and constructive partnership that lead to successful completion of higher degrees by
research. Responsibility includes meeting the formal requirements, taking the initiative to address
emerging challenges and opportunities, seeking to maximize productivity, and monitoring and ensuring
good progress.
5. Accountability
Research training is a purposeful activity involving time and resource commitments by individuals and
organizations. All those involved may expect that others will seek to ensure that there are appropriate
and timely outputs that provide benefits to the student, supervisors, the University and society, through
professionalism and diligence, the meeting of milestones, and publication of research.
6. Ongoing improvement
The process of research training is constantly changing. ANU staff and students will keep abreast of
changing demands and practices so as to continue to evolve and develop the HDR programs of the
University to achieve the highest standards possible.
SUPERVISION IN HIGHER DEGREES BY RESEARCH
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Higher degree research candidature milestones - PhD
The following timeline shows the sequence of significant candidature milestones for a full-time PhD student.
They are designed to encourage timely completion, that is, within the ideal timeframe of three years. The
milestones highlighted in bold are the approved University-wide academic progress reporting milestones,1 for
which there are set dates (see also the lines of academic responsibility on page 6 of this Code of Practice).
Stage of candidature Standard milestones for full-time PhD candidature
Year 1
Commencement Enrolment and appointment of provisional supervisor
Within 1 month Confirmation of supervisor and supervisory panel chair
Within 3 months Confirmation of supervisory panel membership
Completion of Graduate School and local area induction programs
3-6 months Submission of research plan for the 12 months ahead
Submission of research proposal for consideration by the University’s ethics
committee
Meeting of student with supervisory panel
9-12 months Submission of thesis proposal for review
Submission of 1st research progress report, together with updated
research plan
To be produced in consultation with supervisory panel and approved at a
meeting of the full panel
Year 2
18-24 months Completion Mid-Term Review (if required by Program Authority of the
School/Faculty/Centre)
18-21 months Submission of 2nd research progress report and research plan for the
next 12 months (after a panel meeting)
Year 3
30-33 months Submission of 3rd research progress report and research plan for the
next 12 months (after a panel meeting)
34 months Notification of intent to submit (at least two months before submission)
Identification of examiners
36 months Submission of thesis for examination
36 months Completion of the final ANU Doctoral Experience Questionnaire
Attendance at exit interview with Dean of Graduate Studies
Candidates who do not submit their thesis within 36 months must continue to submit research plans and
research progress reports every 12 months. The maximum period of entitlement for a PhD under the
Research Training Scheme is 4 years full-time. After that time, candidates must apply for an extension of their
program.
1
There may be variations in the timing of these milestones for candidates in different programs, for example where candidates are
required to undertake coursework for an initial period of their candidature. Details of any such program variations should be clearly
identified in local area HDR program documentation.
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Higher degree research candidature milestones - MPhil
The following timeline shows the sequence of significant candidature milestones for a full-time MPhil student.
They are designed to encourage timely completion, that is, within the ideal timeframe of 18 months. The
milestones highlighted in bold are the approved University-wide academic progress reporting milestones,2 for
which there are set dates (see also the lines of academic responsibility on page 6 of this Code of Practice).
Stage of candidature Standard milestones for full-time MPhil candidature
Year 1
Commencement Enrolment and appointment of provisional supervisor
Within 1 month Confirmation of supervisor and panel chair
Within 3 months Completion of Graduate School and local area induction programs
3-6 months Submission of research plan for the 12 months ahead
Submission of research proposal for consideration by the University’s ethics
committee
Meeting of student with supervisor(s)
6-9 months Submission of thesis proposal for review
Submission of 1st research progress report, together with updated
research plan
To be produced in consultation with, and approved by supervisor(s)
Year 2
16 months Notification of intent to submit (at least two months before submission)
Identification of examiners
18 months Submission of thesis for examination
Candidates who do not submit their thesis within 18 months must continue to submit research plans and
research progress reports every 12 months. The maximum period of entitlement for an MPhil under the
Research Training Scheme is 2 years full-time. After that time, candidates must apply for an extension of their
program.
2
There may be variations in the timing of these milestones for candidates in different programs, for example where candidates are
required to undertake coursework for an initial period of their candidature. Details of any such program variations should be clearly
identified in local area HDR program documentation.
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Lines of academic responsibility of University staff for Higher Degree Research candidature 3
Stage of candidature Responsibility rests with
Prior to enrolment
Initial enquiry Graduate convener and potential supervisor
Application for admission/offer Admissions Office Graduate Convener Program Authority ( Deputy
Vice-Chancellor (Education)* where non-standard applications)
Application for scholarship/offer Research Students Office Graduate Convener Scholarships
Committee
Arrival and settling in
Enrolment Research Students Office
Appointment of chair of panel and Program Authority ( Deputy Vice-Chancellor (Education)* for
panel members external supervisors)
Orientation/Induction Graduate School/Graduate Convener/Local Area
Research on the go – Years 1 - 3
Research plan for the first twelve Chair and panel
months
Thesis proposal review, research Chair and panel Head of Department Program Authority
progress report
Ethics proposal Chair and panel Ethics Committee
Fieldwork approval Chair of panel Head of Department Program Authority
Conference attendance Head of Department Program Authority
Research plans and research Chair and panel Head of Department Program Authority
progress reports
Change of candidature (F/T P/T; Chair of panel Head of Department Program Authority Deputy
external on-campus) Vice-Chancellor (Education)*
Change of research degree program Chair of panel Head of Department Program Authority
Program leave of absence Chair of panel Head of Department Program Authority Deputy-
Vice Chancellor (Education)*
Scholarship leave of absence Chair of panel Head of Department Program Authority Deputy-
Vice Chancellor (Education)*
Withdrawal from program Chair of panel Program Authority
Termination of candidature Chair of panel Head of Department Program Authority Deputy
Vice-Chancellor (Education)*
Transfer to another Chair of panel /Program Authorities of areas concerned/new Head of
School/Faculty/Centre Department
Recreation leave Discuss with Chair of panel; no formal approval needed
Finalising the thesis
Extension of scholarship Chair of panel Head of Department Program Authority
Extension of program Chair of panel Head of Department Program Authority Deputy
Vice-Chancellor (Education)*
Appointment of examiners Head of Department Program Authority Deputy Vice-Chancellor
(Education)*
3
All responsibilities identified here are subject to discussions that are currently underway concerning changed delegations associated
with the new College structure.
SUPERVISION IN HIGHER DEGREES BY RESEARCH
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Thesis submission Chair of panel & Head of Department to sign off
Thesis examination outcome Head of Department Program Authority Deputy Vice-Chancellor
(Education)*
Graduation Research Students Office
Notes : 1. Responsibilities indicated with an asterisk (*) are normally delegated by the Deputy Vice-Chancellor
(Education), usually either to the Dean of Graduate Studies or the Head, Research Students Office.
2. Local area administrators and the Research Students Office also have a role to play in all of these
processes and should often be the first point of contact for students and supervisors. Advice about all
policies and procedures relating to Higher Degree Research students can be obtained from local area
administrators, chair of panel, the Research Students Office, graduate conveners and the Program
Authority for the relevant Graduate Studies Field(s).
3. It should also be noted that compliance with Education Services for Overseas Students
requirements is always an important consideration for international students. Any change in
an international student’s candidature should not be undertaken without prior consultation with the
International Education Office.
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Best practice framework for successful HDR candidature
This section of the Code identifies for students, their supervisors, and for the University unit with which they
are affiliated a list of best practices for each stage in the HDR candidature, namely, 1. Recruitment and
enrolment; 2. Arrival and setting in; 3. Research on the go, and 4. The end in sight-producing the thesis.
The following recommended best practices are designed to help ensure that all HDR scholars enjoy a high
quality research training experience with successful completion in a timely fashion.
1. Recruitment and enrolment
Students
• initiating contact with potential supervisors and/or graduate studies conveners;
• complying with departmental requirements concerning research proposals;
• meeting degree and language entry requirements of the College and University.
(Prospective) supervisors
• responding promptly with advice to prospective students concerning research proposal viability;
• referring prospective students to appropriate supervisor and/or unit.
College/University
• advertising and explaining entrance requirements, applying entry standards equitably;
• providing prompt informative advice concerning program and University regulations;
• informing prospective students of available research areas and prospective supervisors;
• ensuring the availability of appropriate supervisory resources before making admission offers;
• directing students to information about scholarships and other forms of financial assistance.
2. Arrival and settling in
Students
• meeting promptly with prospective supervisor to establish mutual expectations and responsibilities;
• agreeing on the frequency and nature of contact with the prospective supervisor;
• attending induction programs within the department as well as those offered by the University;
• becoming familiar with the University’s codes of practice for higher degree research;
• working on the research plan for the first 12 months under the direction of the chair of panel and panel
members;
• complying with departmental requirements (e.g. prescribed coursework, laboratory or language training,
pre-fieldwork seminars) and supervisory recommendations concerning skills training or further study;
• discussing with the supervisory panel relevant issues re. research integrity and intellectual property.
