Service Portfolio Template by jpp19621

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									PORTFOLIO PLANNING TEMPLATE
           2004-2006



    Portfolio: RMIT Business




       Date: March 2004
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                                                                                   CONTENTS
  Section of Planning              Data Source           Frequency    Timeline       Linkages to other Processes            Resources available for assistance/Background
       Template                                                                                                                              information
Section A: Executive           PVC, based on            Annually     July/August    Informs Portfolio Planning                     Planning Group staff to facilitate SWOT analysis and
Summary                        SWOT analysis and                                    process (for academic portfolios)       planning sessions
                               review of other                                      Informs development of                         Environmental Scanning Guide
                               sections of plan,                                    University Strategic Plan and           (http://www2.rmit.edu.au/departments/planning/ircu/escan.p
                               including workplan                                   University Business Plan                hp)
                                                                                    Informs Budget and                             Industry Dossiers (available through
                                                                                    workplanning activities                 http://www2.rmit.edu.au/departments/planning/ircu/industry.
                                                                                                                            php (login required)
                                                                                                                                   Internal Review outcomes (e.g. Faculty reviews,
                                                                                                                            QART reviews, Schools Structure review)
                                                                                                                                   AUQA report and Performance Portfolio
                                                                                                                            (http://www.rmit.edu.au/auqa)
Section B: Profile by Fund     OPIS                     Annually     April          Outcome of Profiles Process         OPIS
Source (for academic                                                                                                    (http://www2.rmit.edu.au/departments/planning/planning.php)
portfolios)
Section C: Operating           Business Warehouse       Annually     October/       Outcome of Budget Process           Available through Finance Officer
Budget                         Management Report                     November
Section D: Scorecards
    T&L                                                                            Informs Profiles Planning
    R&D                       Refer to template for    Annually     Ongoing        Informs Portfolio Planning          Template for Annual Reports
    Organisation and          details                               reporting      process                             Professional Accreditation reports
     Management                                                                     Forms the basis of regular VCE                 Student Feedback Top 10 Report
                                                                     Updated        reporting & EPS                         (http://www.rmit.edu.au/teachingandlearning/topten
                                                                     July/August    Provides linkage to Strategic                  Profile Planning Guidelines (see
                                                                                    Plan, Business Plan, T&L                http://www2.rmit.edu.au/departments/planning/ircu/profiles.
                                                                                    Strategy, R&I Strategy, etc.            php login required)
Section E: Portfolio           Planning session/        Annually     September      Used to inform PVC                  Budget process
Workplan                       facilitated input from                               workplanning. Sections based on     Planning Group available to facilitate planning sessions
                               portfolio staff                                      Profiles process template.          Informed by Portfolio planning
                                                                                                                        Risk Management Strategy considered using AS4360
Section F: Risk                Internal Audit           Updated      August         Used to inform University Risk      Internal Audit
Management Assessment          University Risk Mngt     Annually     (forward to    Management strategy                 Guidelines for AS/NZS Risk Management standard 4360
                               Strategy                              Internal                                           available at http://online.standards.com.au/online/autologin.asp
                                                                     Audit)
Section G: Workforce           People Services          Updated      August         Used to inform                      People Services (Senior Consultants)
Profile                        SAP                      Annually                    Portfolio/School/service group      Guidelines for workforce planning, available from
                                                        (3 year                     workplanning initiatives            http://www.rmit.edu.au/ps/workplanning
                                                        forecast)


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Important Note for the Reader:

The following should be noted:

1. The most recent and shorter version of the Business plan template has been used as advised by the Planning Group. Similarly the School
Business plan templates that accompany the Portfolio plan comprise the shorter version of the templates and that most recently provided by the
Planning Group.

2. The following document has been prepared within a short timeline and before the official profile planning exercise and detailed workforce
planning during the budget process. These major activities of budgetary forecasting and profiling have not yet occurred for 2005. Thus, what
follows within this plan must be read within this context and the reader should expect that the details contained within this document and the
accompanying school plans may vary as these vital planning activities inform our planning further. The 2005 Portfolio business plan will,
therefore, be more detailed and more certain in terms of planning than the plan submitted in 2004.
For instance, the portfolio‟s share of the projected growth for research income is not realistic without careful strategic planning. If, for example,
the research strategy was supported financially to allow for the appointment of innovation professors and/or other research only positions, then
the projection might be more possible. One possibility might be that the SET portfolio, which has arguably greater capacity to meet the research
income targets, could make more than a proportionate contribution to this goal for the university, while the Business Portfolio might take over,
to a greater degree, the projections with respect to Internationalisation.




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                                 SECTION A: EXECUTIVE SUMMARY
1.       PURPOSE AND DIRECTION OF THE PORTFOLIO

In keeping with the RMIT University Business Plan, our mission is to provide quality professional and vocational
education and training to individuals and enterprises on a regional and international basis; quality outcome-related
research and consultancy services that address real world issues.

In order to achieve this mission at Business we focus on students, enterprises and communities with respect to
three broad areas namely, teaching and learning, research and innovation, and organisation and management.

2.       MAIN PRIORITIES WITHIN THE PLAN
                                                                                                          1
All the Portfolio’s priorities are informed by a consistent focus on Quality, Viability and Relevance

Teaching and         1.   Student choice: Models for “Business with everything” for TAFE and HE and a feasibility
Learning                  study of offering a single B Bus degree with multiple streams commencing in 2006.
                     2.   Student capabilities: Outcomes oriented staff development targeted at improving teaching
                          quality for capability and competence outcomes for students - 100% of core courses in HE
                          specialist streams and competence based TAFE courses revised through action learning
                          approach by 2005 (35% by end 2004).
                     3.   Offshore Students - Integration of RMIT quality assurance and student feedback processes
                          for all offshore offerings.
                     4.   Student employability: Differentiate RMIT Business though its Work Integrated Learning
                          (WIL) focus – plan to embed WIL explicitly in all Business programs, on and offshore,
                          TAFE and HE, FT and PT, 40% by 2004, 100% by end 2005.
Research and         1.   Grow external income and consultancy through expanded research activity via the
Innovation                 targeting of a range of income streams (such as prestige grants, commercial research),
                          increasing „research active‟ staff and the development of industry partnerships.
                     2.   Improve HD Completions within DEST funded time.
                     3.   Continue to improve the output of DEST weighted publications.
Organisation         1.   Student services: Improve quality of student services and integration as key support
and                       systems to enhance learning.
Management           2.   Offshore Students: Appropriate integration of RMIT student services, policies, practices
                          and procedures for all offshore offerings.
                     3.   Sessional staff capability: Develop sessional staff capability to support achievement of
                          Portfolio vision for student learning.
                     4.   Student transition: Develop strategies for student transition appropriate to all major
                          student groups in RMIT Business.
                     5.   Implement the new school of TAFE.
                     6.   Establish a Graduate School of Business positioned strategically within the graduate
                          education market.
                     7.   EQUIS Accreditation: Complete the self assessment phase and apply for accreditation.




1
 Based on the RMIT T&L Strategy: Five objectives for Learning and Teaching in 2003 – 2006, the University
Business Plan Strategic initiatives for 2004, and the outcomes of the Portfolio‟s T&L Planning Day 2004.


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BACKGROUND AND OVERVIEW

        Brief overview of operating environment of the Portfolio

         RMIT Business is one of the largest Business “Schools” in Australia and is based at 239 Bourke Street in
         Melbourne‟s Central Business District. Established in 1944 RMIT Business comprises approximately
         500 staff working with approximately 18 600 students in Australia and overseas. RMIT Business earns
         almost three-quarters of its annual revenue from non-Government sources and is highly entrepreneurial
         and outward looking in its vision.
         RMIT Business consists of six Schools, one Research Centre (Centre for Quality Management Research)
         and involvement in three CRC (CRC for Construction Innovation, CRC for Smart Internet Technology
         and the CRC Interactive Design) and the Office of the Pro Vice-Chancellor. Currently a Business
         Graduate School is being established.
         The Schools are as follows:
                  School of Accounting and Law
                  School of Business Information Technology
                  School of Economics and Finance
                  School of Management
                  School of Marketing
                  Business TAFE School


         The schools as a whole offer a comprehensive and seamless range of education and training from short
         courses and certificates through to research higher degrees. All courses, including Vocational Education
         and Training programs (VET), are available to Australian and International students, either in Victoria or
         at various overseas locations.
         RMIT Business prides itself on its educational contribution to the global business community. Its
         Melbourne campus is a popular destination for international students and the Portfolio is involved in
         educational partnerships in a range of countries throughout South East Asia, including China, Hong
         Kong, Malaysia, Singapore Thailand and Vietnam. A wide range of offshore degree programs, including
         articulation arrangements, is offered in collaboration with local institutions.
         RMIT Business aims to be accessible to a diverse range of communities, including those that are
         geographically isolated. To this end it has developed a number of new initiatives, including a new
         Bachelor of Commerce degree delivered entirely “On-Line”. Innovation and Entrepreneurship are at the
         forefront of the RMIT Business strategy for the future.

         For further information, please also see: www.rmit.edu.au/bus

        Note main stakeholders/clients and their expectations

The main stakeholders/clients for RMIT Business include students, industry clients, the professions, DEST and
OTTE.

With respect to students, RMIT Business is one of the largest business “schools” in Australia, with approximately
12 300 higher education students and 6 300 TAFE students throughout Australia and the Asia Pacific Region.
Approximately 13 000 students are studying in the heart of Melbourne's central business district while almost
5600 students undertake programs off-campus in Rural Victoria, China, Singapore, Malaysia and Hong Kong.
RMIT Business has students studying in Melbourne from countries right around the world such as China, USA,
The Netherlands, Malaysia, Indonesia, Vietnam, Hong Kong, Thailand, India, Papua New Guinea, Switzerland,
and New Zealand.

The delivery of RMIT Business programs caters for a variety of students ranging from secondary school leavers to
business professionals working in the city. RMIT Business caters for a large enrolment in part time study, with




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most part-time students attending classes at the Bourke Street campus, with over 50% of classes conducted after
5.30pm or on weekends.

Broadly RMIT Business stakeholders expect excellence, student and staff capability, employability, relevance,
flexibility, on time deliverables, and clear communication channels. For instance, the Top Ten Report 2003 states
that students across RMIT expect flexible, effective and accurate administrative systems; a clean, well resourced
and appropriate learning environment; access to up to date reliable equipment that is well maintained; and a good
library collection including current books and journals (p. 3). RMIT Business students also value committed
academic/ teaching staff; the opportunity for Work Integrated Learning (WIL); opportunity to meet a diverse
group of people; and the easy online access in the library. Students want more formative and summative feedback
from staff, and advance notification of timetabling changes.

The School of Business Information Technology enjoys a strong association with the Australian Computer
Society, the national accrediting body for Information Technology professionals. The undergraduate Bachelor of
Business (Business Information Systems) is accredited with the ACS. The Head of School is a Fellow of the
society, and one of the School‟s senior lecturers is a member of the State Executive. Two of the School‟s
programs, the Bachelor of Business (Information and Knowledge Management) and the Graduate Diploma in
Knowledge Management are accredited with the Australian Library and Information Association.

The School of Management has recently established a very successful undergraduate degree for young
entrepreneurs, and is now totally revising and renewing its undergraduate degree in management.

The School of Accounting and Law has strong links with the professional accounting associations in Australia.
Two of its degrees are accredited by the associations: completion of either the Bachelor of Business in
Accountancy or the Master of Professional Accounting satisfies the academic requirements for membership. The
Chair of the Australian Accounting Standards Board is an Adjunct Professor of the School.

The School of Marketing has industry links with all the various disciplines in the School. The five undergraduate
programs in Marketing, Transport and Logistics Management, Hospitality, Tourism and International Business all
foster industry connections and the co-op placement for students in these programs brings industry related and
professional benefits to staff and students. The postgraduate programs in Marketing and in Logistics Management
are designed for practising professionals and much of the research carried out in the School focuses on practical
issues with real world relevance. The BRW Top 100 Fastest Growing Companies report for example is one of the
better known research outputs from this School.

The School of Economics and Finance has developed strong links with the financial services sector. The
undergraduate programs are accredited pathways for membership of the AIBF, the FPA and the professional
accountancy bodies. The Master of Finance is recognised by the FTA and the Master of Financial Planning is a
pathway for the CFP program as well as being recognised by ASIC as meeting PS146 requirements. Staff in the
School hold official positions with industry bodies such as the FPA and the ASFE, as well as providing consulting
services to a range of organisations. The School is well placed to contribute to the Victorian Government‟s
strategy of establishing Melbourne as the premier location in Australia for financial services education and
training. The School of Economics and Finance has significant scholarship clusters in financial services,
empirical finance and economic modelling. The research capability associated with these scholarship clusters has,
over recent years, produced substantial research outputs across all DEST categories. Staff in the School also hold
editorial positions with significant refereed journals in the accounting, finance and economics areas.

