The Response - UWA Staff - The University of Western Australia
The Response - UWA Staff - The University of Western Australia
The Response - UWA Staff - The University of Western Australia
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Uwa Futures:<br />
<strong>The</strong> <strong>Response</strong>
Colleagues<br />
This document is a collation <strong>of</strong> responses from across the <strong>University</strong> in response to my discussion paper<br />
distributed on 3 September, <strong>UWA</strong> Futures. Comments on this paper have been received via email, in person<br />
and on the discussion forum, all <strong>of</strong> which I have been grateful for. In this document, I have sought to group this<br />
feedback under the headings <strong>of</strong> the original paper. It is provided to each staff member that formally provided<br />
feedback and all Heads <strong>of</strong> Areas as a representation <strong>of</strong> how colleagues are thinking.<br />
As the next step, each Faculty and Institute is invited to compile any specific responses on all or any <strong>of</strong> the<br />
proposals in the <strong>UWA</strong> Futures paper, and submit them to inform a discussion <strong>of</strong> the paper at a special meeting <strong>of</strong><br />
Academic Board in early February. Submissions are due by 18 January and should be directed to the incoming<br />
Chair <strong>of</strong> Academic Board, John Cordery. At this meeting I will present a schedule for further development <strong>of</strong><br />
these proposals over the remainder <strong>of</strong> the 2013 session.<br />
Paul Johnson<br />
Vice-Chancellor<br />
November 2012<br />
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INTRODUCTION<br />
‘I concur with what I see as the main point you make: that <strong>UWA</strong> must keep developing its own distinctive value<br />
proposition, one that balances its particular advantages as a provider <strong>of</strong> high-quality face-to-face education with<br />
responsiveness to changing circumstances. <strong>The</strong> challenge, <strong>of</strong> course, is to promote this development in a way<br />
that is not perceived as coercive.’<br />
‘One <strong>of</strong> the biggest challenges facing the <strong>University</strong> is cultural change. <strong>The</strong>re is a prevailing attitude that <strong>UWA</strong><br />
is the oldest and, therefore, the best – while some might consider this to be true within <strong>Western</strong> <strong>Australia</strong>, it is<br />
essential that the “big fish in a small pond” mentality be addressed. International excellence is not based on<br />
such notions.’<br />
‘If we are to influence the future we will need to have strong support and leadership throughout the <strong>University</strong>.’<br />
‘I think it would be helpful to break the “50 by 50” objective into stages. What do we need to be by 2015, 2020,<br />
2025, etc? Many now working at the <strong>University</strong> will not still be here in 2050, and intermediate goals would help<br />
keep people engaged. It would also allow us to see if we are on track.<br />
It might also be useful to ask “What does a top 50 <strong>University</strong> look like”? Are there any in that group currently <strong>of</strong> our<br />
size? Our age? Where their endowment is not their largest asset? Where income from alumni support is less than<br />
X% <strong>of</strong> total revenue, or where postgrad enrolments are less than Y% <strong>of</strong> the total? That are both small and fully<br />
comprehensive?’<br />
‘<strong>The</strong> top 50 by 2050 will be by very different measures than the currently crude ARWU, and ensuring that<br />
the message is made clear to our academic staff that we are including teaching excellence in this top 50 mix<br />
is important.’<br />
1. Context: <strong>The</strong> changing world <strong>of</strong> higher<br />
education<br />
‘I strongly support your views about a rapidly changing “business” environment in which a myriad <strong>of</strong> physical<br />
and virtual national and multi-international organisations will compete with <strong>UWA</strong>. In order to compete effectively,<br />
<strong>UWA</strong> will require a clear strategic vision to grow within such an environment and have buy-in from all its key<br />
stakeholders…. <strong>The</strong> current edition <strong>of</strong> the New England Journal <strong>of</strong> Medicine contains an editorial that…focuses<br />
on the fundamental importance <strong>of</strong> the strategic question, “What business are we in?” and explores that question<br />