Chair of supervisory panel
• assuming primary responsibility for supervision of students;
• acting as convener of supervisory panel;
• ensuring other panel members, especially newer staff members and off-campus members, are aware of
their responsibilities;
• ensuring students have access to resources in line with the Policy on Minimum Allocation of Resources;
• informing the Head of Department and Program Authority of students’ likely requirements and costs,
including fieldwork and any exceptional needs or costs.
Supervisors (including chair of panel)
• acting in accordance with University codes and guidelines;
• meeting promptly with commencing students to establish mutual expectations and responsibilities;
• agreeing on the frequency and nature of contact with commencing students;
• providing advice on and establishing contact with possible panel members, including advisers to provide
additional expertise on the panel;
• assisting students in the preparation of their research plan for the first twelve months;
• advising students re. skills training or further study relevant to proposed research;
• monitoring student progress in light of the research plan for the first twelve months;
• raising issues of ethical research and intellectual property, and discussing how they will be handled.
College/University
SUPERVISION IN HIGHER DEGREES BY RESEARCH
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• providing induction programs to familiarise students with program guides and University resources;
• ensuring that University standards on minimum resources for supervision and research are met (including
access to laboratories, offices, travel funding);
• providing learning support, skills workshops and courses, and facilitating cross-campus learning;
• providing advice and clear guidelines concerning ethical research conduct, intellectual property, and the
appropriate retention or destruction of sensitive data.
3. Research on the go
Students
• consulting with the chair and panel members about proposed research plans, before commencing
research;
• informing the chair of any change in research design or content, particularly if working off-campus;
• seeking feedback from the chair and panel members on research progress;
• conducting research in accordance with approved ethics clearance, and seeking fresh clearance in light of
new research contacts and contexts;
• attending seminars and workshops arranged by the Graduate Studies program;
• becoming familiar with University policy on health and safety, and insurance issues;
• reporting immediately to the chair or unit any accident or emergency;
• if working outside of Australia, registering with the Australian consulate;
• re-evaluating original research proposals in light of research findings;
• maintaining productivity and adhering to expectations set out in the research plan;
• taking advantage of workshops and courses on offer for HDR students at the ANU.
Chair of supervisory panel
• arranging panel meetings to consider the student’s detailed research proposal, Annual Plan, Thesis
Proposal Review, and if applicable, Mid-Term Review.
Supervisors (including chair of panel)
• assessing with other panel members, including advisers, the appropriateness of the student’s proposed
research sites, modes of analysis, and data selection;
• identifying shortcomings in any aspect of research plans and providing guidance for improvements;
• briefing students on possible challenges (eg. difficulties in accessing data or working in particular sites);
• ensuring that ethical approval is in place before research commences;
• promoting consultation and interaction by students, within and across colleges;
• evaluating the appropriateness and effectiveness of the supervisory panel;
• providing opportunities for research reporting;
• introducing students to useful and effective networks;
• remaining up-to-date and informed about workshops and courses on offer for HDR students at the ANU
and advising students of these, and
• referring students to appropriate supports and resources (e.g. University health, Insurance) if needed.
College/University
• advising students about guidelines re. studying away from campus;
• providing health and safety equipment (eg. in laboratories);
• providing necessary laboratory and/or pre-fieldwork training (usually at departmental level);
• providing financial support for approved fieldwork, in an equitable and transparent manner;
• responding quickly and effectively to student requests for assistance in emergency situations.
4. Finalising the thesis
Students
• maintaining close and regular contact with the chair of panel, particularly when working away from
campus;
• submitting drafts according to schedule determined in consultation with the chair of panel;
• considering advice from panel members concerning the editing and revision of thesis drafts;
• discussing with the panel chair possible thesis examiners
• informing the Postgraduate Students’ Office, 2 months prior to intention to submit, with thesis title;
• producing thesis for examiner according to University presentation standards.
SUPERVISION IN HIGHER DEGREES BY RESEARCH
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Supervisors (including chair of panel)
• maintaining regular contact with students, and a schedule for draft submissions;
• reading thesis drafts and providing timely written and oral feedback;
• discussing career preparation with students (e.g. post-doctoral work, publications, on-line thesis
availability);
• introducing students to colleagues and scholars working in similar fields;
• reviewing and determining suitability for submission of final thesis drafts;
• discussing possible examiners with students and finalising nomination at least 2 months prior to
submission;
• informing students of, and advising about, examiner-requested thesis amendments or revisions.
College/University
• articulating clear regulations re. thesis submission, including appeals provisions;
• approving suggested examiners after a review of their appropriateness, according to University
guidelines;
• providing career-related information and skill development opportunities for HDR candidates;
• administering the ANU PREQ questionnaire in a manner that respects confidentiality;
• offering an exit interview opportunity for all graduating HDR students;
• providing a public ceremony for the conferral of HDR degrees.
SUPERVISION IN HIGHER DEGREES BY RESEARCH
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Other Important Guidelines
Supervisory Panel
Detailed guidelines on the ANU supervisory panel, establishing a supervisory panel, and the roles and
responsibilities of panel members and research degree candidates are provided in:
• Guidelines for Supervision and Candidature of Doctoral Research Students;
• Supervision of Master by Research Students;
• Postgraduate Research Guide.
Grievances
The University has formal procedures for dealing with grievances including:
• Grievance Procedures for Graduate Students;
• Discrimination and Harassment Grievance Resolution.
Equity and Diversity
Issues of Equity and Diversity relate directly to successful supervision and candidature. The Equity and
Diversity Unit website (http://www.anu.edu.au/equity/ed/policy_process.php) covers University policies on:
• Harassment
• Discrimination;
• Equal Opportunity
All University policies and guidelines are available on the ANU Policies website at:
• http://info.anu.edu.au/policies/index.asp
SUPERVISION IN HIGHER DEGREES BY RESEARCH
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Glossary
Adviser
Candidate
Chair of supervisory panel [Chair]
Dean of Graduate Studies
Deputy Vice-Chancellor (Education)
Ethics Committee
Examiners
Graduate School
Graduate studies convener
Head of Department
Higher degrees by research (HDR)
Local area postgraduate administrator
Panel [Supervisory panel]
Research Students Office
Program authority
Scholarships committee
Student [candidate]
Index
[To be prepared after document has been revised)
Useful links
[To be prepared after document has been revised)
SUPERVISION IN HIGHER DEGREES BY RESEARCH
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Academic Board Agenda: Meeting 25 – 24 May 2006 61/2006
PART 3 – OTHER BUSINESS
6 OTHER BUSINESS
PURPOSE For members of the Board to raise items of other business.
SPONSOR Vice-Chancellor
RECOMMENDATION That the Academic Board consider the matters raised under Other
Business.
BACKGROUND
PART 3 – OTHER BUSINESS
35
Academic Board Agenda: Meeting 25 – 24 May 2006 61/2006
PART 3 – OTHER BUSINESS
36
Academic Board Agenda: Meeting 25 – 24 May 2006 61/2006
7 QUESTION TIME
PURPOSE For members of the Academic Board to ask questions through the
Chair.
SPONSOR Vice-Chancellor
RECOMMENDATION That the Academic Board note responses to questions asked.
BACKGROUND
PART 3 – OTHER BUSINESS
37
Academic Board Agenda: Meeting 25 – 24 May 2006 61/2006
PART 3 – OTHER BUSINESS
38
Academic Board Agenda: Meeting 25 – 24 May 2006 61/2006
PART 4: INFORMATION PAPERS AND MATTERS HANDLED
UNDER DELEGATION
Reports in this section are for noting only and not for discussion. Members
should discuss any questions they have about information papers, out of
session, with the sponsor of the paper. If the sponsor considers the
discussion to be of significant interest to the meeting, then the sponsor may
report the matter during “Other Business”.
PART 4 – INFORMATION PAPERS
39
Academic Board Agenda: Meeting 25 – 24 May 2006 61/2006
PART 4 – INFORMATION PAPERS
40
Academic Board Agenda: Meeting 25 – 24 May 2006 61/2006
8 ACADEMIC BOARD AND POLICY SUB-COMMITTEES
PURPOSE To note the policy on the Academic Board and Policy Sub-committees
SPONSOR Vice-Chancellor
RECOMMENDATION That the Academic Board note the policy on the Academic Board and
Policy Sub-committees (58C/2006).
BACKGROUND
On 31 March 2006, Council approved the policy on the Academic Board and Policy Sub-
committees.