The Business TAFE School delivers programs in Accounting, Legal Studies, Financial Services, Real Estate,
Marketing, Advertising, International Trade, Information Technology, Administration, Management,
Conveyancing, and Foundation studies. Through traineeships, commercial activities, New Enterprise Workplace
Activities and workplace student learning projects, the Business TAFE School has developed good industry links.
The Business TAFE School is the only Registered Training Organisation offering a conveyancing specific
program and the Program Coordinator presented at the industry state conference in March 2004. The Advertising
program has a strong relationship with the Advertising Institute of Australia and the Business TAFE School is
regarded by that industry as a leader in Advertising education and training. The internal and external research
environment expects increased research income, timely successful research completions, and DEST approved
publications, as well as increasing numbers of accredited research supervisors, research active staff and relevant
student capabilities.




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In addition to meeting profile targets, OTTE expects growth in commercial income, increased traineeship intakes,
delivery designed to meet priority student targets, improved completion rates, adherence to AQTF standards,
reduced invalid enrolment rates, quality improvement that aligns with client/student expectations, and programs
and services configured to enhance community and industry partnerships.

        Note challenges and opportunities from SWOT analysis undertaken as part of Portfolio‟s planning
         process, and the main impacts on the Portfolio‟s operations (provide details in attachments as
         appropriate)

The challenges as perceived through SWOT analysis include:

1. Financial sustainability;
2. The alignment of facilities/ resource/processes with planned growth;
3. Staff capacity and capability;
4. Growth in commercial activity (HEd and TAFE; on and off shore);
5. Re-assess, re-invigorate and market strengths vis-a vis competitors;
6. Implementation challenges- consultation between the centre and the portfolio and the development of integrated
   systems;
7. Continuous improvement in quality of teaching;
8. Improved research performance;
9. Staff morale.


The opportunities as perceived through SWOT analysis include:

1. The use of the RMIT Business brand to leverage our local and our international reputation on/off shore;
2. The establishment of a Graduate School of Business;
3. Reinvigorate our strengths, such as work integrated learning, in terms of the market opportunities;
4. Exploit and expand our industry linkages and grow our industry connectedness.

        Comment on student numbers (and projections) (See Profile by fund source template at Section E)

Whilst student growth is not anticipated in the Business TAFE sector, the Higher Education sector has projected
steady growth over the next 3 years, particularly in the international onshore and offshore undergraduate market.

Although the 2005 COG allocation is yet to be determined, the current tentative projection of the university
indicates a reduction in COG Business places over the next few years. Yet VTAC demand for undergraduate
business places remains high. In 2003 and 2004 Business had three of the top ten most popular programs
(Accountancy, Marketing and Business Administration). With common first year core courses and updating of
programs, the popularity of RMIT‟s business programs is guaranteed with the undergraduate student market. This
unmet demand will most probably be met by other institutions, not in an improvement in AFP take up rates.

Slow growth is predicted for the undergraduate AFP market, as the community needs to undertake a culture
change to accept that education is on a “user pays basis”.

The predicted portfolio level growth in the Postgraduate AFP, International Onshore and Offshore markets may
prove challenging to achieve as the Post graduate sector is becoming increasingly competitive. Additionally,
recent DIMIA changes make the Business 18 month Masters programs less attractive to prospective international
students. The Portfolio will need to respond to this market need.

    Note: The figures in the attached profile planning templates are what was submitted to the University during
    the 2003 profile planning process, and may change when the 2005 – 2007 profile is reviewed during 2004.

        Provide overview of resource context (Finance, Staff Capability, Facilities)

    A major challenge exists in terms of the projected student growth that is in excess of our current capacity to
    service. Thus, the current resource context (finance, staff capability, facilities) will need to grow if such
    targets are to be realised. For instance, the facilities at Building 108, given the compressed time slot of most
    classes (evenings, weekends), are at full capacity. Our computer facilities are in high demand. For example,
    the room audit conducted by Property services in 2002 showed a 95% usage rate. Additional facilities, such



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    as medium to large classrooms, corporate/executive facilities, computer centres and space for examinations,
    are needed if we are to accommodate the intended development in student numbers. Further, we shall need to
    expand our staff capability, through ongoing professional development, the furthering of higher
    qualifications, and the enhancement of staff morale.

        Provide overview of Portfolio‟s contribution to relevant scholarship cluster (initiatives included in
         workforce profile and profile by funding source)

The planning surrounding scholarship clusters began early in 2004. In February the Portfolio executive held a
planning day, of which one session was devoted to consideration of discipline or scholarship clusters. It is
intended that further work will occur during 2004 and into 2005 as part of the overall university goal to better
describe the distinctive features of the work that we do at RMIT. This planning session yielded a first draft in
terms of nominating that which we believe to be areas of strength, those areas that are emerging and those that we
need to consider further in terms of viability. From this work we will engage in further planning in the Portfolio in
connection with the university project emanating from People Services. The plan will need to analyse academic
areas within the Portfolio and map the discipline knowledge, qualifications and research capacity with respect to
Academic staff.

The planning day yielded some initial thinking with respect to our current strengths, our emergent or potential
areas of growth, and those areas that will need to be reviewed in terms of feasibility. While this initial thinking is
presented below, it must be recognised that further developmental work and review is needed.

RMIT Business is internationally recognised as a key player in the world of business education, and aims to
encompass the needs and demands of the information society in a lifelong learning context. The Portfolio aims to
produce graduates who have the capabilities to operate confidently and effectively in a technological global
environment.

The Business Portfolio is currently known for the quality of its educational programs in the following areas:
   Accounting
   People Management
   Marketing
   Financial Markets

The following areas are deemed as emergent or growing scholarship clusters within Business:
   Entrepreneurship
   Strategic Management
   Transport and Logistics
   Supply Chain Management
   Business Analysts
   Development Economics

The Portfolio has developed significant research capability and reputation within the areas of:
   Organisational accountability
   E-Commerce and Knowledge Management
   Financial Markets
   Practice Led Research
   Health Services Management
   Entrepreneurship and Innovation
   Enterprise Learning Frameworks

The following areas were deemed as possible areas for development but in need of review in terms of feasibility:
   Hospitality
   Tourism
   Development Economics

In 2003 scholarship triangles were developed for the School of Management, the School of Marketing and in the
area of financial markets (refer to attachment). Such work will be continued across all schools as part of the on-
going work related to scholarship cluster planning and review.




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It should be noted that the current operating budget will determine the ways in which we can contribute further to
scholarship cluster development. The plans noted in section E of this document will be constrained by the budget.
Ongoing plans will be maintained and any surplus will be devoted to key strategic goals such as the development
of capability-driven curriculum, and the growth of research income.




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                       SECTION B: PROFILE BY FUND SOURCE 2004-2006 (for Academic Portfolios only)
VET PROFILE

                                                                         P Profile                                        L Profile

                                                  2003            2003     2004       2005      2006     2003     2003        2004        2005      2006

                                                Enrolled* Perf Agt        Profile    Profile   Profile Enrolled* Perf Agt     Profile     Profile Profile

          VET Programs (SCH)                   1,084,112 953,388 969,388 969,388 969,388 92,908                  79,337       85,923 85,923 85,923

     Foundation Studies (EFTSU)

            Fee for Service ($)




                                                                  Australian Fee Paying                              International Onshore

                                                 2003        2003         2004       2005       2006      2003      2003         2004         2005         2006

                                              Enrolled* Perf Agt         Profile     Profile   Profile   Enrolled* Perf Agt     Profile      Profile   Profile

         VET Programs (SCH)                    170,504 116,400 238,826 240,426                 196,926   297,113 344,000 284,000 242,000 247,000

        VET Programs (EFTSU)                      237         162         332         334       274        413       478          394         336           343

     Foundation Studies (EFTSU)                                                                            215       369          330         330           330

           Fee for Service ($)




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       VET PROFILE (cont’d)

                                               International Offshore
                                                                                                          Other Funds                                         TOTAL

                                   2003        2003        2004          2005   2006      2003     2003     2004     2005      2006      2003       2003       2004     2005      2006

                                 Enrolled* Perf Agt       Profile    Profile    Profile Enrolled* Perf Agt Profile   Profile   Profile Enrolled*   Perf Agt   Profile   Profile   Profile

   VET Programs (SCH)            242,690 355,000 227,000 240,000 265,000                 9,355       0                                1,896,682 1,848,125 1,805,137 1,777,737 1,764,237

  VET Programs (EFTSU)              337         493         315          333     368       13                                           2,634       2567       2,507    2,469     2,450

Foundation Studies (EFTSU)                                                                                                               215         369       330       330       330

    Fee for Service ($)

* Enrolment figure as at Feb 2004 = Confirmed


       Source: OPIS




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HIGHER EDUCATION PROFILE

                                                                                                                                                  International Onshore
                            Commonwealth Operating Grant                                 Australian Fee Paying


                   2003        2003        2004        2005        2006      2003     2003      2004      2005       2006       2003          2003         2004           2005        2006

                  Actual*     Profile     Profile     Profile     Profile    Actual   Profile   Profile   Profile   Profile    Actual*       Profile       Profile        Profile    Profile

     PG Res        66.2        75.5        37.4        19.2        10.0      30.5      29.9      23.1      26.2      29.0       22.0          22.9          20.1           31.8        44.7

     PG CWK        24.0        14.3         6.8         2.2            0.7   721.3    745.7     673.1     753.8     791.6       330.4        408.2         358.7          407.5       432.5

     UG           2708.1      2783.9      2,515.9     2,430.9     2,399.2    211.6    154.5     147.8     161.4     185.2      1,435.2       1498.3       1,585.5        1,687.7     1,830.4

     Total        2,796.3     2873.6      2,560.1     2,452.3     2,409.9    963.5    930.0     844.0     941.4     1,005.8    1,787.6       1929.3       1,964.3        2,127.0     2,307.6


                                                                                                                                                           Total
                                 International Offshore                                         Other


                   2003        2003        2004        2005        2006      2003     2003      2004      2005       2006       2003          2003         2004           2005        2006

                  Actual*     Profile     Profile     Profile     Profile    Actual   Profile   Profile   Profile   Profile    Actual*       Profile       Profile        Profile     Profile

     PG Res         3.8         11.0        3.3         2.9            2.8   14.0       0        10.3      6.0       10.0       134.5        139.2          94.1           86.2        96.5

     PG CWK        299.9       281.2       283.6       333.3       331.1      0.3       0        78.0     107.4     116.2      1,375.8       1449.3       1,400.2        1,604.2     1,672.2

     UG           2751.6      2881.1      3,100.2     3,358.6     3,532.2    153.3    208.8     284.6     373.6     395.8      7,259.5       7529.5       7,634.2        8,012.1     8,342.7

     Total        3055.2      3176.4      3,387.1     3,694.8     3,866.1    167.3    208.8     372.9     487.0     522.0      8,769.8       9118.1       9,128.5        9,702.5     10,111.4


     Source: OPIS


     Note that the above tables show the consolidated profile context incorporating the schools within Business as well as the figures within the Office of the PVC: Business. The
     figures from the Office of the PVC: Business are attached separately, as are the Business plans for the six schools.