within the context <strong>of</strong> the healthcare system in the USA. As you would know…corporate history is littered with the<br />
demise <strong>of</strong> once leading companies who have failed to answer this question correctly over time and consequently<br />
failed to adapt to changing environments.’<br />
Regulation<br />
‘I think you’re right that the current monopoly universities enjoy over degree granting will erode. We’ve done a<br />
good job to date <strong>of</strong> convincing Governments that an unregulated sector would somehow be “dangerous” to the<br />
public, and hence in need <strong>of</strong> oversight and strict barriers to entry. I can’t see this lasting. <strong>The</strong> inherent crosssubsidisation<br />
<strong>of</strong> research out <strong>of</strong> teaching revenues also makes us vulnerable.’<br />
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Technology<br />
‘Our group believes that tertiary education will rapidly change to take advantage <strong>of</strong> massive open online courses<br />
(MOOC) as the primary means to deliver the core curricula. Collaboration with other world leading universities is<br />
essential to achieve the best outcomes.’<br />
‘MOOC is a real issue. No responsible university today would let faculty members spend time writing a “purpose<br />
built” textbook for their individual units, given books are already widely and cheaply available. It will get hard to<br />
justify letting them work up the lecture content for traditional delivery <strong>of</strong> Econ 101 or Calculus 101 when it’s also<br />
available on-line for free, there are only so many ways the material can be taught, and students are already voting<br />
with their feet (attendance at some lectures in the Business School is <strong>of</strong>ten below 50% by about week 3<br />
<strong>of</strong> classes).’<br />
‘A major tech firm that specialises in high-quality hardware and delivery (Apple, via iTunes U?) could link up with<br />
pr<strong>of</strong>essional assessors (a group <strong>of</strong> former Harvard/MIT pr<strong>of</strong>essors?) working with a major test provider (Pearson?)<br />
to <strong>of</strong>fer virtual degrees, especially given low barriers to entry to the university “market” in the US and elsewhere.<br />
Business School Deans I’ve met from mid-tier US schools (especially cash-strapped public ones where the State<br />
Government owner is effectively insolvent due to crushing pension and other liabilities) are seriously worried<br />
about this.’<br />
‘What you don’t address here is to what extent we might review the question <strong>of</strong> becoming an “alternative provider”<br />
ourselves. That is, can a review <strong>of</strong> our pedagogy also identify those areas in which we deliver a top class learning<br />
experience for our students and one that might be made more available to a wider community? We have a<br />
comparative advantage in:<br />
1) being a research intensive university in which most teachers are themselves research active;<br />
2) having unique areas <strong>of</strong> expertise and areas <strong>of</strong> study (<strong>of</strong>ten grounded in local circumstances, e.g. a botanical<br />
diversity born <strong>of</strong> ancient depleted soils, relatively untouched and unique tropical reefs, innovative technologies <strong>of</strong><br />
energy and minerals exploration and exploitation etc.);<br />
3) holding a strong top-100 brand.<br />
Should/can we join the ranks <strong>of</strong> MOOC providers, in some capacity, and what would be the costs/benefits <strong>of</strong><br />
doing so?’<br />
‘<strong>The</strong> university should start to negotiate with other universities both in <strong>Australia</strong> and overseas to accredit [online]<br />
courses run by other universities…. <strong>UWA</strong> should negotiate with owners <strong>of</strong> such courses to guarantee the standard<br />
and then to accept such teaching as part <strong>of</strong> a <strong>UWA</strong> qualification on terms acceptable to both institutions.<br />
Likewise, the university should set up an advanced production unit for the proper production <strong>of</strong> its own online<br />
courses… lectures accompanied by online instruction, tests, assessments and tutorials…. This is not a trivial task,<br />
but once performed gives a continuing resource for new students and for <strong>of</strong>f-campus teaching.’<br />
‘I do not know how many <strong>UWA</strong> students enrol in courses from Coursera or edX…. However, I presume that <strong>UWA</strong><br />