ATTACHMENT
Academic Board and Policy Sub-committees (58C/2006)
membership of the Academic Board (89/2006)
PART 4 – INFORMATION PAPERS
41
Academic Board Agenda: Meeting 25 – 24 May 2006 61/2006
PART 4 – INFORMATION PAPERS
42
58C/2006
TITLE Academic Board and policy sub-committees of
the Academic Board
200600240
FILE NUMBER
To provide for the establishment and operation of:
PURPOSE
• the Academic Board as a committee advising the
Vice-Chancellor; and
• policy sub-committees of the Academic Board.
Delegations Administrator; University Executive; ANU College
RELEVANT TO
Conveners and Deans; Deans of Faculties, Heads of Research
Schools and Centres; academic and general staff; students.
Vice-Chancellor
RESPONSIBLE OFFICER
31 March 2006
INTRODUCED
MODIFICATION
HISTORY
RELATED POLICIES
Academic Board; University Education Committee; University
KEY WORDS
Research Committee; University Information Strategy
Committee; Committee on University Community.
None
RELEVANT LEGISLATION
ACADEMIC BOARD & POLICY SUB-COMMITTEES
43
58C/2006
PRINCIPLES
The Academic Board is the University’s senior academic body advising the Vice-
Chancellor.
The Board may establish policy sub-committees from which it would receive advice. Four
policy committees have been established: on education, research, information strategy
and University community.
It is expected that:
• there will be consultation between the policy committees as necessary;
• policies, advice and recommendations proposed to the Board through the
committees will ensure that academic issues, strategies and policies have been
examined in a University-wide context and within the overall strategic direction of
the University; and
• Conveners and Deans of the ANU Colleges will be the points of contact between
the Academic Board and ANU College Advisory Boards.
ACADEMIC BOARD & POLICY SUB-COMMITTEES
44
58C/2006
PROCEDURES
ACADEMIC BOARD
The Academic Board is the University’s senior academic body advising the Vice-
Chancellor, subject to Council continuing to be informed of matters considered by
the Board in the form of a report from each meeting. In particular, the Vice-
Chancellor will refer to Council, major policy initiatives and matters related to the
strategic direction of the University and its academic structure.
1. Membership.
The following will be members of the Academic Board:
(a) Vice-Chancellor;
(b) Deputy Vice-Chancellor (Education);
(c) Deputy Vice-Chancellor (Research);
(d) Pro Vice-Chancellor;
(e) Pro Vice-Chancellor (University Community);
(f) Conveners of ANU Colleges;
(g) Deans of ANU Colleges;
(h) four representatives of the academic staff elected by the academic staff of the
University;
(i) two representatives of the general staff elected by the general staff of the University;
(j) one postgraduate student appointed by the Vice-Chancellor in consultation with the
President of the Postgraduate and Research Students' Association Inc.;
(k) one undergraduate student appointed by the Vice-Chancellor in consultation with the
President of the Australian National University Students' Association.
The Chair of the Academic Board will be the Vice-Chancellor or a person appointed by the
Vice-Chancellor.
The Vice-Chancellor may appoint one or more additional members to the Board.
Appointments to fill casual vacancies occurring under categories (h) and (i) will be made
by the Vice-Chancellor.
The terms of office of appointed and elected members will be determined by the Chair of
the Board.
2. Terms of reference.
The Board may advise the Vice-Chancellor on:
(a) development of the University’s strategic plan;
(b) the strategic directions of the University, including the development of teaching,
learning, scholarship, research and research training across the ANU Colleges;
(c) the academic goals that provide the basis for financial and capital planning;
(d) the conditions for the granting of fellowships, scholarships, bursaries and prizes;
(e) the conditions for the admission of students;
(f) the conditions for the appointment, promotion and employment of academic staff;
(g) the academic profile of the University, including the development of new academic
activities and the establishment of faculties, research schools, departments, schools and
centres, and changes in the academic organization;
(h) reviews of academic activities.
ACADEMIC BOARD & POLICY SUB-COMMITTEES
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58C/2006
In giving advice to the Vice-Chancellor, the Board may:
(a) consult with other committees or other University bodies; and
(b) establish and receive advice from its own policy committees.
3. Meetings.
The Chair of the Academic Board will convene meetings of the Board, normally four times
each year.
The Chair of the Board will convene a meeting of the Board at any other time if asked to
do so by 50% of the members.
The procedure at meetings of the Board will be determined by the Chair on the advice of
the members.
The Vice-Chancellor will nominate officers of the University to provide secretariat and
other support to the Board.
At a meeting of the Board, 50% of the members constitute a quorum, or if that number is
not a whole number, then the next whole number above 50%.
POLICY SUB-COMMITTEES OF THE BOARD
UNIVERSITY RESEARCH COMMITTEE
1. Membership.
The following will be members of the University Research Committee:
(a) Deputy Vice-Chancellor (Research);
(b) Dean of Graduate Studies;
(c) Director of the Research Office;
(d) Chairs of the University’s Ethics Committees;
(e) one representative from each ANU College, chosen by the Convener of the relevant
College;
(f) one postgraduate student appointed by the Chair of the Committee in consultation
with the President of the Postgraduate and Research Students' Association Inc.;
(g) one undergraduate student appointed by the Chair of the Committee in consultation
with the President of the Australian National University Students' Association;
(h) one member of the general staff appointed by the Chair of the Committee.
The Chair of the Committee will be the Deputy Vice-Chancellor (Research).
The Chair of the Committee may appoint one or more additional members to the
Committee.
The terms of office of appointed members will be determined by the Chair of the
Committee.
2. Terms of reference.
The Committee may advise the Deputy Vice-Chancellor (Research) and the Academic
Board on all matters pertaining to the research portfolio.
ACADEMIC BOARD & POLICY SUB-COMMITTEES
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58C/2006
3. Meetings.
The Chair of the Committee will convene meetings of the Committee normally once in
each two months.
The Chair of the Committee will convene a meeting at any other time if asked to do so by
50% of the members.
The procedure at meetings of the Committee will be determined by the Chair on the
advice of the members.
The Vice-Chancellor will nominate officers of the University to provide secretariat and
other support to the Committee.
At a meeting of the Committee, 50% of the members constitute a quorum, or if that
number is not a whole number, then the next whole number above 50%.
UNIVERSITY EDUCATION COMMITTEE
1. Membership.
The following will be members of the University Education Committee:
(a) Deputy Vice-Chancellor (Education);
(b) Pro Vice-Chancellor (University Community);
(c) the Dean of each ANU College;
(d) Dean of Graduate Studies;
(e) Director of Student and Academic Services and Director of Student Recruitment and
International Education;
(f) one postgraduate student appointed by the Chair of the Committee in consultation
with the President of the Postgraduate and Research Students' Association Inc.;
(g) one undergraduate student appointed by the Chair of the Committee in consultation
with the President of the Australian National University Students' Association;
(h) one member of the general staff appointed by the Chair of the Committee.
The Chair of the Committee will be the Deputy Vice-Chancellor (Education).
The Chair of the Committee may appoint one or more additional members to the
Committee.
The terms of office of appointed members will be determined by the Chair of the
Committee.
2. Terms of reference.
The Committee may advise the Deputy Vice-Chancellor (Education) and the Academic
Board on all matters pertaining to the education portfolio.
3. Meetings.
The Chair of the Committee will convene meetings of the Committee normally once in
each two months.
The Chair of the Committee will convene a meeting at any other time if asked to do so by
50% of the members.
ACADEMIC BOARD & POLICY SUB-COMMITTEES
47
58C/2006
The procedure at meetings of the Committee will be determined by the Chair on the
advice of the members.
The Vice-Chancellor will nominate officers of the University to provide secretariat and
other support to the Committee.
At a meeting of the Committee, 50% of the members constitute a quorum, or if that
number is not a whole number, then the next whole number above 50%.
UNIVERSITY INFORMATION STRATEGY COMMITTEE
1. Membership.
The following will be members of the University Information Strategy Committee:
(a) Pro Vice-Chancellor;
(b) one academic staff member from each ANU College, chosen by the Convener of the
relevant College;
(c) the Directors in the Division of Information;
(d) one postgraduate student appointed by the Chair of the Committee in consultation
with the President of the Postgraduate and Research Students' Association Inc.;
(e) one undergraduate student appointed by the Chair of the Committee in consultation
with the President of the Australian National University Students' Association;
(f) two members of the general staff appointed by the Chair of the Committee;
(g) one Head of an Administrative Division appointed by the Chair of the Committee.
The Chair of the Committee will be the Pro Vice-Chancellor.
The Chair of the Committee may appoint one or more additional members to the
Committee.
The terms of office of appointed members will be determined by the Chair of the
Committee.
2. Terms of reference.
The Committee may advise the Pro Vice-Chancellor and the Academic Board on all matters
pertaining to the information portfolio.