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                        SECTION C: OPERATING BUDGET 2004-2006

                                                                                     2004
                                                                         2004
     FINANCIALS ($'000)                               2003 Actual                  Forecast       2,005       2,006
                                                                        Budget
                                                                                     (V8)
     Commonwealth Operating Grants                          19,093        14,329                   13,895       13,760
     Commonwealth Operating Grants - Other                       2             0                        0            0
     State Government Grants                                 7,844         5,721                    5,721        5,721
     Aust Full Fee Paying                                   10,119         7,657                    8,588        9,019
     Tuition Fees - Onshore Overseas                        28,735        18,945                   19,238       20,453
     Tuition Fees - Offshore Overseas                       15,108        16,132                   17,237       18,029
     Full Fee Paying VET Award Fees                          1,250         1,059                    1,071          878
     Other Student Fees & Charges                            2,536         2,618                    2,610        2,862
     Total Student Related Income                           84,687        66,461              0    68,359       70,721

     Research Grants/Income                                  1,162         1,876                     2,400       3,044
     Donations & Bequests                                       87            52                         1           1
     Other Income                                            3,974         4,110                     4,326       4,526
     Investment Income                                           9             0                         0           0
     Commercial Income                                       1,179         1,530                     1,747       1,922
     Total Other Income                                      6,411         7,568              0      8,473       9,493
     TOTAL INCOME                                           91,098        74,029              0    76,832       80,214

     Operating Expenses
     Total Salaries                                         34,082        36,933                   38,411       40,387
     Total Oncosts                                           6,854         7,721                     8,031       8,444

     Total Salaries & Oncosts                               40,936        44,654              0    46,442       48,831
     Consumable Materials                                      914         1,165                    1,200        1,236
     Minor Equipment Repairs & Hire                          1,934         1,974                     2,033       2,094
     Communication Costs                                       715           730                       751         773
     Administrative Expenses                                   166            52                        54          55
     Marketing, Advert. & Public Relations                     796           877                       903         930
     Travel & Motor Vehicle Expenses                         1,930         2,549                     2,625       2,704
     Stocks & Materials                                        180           154                       159         163
     Staff Administrative Costs                              4,204         3,908                     4,024       4,145
     Finance, Legal & Other                                    865           605                       746         778
     Facilities Related - Occupancy                          3,448         1,219                     1,207       1,243
     Grants to Other Institutions                              126           201                       206         212
     Staff & Student Related Expenses                        1,067         1,419                     1,461       1,504
     Depreciation                                              606           723                       779         747
     Miscellaneous Expenses                                    117            68                        70          72
     Total Other Operating Expenses                         17,068        15,644              0    16,218       16,658
     Total Direct Operating Expenses                        58,004        60,298              0    62,660       65,489

     Gross Contribution                                     33,094        13,731              0    14,172       14,726
     Total University Overheads                             22,544        12,811                   13,195       13,591
     TOTAL OPERATING EXPENSES                               80,548        73,109              0    75,855       79,080

     Operating Result                                       10,550          920               0       977        1,134
     Total Capital Expenditure                                    789       440                       260          270
     Add Depreciation                                             606       723                       780          748




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Notes on Financials

The Hybrid Model:
Care must be taken when comparing the financials from 2003 to 2004 as a change in the University‟s methodology
occurred in 2004. In 2003 the model was profit centre accounting whereby all the gross revenue was distributed to
profit centres and University overheads were all charged as an expense below the gross contribution line. In 2004 this
has changed to a hybrid model whereby some University overheads and capital expenditure are funded off the top and
some other overheads are charged as expenses below the gross contribution line. This has resulted in reduced revenue
distributed to profit centres, which has lead to diminished operating results. The comparison from 2004 on is more
meaningful.

Assumptions used for 2005 and 2006:

The financials have been generated based on a status quo approach using currently available student profile data.
Tuition fee revenue forecasts has been aligned to the student profile movements; salaries and on-costs have been
increased by the proposed EB amounts, 4% in 2003 and 5% in 2004; and expenses have been increased by 3% per
annum to reflect CPI increases. This simplistic approach has been used as program reviews; student profile targets;
and detailed workforce planning are works in progress. The financial projections for 2005 and 2006 are only a first cut
snapshot and are subject to change.

Business TAFE School

The Business TAFE School‟s financial projections show a decline in revenue due to the impact of the profile for 2005
and 2006, which was developed in 2003. The profile contains significant reductions in student contact hours from the
phasing out of old programs. These delivery reductions have yet to be reflected against the expenses. The TAFE
Schools financials are in the formation stage and therefore cannot be relied on to give an accurate indication of
projected performance.




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                                                                      SECTION D: SCORECARDS

                                                            LEARNING AND TEACHING SCORECARD
In consultation with other members of VCE, as appropriate, PVCs to select relevant indicators from Learning and Teaching, Regional and
Community and International (refer to Section 7) and develop targets, which will be agreed to by the Vice-Chancellor


                                                                                                                                                         Status
                                                                                                        Portfolio     Portfolio      Portfolio
                                                              Data Source      Portfolio Performance                                                (Exceeding, On
 Indicators in Strategic Plan           Measured by:                                                     Target        Target         Target
                                                                                        2003                                                        target, unlikely
                                                                                                          2004          2005           2006
                                                                                                                                                        to meet)
Teaching Quality                      CEQ good               CEQ              38.9%                    39%          41%           Above national   Given the
                                      teaching                                                                                    average of 46%   lagging nature of
                                      agreement (HE)         Program                                                                               CEQ as an
                                                             Leaders‟ AR                                                                           indicator it is
                                                             (These reports                                                                        unlikely that the
                                                             have not been                                                                         efforts of the
                                                             submitted to                                                                          Portfolio in 2004
                                                             the PVC)                                                                              will result in
                                                                                                                                                   significant
                                                                                                                                                   improvement in
                                                                                                                                                   CEQ data until
                                                                                                                                                   2006 at the
                                                                                                                                                   earliest
                                      SOS good               SOS              69.5%                    70%          72%           Above state
                                      teaching                                                                                    average of
                                      instruction (VET)      Program                                                              73.2%
                                                             Leaders‟ AR
                                                             (These reports
                                                             have not been
                                                             submitted to
                                                             the PVC)




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                                                                                                                                                             Status
                                                                                                          Portfolio        Portfolio      Portfolio
                                                              Data Source    Portfolio Performance                                                      (Exceeding, On
 Indicators in Strategic Plan           Measured by:                                                       Target           Target         Target
                                                                                      2003                                                              target, unlikely
                                                                                                            2004             2005           2006
                                                                                                                                                            to meet)
Completion Rates                      Student Load           Planning       2002 Only:               88               90               92% -5% over     On target
                                      Progress Rate          Group          87.9%                                                      the national
                                      (HE)                                                                                             average:
                                                                                                                                       87% (2001)
                                      Module Load            Planning       80.2%                    81               82               81% - 5% over    Exceeding
                                      Completion Rate        Group                                                                     the state
                                      (VET)                                                                                            average:
                                                                                                                                       76.1% (2002)
                                      Retention rates                       Unknown                                                    At or above      Given the
                                      year to year                                                                                     national         absence of
                                                                                                                                       average within   information on
                                                                                                                                       relevant FoS     current
                                                                                                                                                        performance it
                                                                                                                                                        may be difficult
                                                                                                                                                        to achieve 2006
                                                                                                                                                        target until the
                                                                                                                                                        scale of the gap
                                                                                                                                                        is addressed
                                      Students “at risk”     Schools        Unknown                  65%              80%              95%              TBD
                                      identified and
                                      supported
% of Graduates Securing               % HE graduates         GDS and        91%                      91%              91%              91% - 5% over    On target
Employment                            in full-time           SOS-                                                                      the national
                                      employment             Planning                                                                  average:
                                                             Group                                                                     86%
                                      % VET graduates        GDS and        77%                      79%              80%              82% - 5% over    On target
                                      employed               SOS-                                                                      the state
                                                             Planning                                                                  average:
                                                             Group                                                                     77%
% of Graduates Involved in            % HE graduates         GDS and        3%                       3%               8%               13% - 5% over    Unlikely to be
Enterprise Formation                  in self-               SOS-                                                                      the national     met as this is not
                                      employment             Planning                                                                  average:         something we
                                                             Group                                                                     8%               have focussed on
                                                                                                                                                        in the design of
                                                                                                                                                        our programs




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                                                                                                                                                        Status
                                                                                                      Portfolio     Portfolio       Portfolio
                                                              Data Source   Portfolio Performance                                                  (Exceeding, On
 Indicators in Strategic Plan           Measured by:                                                   Target        Target          Target
                                                                                     2003                                                          target, unlikely
                                                                                                        2004          2005            2006
                                                                                                                                                       to meet)
                                      % VET graduates        GDS and        3%                      7%            11%            5% over the      Unlikely to be
                                      in self-               SOS-                                                                state average:   met as this is not
                                      employment             Planning                                                            11%              something which
                                                             Group                                                                                is a major goal
                                                                                                                                                  in the
                                                                                                                                                  development of
                                                                                                                                                  competences set
                                                                                                                                                  out in the
                                                                                                                                                  National
                                                                                                                                                  Training
                                                                                                                                                  Packages
Graduate Capability                   % of programs          Program        20%                     35%           70%            90% of           On target
                                      implementing a         approval                                                            programs
                                      capability driven      process                                              100% of core
                                      curriculum (HE)                                                             courses
                                      % of programs          Program        40%                     60%           80%            80% of           On target for
                                      implementing a         approval                                                            programs         those awards
                                      competency             process                                                                              offered by
                                      based curriculum                                                                                            Business TAFE
                                      (VET)                                                                                                       which are
                                                                                                                                                  competency
                                                                                                                                                  based




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                                            BUSINESS PORTFOLIO TEACHING AND LEARNING SCORECARD
                                                                                                                                                                        Status
                                                                                                            Portfolio                               Portfolio
 T&L Priorities in Business                                  Data Source      Portfolio Performance                         Portfolio Target                       (Exceeding, On
                                       Measured by:                                                          Target                                  Target
      Portfolio Plan                                                                   2003                                      2005                              target, unlikely
                                                                                                              2004                                    2006
                                                                                                                                                                      to meet)
Student choice: Models for           Enrolments of          AMS               Common stem and            Plans for a        Cross portfolio      Cross portfolio   On target
“Business with everything”           students from                            stream architecture for    single B Bus       delivery with        delivery with
for TAFE and HE                      other portfolios                         all Business degrees but   degree with        Business             Business
                                     in Business                              all run as separate        multiple streams   involvement in       involvement up
                                     competences and                          programs                   to commence in     teaching up 10%      50% on 2003
                                     courses                                                             2006               on 2003
                                                                              Common core of
                                     Collaborative          Planning Unit     business competences       Models for
                                     teaching with                            for TAFE programs          “Business with
                                     Business staff                                                      everything” for
                                     involved in                                                         TAFE and HE
                                     delivery with
                                     staff of other
                                     portfolios
Student capabilities:                Participation of       SIM               Two undergraduate          35% of core        100% of core         100% of           On target
Outcomes oriented staff              staff in                                 degrees and two            courses in HE      courses in HE        programs
development                          workshops to re-       Schools and       postgraduate degrees       specialist         specialist streams   renewed to
                                     design course          Academic          fully renewed              streams and        and competence       have a
                                     guides and             Development                                  competence         based TAFE           capability/
                                     improve teaching       Unit statistics   Majority of TAFE           based TAFE         courses revised      competence
                                     quality delivering     on course         awards with Training       courses revised    through action       focus
                                     capability and         guide             Package Implementation     through action     learning
                                     competence             renewals and      plans developed            learning           approach
                                     outcomes for           staff                                        approach
                                     students               participation
                                                            rates
Offshore Students - Quality          Student feedback       Audit reports     Patchy; characterised by   Development of     Complete                               On target
assurance and student                Partner feedback       and student       ad hoc approaches at       prioritised        implementation;
feedback                                                    and partner       program level; no          action plan and    evaluate
                                                            feedback          consistency across all     commence           effectiveness
                                                                              offerings                  implementation




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                                            BUSINESS PORTFOLIO TEACHING AND LEARNING SCORECARD
                                                                                                                                                                             Status
                                                                                                                      Portfolio                             Portfolio
 T&L Priorities in Business                                  Data Source      Portfolio Performance                                    Portfolio Target                 (Exceeding, On
                                       Measured by:                                                                    Target                                Target
      Portfolio Plan                                                                   2003                                                 2005                        target, unlikely
                                                                                                                        2004                                  2006
                                                                                                                                                                           to meet)
Student employability:               WIL related            AMS              WIL much talked about;              Plan to embed         100% by end        100%          On target
RMIT Business and Work               course                                  co-op in almost all                 WIL explicitly        2005
Integrated Learning (WIL)            enrolments                              undergrad degrees for               in all Business
                                                                             onshore FT students,                programs, on
                                                                             Professional Skills                 and offshore,
                                                                             Program available                   TAFE and HE,
                                                                             onshore and FT only;                FT and PT, 40%
                                                                             offshore and PT                     by 2004
                                                                             equivalents to co-op and
                                                                             PSP variable and patchy;
                                                                             TAFE programs patchy
                                                                             and especially weak
                                                                             offshore



                  * * Status:                               ●      - Current performance is tracking well
                                                            ▲      - Current performance is on target but requires attention
                                                            ■      - Current performance indicates that urgent attention is required




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                                                       RESEARCH AND DEVELOPMENT SCORECARD
In consultation with other members of VCE, as appropriate, PVCs to select relevant indicators from Research and Development, Regional and
Community and International (refer to Section 7) and develop targets, which will be agreed to by the Vice-Chancellor