would not wish to be seen solely as a consumer in this field, and that there are groups on campus considering<br />
active contribution to these initiatives.<br />
<strong>The</strong> Centre for Teaching and Learning is current focused on delivery <strong>of</strong> the SPICE project (secondary teachers’<br />
enrichment program). Whilst SPICE funding is secure until April 2012, there are no guarantees beyond that<br />
point…. CLT is therefore looking for opportunities to diversify its activities, and the area <strong>of</strong> MOOCs is one where<br />
we believe we are equipped….SPICE resources…emphasize student-centred learning along constructivist<br />
principles…. We have strong connections to all science Schools at <strong>UWA</strong>, and…staff with considerable<br />
experience in all areas <strong>of</strong> production: writing, editing, graphic design, programming, video production and<br />
instructional design.’<br />
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‘<strong>The</strong>re is significant potential to collaborate with other institutions on developing teaching materials…. Authors <strong>of</strong><br />
undergraduate textbooks at <strong>UWA</strong> could be stimulated to develop online resources to share with other universities,<br />
which will increase <strong>UWA</strong>’s web-presence as well as the sale <strong>of</strong> their textbooks…. For postgraduate units, it<br />
would be worthwhile exploring opportunities for co-taught units at the Masters or PhD level…. Where <strong>UWA</strong> has a<br />
comparative advantage in a certain field, it is worthwhile exploring the possibilities to widely advertise specialists<br />
units and open those up for enrolment from other universities. Such a possibility should be reciprocal, so that our<br />
Postgraduate students can get credits for units taken at other universities.’<br />
‘You expressed an opinion that we shouldn’t grant credit for content studied with free providers such as<br />
Coursera…. My concern is that the current advanced standing policy is silent on this point, and that I’d estimate<br />
that there are 30 or so people across campus who assess and approve credit (<strong>of</strong> whom I’m one) and who might<br />
well form their own diverse opinions in the absence <strong>of</strong> policy guidance. Thus, there’s a risk <strong>of</strong> an unintended<br />
precedent being established by an individual’s decision, which might be eliminated by the circulation <strong>of</strong> appropriate<br />
guidance to these staff members.’<br />
‘To the extent that entry into, and completion <strong>of</strong>, a degree program from a highly regarded, academically rigorous<br />
university is a strong signal <strong>of</strong> a student’s quality in the job market (independent <strong>of</strong> what he or she may actually<br />
learn while there) top students may still prefer to enrol in “traditional” programs at highly regarded schools. If so, we<br />
need to be especially vigilant with regard to standards and reputation. I agree that “Quality, quality, quality” is the<br />
way to go if we are to prosper in future.’<br />
2. Education<br />
‘We advocate that the <strong>University</strong> strive to achieve international best practice in terms <strong>of</strong> our educators and to<br />
continue to provide opportunities through pr<strong>of</strong>essional development and the teaching-research nexus. We therefore<br />
recommend the inclusion <strong>of</strong> an additional proposal to recognise, recruit and retain high quality educators as a<br />
strategic component in the attainment <strong>of</strong> best student education.’<br />
‘Is there anything we want to say about the teaching-research nexus? We have built research skill development<br />
explicitly into the UG curriculum under NC2012 and we claim to distinguish ourselves from other kinds <strong>of</strong> institution<br />
by the nature <strong>of</strong> learning in a research-intensive environment. Do we still believe this? Should it figure in the next<br />
iteration <strong>of</strong> our Strategic Plan? I would suggest it should but there are skeptics.’<br />
Proposal 1: That the <strong>University</strong> conduct a full review <strong>of</strong> pedagogic purpose and practice in 2013, with<br />
the aim <strong>of</strong> introducing new pedagogies from the beginning <strong>of</strong> 2015. <strong>The</strong> review will consider, among<br />
other factors:<br />
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the effectiveness <strong>of</strong> different teaching styles;<br />
the preferences <strong>of</strong> students for different combinations <strong>of</strong> on-line and face-to-face learning;<br />