3. Meetings.
The Chair of the Committee will convene meetings of the Committee normally once in
each semester.
The Chair of the Committee will convene a meeting at any other time if asked to do so by
50% of the members.
The procedure at meetings of the Committee will be determined by the Chair on the
advice of the members.
The Vice-Chancellor will nominate officers of the University to provide secretariat and
other support to the Committee.
At a meeting of the Committee, 50% of the members constitute a quorum, or if that
number is not a whole number, then the next whole number above 50%.
ACADEMIC BOARD & POLICY SUB-COMMITTEES
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58C/2006
COMMITTEE ON UNIVERSITY COMMUNITY
1. Membership.
The following will be members of the Committee on University Community:
(a) Pro Vice-Chancellor (University Community);
(b) three Conveners or Deans of ANU Colleges, or nominees, appointed by the Chair of
the Committee;
(c) one Head of an ANU Hall or Residential College chosen by the Heads of the Halls and
Residential Colleges;
(d) one Sub-Dean or equivalent chosen by the Sub-Deans’ Forum;
(e) the President of the Postgraduate and Research Students' Association Inc. or
nominee;
(f) the President of the Australian National University Students' Association or nominee;
(g) one member of an ANU Hall or Residential College Residents’ Association, chosen by
the Residents’ Association Presidents’ Group;
(h) one member of the academic staff appointed by the Chair of the Committee;
(i) one member of the general staff appointed by the Chair of the Committee;
(j) Director of Student and Academic Services and Director of Student Recruitment and
International Education or nominee;
(k) Director of Marketing and Communications or nominee;
(l) Director of Human Resources or nominee;
(m) Director of Facilities and Services or nominee;
(n) one representative of the Division of Information, chosen by the Pro Vice-Chancellor;
(o) one member appointed by the Chair of the Committee in consultation with the heads
of areas with responsibilities for equity and diversity matters;
(p) one member appointed by the Chair of the Committee in consultation with the heads
of areas concerned with the provision of University-provided student services.
The Chair of the Committee on University Community will be the Pro Vice-Chancellor
(University Community).
The Chair of the Committee may appoint one or more additional members to the
Committee.
Appointments to fill casual vacancies occurring under categories (h) and (i) will be made
by the Chair of the Committee.
The terms of office of appointed and elected members will be determined by the Chair of
the Committee.
2. Terms of reference.
The Committee may advise the Pro Vice-Chancellor (University Community) and the
Academic Board on all matters pertaining to the University community portfolio.
3. Meetings.
The Chair of the Committee on University Community will convene meetings of the
Committee normally once in each semester.
The Chair of the Committee will convene a meeting at any other time if asked to do so by
ACADEMIC BOARD & POLICY SUB-COMMITTEES
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58C/2006
50% of the members.
The procedure at meetings of the Committee will be determined by the Chair on the
advice of the members.
The Vice-Chancellor will nominate officers of the University to provide secretariat and
other support to the Committee.
At a meeting of the Committee, 50% of the members constitute a quorum, or if that
number is not a whole number, then the next whole number above 50%.
FORMS
None
ACADEMIC BOARD & POLICY SUB-COMMITTEES
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89/2006
MEMBERSHIP OF THE ACADEMIC BOARD
Category Occupant Term
Vice-Chancellor (Chair) Professor Ian Chubb Ex Officio
Deputy Vice-Chancellor (Education) Professor Malcolm Gillies Ex Officio
Deputy Vice-Chancellor (Research) Professor Lawrence Cram Ex Officio
Pro Vice-Chancellor Professor Robin Stanton Ex Officio
Pro Vice-Chancellor (University Community) Professor Penny Oakes Ex Officio
Convener of the ANU College of Arts and Professor Frank Jackson, Ex Officio
Social Sciences Director, RSISE
Dean of the ANU College of Arts and Social Professor Adam Ex Officio
Sciences Shoemaker, Dean of Arts
Convener of the ANU College of Asia and Professor Robin Jeffrey, Ex Officio
the Pacific Director, RSPAS
Dean of the ANU College of Asia and the Dr Ann Kumar Ex Officio
Pacific
Convener of the ANU College of Medicine Professor Judith Whitworth, Ex Officio
and Health Sciences Director, JCSMR
Dean of the ANU College of Medicine and Professor Paul Gatenby, Ex Officio
Health Sciences Dean, ANU Medical School
Convener and Dean of the ANU College of Professor John Richards, Ex Officio
Engineering and Computer Sciences Director, RSISE and Dean,
FEIT
Convener and Dean of the ANU College of Professor Keith Houghton, Ex Officio
Business and Economics Dean, Economics and
Commerce
Convener and Dean of the ANU College of Professor Michael Coper, Ex Officio
Law Dean of Law
Convener of the ANU College of Science Professor Denis Evans, Ex Officio
Dean of RSC
Dean of the ANU College of Science Professor Tim Brown, Dean Ex Officio
of Science
(1) of (4) representatives of the academic Professor Gabriele Bammer 23 May 2008
staff elected by academic staff of the
University
(2) of (4) representatives of the academic Dr Michael O'Donnell 23 May 2008
staff elected by academic staff of the
University
(3) of (4) representatives of the academic Professor Alan Welsh 23 May 2008
staff elected by academic staff of the
University
(4) of (4) representatives of the academic Dr Bruce Moore 23 May 2008
staff elected by academic staff of the
University
MEMBERSHIP OF ACADEMIC BOARD
51
89/2006
(1) of (2) representatives of the general staff Ms Jennifer Elliott 23 May 2008
elected by general staff of the University
(2) of (2) representatives of the general staff Dr Roslyn Woodward 23 May 2008
elected by general staff of the University
One postgraduate student appointed by the Mr Brett Baker 11 May 2006
Vice-Chancellor in consultation with the
President of PARSA
One undergraduate student appointed by the Ms Laura Crespo 30
Vice-Chancellor in consultation with the November
President of ANUSA 2006
Quorum
At a meeting of the Board, attendance by 50% of members of the Board constitutes a
quorum.
MEMBERSHIP OF ACADEMIC BOARD
52
Academic Board Agenda: Meeting 25 – 24 May 2006 61/2006
9 ACADEMIC PROMOTIONS ROUND 2005
PURPOSE To note a list of members of the academic staff promoted in the 2005
promotions round.
SPONSOR Deputy Vice-Chancellor (Education)
RECOMMENDATION That the Academic Board note the list of members of the academic
staff promoted in the 2005 promotions round (88/2006).
BACKGROUND
ATTACHMENT
report of the academic promotions round for 2005 (88/2006)
PART 4 – INFORMATION PAPERS
53
Academic Board Agenda: Meeting 25 – 24 May 2006 61/2006
PART 4 – INFORMATION PAPERS
54
88/2006
Helen Marsic Canberra ACT 0200 Australia
Human Resources Division T: +61 2 6125 2283
Chancelry 10A F: +61 2 6125 5011
E: Helen.marsic@anu.edu.au
www.info.anu.edu.au/hr
CONFIDENTIAL
REPORT ON 2005 PROMOTIONS ROUND
1. Policy and Procedures
The Local Promotions Committees (LPCs) and University Promotions Committee (UPC) were guided by
the University’s policy and procedures for Academic Promotions and Academic Status and the
Academic Profiles. The three documents outline the principles entailed in considering applications for
promotion from academic staff; academic profiles for Levels B through to E2; and procedures to be
observed by all parties during the promotions process.
2. UPC Membership
In 2005 membership of the UPC comprised:
Professor Malcolm Gillies, Deputy Vice-Chancellor (Education), Chair
Professor Lawrence Cram, (Chair) Deputy Vice-Chancellor (Research)
Professor Heather Anderson, School of Economics, Faculty of Economics and Commerce
Professor Amin Saikal, Director, Centre for Arab and Islamic Studies
Professor Chennupati Jagadish, Federation Fellow, Electronic Materials Engineering, Research School
of Physical Sciences and Engineering
Professor Helen Christensen, Director, Centre for Mental Health Research
Professor Peter Dennis, School of Humanities and Social Sciences, Australian Defence Force Academy
3. 2005 Round Statistics
Summary by Level
Level applied
Applications Successful Success rate
for
Female 1 1 100%
Level E2 Male 3 1 33%
Total 4 2 50%
Female 5 3 60 %
Level E1 Male 20* 10 53% *
Total 25 * 13 54% *
Female 16 13 81%
Level D Male 38 29 76%
Total 54 42 78%
Female 15 12 80%
Level C Male 31** 19 61%**
Total 46** 31 67%**
Female 14 9 64%
Level B Male 20 15 75%
Total 34 24 71%
ACADEMIC PROMOTIONS ROUND 2005
55
88/2006
* One Level E1 male applicant subsequently withdrew application., his application is included in the
figure quoted.