  Indicator in          Measured by:            Data              Portfolio Performance 2003             Portfolio Target 2004            Portfolio    Portfolio          Status
 Strategic Plan                                Source                                                                                      Target       Target         (Exceeding,
                                                                                                                                            2005         2006           On target,
                                                                                                                                                                        unlikely to
                                                                                                                                                                           meet)
DEST                   DEST audited          R&I                                                                                                      (100%           Unlikely to
Reportable             research income       RDU              DEST              $           %      DEST Category     $            %      $2,400,000   increase on     meet target
Research Income        by category ($                         Category                             CRC Research      1,033,298    55.1                2001 income:    for 2006.
                                                              Research Grant    435,874     37.5   Grants
                       and % mix)                                                                                                                     $1,522,136)     2001 income
                                                              – State Govt                         Research Grants   86,000       4.6
                                                              CRC Research      12,500      1.1    - Other Govt                                                       included TRC
                                                              Grants                               Research Grant    434,863      23.1                                research
                                                              Research Grants   196,119     17     Non –Govt                                          TOTAL:          income which
                                                              - Other Govt                         Research Grant    56,000       3.05
                                                                                                                                                      $3,044,272      was closed in
                                                              Research Grant    323,736     27.8   – International
                                                              Non –Govt                            Research Grant    1,000        .05                                 2002. Needs
                                                              Research Grant    23,578      2      Non Govt                                                           research
                                                              – International                      Donations                                                          investment
                                                              Research Grant    35,993      3.1    Research Grants   30,000       1.6
                                                                                                                                                                      strategy.
                                                              Non Govt                             Non Govt Coll
                                                              Donations                            ARC Large         89,091       4.7
                                                              Research Grants   6,250       0.5    Grants
                                                              Non Govt                             ARC               77,221       4.1
                                                              S‟ships                              Infrastructure
                                                              Research Grants   87,412      7.5    Block Grant
                                                              Non Govt Coll.                       ARC APA           68,533       3.7
                                                              ARC Large         11,592      1      Industry
                                                              Grants                               TOTAL             $1,876,006   100
                                                              ARC               30,000      2.5
                                                              Infrastructure
                                                              Block Grant
                                                              TOTAL             1,163,054   100




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  Indicator in          Measured by:            Data              Portfolio Performance 2003          Portfolio Target 2004     Portfolio       Portfolio          Status
 Strategic Plan                                Source                                                                            Target        Target 2006      (Exceeding,
                                                                                                                                  2005                           On target,
                                                                                                                                                                 unlikely to
                                                                                                                                                                   meet)
DEST                   # of research         RDU              School                 #          School             #            Schools to     300%
Reportable             only staff                             Marketing              3.6        Marketing          -             provide       increase on
Research                                                      Economics &            2          Economics &        2              data         2001 (2001
Income                                                        Finance                           Finance                                        data is not
                                                              Management             7          Management         2                           available)
                                                              RDU                    7          RDU                9.5
                                                              CQM                    1.5        CQM                1.5
                                                              BIT                    1          BIT                2
                                                              Portfolio Office       1          Portfolio          1
                                                              TOTAL                  23.1       Office
                                                                                                TOTAL              18

                       # of research         Supervisor     1 application: 2 staff             3 applications: 5 staff         5               200%             On target
                       active staff per      registration                                                                      applications:   increase on
                       grant application                                                                                       7 staff         2001:
                                                                                                                                               6
                                                                                                                                               applications:
                                                                                                                                               9 staff
                       # of research         Supervisor
                       active staff          registration     School                   #        School                   #     75% of          100% of          On target
                       (using ATN                             Accounting               14       Accounting               13    academic        academic
                       definition)                            BIT                      21       BIT                      20    workplans       workplans
                                                              Economics &              16       Economics &              15    recognising     taking into
                                                              Finance                           Finance                        research        account
                                                              Marketing                21       Marketing                16    activity        research
                                                              Management               27       Management               27                    activity
                                                              Portfolio Office         12       Portfolio Office         14
                                                              TOTAL                    111      TOTAL                    105
                                                              60.9% academic staff              54.7% academic staff




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  Indicator in          Measured by:            Data              Portfolio Performance 2003            Portfolio Target 2004            Portfolio       Portfolio           Status
 Strategic Plan                                Source                                                                                     Target        Target 2006      (Exceeding,
                                                                                                                                           2005                           On target,
                                                                                                                                                                          unlikely to
                                                                                                                                                                             meet)
                       % of HDR              R&I            Not available – pending Research      Not available – pending Research      Not             100%             Not available
                       completions           RDU            Master                                Master                                available –     completion         – pending
                       within DEST                                                                                                      pending         within time        Research
                       funded time                                                                                                      Research                            Master
                                                                                                                                        Master
                       % of staff on         Supervisor      School            #     %             School           #      %
                       academic              Register        Accounting        14    7.7           Accounting       13     6.8          50% of          50% of           On target
                       supervisor                            BIT               21    11.5          BIT              20     10.4         academic        academic
                       register                              Economics &       16    8.8           Economics &      15     7.8          staff on        staff on
                                                             Finance                               Finance                              supervisor      supervisor
                                                             Marketing         21    11.5          Marketing        16     8.3          register        register
                                                             Management        27    14.8          Management       27     14.1         participating   participating
                                                             Portfolio         12    6.6           Portfolio        14     7.3          in              in
                                                             Office                                Office                               supervision     supervision
                                                             TOTAL             111 60.9            TOTAL            105 54.7
                                                            Total academic staff March 2003       Total academic staff March 2004
                                                            (FTE): 182.4                          (FTE): 191.7
Research               DEST Weighted         R&I            210 confirmed publications                                                  10%             At national
Publications                                 RDU                                                  10% increase on previous year         increase on     average in       On target
                                                            (12 publications have been                                                  previous        terms of
                                                            referred to the Expert Panel set up                                         year            publications
                                                            by R&I for review)                                                                          per research
                                                                                                                                                        active staff
                       % of academic         R&I            47% academic staff                    60% of academic workplans taking      75% of          100% of
                       staff generating      RDU                                                  into account DEST research activity   academic        academic         On target
                       publications                         (86 staff plus 22 research students                                         workplans       workplans
                                                            and 3 visiting fellows)                                                     recognising     recognising
                                                                                                                                        research        research
                                                                                                                                        activity        activity




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    Indicator in Strategic Plan                   Measured by:             Data Source                Portfolio                  Portfolio      Portfolio      Portfolio              Status
                                                                                                    Performance                 Target 2004    Target 2005    Target 2006        (Exceeding, On
                                                                                                        2003                                                                     target, unlikely
                                                                                                                                                                                     to meet)
Uptake of Research Outcomes                 % return to RMIT from         R&I                    $5,000                    $15,000            $20,000        $0                 2001 income
Including Returns from                      commercialisation             RDU                                                                                                   included sales
Commercialisation                                                                                                                                                               from VATS data.
                                                                                                                                                                                As data set ages
                                                                                                                                                                                it becomes less
                                                                                                                                                                                useful. DOI will
                                                                                                                                                                                be collecting
                                                                                                                                                                                own data in
                                                                                                                                                                                2005.
Impact Through Partnerships                 % of research active staff    CRC Linkage,           10.3%                     14.3%              18.6%          75% increase       2001 data not
                                            engaging in research with     ARC Industry                                                                       2001               available
                                            industry/community/other      funded projects        11.5 research             15 research                       (2001 data not
                                            universities/CRCs             (via SAP 1st           active staff.             active staff                      available)
                                                                          category)              Total academic            Total academic
                                                                                                 research active           research active
                                                                                                 staff: 111                staff: 105

* * Status:                                                 ●       - Current performance is tracking well
                                                            ▲       - Current performance is on target but requires attention
                                                            ■       - Current performance indicates that urgent attention is required




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                                                   ORGANISATION AND MANAGEMENT SCORECARD
In consultation with other members of VCE, as appropriate, PVCs to select relevant indicators from Staffing and Resources (refer to Section 7) and
develop targets, which will be agreed to by the Vice-Chancellor

    Indicator in Strategic Plan             Measured by:            Data Source        Performance           Portfolio         Portfolio         Portfolio           Status
                                                                                           2003             Target 2004       Target 2005       Target 2006     (Exceeding, On
                                                                                                                                                                target, unlikely
                                                                                                                                                                    to meet)
Highly effective and responsive            % and speed of         People Services     Business: 82%       85% resolved      90% resolved      95% resolved      Likely
student support services                   resolution of                              overall resolved.   within 1          within 1          within 1 week,
                                           formal student                             (Details not kept   fortnight,        fortnight,        remainder
                                           complaints                                 on time frame of    remainder         remainder         resolved within
                                                                                      resolution)         resolved within   resolved within   1 month of
                                                                                                          1 month of        1 month of        submission
                                                                                                          submission        submission
% of Staff Initiated Turnover              Staff Initiated        People Services     12%                 10%               10%               Less than 10%
(not vdp’s)                                Turnover (not                                                                                      p.a.
                                           vdp‟s)
                                           % of academic/         To be                                                                       More than 80%     TBD
                                           teaching staff         considered
                                           with industry          as part of the
                                           activity included      development of
                                           within the             the staff profile
                                           workplan               in 2004
                                           Number of              Collected by        Unknown             30% p.a.          30% p.a.          30% p.a.          TBD
                                           applicants who         People Services
                                           meet key
                                           selection criteria
                                           per position
Return on Revenue                          To be                  Data not held       Unknown             TBD               TBD               TBD               TBD
                                           determined             centrally
Health and Safety                          Fully                  Chair OH & S        Processes will      Date to be        TBD               TBD               TBD
                                           implemented OH         Committee:          be put in place     confirmed:
                                           & S strategy           currently                               consistent with
                                                                  Damian Barry                            People Services
                                                                                                          processes




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                                    BUSINESS PORTFOLIO ORGANISATION AND MANAGEMENT SCORECARD

                                                                                                                                                                      Status
     Organisation and                                        Data Source                                  Portfolio                               Portfolio        (Exceeding,
                                                                            Portfolio Performance                          Portfolio Target
  Management Priorities in             Measured by:                                                        Target                                  Target           On target,
                                                                                     2003                                       2005
   Business Portfolio Plan                                                                                  2004                                    2006            unlikely to
                                                                                                                                                                      meet)
Student services: Improve            Related                SSC to advise   Unknown                    Metrics agreed      3% improvement      5%                 TBD
quality of student services and      improvements in                                                   and current         over 2004           improvement
integration as key support           CEQ scores over                                                   levels of student                       over 2004
systems to enhance learning          time                                                              satisfaction
                                                                                                       understood
Offshore Students:                   Student feedback       Annual          Extremely varied and                                                                  TBD
Appropriate integration of                                  program         different from one
RMIT student services,               Partner feedback       reports         program to another and
policies, practices and                                                     one partner to another
procedures for all offshore                                 Audit reports
offerings
Sessional staff capability:          Participation of       Records of      Virtually no PD for        PD designed and     Participation by    Participation by   TBD
Develop sessional staff              sessional staff in     participation   sessionals other than      piloted             at least 40% of     at least 80% of
capability to support                workshops                              induction                                      sessional staff     sessional staff
achievement of Portfolio                                                                                                   teaching at least   teaching at
vision for student learning          Student feedback                                                                      10 hours            least 10 hours
Student transition: Develop          Student                Student         Increasing collaboration                                                              On target
strategies for student transition    completions –          completions –   on Orientation under
appropriate to all major             module and             module and      Student Services
student groups in RMIT               course and             course and      leadership
Business                             program                program

                                     Student
                                     satisfaction
Implement the new school of          TBD                    TBD             TBD                        Complete
TAFE                                                                                                   implementation




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Establish a Business Graduate        TBD                    TBD             TBD                                 Complete
School                                                                                                          planning phase

                                                                                                                Application for
                                                                                                                EQUIS
                                                                                                                accreditation
                                                                                                                completed
                  * * Status:                               ●     - Current performance is tracking well
                                                            ▲     - Current performance is on target but requires attention
                                                            ■     - Current performance indicates that urgent attention is required




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                              SECTION E: PORTFOLIO WORKPLAN
The Portfolio workplan section should be structured using the following sections (as per the Strategic Plan)
             o Learning and Teaching
             o Research and Development
             o Organisation and Management

Strategies should be categorised as per the Budget management process
              o 2004 Identified University Strategic Activities
              o Change Activities (support a move from existing policy or practice to new policy/practice)
              o Core Operational Activities (support achievement of operational targets)


IMPLEMENTATION
Clear responsibilities, timeframes and resources should be allocated to the strategies within the workplan, which will
inform individual staff workplans and performance reviews to ensure that staff are aware of their responsibilities. Key
milestones and achievements should be reported and celebrated along the way.