the technological and infrastructure requirements <strong>of</strong> different approaches to teaching and learning;<br />
the skills and capabilities required <strong>of</strong> teaching and support staff.<br />
General reactions:<br />
‘<strong>The</strong> challenge will be to provide for a diversity <strong>of</strong> approaches, which will be required across different disciplines,<br />
whilst maintaining overall coordination. Our current exploration <strong>of</strong> alternate pedagogy has been very piecemeal,<br />
<strong>of</strong>ten driven by the interests <strong>of</strong> the lecturer at the individual unit level. This has produced some very worthwhile<br />
initiatives, but meant that student experience varies widely from unit to unit…we need to ensure uniform<br />
engagement.’<br />
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‘<strong>The</strong>re will need to be some really strong communication if changes are to be adopted quickly by teaching staff.’<br />
‘I believe that a revision <strong>of</strong> the pedagogy is essential so that we keep students engaged in the subjects that we<br />
teach…. Who are the people in the university who are going to conduct this review? I would be very interested to<br />
be part <strong>of</strong> this review process if possible.’<br />
‘I am not sure there is quite such a sharp delineation between our review <strong>of</strong> course structures and a review <strong>of</strong><br />
pedagogy. Issues <strong>of</strong> generic skill development – for research, for communication – and the service learning<br />
elements for NC2012, and the focus on learning outcomes, have crossed the line from structure, to content and<br />
pedagogy. Perhaps this is more <strong>of</strong> a continuum?’<br />
‘I suggest…that…important lessons from the very successful NC2012 process <strong>of</strong> course revision should be kept<br />
in mind:<br />
1. We didn’t set out with a presumption that <strong>UWA</strong> must change its courses. … We carefully identified issues<br />
and options before eventually making some decisions. In contrast, your statement about introducing new<br />
pedagogies [may be] seen by some as jumping to a conclusion without due preparatory analysis.<br />
2. To initiate now an ambitious further enquiry with the declared intention <strong>of</strong> rapidly introducing new ways <strong>of</strong> doing<br />
things may be to invite resistance born <strong>of</strong> change fatigue.<br />
3. <strong>The</strong> tendency to characterise recent reforms here as “structural” shouldn’t be interpreted to mean that they’re<br />
confined merely to curriculum matters, as distinct from pedagogy and assessment…. One can’t rethink<br />
curriculum structures (the shape <strong>of</strong> what is to be learnt) without also rethinking the pedagogic relationship<br />
(how students learn) and the assessment procedures (how the <strong>University</strong> gauges what has been learnt). Such<br />
interconnections have been rigorously incorporated into the work <strong>of</strong> Boards <strong>of</strong> Studies etc. Structural change<br />
was the lever for exerting pressure on other things.’<br />
‘All good teachers will already be examining and using new pedagogical techniques and technology where it<br />
can help their teaching; for most <strong>of</strong> us the barrier is not ignorance or resistance, but lack <strong>of</strong> time and resources.<br />
Repeated staff surveys have highlighted this…. We are still in the midst <strong>of</strong> changing over to the new course<br />
structures…new units will be added annually as the students progress through the new courses…. To start<br />
introducing new pedagogies in 2015 in the midst <strong>of</strong> this change and at a time <strong>of</strong> fixed budgets must be<br />
well justified.’<br />
‘Is the timeframe around this proposal realistic?’<br />
‘As a committed group <strong>of</strong> experienced teaching academics within a research intensive School, we support<br />
proposals 1 to 5….Our approach is, however, as a partnership so that both teaching and learning requires, in<br />
addition to the inherent rewards, some reciprocal obligation by both teacher and student. This could be reflected<br />
in proposal one by adding to the factors listed, the roles <strong>of</strong> teachers, support staff and students in providing an<br />
effective learning environment.’<br />
‘Our group believes that Schools are not the best units from which to organise and deliver undergraduate curricula<br />