** One Level C male applicant subsequently withdrew application., his application is included in the
figure quoted.
ACADEMIC PROMOTIONS ROUND 2005
56
Detailed Statistics by Area and Level
LPC Level B Level C Level D Level E1 Level E2
Applications Successful Applications Successful Applications Successful Applications Successful Applications Successful
CRES/HRC/CCCR/NEC Female 1 0 1 1 1 1 Nil Nil Nil Nil
Male 1 1 Nil Nil 1 1 1 1 Nil Nil
Total 2 1 1 1 2 2 1 1 Nil Nil
Faculty of Arts/CEDAM/QESS Female 5 4 2 2 3 2 Nil Nil Nil Nil
Male 2 0 4 2 8 8 1 0 Nil Nil
Total 7 4 6 4 11 10 1 0 Nil Nil
Faculty of Law Female Nil Nil 2 2 Nil Nil Nil Nil Nil Nil
Male Nil Nil 4 3 2 2 Nil Nil Nil Nil
Total Nil Nil 6 5 2 2 Nil Nil Nil Nil
Faculty of Science Female Nil Nil 3 1 4 2 1 1 Nil Nil
Male 2 2 1 0 5 4 2 ** 1 Nil Nil
Total 2 2 4 1 9 6 3 2 Nil Nil
FEC/NGSM Female Nil Nil 2 1 Nil Nil Nil Nil Nil Nil
Male Nil Nil 6 5 3 1 Nil Nil Nil Nil
Total Nil Nil 8 6 3 1 Nil Nil Nil Nil
FEIT/RSISE Female Nil Nil Nil Nil 1 1 Nil Nil Nil Nil
Male Nil Nil 3 1 3 2 Nil Nil Nil Nil
Total Nil Nil 3 1 4 3 Nil Nil Nil Nil
JCSMR Female 3 2 1 1 Nil Nil Nil Nil Nil Nil
Male 3 1 2 1 Nil Nil Nil Nil Nil Nil
Total 6 3 3 2 Nil Nil Nil Nil Nil Nil
Medical School Female Nil Nil Nil Nil 1 1 Nil Nil Nil Nil
Male Nil Nil 1 1 2 1 Nil Nil Nil Nil
Total Nil Nil 1 1 3 2 Nil Nil Nil Nil
MSI Female Nil Nil Nil Nil Nil Nil Nil Nil 1 1
Male Nil Nil 1 0 1 1 1 ****** 1 ****** 1 1
Total Nil Nil 1 0 1 1 1 1 2 2
NCEPH/CMHR Female 2 2 Nil Nil 2 2 1 1 Nil Nil
Male Nil Nil Nil Nil Nil Nil 2 *** 2 *** Nil Nil
Total 2 2 Nil Nil 2 2 3 3 Nil Nil
57
LPC Level B Level C Level D Level E1 Level E2
Applications Successful Applications Successful Applications Successful Applications Successful Applications Successful
RSBS Female 1 0 Nil Nil Nil Nil Nil Nil Nil Nil
Male 2 1 Nil Nil 2 2 1 0 Nil Nil
Total 3 1 Nil Nil 2 2 1 0 Nil Nil
RSC Female Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil
Male 3 3 Nil Nil 1 1 1 1 Nil Nil
Total 3 3 Nil Nil 1 1 1 1 Nil Nil
RSES/RSAA Female Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil
Male 2 2 Nil Nil 1 0 2 1 Nil Nil
Total 2 2 Nil Nil 1 0 2 1 Nil Nil
RSPAS/FAS/APSEG/APCD Female 1 0 3 3 3 3 3 1 Nil Nil
Male Nil Nil 3 3 4 ***** 4 ***** 3 ***** 0 ***** 2 **** 0 ****
Total 1 0 6 6 7 7 6 1 2 0
RSPhysSE Female Nil Nil 1 1 1 1 Nil Nil Nil Nil
Male 4 4 4 2 4 1 4 2 Nil Nil
Total 4 4 5 3 5 2 4 2 Nil Nil
RSSS/CAEPR Female 1 1 Nil Nil Nil Nil Nil Nil Nil Nil
Male 1 1 2* 1 1 1 2 1 Nil Nil
Total 2 2 2 1 1 1 2 1 Nil Nil
TOTAL 34 24 46 31 54 42 25 13 4 2
* One male Level C applicant from RSSS/CAEPR LPC withdrew application
** One male Level E1 applicant from Faculty of Science LPC withdrew application prior to interview
*** Figures include one successful Level E1 male applicant from NCEPH that was considered out of round in June 2005
**** Figures include one unsuccessful Level E2 male applicant from APSEG that was considered out of round in June 2005
***** One male applicant from APSEG was successful in his application for Level D, and was then recommended to and considered by the UPC for Level E1 unsuccessfully
****** One male applicant was unsuccessful in his application for promotion to Level E1 in the 2005 round, but a case was then subsequently submitted and heard at an out of
round meeting due to him receiving overseas offers, the out of round Committee determined that he be promoted to Level E1
58
88/2006
4. 2005 Round Statistics
The following members of the ANU staff have been promoted in the 2005 promotions
round.
Promotions to Level B (24)
** CONFIDENTIAL TO ACADEMIC BOARD MEMBERS **
Promotions to Level C (31)
** CONFIDENTIAL TO ACADEMIC BOARD MEMBERS **
ACADEMIC PROMOTIONS ROUND 2005
59
88/2006
Promotions to Level D (42)
** CONFIDENTIAL TO ACADEMIC BOARD MEMBERS **
Promotions to Level E1 (13)
** CONFIDENTIAL TO ACADEMIC BOARD MEMBERS **
ACADEMIC PROMOTIONS ROUND 2005
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88/2006
Promotions to Level E2 (2)
** CONFIDENTIAL TO ACADEMIC BOARD MEMBERS **
5. Appeals
Three applicants lodged appeals against unsuccessful promotion decisions, one Level A-
B, one Level C-D and one Level D-E1.
In all cases it was found that there had not been a procedural breach or, that any
identified breach did not materially affect the outcome. The decision to deny promotion
was therefore upheld in all three cases.
ACADEMIC PROMOTIONS ROUND 2005
61
88/2006
ACADEMIC PROMOTIONS ROUND 2005
62
Academic Board Agenda: Meeting 25 – 24 May 2006 61/2006
10 UNIVERSITY EDUCATION COMMITTEE REPORT
PURPOSE To note a report from the University Education Committee.
SPONSOR Deputy Vice-Chancellor (Education)
RECOMMENDATION That the Academic Board note the report (515/2006) of the
meetings of the University Education Committee held on 23 February
2006 and 27 April 2006.
BACKGROUND
The principal items considered by the University Education Committee were
23 February 2006
Education in the ANU College Structure
Vice-Chancellor’s Report
Reading Brick Price Systems
Chairs of Supervisory Panels for HDR Students
Consultation on Assessment
Undergraduate and Graduate Programs
27 April 2006
Deputy Vice-Chancellor (Education) Report
ANU to 2010: Update
Education Codes of Practice (separate Item 5):
Code of Practice for Teaching and Learning
Code of Practice on Academic Honesty in Learning and Teaching
Code of Practice for Supervision in Higher Degrees by Research
Undergraduate and Graduate Programs
ATTACHMENT
report of University Education Committee (515/2006)
The minutes of meetings of the University Education Committee have been published at:
http://info.anu.edu.au/OVC/University_Education_Committee/meetings.asp
PART 4 – INFORMATION PAPERS
63
Academic Board Agenda: Meeting 25 – 24 May 2006 61/2006
PART 4 – INFORMATION PAPERS
64
515/2006
THE AUSTRALIAN NATIONAL UNIVERSITY
UNIVERSITY EDUCATION COMMITTEE REPORT
from meetings held on 23 February and 27 April 2006
Meeting of 27 April 2006
1. MATTERS ARISING
• Reading Brick Pricing Systems
Four College Deans had given assurances about compliance with the
University’s guidelines permitting full-cost recovery. Responses from Law
and Science were in progress. Reading bricks were not used in the College
of Medicine and Health Sciences.
• Chairs of Supervisory Panels for HDR Students
The Graduate Awards Rules 2006 had been amended to reflect the policy
and Human Resources advised of the changes.
• Consultation on Assessment
Clause 2.2 of the policy, Principles for Determination of Systems of
Assessment and for Consultation (32/2006), had been amended for
implementation from Second Semester 2006.
• University Committee Structure
The Policy, Academic Board and Policy Sub-committees of the Academic
Board, was approved following the March meeting of Council.
2. REPORT FROM THE DEPUTY VICE-CHANCELLOR (EDUCATION)
• Update on 2006 student statistics
. Undergraduate domestic load (CGS) predictions for 2006 had been less
reliable than in 2005. Reduced study intensity for semester II, a lower than
expected pipeline of continuing load, and reduced course offerings in Arts
and Science may be contributing factors. A table of courses offered in 2005
and 2006 would be circulated to College Deans.