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    1.        LEARNING AND TEACHING
 RMIT BUSINESS PRIORITY ACTION FOR 2004: To improve teaching quality and the relevance and viability of programs.
  Key Result    Outcome                                                 Strategies                                              Timeframe         Overall       Resources
     Area                                                                                                                                      Responsibility   Required
                                                      Identified University Strategic and Change Activities
Academic      Enrolments     Build and enhance connections between Business portfolio and other portfolios, and                 Develop        PVC              Assistance
linkage and   of students    interpret and translate policies and strategic directions to staff                                 strategic      Dean Ac          from other
co-           from other                                                                                                        paper          HoS              portfolios:
coordination  portfolios in  Models for “Business with everything” for TAFE and HE (Also see below - Plan for a                 setting out                     Academic
              Business       single B Bus degree with multiple streams to commence in 2006)                                     issues and                      T&L
Relates to    competences                                                                                                       approaches                      Students
Business T&L and courses                                                                                                        leading to
Priority                                                                                                                        adoption by
              Collaborative                                                                                                     Business
Student       teaching with                                                                                                     and other
choice:       Business staff                                                                                                    Academic
Models for    involved in                                                                                                       Portfolios
“Business     delivery with                                                                                                     Portfolio of
with          staff of other                                                                                                    an agreed
everything”   portfolios                                                                                                        action plan
for TAFE and                                                                                                                    by
HE                                                                                                                              November
                                                                                                                                2004
Program             Participation     Program renewal and Training Package implementation planning in selected areas            List           PVC              Assistance
Quality and         of staff in                                                                                                 approved       Dean Ac          from other
Relevance           workshops to      Staff development on capability / competence (through workshops on revising their         by             HoS              portfolios:
                    re-design         course guides) - Course redevelopment in all specialist streams and core competences to   Programs                        Academic
Relates to          course guides     redevelop assessment and revise course guides to embed capability / competence focus      committee                       T&L
Business T&L        and improve       through educational design and assessment                                                 completed                       (especially
Priority            teaching                                                                                                    for delivery                    CID Group)
                    quality           Continue work on common core and linkages to B Bus suite of programs and to improve       in 2005                         Students
Student             delivering        TAFE articulation                                                                                                         (especially
capabilities:       capability                                                                                                  35% of HE                       Registrar‟s
Outcomes            and                                                                                                         and TAFE                        Office)
oriented staff      competence                                                                                                  courses                         Planning
development         outcomes for                                                                                                developed/                      and Quality
                    students                                                                                                    renewed by                      Unit
                                                                                                                                end 2004,
                                                                                                                                100% by
                                                                                                                                end 2005



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  Key Result          Outcome                                                 Strategies                                           Timeframe         Overall       Resources
    Area                                                                                                                                          Responsibility   Required
                                                                                                                                   60% of
                                                                                                                                   academic
                                                                                                                                   staff
                                                                                                                                   trained in
                                                                                                                                   2004,
                                                                                                                                   remainder
                                                                                                                                   by end
                                                                                                                                   2005
Viability:          Enrolments        Explore optimising economies of scale by offering one undergraduate degree for whole         Plan with      PVC              Assistance
Common              of students       Portfolio with multiple streams                                                              key            Dean Ac          from other
Architecture        from other                                                                                                     milestones     HoS              portfolios:
                    portfolios in     Develop an open architecture approach for TAFE and HE awards to enable students to           and                             Academic
Relates to          Business          integrate “Business with everything”                                                         deadlines                       T&L
Business T&L        competences                                                                                                    by                              Students
Priority            and courses                                                                                                    November
                                                                                                                                   2004
Student             Collaborative
choice:             teaching with                                                                                                  Relevant
Models for          Business staff                                                                                                 University
“Business           involved in                                                                                                    approvals
with                delivery with                                                                                                  for
everything”         staff of other                                                                                                 approval
for TAFE and        portfolios                                                                                                     for single
HE                                                                                                                                 degree by
                                                                                                                                   key dates in
                                                                                                                                   2005 (eg
                                                                                                                                   VTAC)
Work                WIL related       Work integrated learning focus in priority programs for both FT and PT students              WIL            PVC              Support and
Integrated          course                                                                                                         component      Staff in OPVC    advice
Learning            enrolments        Run a one-day conference for co-op students (in School of Marketing) to present their        in all B Bus   Dean Ac          required
                                      reflections on their placements to employers, year 2 students about to commence co-op,       degrees, on    Dean R&I         from
Relates to                            and academic staff. Conference to be organised professionally eg call for papers,            and            Ho S Marketing   OPVC,
Business T&L                          selections of abstracts, poster sessions etc                                                 offshore,      School of        WIL Unit
Priority:                                                                                                                          and FT and     Marketing        and advice
                                      Investigate potential to implement peer review procedures to increase linkages to practice   PT, by end     ADU / WIL        also
Student                               based research industry focussed outcomes                                                    2004           Unit             required
employability:                                                                                                                                                     from
RMIT                                                                                                                                                               relevant
Business and                                                                                                                       Pilot Co-op                     staff in
Work                                                                                                                               conference                      other


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  Key Result          Outcome                                                Strategies                                           Timeframe        Overall        Resources
     Area                                                                                                                                       Responsibility     Required
Integrated                                                                                                                        in                              Schools
Learning                                                                                                                          September
(WIL)                                                                                                                                                             Support
                                                                                                                                                                  from
                                                                                                                                                                  Marketing
                                                                                                                                                                  Unit for use
                                                                                                                                                                  of web site
                                                                                                                                                                  for
                                                                                                                                                                  promotion
                                                                                                                                                                  and from
                                                                                                                                                                  WIL Unit
                                                                                                                                                                  for generic
                                                                                                                                                                  brochure
Proposed            Enrolments        Cross portfolio project with Engineering on double degree development, delivery and         Some          PVC: Business     Assistance
cross-              of students       academic service delivery – aiming to develop                                               shared        Dean Ac           from other
disciplinary        from other        - Streamlined pathways for double degree options                                            projects      Head of School    portfolios:
initiatives         portfolios in     - Evolution of minor specialist streams in Business for rapid inclusion on other degrees    and cross     of Management     Academic
(double             Business          - Ways to make the double degree experience more coherent and integrated eg shared          SET –         HoS               especially
degrees, dual       competences           projects, a capstone course, etc. and ways which provide students with the sense they   Business                        SET
awards,             and courses           are welcome in both Portfolios                                                          teaching                        T&L
service                               - Single set of rules governing for example the award of a faculty pass                     and                             Students
teaching,           Collaborative     - Ways to address practical difficulties for students - logistics of schedules and          assessment                      (student
course              teaching with         students' convenience to be considered                                                  in existing                     Services
sharing)            Business staff    - School of Management and relevant SET schools to work together on course                  double                          and
                    involved in           revisions to have assessments of business related capabilities embedded into            degrees in                      Registrar‟s
Relates to          delivery with         engineering design projects and assessed jointly by Business and Engineering staff      Semester 2                      office)
Business T&L        staff of other                                                                                                2004                            Property
Priority            portfolios                                                                                                                                    Services (re
                                                                                                                                  Issues                          timetabling)
Student                                                                                                                           paper by
choice:                                                                                                                           August
Models for                                                                                                                        2004
“Business
with
everything”
for TAFE and
HE

Flexible            Enrolments        Completion of electronic resources for flexible delivery of MBA into Vietnam, China and     End of        Business Online   Assistance
delivery            of students       other offshore locations, with content available to be incorporated as support for local    2004          T&L               from other


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  Key Result          Outcome                                                 Strategies                                        Timeframe        Overall         Resources
      Area                                                                                                                                    Responsibility      Required
initiatives         from other        offerings and industry short courses.                                                                  HoS                 Portfolios:
                    portfolios in                                                                                                            Management          IECD
                    Business          Review of electronic flexible resources exiting for common core courses in both Diploma                HoS TAFE            T&L
Relates to          competences       of Business and Bachelor of Commerce, with a view to increasing usage across all                       ADU
Business T&L        and courses       offerings.
Priority
                                                                                                                                                                 Some initial
                    Collaborative     The development of online resources for the following in Vietnam: the Bachelor of         2004         TBD
                                                                                                                                                                 resources
Student             teaching with     Finance, the Bachelor of Marketing and the Bachelor of Logistics.                                      Likely ADU
                                                                                                                                                                 have been
choice:             Business staff
                                                                                                                                                                 designated.
Models for          involved in
                                                                                                                                                                 Further
“Business           delivery with
                                                                                                                                                                 resources
with                staff of other
                                                                                                                                                                 will need to
everything”         portfolios
                                                                                                                                                                 be sought.
for TAFE and
HE and              Student
Offshore            feedback
Students -
Quality             Partner           Alberton Management College:                                                              Completion   PVC:Business
assurance and       feedback          Implementation of an improvement strategy of issues identified in the AUQA report         by end of    Dean Ac
student                                                                                                                         2004
feedback
Dissolving the      Enrolments        Systematic approach to granting and evaluating advanced standing                                       Assoc Deans         Assistance
Boundaries          of students                                                                                                              International       from other
                    from other        Clearly documented articulation pathways between TAFE and HE                                           Ho S TAFE           portfolios:
Relates to          portfolios in     Analyse and address problems with advanced standing                                                    HoS HE              IECD
Business T&L        Business                                                                                                                 Dean Ac             Students
Priority            competences       Develop a record of current articulation arrangements for Melbourne, RIUV and
                    and courses       Singapore
Student
choice:             Collaborative     Plan to develop associate degrees for offshore delivery in 2005
Models for          teaching with
“Business           Business staff
with                involved in
everything”         delivery with
for TAFE and        staff of other
HE                  portfolios




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  Key Result          Outcome                                              Strategies                                      Timeframe        Overall       Resources
     Area                                                                                                                               Responsibility    Required
Regional and        Business          Hong Kong                                                                                        Assoc Deans       Within
International       Development        Role of Transport & Logistics at HKMA                                                2004      International     existing
Activity                               Implementation of travel cost project at HKMA                                                                    resources
                                       Proposal to articulate an HKMA Assoc Degree into RMIT fulltime programs.             2005
                                       Property Specialisation at HKMA
                                       Investigate role in PRC with HKMA

                                      China
                                       Implementation of articulation arrangements at China partners.                       2004
                                       Consolidate operations at South China Normal University
                                       Decision on WUST diploma pathway.                                                  June 2004
                                       Investigate Master of Commerce at SCNU and/or WUST with IELTS of 6.0 or REW          2004
                                         pathway with 4 courses in China and 8 courses at RMIT.
                                       Develop list of target universities in line with China strategy.
                                       Implement the SUFE Master by Research project from China and elsewhere.

                                      Singapore
                                       Clear articulation pathway to SIM and English language entrance requirements.        2004
                                       All undergraduate programs contracts expire in December 2004. There is a need to
                                          review and introduce changes.
                                       Implementation of travel costs project
                                       BB (Marketing) scheduled to start in January 2005 at SIM

                                          Business development at Informatics:
                                           Bachelor of Education in Early Childhood Education
                                           Diploma in Fashion
                                           Expansion of current program to Hong Kong and to Karachi

                                      Malaysia
                                       Review RMIT Business in Malaysia strategy                                            2004

                                      Indonesia
                                      Possible implementation of SUPRA diploma pathway for articulation to SIFT, SIM or      2004
                                      Melbourne




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  Key Result          Outcome                                              Strategies                                      Timeframe      Overall       Resources
    Area                                                                                                                               Responsibility   Required
                    Strengthen        General
                    current            Exchange rate risk management approach by RMIT as part of broader business risk      2004
                    procedure            management strategy.
                                       Insurance issues to be looked at by People Services
                                       Improve connectivity to RMIT infrastructure
                                       Operations manual
                                       International study experience (student exchange, study tours, offshore students
                                         studying in Melbourne comprising over 500 students): consolidation




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  Key Result          Outcome                                                   Strategies                                           Timeframe        Overall       Resources
     Area                                                                                                                                         Responsibility    Required
Regional and        Strengthen            Moderation manuals                                                                          2004      Assoc Deans       Within
International       current               English language entrance requirements to be further clarified and communicated                       International     existing
Activity            procedures                                                                                                                                     resources
                                          Assistance to partners in areas of articulation including visits to sources of students
                                          Offshore teaching improvements projects
                                               - conditions for offshore teachers
                                               - service teaching costs project
                                               - pay rates for offshore teaching
                                          Portfolio role in co-ordinating RMIT and Portfolio study tours




                    Commercial        Developing Partnerships                                                                          2004      PVC: Business
                    Strategy           Make an assessment of current relationship building rather than focus on tenders                         HOS
                                       Create a steering committee for commercial relationships in the Portfolio including                      Associate Deans
                                         Schools, Business Direct and Centres, and so on. Focus on using the most appropriate
                                         people to meet the needs of the client rather than an internal focus
                                       Develop a university commitment to partnerships and rewards for staff. Seek to
                                         develop links, alliances, etc

                                      Reputation
                                       Use the launch of the Graduate School of Business to reinvigorate marketing
                                         including the website and to provide a focus point for the outside world on RMIT
                                         Business
                                       Carry out perceptions survey using Alumni, Post Graduate Programs, Program
                                         Advisory Committees and corporate clients

                                      Infrastructure
                                       Develop new career paths at RMIT recognising research, teaching and commercial
                                          activity plus an associated performance management system
                                       Improve contract processing time – appoint a Portfolio Manager for contracts
                                       Begin process of developing 2 or 3 areas of cross business/industry expertise
                                          (curriculum, research and practice) supported by 15-20 active business people
                                          working in these areas as part time staff, on joint appointments and RMIT staff in
                                          positions in Business