and education. Instead these should be coordinated by dedicated academic units according to degree streams<br />
(Bachelor <strong>of</strong> Arts, Bachelor <strong>of</strong> Commerce, Bachelor <strong>of</strong> Design, Bachelor <strong>of</strong> Science, Bachelor <strong>of</strong> Philosophy).’<br />
‘I believe that the ponderous course/major/unit approvals process has the very real prospect <strong>of</strong> stifling change<br />
and innovation in our teaching….over the years, multiple layers <strong>of</strong> approvals have been added, at the School<br />
level (both for new units and via Examiners’ meetings), Faculty, Academic Council and now Board <strong>of</strong> Studies….<br />
along the way more and more detail is being required for course/unit approval, to the point now where outcomes<br />
and assessment must be approved, including changes requested after the initial approval. In this climate, how is<br />
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course change and innovation ever to occur?....Whatever pedagogic methods are supported through the review<br />
process, there needs to be a sensible process for approving and then overseeing courses, majors and units.’<br />
On evaluating the effectiveness <strong>of</strong> teaching styles:<br />
‘I am concerned about the appropriateness <strong>of</strong> your first dot point (review <strong>of</strong> the effectiveness <strong>of</strong> different teaching<br />
styles)….<strong>The</strong>re is little agreement about how to measure effectiveness and spending time and energy trying to do<br />
so would be wasteful, in my view….Perhaps a start would be to map current delivery modes (including lecture/<br />
workshop/tutorial/lab/ online/etc) against CEQ responses by unit? Some modes <strong>of</strong> teaching are more suitable<br />
and more valued than others for particular disciplines. However, I agree that much teaching is totally out <strong>of</strong> synch<br />
with today’s students’ interests and has to change. Much UG teaching is entirely inappropriate for PG students.’<br />
‘What we perhaps don’t know, except anecdotally, is what proportion <strong>of</strong> students make use <strong>of</strong> what is already<br />
on-line. I have spoken to teachers who claim that < 50% <strong>of</strong> students attend lectures and < 50% regularly access<br />
the on-line lectures, and that the overlap in these two sets is very high. That is, committed students will follow up<br />
on-line the points they missed in the class they attended; the disengaged remain disengaged. Clearly this is a<br />
question the proposed review needs to consider. We have a lot <strong>of</strong> the data already – system logs from Lectopia<br />
and its predecessors.’<br />
‘<strong>UWA</strong> is hard to get to as it is poorly serviced by public transport, and parking is hard to find. First and second<br />
year students cannot get parking permits….if it takes 2–3 hours to come in for a 1 hour lecture, what is the<br />
likelihood students will attend? One might…compare attendance rates for lectures when there is also a<br />
(compulsory) lab on that day, versus those days when there is just the lecture. This suggests to me that perhaps<br />
preference for parking spots should be given to first year students, rather than third, as the latter will have worked<br />
out how to integrate their various activities and will generally be better oriented in, and committed to, their<br />
courses. It also suggests that when timetabling units, if at all possible lectures should be placed close to labs.’<br />
‘We pride ourselves on the campus experience and note that “top 50” universities <strong>of</strong>ten have a major campus<br />
presence. Introducing lecture recordings has probably set back our attempts to increase student participation in<br />
university life by a decade. We are building more accommodation to get more students on campus at the same<br />
time discouraging them from attendance by providing lectures online. If we want more students to attend lectures<br />
– simply stop recording them, or provide them near the end <strong>of</strong> semester for those with clashes or illness. Lectures<br />
are about much more than just delivering content, they are live theatre vs watching the Bolshoi on television. <strong>The</strong>y<br />
get students to interact, to come on campus. If we are to build student loyalty for future endowments we have to<br />
make students feel it is “their” university. Watching a You-tube like video, possibly from the US, most likely in the<br />
basement <strong>of</strong> their parents’ house, does not help a student grow up as a citizen or help them form any allegiance<br />