. An increase in Semester II enrolments was expected to bring the overall
undergraduate domestic position to about 100-150 EFTSL below the ANU
target. This underload may not incur a penalty in 2006 but would likely
compound enrolment problems in 2007.
. Postgraduate coursework (CGS) enrolments were well below the ANU target
particularly in high cost areas. Some improvement was anticipated in
Engineering and Information Technology in Semester II. Coupled with the
shortfall in undergraduate enrolments for the year, the University may need
to consider its distribution of CGS places.
. Fee-paying postgraduate coursework was close to expected numbers.
. Higher Degree Research (RTS) enrolments were trading closer to target and
projections for the remainder of the year were positive.
. “Over-time” HDR student numbers (off-load) were higher than previously and
an important issue for management by College Deans.
• Delegations to College Deans
Background papers were:
. A letter from Deputy Vice-Chancellor (Education) dated 6 April 2006
. The Policy on English-Language Admission Requirements for International
Students (789a/2005)
UNIVERSITY EDUCATION COMMITTEE REPORT
65
515/2006
. Survey regarding reallocation of selected HDR delegations (tabled)
After discussion, the Committee endorsed the recommendations:
(i) that delegations for the following Higher Degree by Research functions be
directed to College Deans in place of the Deputy Vice-Chancellor (Education):
. termination from academic program (GAR subrule 2.29)
. all matters relating to the approval of examination results and re-
examination (GAR subdivision 2.10.3)
. appointment of examiners (GAR subrules 2.51-2.56)
. confirmation of candidature
(ii) that the delegations referred in (ii) above may not be sub-delegated by the
College Dean;
(iii) that the Deputy Vice-Chancellor (Education) remains the delegate for:
. English-Language admission waivers (see Policy paper 789a/2005)
. Postgraduate coursework admissions appeals committee (GAR Part 4)
It was noted that other delegations to be addressed included appeals against termination
from academic program and decision-making in undergraduate education. These
changed delegations would only come into operation when formal changes to the
relevant legislation had been made.
• Internal College Educational Arrangements
Members noted the following:
. Operational Improvements Implementation Progress Report to Council December
2005 (891/2005 – at
http://info.anu.edu.au/OVC/About_this_Office/_files/__anu_only/VCs%20Report
%20to%20Council.pdf )
. Extracts from reports from ANU Colleges presented in December 2005 (see
http://info.anu.edu.au/OVC/College_Implementation/index.asp)
. Governance arrangements including education committees in five of the seven
Colleges
Points raised in discussion related to:
. A level of commonality across Colleges for dealing with higher degree
research and research training. College Deans undertook to review their
arrangements to ensure that these primarily education issues fall under the
auspices of College education committees.
. Support systems, staffing arrangements, processes and delegations
. Co-ordination of administration within Colleges. Meetings of administrative
staff with Dr Brok Glenn should be resumed now that the academic
structures were taking shape.
. Strategic planning in Colleges and budget formulation, e.g. 3% funding to
the College level was a major issue for the component parts of some
Colleges.
3. ANU TO 2010: UPDATE
The Committee received an update from Dr Powles about the development of the University’s
Strategic Plan, ANU to 2010. The following papers were noted:
• Strategic Planning Process: 2006-2010 (43/2006)
• Draft ANU Directions (44/2006) – revised draft tabled
• College Plan template (45/2006)
• Strategic Planning – checklist (46/2006)
UNIVERSITY EDUCATION COMMITTEE REPORT
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515/2006
ANU Futures, the working title for the operational strategic plan of ANU 2006-2010, would be
launched on 1 August, ANU Foundation Day, and would include four-page overviews for each
College. Detailed College plans would likely be used in the 2007 budget process.
Discussion focussed on the requirements of the College Plan Template. The Dean of Science
commented on the complexities and the difficulties the larger Colleges of Science and Arts
and Social Sciences faced in being able to develop fully coherent and comprehensive plans by
the due date.
4. UNDERGRADUATE AND GRADUATE PROGRAMS
The Committee agreed to:
(i) endorse the proposal for the Bachelor of Philosophy (Honours)/ Bachelor of Arts
(Honours) (38/2006) PhB/BA(Hons) Units 196 jointly with NUS from 2007;
(ii) endorse the revised Master of Biotechnology (424/2006) MBiotech Units 48 for offer
from July 2006;
(iii) endorse the Master of Biotechnology (Honours) MBiotech(Hons) Units 96 (425/2006)
for introduction from July 2006;
Note: The proposal was revised following the meeting to a Master of Biotechnology
with two exit points, i.e. on completion of one year of coursework (award
ungraded) and after completion of the research project work (awarded with
honours).
(iv) endorse the Graduate Certificate in Australian Migration Law and Practice (40/2006)
for introduction from July 2007;
(v) recommend that the new awards listed above be approved by the Deputy Vice-
Chancellor (Education) and included in the relevant Schedules to the Rules as awards
that the University may confer.
Meeting of 23 February 2006
1. EDUCATION IN THE ANU COLLEGE STRUCTURE
1.1 University Committee Structure
The meeting noted the new arrangements for education at ANU from 2006, including:
. progress with the implementation of the Operational Improvements Plan since the
report (891/2005) to the meeting of Council held on 9 December 2005;
. the structure set out in the proposed policy, Academic Board and Policy Sub-
Committees of the Academic Board, which would be considered for approval by
Council on 24 February 2006;
. information contained in the following papers:
An extract from the draft policy, Academic Board and Policy Sub-Committees
of the Academic Board, relating to the University Education Committee which
would supplant the former University Committee on Educational Policy and the
Divisional Education Committees
Proposed membership of the Education Committee and schedule of meetings
An extract from the Vice-Chancellor’s report to Council on the implementation
of the Operational Improvements Plan (891/2005) which described the measures
to be implemented for education in Colleges and at University level.
UNIVERSITY EDUCATION COMMITTEE REPORT
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515/2006
1.2 College Arrangements
The meeting noted action being taken to put a range of measures in place as requested by the
Vice-Chancellor.
1.3 The Next Stage
The meeting noted the education-related matters identified for attention in discussions
initiated by the Deputy Vice-Chancellor (Education):
. A comprehensive review of undergraduate and graduate legislation;
. Formalisation of College Deans’ responsibilities for undergraduate and graduate
student matters. It was expected that the new delegations and the appointment of
College Deans as prescribed authorities under the Graduate Awards Rules would take
effect from the date of registration of the amended Programs and Awards Statute;
. Nomination of Program Authorities by College Deans;
. Mapping of Graduate Studies Convenors to Colleges. A covering memorandum and a
table of Graduate Studies Fields, Convenors, Graduate Students and Colleges were
noted.
The meeting:
(i) noted the new arrangements for education from 2006;
(ii) endorsed the proposed establishment by the Deputy Vice-Chancellor (Education) of a
working party for the review of HDR, graduate coursework and undergraduate
legislation, i.e. to oversee:
. the revision and rewriting of undergraduate legislation; and
. the revision and separating out of graduate coursework and HDR from the
Graduate Awards Rules, taking account of the recommendations of the
Higher Degree Research review; and
to ensure consistency between the legislation and the new delegations, new
governance arrangements, and any other related matters;
(iii) noted the steps being taken to appoint College Deans as prescribed authorities under
the Graduate Awards Rules 2006 and for the new delegations for undergraduate and
graduate student matters to take effect from the date of the registration of the
Program and Awards Statute;
(iv) noted:
. that with regard to line management responsibilities, Graduate Studies
Convenors would be solely responsible and report ultimately to their College
Dean; and
. that approval of Graduate Studies Fields proposals would be at University
level through the Education Committee;
(v) endorsed that the Dean of the College of the Convenor of each Graduate Studies
Field becomes the College Dean of each Graduate Studies Field;
(vi) noted issues to do with Graduate Studies Fields and Convenors and asked the Dean
of Graduate Studies:
. to undertake a review of Graduate Studies Convenor roles and
responsibilities; selection and appointment processes; and recognition and
reward measures; and
. to report back on the best and most effective ways to manage Graduate
Studies Fields in the College structure that would link to capacities in a
College and facilitate College crossovers.
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2. VICE-CHANCELLOR’S REPORT
• Enrolments
• AUQA Audit
• Student Accommodation
• ANU Secondary College
• International Alliance of Research Universities (IARU)
3. ANU TO 2010: EDUCATION COMPONENT
The Vice-Chancellor commented that:
. work was in progress to develop the outline of the University’s strategic plan to 2010
presented at the Retreat 2006, “Moving Ahead Together”, held on 15-17 February
2006. College Deans and Convenors would be consulted about the notes being
compiled from the break-out groups.