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      2.   RESEARCH AND DEVELOPMENT
      Key Result Area   Outcome                                        Strategies (What)              Timeframe           Overall        Resources Required
                                       (Relevant KPI              (Broad actions to achieve the       (By When)       Responsibility     (Note whether Additional or Within
    (Dot points provide example       from Scorecard)                      outcomes)                                      (Who)               existing Budget and Staff
      issues for consideration)                                                                                     (note where others                resources)
                                                                                                                         involved)
                                                                      Identified University Strategic Activities
AUQA R&D                                                     Monitoring of research supervision:       Ongoing      Dean (R&I)           Within existing RDU Budget
recommendations                                              quality                                                Portfolio Research
                                                                                                                    Committee
Nelson Review                         To be                  Await decision re. Nelson.                   TBD       Dean (R&I)           Within existing RDU Budget
                                      determined             Contribute to discussions.                             Portfolio Research
                                                             Consider models.                                       Committee
                                                             The allocation of resources and other
                                                             actions are subject to decision.
                                                                                     Change Activities
Research Growth                       DEST                   Mentoring ARC grant applications        Ongoing 2005   Dean (R&I)           Within existing RDU Budget
     New Grants (domestic,           Reportable             Review the positioning of CRCs in                      Portfolio Research
      international)                  research income        terms of the portfolio, and the                        Committee
     Commercialisation initiatives                          engagement of CRCs in partnerships
     Research consultancies
Core Operational Activities
Research Management                   HDR                    Student facility                      Ongoing 2005     Dean (R&I)           Within existing RDU Budget
     Research completions            completions            Student support fund                                   Portfolio Research
     Supervisor training             within DEST            Supervisor registration                                Committee
     HDR support                     funded time            Supervisor training & development
     Progress
     Internal reviews
Research Income                       DEST                   Mentoring ARC grant applications      Ongoing 2005     Dean (R&I)           Within existing RDU Budget
     Grants Management               Reportable             Positioning in CRCs                                    Portfolio Research
     Publications                    income                 Publications audit                                     Committee
     Income generation               Research               Staff workplans
                                      publications




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Teaching/Research Nexus               TBD                    A plan for the development of links    Plan developed   Dean (R&I)           Implementation of the plan will
   Research into teaching and                               between teaching and learning as       2004             Portfolio Research   depend on budget.
    learning                                                 well as research and innovation will                    Committee            Seminars can occur within budget.
                                                             be developed.                                                                Conferences and other major
                                                             Research seminars.                                                           events will be constrained by
                                                             Opportunities for scholarship on                                             budget.
                                                             teaching and learning/research will
                                                             be sought.




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3.       ORGANISATION AND MANAGEMENT
       Key Result Area               Outcome (Relevant                    Strategies (What)               Timeframe              Overall        Resources Required
                                     KPI from Scorecard)             (Broad actions to achieve the        (By When)          Responsibility       (Note whether Additional or
 (Dot points provide example
                                                                              outcomes)                                          (Who)           Within existing Budget and Staff
   issues for consideration)
                                                                                                                           (note where others               resources)
                                                                                                                                involved)
                                                              Identified University Strategic and Change Activities
Academic Portfolio                   Establishment of a           The merging of TAFE staff from        2004               PVC: Business        The PVC: Business Office will
Implementation                       TAFE school                  five schools into one separate                           Associate            identify needs and the adequacy
                                                                  school is currently being managed                        Director/HOS         of resources (both existing and
                                                                  by the Associate Director Business                       Business TAFE        planned) in order to meet these
                                                                  TAFE.                                                                         new initiatives.
                                                                  Refinement of the implementation.
                                                                  Project manager has been
                                                                  appointed.
                                                                  Monitor, review and project
                                                                  management cycle.

                                     Establishment of a           The Business Graduate School:         Planning           PVC: Business
                                     Graduate school              consultative process/project is in    completed by       Head of the
                                                                  action.                               2004               Graduate School
                                                                  New Head to begin in semester 1
                                                                  who will manage the planning and
                                                                  implementation according to the
                                                                  findings of the project report (due
                                                                  end of May).
                                                                  A formal plan will then be
                                                                  constructed for implementation.
                                                                  Plan to be presented to VCE.

                                     Business Direct              Implementation of review              Implementation     PVC: Business        Within existing resources
                                                                  recommendations                       completed by the
                                                                                                        end of 2004

                                     School of Marketing          Completion and implementation of      Implementation     PVC: Business        Within existing resources
                                                                  review recommendations                completed by the   HoS: Marketing
                                                                                                        end of 2004

Nelson – HE positioning &            To Be Determined             Await decision re. Nelson.                               PVC: Business
reform implementation                                             Contribute to discussions.                               Director of
                                                                  Consider models.                                         Academic Services
                                                                  The allocation of resources and


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         Key Result Area               Outcome (Relevant                  Strategies (What)                   Timeframe           Overall         Resources Required
                                       KPI from Scorecard)           (Broad actions to achieve the            (By When)       Responsibility        (Note whether Additional or
    (Dot points provide example
                                                                              outcomes)                                           (Who)            Within existing Budget and Staff
      issues for consideration)
                                                                                                                            (note where others                resources)
                                                                                                                                 involved)
                                                                  other actions are subject to decision.
                                                                                     Change Activities
Staff Capabilities                             TBD                A three year staff profile forecast       End 2004        The service
      Staff Development                                          and recruitment plan will be                              integration project
       initiatives (including                                     developed.                                                in conjunction with
       upgrading qualifications)                                                                                            key managers in
      Research/Teaching                                                                                                    the Business
       Appointments                                                                                                         portfolio
      Staff Planning (refer to
       Workforce Profile)
Revenue Growth                         Meet targets in            Actively seek to further develop          2004            PVC: Business         Within existing resources
      Refer to research growth and    projected budgets          industry research partners,
       program development/                                       consultancy opportunities,
       commercialisation initiatives                              opportunities for commercialisation
                                                                  both locally and internationally

Capital Growth                         Relocation of              Planning towards the relocation of        Prior to 2006   PVC: Business         Within existing resources
      Major equipment purchases,      Business in 2006-          Business in 2006-2008
       leases                          2008
                                                                               Core Operational Activities
Staff Culture                          Effective                  Bullying Awareness: training has begun.   End of 2004     PVC: Business         Within existing resources
                                       Communication              A program of input to staff will be
                                                                  developed.

                                                                  Development of both informal and          On-going
                                                                  formal    networks/    groups/seminars
                                                                                                                            Within schools and
                                                                  within Schools and centres                                centres



                                       Growth in Team Work/       Modelling by PEG members                  Ongoing         PVC: Business         Within existing resources
                                       Collective Recognition                                                               PEG members




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         Key Result Area              Outcome (Relevant                    Strategies (What)                   Timeframe         Overall             Resources Required
                                      KPI from Scorecard)             (Broad actions to achieve the            (By When)     Responsibility            (Note whether Additional or
    (Dot points provide example
                                                                               outcomes)                                         (Who)                Within existing Budget and Staff
      issues for consideration)
                                                                                                                           (note where others                    resources)
                                                                                                                                involved)
IT and Infrastructure                 High student and staff      Employ project-planning methodologies      June 2004     Director IT:              Within existing resources
      IT initiatives                 satisfaction with level     to ensure timely deployment of IT                        Tony Woolham
      Laboratories, teaching         of service: student         infrastructure in student laboratories.
       facilities, etc. maintenance   survey                      Also to assist all IT projects to be                     Note that prime
                                                                  implemented on time and within budget.                   responsibility for this
                                                                                                                           is likely to be
                                      High student and staff      Seek adequate technical resource from      End 2004      transferred out of the    Additional resources required
                                      satisfaction with level     within the Portfolio to meet project                     Portfolio in 2004 as
                                      of service: student         objectives and timelines.                                part of the service
                                      survey                                                                               integration project


                                      25% reduction in lease      Document a process to monitor leased       July 2004                               Within existing resources
                                      penalties                   equipment returns to avoid penalties and
                                                                  duplication charges for staff & student
                                                                  pc‟s

                                      10 % savings in             Prepare and have a policy ratified to      June 2004                               Within existing resources
                                      acquisition costs           have IT equipment purchases
                                                                  countersigned by the Portfolio IT
                                                                  Manager




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       Key Result Area               Outcome (Relevant                    Strategies (What)                  Timeframe                Overall        Resources Required
                                     KPI from Scorecard)             (Broad actions to achieve the           (By When)            Responsibility       (Note whether Additional or
 (Dot points provide example
                                                                              outcomes)                                                (Who)          Within existing Budget and Staff
   issues for consideration)
                                                                                                                                (note where others               resources)
                                                                                                                                     involved)
Student Support (and                 Related                      Develop Service agreement with           Service              HoS                  Assistance required from other
Portfolio Implementation)            improvements in              Student Services group to ensure         agreement with       PVC                  Portfolios:
                                     CEQ scores over              student centred approach developed       Student Services     Facilities Manager   Students
Relates to Business                  time                         for delivery at local Portfolio level    by June 2004         Dean Ac              IECD
Organisation and                                                                                                                Assoc Deans
Management Priority:                                              Ensure that functions that require       Timetabling          International
                                                                  particularly localised                   review report by
Student services: Improve                                         student-centred approaches, e.g.         August 2004
quality of student services                                       pastoral care, specialist technical
and integration as key                                            services, and some student               Signage in lifts
support systems to enhance                                        administration are delivered at the      and stair wells
learning                                                          School level.                            by August 2004

                                                                  Improve student-staff access to          Photos of staff in
                                                                  staff. Advise of action taken in         each School
                                                                  response to feed back. Timetabling       Reception by
                                                                  and room bookings Review to be           August 2004
                                                                  initiated in conjunction with staff in
                                                                  Schools

                                                                  More welcoming signage in
                                                                  Building 108:
                                                                    - photos and consultation times
                                                                       with extension listings
                                                                    - School names on doors from
                                                                       stairwell
                                                                    - list of Schools/floors in lifts      2004                 PVC: Business
                                                                                                                                PVC: Students
                                     Implementation of            Successful implementation in             End of May
                                     the HUB at 108               collaboration with PVC (students)        2004
                                                                  Enhanced student services through
                                                                  the provision of another University-
                                                                  wide HUB [A]




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Student Support and                  Student feedback             Assess costs and benefits to RMIT        Report by            Assoc Deans     Assistance required from other
Services (Viability and                                           Business, offshore partners and the      September 2004       International   Portfolios:
quality)                             Partner feedback             RMIT students of operating                                    PVC             Students including LSU and
                                                                  different academic calendars at the                           Dean Ac         registrar‟s Office
Relates to Business                                               same partner and of operating                                                 T&L (especially Library)
Organisation and                                                  different academic calendars at                                               IECD
Management Priority:                                              different partners in the same                                                FBS
                                                                  offshore location
Offshore Students:
Appropriate integration of                                        Common operational manual to be
RMIT student services,                                            developed to ensure consistency of       Operations
policies, practices and                                                                                    manual first
                                                                  RMIT policies and students
procedures for all offshore                                       administration across all programs       edition by
offerings                                                         and all partnerships. Priority areas     October 2004
                                                                  to focus on implementation of
                                                                  University policies on assessment,       CD by October
                                                                  appeals and complaints.                  2004


                                                                  Develop a CD for RMIT students
                                                                  offshore to include: Instructions for
                                                                  accessing the RMIT Library, the
                                                                  DLS, the RMIT student email
                                                                  account, RMIT Business Writing
                                                                  Guidelines, DLS Online tutorial on
                                                                  referencing as part of educational
                                                                  element in the prevention of
                                                                  plagiarism
Student Support and                                               PD designed and piloted to develop       Pilot completed      Dean Ac         Assistance from other Portfolios
Services                                                          sessional staff capability to support    by Sept 2004         HoS             T&L
                                                                  achievement of Portfolio vision for
Relates to Business                                               student learning
Organisation and
Management
Priority:Sessional staff
capability:Develop sessional
staff capability to support                                       Ensure sessional staff have e-mail,      Improved
achievement of Portfolio                                          voicemail. Tell sessionals if they are   services for
vision for student learning                                       expected to be available for             sessional staff by
                                                                  consultation time; specify               Sept 2004
                                                                  acceptable timeframe for them to
                                                                  respond to student queries