to <strong>UWA</strong>. Measuring their impact solely on learning content really misses the point.’<br />
On the preferences <strong>of</strong> students:<br />
‘…people like going shopping. Similarly, students like coming to university and have an expectation <strong>of</strong> what a<br />
<strong>University</strong> should look like, particular those whose previous experience is High School. <strong>The</strong> human business <strong>of</strong><br />
education. <strong>The</strong> social aspect is also particularly important. Retailers are responding with multichannel retail; we<br />
will have multi-channel education.’<br />
‘My son is doing an Engineering/Commerce degree…. What he really does enjoy is small group sessions<br />
where he is challenged, and finds specific lecturers very engaging and stimulating. He was fortunate enough to<br />
experience a semester exchange in Queen’s <strong>University</strong>, Canada, where he loved that form <strong>of</strong> teaching.’<br />
‘One area I have noticed which is particularly important to students is the provision <strong>of</strong> personal computer support.<br />
To remain competitive with alternative educational providers, we really need to enhance the level <strong>of</strong> computer<br />
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support we <strong>of</strong>fer students (and staff). Forthcoming changes to the service points at the libraries on campus<br />
(which are currently the main help points for student computer support) will dilute the quality <strong>of</strong> service because…<br />
experienced and qualified IT casuals…will be replaced with library <strong>of</strong>ficers after some basic training…. I cannot see<br />
how we can <strong>of</strong>fer this reduction in service and expect to maintain our status as the preferred destination for WA<br />
students, especially when Curtin and Murdoch already <strong>of</strong>fer a better computer support experience.<br />
A <strong>UWA</strong>-specific solution could utilise the existing resources allocated to the Student Internet Support Office and<br />
broaden the range <strong>of</strong> IT support currently <strong>of</strong>fered…. We should be aiming at providing comprehensive computer<br />
support and servicing for students including diagnosing, troubleshooting and solving computer hardware and<br />
s<strong>of</strong>tware issues…. This…would be very popular.’<br />
On technology:<br />
‘My experience in that area [electronic communications] makes me very conscious that <strong>UWA</strong> still has some way to<br />
go in establishing robust IT infrastructure and T&L support systems before it can contemplate deploying some new<br />
pedagogies reliably.’<br />
‘With regard to the impact <strong>of</strong> technology, new mobile devices also <strong>of</strong>fer an opportunity for the <strong>University</strong> to “push”<br />
information to current and future students and staff and thereby overcome the static nature <strong>of</strong> websites, i.e. send<br />
the information to consumers rather than hope the consumer will search and find it. I can imagine that such<br />
applications will help to enhance<br />
the student experience and provide the <strong>University</strong> an opportunity to deliver a continuous support network to its<br />
student and staff bodies.’<br />
On skills and capabilities:<br />
‘I hear a lot <strong>of</strong> feedback from teaching and research staff in various parts <strong>of</strong> the <strong>University</strong> that they feel they<br />
are under pressure to constantly improve teaching, and yet it is research inputs and outputs that are perceived<br />
to be ‘rewarded’ (by promotion, recognition, etc), giving mixed messages and creating some resentment or<br />
demotivation…. there need to be incentives for people to continue improving teaching which are beyond the<br />
budget level…’<br />
‘I have argued strongly that the ability to teach is critically important ….<strong>The</strong> main difficulty is to engage academic<br />
staff in this endeavour. <strong>The</strong> response <strong>of</strong> most staff is “Yes, I would love to be able to teach better, but I don’t have<br />
time to learn, I have to work on another grant application because that’s what will get my performance indicator up.”<br />
This has been a stumbling block in many other universities.’<br />
‘I have the opinion that Research and Teaching & Learning are siloed, which I think frustrates both those that<br />
are more heavily research-based and those that are more heavily teaching-based….I was wondering if the focus<br />