. the main focus of the plan would be the distinctiveness of the University
. College Deans had been asked to submit statements (approx 1000 words) on what
research-led education means for their College;
. while legitimate differences in focus on educational issues exist between Colleges, a
clear understanding of what is meant by research-led education within the context of
each College has not yet formed. Work to identify these qualities and supporting
processes and engagement, would proceed over the coming months.
4. READING BRICK PRICING SYSTEMS
The meeting considered the issue of reading brick price systems and practices, which had
been raised by the ANU Students’ Association.
After discussion, the meeting:
(i) noted that the costs of producing reading bricks were variable from discipline to
discipline. For example, areas may choose to cross-subsidise to take advantage of
efficiencies of scale;
(ii) reconfirmed that it is the University’s expectation that the price of reading bricks for
undergraduate students will be no more than the full cost recovery;
(iii) asked College Deans to ensure that the policy was being implemented. The Deputy
Vice-Chancellor (Education) would advise if any area is not complying and be
responsible for any request to depart from the policy;
(iv) noted that as postgraduate coursework programs are normally fee paying, the recovery
of costs of reading bricks should be considered as a separate issue.
5. CHAIRS OF SUPERVISORY PANELS FOR HDR STUDENTS
The meeting noted that the policies and rules governing HDR candidature and supervision were
under review. Current provisions were detailed in:
• the Graduate Awards Rules 2006
• the policy Academic Status (Full, Clinical, Adjunct)
• Guidelines for Supervision and Candidature of Doctoral Research
• Code of Practice for Supervision in Higher Degree Research
The meeting considered the issues relating to the appointment of chairs of supervisory
panels, fractional appointments, and persons granted academic status at ANU discussed in
the background paper (23/2006).
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After discussion, the meeting agreed in principle that:
(i) in normal circumstances the chair of the supervisory panel for higher degree research
students should be a member of academic staff holding a full-time appointment or
fractional appointment of 0.5 or more;
(ii) academic staff members with a fractional appointment of less than 0.5 can be
appointed to chair supervisory panels with the approval of the ANU College Dean;
(iii) persons granted full or adjunct academic status, emeritus and other honorary
members of staff are eligible to take a leading role in supervising higher degree
research students, and with the approval of the College Dean, should be eligible for
appointment to chair supervisory panels. Letters of appointment should state that by
accepting the appointment, the appointees are undertaking to carry out the same
responsibilities as ANU staff appointed to supervise students;
(iv) proposals to appoint persons other than ANU staff or persons holding full academic,
adjunct, emeritus and honorary status as supervisors or chairs of supervisory panels
must be approved by the Deputy Vice-Chancellor (Education); and
(v) the Graduate Awards Rules and other relevant University policies and guidelines be
amended to reflect (i) to (iv) above.
6. CONSULTATION ON ASSESSMENT
The meeting noted that the University’s current processes for consultation on assessment set out
in Clause 2. of the policy, Principles for Determination of Systems of Assessment and for
Consultation (1423/2002). Sub-clause 2.2 read:
“That in classes during the first two weeks of each semester the course coordinator
or lecturer will discuss with students and confirm or modify the assessment system
outlined in 2.1”;
The ANU College of Law had proposed that the policy be amended to provide for an
explanation rather than consultation on assessment.
Comments arising in discussion included:
. that the current policy had become unworkable and was unconstructive at a very
important time at the commencement of courses.
. proposed means of assessment for courses are monitored in the ANU College of Law
by its curriculum committee. the same issues had been raised in discussions about
the Code of Practice for Teaching and Learning
. both reasonable and unreasonable requests were raised in discussion of assessment
schemes. In some cases, it was not possible to comply with a request to modify the
assessment, eg because of resource implications
. lecturers have a responsibility to discuss and explain the assessment package to
students and may make modifications.
After discussion, the meeting agreed:
(i) to recommend that clause 2.2 of the policy, Principles for Determination of Systems
of Assessment and for Consultation, should be revised to require the coordinator or
lecturer to “…discuss and explain to students the assessment system outlined in 2.1”;
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(ii) to ask the President, ANUSA, to advise the Students’ Association of the change to the
policy.
7. UNDERGRADUATE AND GRADUATE COURSEWORK
The meeting noted:
the following new awards and specialisations for introduction from 2006:
Graduate Diploma in Military Law GradDipMilLaw
Graduate Diploma in Advanced Military Law GradDipAdvMilLaw
Master of Military Law MMilLaw
Graduate Diploma in Psychological Studies GradDipPsychStudies (18/2006)
Doctor of Philosophy PhD (in the field of Engineering) offered jointly with the National
University of Singapore
Master of Science MSc specialisation in Earth Physics
8. PRE-TERTIARY PROGRAMS
• Faculty of Engineering and Information Sciences, ANU College of
Engineering and Computer Science with CIT
Associate Degree specializing in Engineering (abbr. AssocDeg) (305b/2005)
• ANU College
University Preparation Diploma (21/2006)
9. OTHER BUSINESS AND QUESTION TIME
• Nomenclature: ANU Colleges
The meeting noted that the official title determined by Council was “ANU College”,
followed by the name, eg ANU College of Law. It was emphasised that the full title
should be used for all formal references.
• Cross College Representation
It was noted that a consistent approach to cross-College representation on College
committees would be taken-up at a meeting of College Deans.
• Academic Calendar
It was noted that the Academic Calendar formula was under review. This had been
motivated by a number of factors, including:
(i) the need to provide for more than one serious admission point in the year;
(ii) to achieve compatibility between the Southern Hemisphere and Northern
Hemisphere timetables that facilitates student exchanges;
(iii) AVCC common vacation dates;
(iv) improved compatibility with school holidays.
Several options have been raised for consideration, including a formula for 4 teaching
periods each of eight weeks duration plus examinations.
jab/9 May 2006
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Academic Board Agenda: Meeting 25 – 24 May 2006 61/2006
11 UNIVERSITY RESEARCH COMMITTEE REPORT
PURPOSE To note a report from the University Research Committee.
SPONSOR Deputy Vice-Chancellor (Research)
RECOMMENDATION That the Academic Board note the report (516/2006) of the meeting
of the University Research Committee held on 15 March 2006.
BACKGROUND
The principal items considered by the University Research Committee were
University Committee Structure
College Research Committees
Report from Deputy Vice-Chancellor (Research)
ARC Funding
Research Infrastructure: NCRIS Update
Research-Related Policy Review
Research Planning
ATTACHMENT
report from University Research Committee (516/2006)
The minutes of meetings of the University Research Committee have been published at:
http://info.anu.edu.au/OVC/University_Research_Committee/_meetings.asp
PART 4 – INFORMATION PAPERS
73
Academic Board Agenda: Meeting 25 – 24 May 2006 61/2006
-
PART 4 – INFORMATION PAPERS
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516/2006
THE AUSTRALIAN NATIONAL UNIVERSITY
UNIVERSITY RESEARCH COMMITTEE REPORT
from the meeting held on 15 March 2006
1. UNIVERSITY RESEARCH COMMITTEE
1.1 University Committee Structure
The meeting noted that:
…………………………………………………………………………….
details of the new University committee arrangements had not yet been finalised and
would be considered further at the Council meeting to be held on 31 March 2006.
1.2 University Research Committee
The meeting noted the interim arrangements for the University Research Committee
described in:
• Paper 29/2006 which set out the interim membership of the University Research
Committee and Schedule of Meetings
• An extract from the Vice-Chancellor’s report to Council on the implementation of
the Operational Improvements Plan (891/2005).
The Chair informed the meeting of changes to the composition of the proposed
University Research Committee (detailed in paper 29/2006). These included a
provision for the Chair to coopt members to ensure representation, for example:
. in the social sciences and the humanities, and the non-biological sciences
and the biological sciences;
. of senior researcher, i.e. one Level E3 professor or Federation Fellow;
of early-career researchers, i.e. one postdoctoral fellow.
One general staff member would also be added to the membership.
2. COLLEGE RESEARCH COMMITTEES
2.1 College Arrangements
The meeting noted that the Vice-Chancellor has asked Colleges to put in place a range of
measures:
• The Convenor to take oversight of planning for the College as a whole;
• The Dean to take authority over all education matters (including HDR students)
for the College as a whole;
• The College Executive to meet regularly to advise the Convener and Dean on
operational matters in the College;
• The College Advisory Board to be formally constituted, and meet at least four
times in 2006;
• All sub-committees of the College Advisory Board – for instance, those dealing
with Education and Research – to be formally constituted for operation in 2006,
and for the Terms of Reference of these committees to have been approved by
the Vice-Chancellor.
The Chair commented that the role of College representatives on the Committee in
facilitating communication from and to Colleges about research issues would be very
important in the new University research structures.