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         Key Result Area             Outcome (Relevant                     Strategies (What)                    Timeframe              Overall        Resources Required
                                     KPI from Scorecard)              (Broad actions to achieve the             (By When)          Responsibility       (Note whether Additional or
    (Dot points provide example
                                                                               outcomes)                                               (Who)           Within existing Budget and Staff
      issues for consideration)
                                                                                                                                 (note where others               resources)
                                                                                                                                      involved)
Student Support and                  Student completions          Closer links to Orientation Planning       Ongoing in 2004     PVC: Business        Assistance from other Portfolios
Services                             – module and course          coordinated by Student Services                                Dean Ac              Students
                                     and program                                                                                 HoS                  T&L
Relates to Business                                               Business Mentor Scheme being                                                        IECD
Organisation and                     Student satisfaction         expanded based on successful
Management Priority:                                              earlier scheme in Accounting and
                                                                  Law
Student transition: Develop
strategies for student
                                                                  Peer Assisted Learning Scheme
transition appropriate to all
                                                                  piloted in 2003 being integrated
major student groups in
                                                                  with enhanced Mentoring Program
RMIT Business
                                                                  Implementation of Student
                                                                  Leadership courses and
                                                                  opportunities in association with
                                                                  Student Services

                                                                  Continued work on concurrent
                                                                  English support and development
                                                                  for students of non-English
                                                                  speaking background with REW
                                                                  and IECD


Budget Management                    Meet budget targets          Monitor monthly: intervene; seek           On-going            PVC: Business        Within existing resources
      Processes to monitor and                                   alternate revenue resources; ensure                            Manager: Finance &
       review budget                                              achievement of budget targets                                  Resources
Health and Safety                                                                                            As per statistics   PVC: Business        Within existing resources
                                     1.Leadership/integration     All direct reports to be accountable for   forming part of
                                     of Health & Safety into      achieving this in their own work area      quarterly
                                     management structure                                                    Report
                                     & processes
                                     2. Systems for               PVC accountable for achieving this in      Speed of taking
                                     managing Health &            „portfolio office‟                         corrective action
                                     Safety                                                                  where required
                                     3. Safe equipment &
                                     safe facilities
                                     4. An active safety
                                     culture


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            SECTION F: RISK MANAGEMENT ASSESSMENT

Portfolio Risk Management
During 2003 all PVCs were involved in developing the Enterprise Risk Management Strategy for
RMIT.

The major risks identified as being critical for RMIT to manage over the period to 2008 are:
 Decentralised operations leading to major inefficiencies and high overheads
 Inability to respond to market demand in order to grow revenue and meet financial targets
 High level of dependence on South east Asia and China to achieve growth targets
 Inability to fund future infrastructure spending that will support growth
 Variability of teaching and research quality across RMIT
 Lack of financial, commercial and relationship management expertise within certain parts of
    RMIT
 Costly and unsustainable enterprise IT systems which will not be supportable in the future
 Inability to attract, develop and retain the right people to achieve RMIT‟s vision
 Inability to recover from a disaster in a timely manner
 Physical harm to students and staff.

In taking the RMIT‟s risk management obligations forward, all Portfolios are now required to complete
risk assessments as part of their business planning for 2004. The Portfolio risk assessment is to focus
on the active identification and management of the risks that may prevent, or impede, the Portfolio
from achieving its business goals. This will require the explicit monitoring, reporting and management
of the Portfolio‟s risk by the Portfolio.

Approach
RMIT have adopted AS/NZ4360:1999 as a base, and from that have developed a methodology which
will be available through the RMIT website. It is crucial that this approach be adopted when
completing the Portfolio risk assessment. A template for the Risk Register is contained in this section,
together with criteria for categorising Likelihood and Consequences. Ensuring that all risk registers are
formatted using this template will enable the integration of cross-portfolio risk management into an
RMIT-wide risk assessment for Council.

The Role of Internal Audit & Risk Management
Internal Audit staff are available to provide guidance on the process for effectively developing a risk
management assessment for each portfolio, and are obliged to oversight the process to ensure that risk
assessment is undertaken and that the outcomes meet the requirements of RMIT. If necessary,
appropriate consultants can be identified, and assistance provided in engaging them to facilitate
development of the risk assessment. It is crucial that the consultant be prepared to utilise the RMIT
methodology and adopt the format of output.

A risk assessment training program will be developed and made available through the Open Program.
Staff involved in developing the risk assessment for your Portfolio should attend the training.

Deadline
The RMIT-wide risk assessment will commence in September 2004. This means that all Portfolio risk
assessment work must be made available to Internal Audit & Risk Management, in the specified
format, during August 2004.


The Business Portfolio
The Portfolio of Business is planning to appoint a staff member within the Office of the PVC: Business
to develop, manage and monitor an ongoing Risk Management strategy. The timing of the appointment
is subject to budgetary constraints but the intention is that the appointment can occur within the first
half of 2004 so that the abovementioned university timelines can be met.
.




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                                                                              RISK REGISTER


Risk Title


5.1 From a commercial and financial management perspective, RMIT operates under a silo mentality leading to major
inefficiencies across the organization.

Risk Rating                    Extreme

Likelihood *                   Almost Certain               Consequence *          Major


Risk Treatment

Activity                                                          Responsibility    Expected     Status *
                                                                                    Completion
                                                                                    Date
Dealt with through the establishment of the                       Major Change      June 04
Major Change Group to simplify and standardise                    Group
business processes across RMIT.                                   (Malcolm
                                                                  McCormick)
Post Treatment
Risk Rating
Likelihood                                                   Consequence



* The risk assessment of „Likelihood‟ and „Consequence‟ from AS/NZ4360:1999 are described in the following pages




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                                 RISK ASSESSMENT CRITERIA

LIKELIHOOD
The following definitions should be used to describe the likelihood of the risk occurring.

5.   Almost Certain                   The event is expected to occur in most circumstances
                                      Risk has more than a 75% chance of occurring
                                      Will occur within the next six months
4. Likely                             The event will probably occur in most circumstances
                                      Risk has 50-74% chance of occurring
                                      Will occur within 18 months
3. Possible                           The event could occur at some time
                                      Risk has 25-49% chance of occurring
                                      Will occur within 36 months
2. Unlikely                           The event is unlikely to occur
                                      Risk has less than 25% chance of occurring
                                      May occur within 48 months
1. Rare                               The event may only occur in exceptional circumstances
                                      Not likely to occur within next five years

To determine both the likelihood and consequence of each risk, consideration will be given to the
current controls in place to minimise or manage risks.

CONSEQUENCES
The following definitions have been used to describe the consequences of a risk occurring
5.   Catastrophic                      Financial impact exceeds $10 million where risk is covered by
                                       insurance (insurance cover up to $10 million)
                                       Very high client sensitivity
                                       Irreparable damage to University‟s image and reputation
                                       Cessation of business due to non-compliance with regulations
                                       Business and Strategic objectives unable to be achieved
                                       Financial impact exceeds $1.5 m where risk is not covered by
                                       insurance
4. Major                               Financial impact between $5 million to $10 million where risk is
                                       covered by insurance
                                       Significant client sensitivity
                                       Significant damage to University‟s image and reputation
                                       Restriction of business due by regulators
                                       Significant impact on Business and Strategic objectives
                                       Financial impact exceeds $1 m where risk is not covered by
                                       insurance
3. Moderate                            Financial impact between $2 million to $5 million where risk is
                                       covered by insurance
                                       Moderate client sensitivity
                                       Medium damage to University‟s image and reputation
                                       Fines and penalties by regulators (e.g. delay in payment to client)
                                       Moderate impact on Business and Strategic objectives
                                       Financial impact exceeds $500,000 where risk is not covered by
                                       insurance
2. Minor                               Financial impact less than $2 million where risk is covered by
                                       insurance
                                       Low impact on client sensitivity
                                       Minimal damage to University‟s image and reputation
                                       Censure by regulators
                                       Minimal impact on Business and Strategic objectives
                                       Financial impact exceeds $250,000 where risk is not covered by
                                       insurance
1.   Insignificant                     Risk consequences are dealt with by routine operations




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                          SECTION G: WORKFORCE PLAN

To support implementation of the initiatives, a 3 year forecast workforce profile should be aligned to
the directions of the plan. Workforce planning involves identifying future organisational demands and
supplies of staff and planning the steps necessary to ensure that the right number and type of
individuals are available at the right time to fulfil organisational needs. A workforce profile:
     -        identifies the skills and desired staffing profile required to achieve the school/area‟s plan
     -        provides an objective basis for planning staff development
     -        assists in achieving an appropriate staffing mix
     -        assists in maximising notice periods for not issuing further fixed-term contracts.

Guidelines for developing a staff profile are available from People Services. The University‟s staff
profile is at http://www.rmit.edu.au/ps/statistics


Changes in Business         Strategies to address         Cost/Resources          Target Completion
Objectives or Key           changing of workforce                                 Date
Activities Planned          needs
                            recruitment, training &
                            development,
                            retraining,
                            redeployment,
                            relocation, replacement
                            planning, restructuring,
                            union negotiations,
                            redundancy, career
                            planning, change
                            management




                             This work is to be completed in 2004.




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                               SCHOLARSHIP TRIANGLES
Scholarship Triangle – Head - Graduate School of Business

The Head of the Graduate School could potentially be in any of the five identified
current and emerging research concentration areas of the Portfolio:

        E-commerce / Knowledge Management
        Financial Markets
        Health Services Management
        Organisational Accountability
        Entrepreneurship and Innovation

The Head of the Graduate School would enhance the number of research active
scholars (band 2) in a particular triangle, the number of research students (band 5) in
a particular triangle and the amount of research income earned (band 9) in a
particular triangle. These accountabilities are described in the position description.

Thus by way of illustration, consider the following example of the Head of Graduate
School being in the financial markets area, although it should be noted that a
comparable analysis could be presented in other areas.

CURRENT FINANCIAL MARKETS SCHOLARSHIP TRIANGLE

The current scholarship triangle for the financial markets research concentration is shown on
the following page. Following are comments on the triangle.

1) Industry & Community Need

The research output has been shown to be of national significance and there is significant
national demand for research in financial markets.
Ratio = 85%.

2) Research Active Scholars 7/12 = 58.3%.

Robert Brooks
Sinclair Davidson
Tony Naughton
Michael McKenzie
Heather Mitchell
Tim Fry
Richard Henney

The research concentration currently has the following associations:

Academic journals: Accounting Research Journal, Accounting and Finance, Studies in
Economics and Econometrics.
Academic Association: Asia-Pacific Finance Association.
Industry Links: JB Were, Capital Partners, Sigma Ltd, Institute of Banking and Finance,
Commonwealth Bank, ANZ Bank, NAB, Westpac, Zurich Financial Services, AXA, Bio Diem.

At this time the research concentration is involved in various tenders and grants that will
leverage these relationships into earned finance.




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                                        FINANCIAL MARKETS
                                      SCHOLARSHIP TRIANGLES
                                       CURRENT 2003




                                                                  1 (85%)

                                                                     2 (59%)

                                                                      3 (100%)

                                                                               4 (71%)

                                                                                  5 (71%)


                                                                                         6 (2%)

                                                                                             7 (100%)

                                                                                                  8 (80%)

                                                                                                     9 (77%)

                                                                                                            10 (100%)




3) Research Assistants/Post Doctorals = 3 = 100%

Required Ratio = 1 per three scholars. We have 7 scholars, we should have 2.33 Research
Assistants.

4) Teaching Scholarship and Potential Research Active Scholars = 14. Desired ratio = 2
per scholar = 71.4%

Amalia di Iorio
Terry Hallahan
Thomas Josev
Sveta Risman
Magdy Stephan
Stuart Thomas
Lisa Yong
Hoa Nguyen
Vikash Ramiah
Mark Stewart

5) Research Students

Desired ratio = 6 EFTSU per scholar
The desired EFTSU = 42 EFTSU, Actual EFTSU =30



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    Ratio = 71%

6) UG students in the relevant courses engaged in the scholarship area and doing fieldwork
contributing to research.

In principle all students over the period of their UG studies will be engaged in research
activity. This, however, can only be quantified by examining the Co-operative education year
where students are required to undertake a project. The project component comprises 20%
of the year. There are 100 co-op students and this is measured as 20%*100 = 20. Total UG
EFTSU = 690.79 + 201.64 = 892.43.
Ratio = 20/892.43 = 2%.
(If we include ALL students, both UG and PG) the ratio = 18%.

7) Undergraduate underpinning

                                           University                School
             HE Academic Staff                   963                    31
                  HE Students*             25094.21                1063.16
                   Staff/student           0.038375               0.029158
                  Student/Staff            26.05837               34.29548
* = EFTSU
Ratio = 100%.
The concentration currently has 1063 EFTSU studying in the scholarship area at
undergraduate level.

8) Facilities, Equipment and Research Infrastructure

The concentration has a deficiency in office space that places a physical constraint on
appointments, especially at the associate professor and professor levels.
Ratio = 80%.