could be on “Knowledge Development” and “Knowledge Dissemination”, with T&L coming under Knowledge<br />
Dissemination. Knowledge links the two. This would provide a greater focus on developing knowledge that is useful<br />
and at the same time, disseminating this <strong>UWA</strong>-developed knowledge through all T&L activities as well as to other<br />
stakeholders. Thus those heavily focused on knowledge development would be encouraged to disseminate that<br />
knowledge to other academics who are more involved with the delivery to students; at the same time, those more<br />
involved in the delivery to students should actively seek out knowledge developers to add value to their delivery.’<br />
Specific suggestions/examples for consideration:<br />
‘You might like to refer to the notion <strong>of</strong> flipped classrooms, a model that is gaining widespread acceptance in higher<br />
ed, where technology is used for transmission <strong>of</strong> content to large audiences, prior to small group face to face<br />
problem solving interactions.’<br />
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‘<strong>UWA</strong> seems to be slow in picking up the sort <strong>of</strong> things I saw at Harvard Business school with the “learning hub”<br />
and students from cross-disciplinary areas working together on innovation, for example.’<br />
‘<strong>The</strong>re is a need to keep practical laboratory classes in science subjects to provide core skills to students and to<br />
engage with them in a positive learning environment.’<br />
‘<strong>The</strong> research/teaching focus <strong>of</strong> [the <strong>UWA</strong> Centre for Sleep Science] makes it quite unique worldwide and<br />
has already been used to obtain a successful NHMRC Grant…and attract Honours, Masters and PhD<br />
students from several Schools across the campus…. <strong>The</strong> new facility has also allowed me to develop a novel<br />
postgraduate teaching program with a gradually growing number <strong>of</strong> local, national and international students.<br />
Key to designing this programme was a structure that minimised face-to-face teaching time (in order to permit<br />
the research activities to continue) yet provide efficient, high-quality knowledge transfer. To this end the Sleep<br />
Science Postgraduate Educational Model is based on a combination <strong>of</strong> intensive block training (run in the first<br />
2 weeks <strong>of</strong> the mid-year and summer vacation periods) and flexible distance education units (online only, using<br />
WebCT and now LMS). A continuous education model is applied whereby there are multiple exit strategies for<br />
individuals (Certificate, Diploma, Masters) as well as the opportunity to build towards a PhD…. <strong>The</strong> educational<br />
model is equally suited to local and international students, who may wish to take the course on a full-time or parttime<br />
basis.<br />
I was recently approached by the <strong>University</strong> <strong>of</strong> Adelaide to develop a joint Graduate Diploma in Dental Sleep<br />
Medicine. This is now underway, with Sleep expertise being provided by the <strong>UWA</strong> online units, and the Dental<br />
expertise provided by UA via online units and a 3-day residency in Adelaide.<br />
Development costs for this type <strong>of</strong> online teaching programme are predominantly ‘up front’ and relate to<br />
development <strong>of</strong> the online lectures and assessments. Ideally, the <strong>University</strong> should provide a clear pathway for<br />
those seeking financial support to pursue the development <strong>of</strong> potentially productive teaching programs that<br />
support research activities.<br />
Inadequate IT support represents the death-knell for this type <strong>of</strong> online-heavy programme. In my view <strong>UWA</strong>’s<br />
transition from WebCT to LMS was handled very poorly. Ideally, the <strong>University</strong> should develop a mechanism to<br />
provide such specialised IT administrative support. Perhaps it could consider having IT (LMS) staff who could be<br />
temporarily co-opted to specific projects to help with their development.<br />
<strong>The</strong> intensive block teaching has been well received and is also very cost-effective. Accommodating students<br />
for this type <strong>of</strong> short-term visit is always challenging. Ideally, residential college accommodation could be made<br />
preferentially available to students participating in such intensive <strong>UWA</strong>-based block teaching periods which are<br />