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2.2 Progress reports
The meeting noted progress with the establishment and implementation of ANU College
Research Committees. ANU College representatives reported on the structure and
functions of their College Research Committees, current issues and the approach being
taken to research planning.
College representatives were asked to forward the membership and terms of
reference for their College Research Committee to the Secretary of the University
Research Committee.
3. REPORT FROM THE DEPUTY VICE-CHANCELLOR (RESEARCH)
• Major Equipment Committee
The meeting noted:
. the MEC Newsletter 2006 (26/2006). Approximately $3m was available
to fund MEC applications in the round of which about $2m would be
allocated provisionally to equipment funded by ARC LIEF;
. the membership of the MEC (detailed in the agenda);
. applicants would be given maximum time to prepare proposals, and
as a consequence, late applications would be held over to 2007.
• Preferred RQF Model
The Chair reported that:
. the RQF would likely proceed. The Final Advice of the EAG on the
preferred RQF model had been prepared and a number of matters were
being resolved by DEST;
. a lunch-time forum on the RQF would be scheduled for ANU researchers at
a future date to discuss implementation issues, i.e. research groupings,
data gathering processes etc;
. work needed before commencement included provision of funding to run
the scheme, finalisation of the RQF, formation of a steering committee,
and operational guidelines for panels
. provided arrangements were in place by the January, 2008-09 seemed to
be the earliest possible date for funding allocations through the RQF;
. the Go8 had argued that bibliometric studies were already readily available
from ABS returns and NHMRC and other existing information at much less
cost to the sector. An RQF could be damaging if it were not undertaken
well and if there was no shift of resources to focus on quality.
• Research Office
The meeting noted the establishment of the Office of Commercialisation
and the Office of Research Integrity (paper 30/2006). Responsibility for
providing a range of technology transfer and other services to ANU
Connect would be discharged through the ANU Office of
Commercialisation.
In response to a question, the Chair advised that the University had been consulted
about commercialisation scholarships as a supplement to APRAs. About 10 places
were expected for 2007 for PhD students with projects in the
innovation/commercialisation field.
1. Legal Services for Research Support
For the future, all legal services for research support direct are to be
handled by the Legal Office direct.
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• Items for Information
. The Hon Julie Bishop MP had been sworn in as Minister for
Education, Science and Training on 27 January 2006.
. Dr Jim Peacock, AC, had been appointed as the Chief Scientist.
. The French-Australia Science & Technology Program (FAST) outline
of support. (see http://www.ambafrance-au.org/science).
. 2006 Prime Minister’s Prizes for Science Nominations close 19 May 2006.
4. ARC FUNDING
The meeting noted advice dated 9 January 2006 from the Professor Peter Høj, CEO of the
Australian Research Council. The advice:
. summarised the outcome of the 2005-06 ARC funding round;
. outlined some implications of the rise in research funding for demonstrating the return
on the investment of public funding for research and on evaluating the outcomes of this
research; and
. emphasised the responsibility of researchers to communicate more effectively the
importance of their research. This was of particular interest to the humanities and social
sciences.
Members were asked to convey the advice to researchers in their Colleges and draw their
attention to the following articles:
• “Humanities need to spread the word”, which was published in the Australian Financial
Review on 12 December 2005
• Quadrant Magazine Editorial March 2006 – Volume L Number 3: “What is Wrong with
the ARC”.
5. RESEARCH INFRASTRUCTURE: NCRIS UPDATE
The meeting noted the release of the Strategic Roadmap for Research Infrastructure
announced by the Minister for Education, Science and Training on 28 February 2006.
(http://www.dest.gov.au/Ministers/Media /Bishop/2006/02/B002280206.asp).
Nine high-priority areas had been identified in the Roadmap (at
http://www.dest.gov.au/NR/rdonlyres/8CA3BC8F-A6A7-417A-955F-
2B605DFF8276/9520/NCRISStrategicRoadmap.rtf) for the first of three phases of major
research infrastructure investment:
• 2006 - Implementing nine areas of capability within 6-9 months
Evolving biomolecular platforms and informatics
Integrated biological systems
Characterisation
Fabrication
Biotechnology products
Networked biosecurity framework
Optical and radio astronomy
Integrated marine observing system
Structure and evolution of the Australian continent
• Capabilities requiring development before proceeding to implementation
Population health and clinical data linkage
Terrestrial ecosystem research network
• Capabilities to be reviewed for possible implementation in 2007
Translating health discovery into clinical application
Heavy ion accelerators
Low-emission, large-scale energy processes
Next generation solutions to counter terrorism and crime
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The Deputy Vice-Chancellor (Research) advised that:
. DEST-appointed Facilitators were being appointed to the nine areas. Universities in the
ACT had been consulted about local nominations by the ACT Government;
. integrated cases for the provision of infrastructure would be prepared for submission to
the NCRIS committee responsible for recommending to the Minister. About $30m would
be available on average for each area;
. DEST processes were non-inclusive of research-intensive universities.
The meeting noted that to manage ANU’s engagement, persons (more than one in such areas as
Characterisation, Fabrication and Integrated biological system), were being identified to co-
ordinate ANU’s linkages and advise on opportunities. Initial appointments listed in the memo
from the Deputy Vice-Chancellor (Research) of 7 March 2006 were noted. A meeting would be
convened.
Principal comments arising in discussion were that:
. to be well positioned, submissions involving ANU should be in the national interest
and the infrastructure accessible to other researchers in Australia;
. about $200m would be available for phase two;
. following work on current priorities, the next step would be to look at areas in the
second and third phases that were institutionally advantageous;
. certain infrastructure had been put into an “other” funding category, e.g. systemic
information (IT) infrastructure for libraries etc and e-research transformation. ANU
was well placed for one of seven hubs ($1m per year approximately) aimed at
building an institution’s capabilities to do research, and to have input in other areas,
e.g. collections and e-research policy.
6. RESEARCH-RELATED POLICY REVIEW
The meeting noted the timetable and order of priority for the review and revision of research
policies in 2006:
• Intellectual Property: Ownership, Protection and Commercialisation: minor editorial
changes were in progress.
• Commercialisation: a new policy separated out from the current IP policy. Initial
consultation with researchers was underway.
• Infrastructure Access: a new policy to address access within the ANU
• NIH Research Integrity Procedures: an update to reflect revised NIH requirements
• Undertaking Individual Consultancies and Professional Practice (52-Day Rule):
restructuring of the policy document following the review in 2005
• Responsible Practice of Research: to be revised following release of the new National
Statement
• Clinical Trials: address the situation on ownership with a view to possible separating
out from the current Policy on Externally-funded Grants, Consultancies and Contracts
• Establishment, Management and Closing of Academic Centres: routine policy review
The Chair outlined review and consultation processes, including the establishment of working
parties as required (e.g. IP, Infrastructure Access etc) consisting of representatives from
Colleges, the Research Office, students and other areas.
7. RESEARCH PLANNING
The meeting noted the planning framework for research presented by the Deputy Vice-Chancellor
(Research) at the Retreat 2006, “Moving Ahead Together”, held on 15-17 February 2006, for
discussion in relation to the development of the ANU’s strategic plan to 2010. Material from the
Retreat was being collated for consultation with Colleges.
The Chair spoke to two of the four primary perspectives:
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(i) Research agendas
• The challenge of significance
• Engagement: the challenge of significance
•Scholarly communities
•Those-who-need (stakeholders)
• Fields & topics
•Expertise, focus, scale, daringness, adaptability
•Selecting and changing fields and topics
• Organisation – for creative effect
•People, collaborations
•Deploying capacity for scale, focus
He commented that planning should start not from a disciplinary base but by asking
the higher questions, e.g. What is the purpose of research in the College? Why does
ANU pursue certain research and allocate research funds to it? College plans should
tease out these issues at the College level.
(ii) Planning and Implementation
• Planning: ANU/College; strategic/tactical
•Planning for Colleges: what is needed to plan?
• Money
•Revenue – the College Economy
•Expenditure
• Review
•Indicators, outcomes, feedback/adjustment
• Administration
•A means to implement
Principal comments arising in discussion related to:
. networks that are integrative and facilitate cross-College research, modelled along
the lines of successful and innovative networks already in place on campus
. investing in facilitating the environment, i.e. social capital to add value
. targeting different audiences and interest groups to generate discussion leading to
beneficial changes, e.g. policy makers,
. effective ways of presenting arguments, engaging stakeholders, and networking
. nurturing higher research degrees, including through scholarships and positions for
HDR students to work across areas of ANU-wide interest and enrich their research
programs.
8. OTHER BUSINESS AND QUESTION TIME
Grants and Consultancies
The meeting noted Grants and Consultancies awarded between 31 August 2005 and
28 February 2006 (27/2006 and 28/2006).
jab/10 May 2006
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