9) Earned Finance

                                   Time % Basic Salary Research Allocation
       Robert Brooks                    10       97109               9710.9
          Sinclair Davidson             67       77942            52221.14
         Michael McKenzie               60       68359              41015.4
           Heather Mitchell             20       60693              12138.6
                    Tim Fry             50       97109              48554.5
            Richard Heany               50       97109              48554.5
            Tony Naughton               20       97109              19421.8
              Average/Total                                       220000.0

Budgeted Earned Finance = $170,000
Ratio = 170000/220,000 = 77%

10) Finances Allocated

The research concentration has substantial COG underpinning plus in excess of 20% FFP
students.

POTENTIAL FINANCIAL MARKETS SCHOLARSHIP TRIANGLE

The current scholarship triangle reveals gaps at band 2 around the number of
research active scholars and at band 9 around finances earned. These new
appointment would help in this regard. In addition it is also expected that the position
would help as regards research student recruitment (band 5 of the scholarship



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triangle). Thus, this appointment could be expected to produce a new triangle, shown
on the next page.

The following comments highlight the bands where changes will be made as a result of the
new position.

2) Research Active Scholars 8/12 = 66%

                                         FINANCIAL MARKETS
                                       SCHOLARSHIP TRIANGLES
                                              NEW 2004



                                                            1 (85%)
                                                                  2 (66%)

                                                                      3 (100%)

                                                                            4 (100%)


                                                                                 5 (75%)

                                                                                       6 (2%)

                                                                                         7 (100%)

                                                                                            8 (80%)

                                                                                                    9 (95%)


                                                                                                       10 (100%)



5) Research Students

Desired ratio = 6 EFTSU per scholar
The desired EFTSU = 48 EFTSU, Actual EFTSU after recruitment due to appointments = 36
Ratio = 75%


9) Earned Finance

                                   Time % Basic Salary Research Allocation
       Robert Brooks                    10       97109               9710.9
          Sinclair Davidson             67       77942            52221.14
         Michael McKenzie               60       68359              41015.4
           Heather Mitchell             20       60693              12138.6
                    Tim Fry             50       97109              48554.5
            Richard Heany               50       97109              48554.5



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                           Time % Basic Salary Research Allocation
            Tony Naughton       20       97109              19421.8
     Head, Graduate School      20       97109               19421
             Average/Total                                240000.0

Budgeted Earned Finance = $240,000
Ratio = 230,000/240,000 = 9567%
Positions expected to earn research income. This is an illustrative example but the same
type of effects are expected in all scholarship areas.




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                               SCHOLARSHIP TRIANGLES

    Scholarship Triangle – School of Management

CURRENT ORGANISATIONAL ACCOUNTABILITY (SCHOOL OF MANAGEMENT)
SCHOLARSHIP TRIANGLE

The current scholarship triangle for the organisational accountability research concentration is
shown on the following page. Following are comments on the triangle.

1) Industry & Community Need

The research output has been shown to be of national significance and there is significant
national demand for research in organisational accountability.
Ratio = 85%.

2) Research Active Scholars 6/12 = 50%.

Carlene Boucher
James Latham
David Kimber
Chris Selvarajah
Julie Wolfram-Cox
Ian Woodruff

The research concentration currently has the following associations:

Academic Association: Academy of Management (USA), Australian and New Zealand
Academy of Management, Australian Business Ethics Network

Industry Links: St James Ethics Centre, Northern health network, Royal Melbourne Hospital,
Western Hospital.

 At this time the research concentration is involved in various tenders and grants that will
leverage these relationships into earned finance.




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                                        FINANCIAL MARKETS
                                      SCHOLARSHIP TRIANGLES
                                       CURRENT 2003




                                                                  1 (85%)

                                                                     2 (50%)

                                                                      3 (100%)

                                                                               4 (75%)

                                                                                  5 (42%)


                                                                                         6 (2%)

                                                                                             7 (100%)

                                                                                                  8 (100%)

                                                                                                     9 (100%)

                                                                                                             10 (100%)




3) Research Assistants/Post Doctorals = 2 = 100%
Required ratio = 1 per three scholars
.

4) Teaching Scholarship and Potential Research Active Scholars = 8. Desired ratio = 2
per scholar = 75%

Paul Gibson
Tim O’Shannessy
Georgina Caillard
Margaret Heffernan
Marianne Gloet
Mark Rose
Grant Walters
Elizabeth Creese


5) Research Students

Desired ratio = 6 EFTSU per scholar
The desired EFTSU = 36 EFTSU, Actual EFTSU = 15
              Ratio = 42%

6) UG students in the relevant courses engaged in the scholarship area and doing fieldwork
contributing to research.

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7) Undergraduate underpinning

                                            University             School
              HE Academic Staff                   963                  39
                   HE Students*             25094.21               2110.1
                    Staff/student           0.038375              0.01848
                   Student/Staff            26.05837              54.1051
* = EFTSU
Ratio = 100%.
.

8) Facilities, Equipment and Research Infrastructure

None.
Ratio = 100%.

9) Earned Finance

                                    Time % Basic Salary Research Allocation
Carlene Boucher                          30       77942               23383
James Latham                             50       54485               27243
David Kimber                             20       77942               15588
Chris Selvarajah                         20       77942               15588
Julie Wolfram-Cox                        30       77942               23383
Ian Woodruff                             70       68359               47851

                            Total                                           153036

Budgeted Earned Finance = $180,000
Ratio = 180000/153036 = 118%

10) Finances Allocated

The research concentration has substantial COG underpinning plus 10 FFP DBA students.




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                               SCHOLARSHIP TRIANGLES

           Scholarship Triangle – Schools of Marketing
The Head of the School of Marketing (HSoM) could potentially be in any current or emerging
research concentration areas of the Portfolio, including E-commerce/ Knowledge
Management, Financial Markets, Organisational Accountability, and Entrepreneurship and
Innovation, however an argument exist for the HSoM to have a strong background in
Marketing. This view was expressed quite clearly during the SoM Planning Day in December
2003.

The HSoM would enhance the number of research active scholars (band 2) in a particular
triangle, the number of research students (band 4) in a particular triangle, and the amount of
research income earned (band 9) in a particular triangle. These accountabilities are
described in the position description.

MARKETING SCHOLARSHIP TRIANGLE
 The current scholarship triangle for the marketing-related research concentration is shown on
the following page. Below, comments on the triangle are outlined.

1) Industry & Community Need
The research output is of national significance and there is significant national demand for
research. An international research presence is demonstrated in the family business area. A
critical goal is to establish solid research relationships with Industry Partners, particularly in
marketing, supply chain management, transport and logistics, and international business.
Basically, only 2 established active research scholars are undertaking investigations with
industry partners. Notwithstanding, a number of academics have established industry links
(e.g., media), which have not been translated into research quantum.
Ratio = 35%.

2) Research Active Scholars (8/27 = 29.6%)
       1. Professor Kosmas Smyrnios (Marketing)
            Fast Growth Firms, Development of Marketing Tools, Family Business
       2. Associate Professor Booi Kam (Logistics)
            Designing Liveable Suburbs, Melbourne’s Housing Market, Transport
            Sustainable Cities, Freeway Development and Travel Behavior
       3. Dr Anthony Lowe (Marketing)
            The Effects of Culture and Cultural Value on Purchasing Behavior
       4. Associate Professor Michael Schwartz (Marketing)
            Ethics in Organizations
       5. Dr Hernan Riquelme (Marketing)
            Marketing on the Internet, and e-government
       6. Dr Dave Wilson (Logistics)
            Geographic Analysis, Inventory Mgt, Transport & Logistics Systems Modeling
       7. Associate Professor David Foster (Hosp & Tourism)
            Hospitality & Tourism
       8. Dr Robert Inbakaran (Hosp & Tourism)
            Tourism




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                       RESEARCH AREAS OF CONCENTRATION
      Electronic Marketing and Management of Service Organizations
      Family Business (Small-To-Medium Enterprises); Fast Growth Firms
      Housing Market Dynamics and Transport-Land Use Interactions
      Cross-Cultural and International Marketing of Food
      Macro Marketing: Marketing Ethics and Historiography
      Marketing Development, Opportunities and Strategy Within Professional Sport
       Relationship Marketing
      Consumer Brand Equity, Brand Image, Brand Loyalty, Brand Personality, &
       Brand Management
      Supply Chain Operations (e.g., in the Ports and Agricultural Sector)

The research concentration currently has the following associations:

Academic journals: Family Business Review, Academy of Management, Research in
Ethical Issues in Organizations, Journal of Business Ethics.

Industry Links: In 2003, industry partners included: Boyd Partners, BDO Nelson, BRW,
Australian Music Association, the Department of Natural Resources and Environment, and
Australian Association for Professional & Applied Ethics.

The research concentration continues to be involved in grant applications [ARC (Discovery),
ARC (Linkage), Industry-based] leveraging relationships into generating further funding and
academic publications.

   Emerging Researchers
 1. Dr Bill Callaghan (Marketing)
 2. Gill Stainforth (Marketing)
 3. Charles Lau (Logistics)
 4. Kate Westburg (Marketing)
 5. Con Stavros (Marketing)
 6. Shahadat Khan (Logistics)
 7. Brad Wilson (Logistics)
 8. Raju Mulye (Marketing)
 9. Kathy Griffith (Marketing)
 10. John Odgers (Logistics)

      Potential Researchers
 1.    Julie Mclaren (Marketing)
 2.    Roger Oakden (Logistics)
 3.    Geoff Rigby (Logistics)
 4.    Elsie Hooi (Logistics)
 5.    Bernadette Harrison (Hosp & Tourism)
 6.    Michael Bailey (Hosp & Tourism)
 7.    Heather Mallinson (On Leave)
 8.    Christopher Vaz (Hosp & Tourism)
 9.    Margaret Melrose (Hosp & Tourism)




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3) Research Assistants/Post Doctoral = 0.8 = 30%
Required Ratio = 1 per three scholars. We have 8 scholars; therefore we should have 2.66
Research Assistants.

4) Teaching Scholarship and Emerging and Potential Research Active Scholars = 19.
Desired ratio = 2 per scholar (i.e., 16) = 79%

5) Research Students
         Desired ratio = 6 EFTSU per scholar. The desired EFTSU = 48 EFTSU, Actual
         EFTSU =17 Ratio = 35%




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                                                  SCHOOL OF MARKETING
                                                 SCHOLARSHIP TRIANGLES
                                                  CURRENT 2003



1. Industry & Community Needs
                                                                             1. (35%)
2. Scholars
                                                                                2. (30%)
3. Research Assistants / Post Docs
                                                                                  3. (30%)
4. Potential Scholars

5. Research Students                                                                       4. (79%)
6. Senior UG Research /
Fieldwork                                                                                     5. (35%)

7. UG underpinning
                                                                                                      6. (%)
8. Facilities,
Equipment
                                                                                                         7. (%)
9. Finances
(grants)                                                                                                       8. (50%)
10. Finances
(COG)                                                                                                             9. (60%)

                    6) UG students in the relevant courses engaged in the scholarship area and doing                      10. (100%)
                    fieldwork contributing to research.


           In principle all students over the period of their UG studies will be engaged in research
           activity. This, however, can only be quantified by examining the Co-operative education
           year where students are required to undertake a project. The project component comprises
           20% of the year. There are 345 co-op students and this is measured as 20%*345 = 69.
           Total UG EFTSU = 2450
           Ratio = 69/2450= 2.8%. (If we include ALL students, both UG and PG) the ratio = 14%

           7) Undergraduate underpinning
                                           University School
                      HE Academic Staff          963                    27
                            HE Students*      25094                  2770
                             Staff/student      0.04                   .01
                            Student/Staff      26.06                102.6
           * = EFTSU; Ratio = 100%.
           The concentration currently has 2770 EFTSU studying in the scholarship area at
           undergraduate level.


           8) Facilities, Equipment and Research Infrastructure
           The concentration has a deficiency in office space that places a physical constraint on
           appointments, especially at the Associate Professor and Professor levels.
           Ratio = 50%.




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9) Earned Finance
Academic                    Time %                    Basic Salary      Research Allocation
          Kosmas Smyrnios        50                             97109                      48554
                  Booi Kam       20                             88539                      17707
              Anthony Lowe       20                             85813                      17707
          Michael Schwartz       50                             88539                      44270
           Hernan Riquelme       50                             76961                      38480
               Dave Wilson     41.6                             76961                      32016
               David Foster      50                             88539                      44270
           Robert Inbakaran    52.7                             64702                      34097
              Average/Total                                    667163                     277101

Budgeted Earned Finance for 2003 = $150,000
Ratio = 90/150000 = 60%

10) Finances Allocated
The research concentration has substantial COG underpinning.

Conclusion
The current scholarship triangle reveals gaps in all except band 10. There is a clear
need to enhance deficiencies in the relevant bands, including international and
national scholars, number of research active scholars, numbers of research
assistants and postdoctoral fellows, number of research students, research partners
and clients, and finances earned. This new professorial appointment would help in
this regard.




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