held outside <strong>of</strong> the standard semesters.’<br />
‘Some <strong>of</strong> the innovations being trialled in the Accelerated Learning Lab have the potential to improve student<br />
experience. Recorded role-plays, interactive case studies and on-line exercises for small groups <strong>of</strong> students,<br />
combined with the ability to give immediate, accurate feedback on performance has great potential. We intend<br />
having our MBA students spend significant amounts <strong>of</strong> time in the Lab. This could be a good differentiator for us.’<br />
‘I teach a very large undergraduate marketing unit (1000+ students per year) and am moving towards a model<br />
<strong>of</strong> lecture/workshop/tutorial. <strong>The</strong> lectures will eventually be all online. A large workshop in the lecture theatre<br />
replaces the existing lecture….<strong>The</strong> workshops are not recorded and the activities I run in the workshop are<br />
examinable at the end <strong>of</strong> the year. <strong>The</strong> workshops are a clarification <strong>of</strong> the lecture content (that the students<br />
are expected to have already covered), and then predominantly activities that enhance their understanding <strong>of</strong><br />
the content. I get very good turnout to the workshop. I would propose that a model like this gives an online<br />
presence yet still focuses the on-campus experience. Another interesting aspect I am developing is having senior<br />
academics from the <strong>UWA</strong> marketing discipline give ‘state-<strong>of</strong>-the-art’ guest lectures during the workshop time,<br />
that are recorded. Ultimately, these <strong>UWA</strong>-content guest lectures would form the main basis <strong>of</strong> the online lectures,<br />
to emphasis the research content from <strong>UWA</strong>. This adds real value that the students can’t get from the text. So<br />
07 | www.uwa.edu.au
in a nutshell, this model merges the online and campus components and develops the online content from a<br />
<strong>UWA</strong> discipline perspective, even in an introductory marketing unit. It maintains good graduate qualities because<br />
students are still expected to attend the workshop and the tutorial; if a student cannot attend the workshop, they<br />
are encouraged to interact with their group members for the answers.’<br />
‘I do think that there are wonderful opportunities to harness new technologies to do what we do best – providing<br />
a stimulating and educational on-campus experience for our students. That is what we need to focus on. Here is<br />
one example. We are experimenting with new first year courses in the engineering faculty involving a much greater<br />
emphasis on face-to-face teaching that we have in the past. Many <strong>of</strong> the students yearn for interesting lectures:<br />
they have not reacted well to the need to read relatively boring material before coming to classes. We are planning<br />
a small experiment in which we will reward students for finding really exciting and short online lecture and video<br />
material. 500 students trawling the Internet for interesting material is likely to be much more effective than one or<br />
two staff members trying to do the same. We will review the best suggestions and make them available to the<br />
other students.’<br />
Proposal 2: That the <strong>University</strong> develop its campus facilities and services (including residential colleges)<br />
with the explicit intention <strong>of</strong> enhancing the learning opportunities <strong>of</strong> students.<br />
‘Are we brave enough to aim for a residential experience for all first-year students?’<br />
‘I believe the <strong>UWA</strong> Residential Colleges can <strong>of</strong>fer more to, and be utilised more by, the university than is<br />
currently the case. Whilst a decline in lecture attendance and the growing use <strong>of</strong> online options is observed, my<br />
observations are that the <strong>of</strong>ferings by colleges such as leadership programs and positions, cultural awareness<br />
programs, community service programs and less formal gatherings <strong>of</strong> residents have never been more popular<br />
amongst college students. Much <strong>of</strong> this popularity is because they see real value in the program, it’s personable<br />
and most view it as adding ‘weight’ to their CV…. My recommendation would be that all first year students<br />
entering the university be assigned a college to which they belong (regardless if they live there or not), with the<br />
option <strong>of</strong> the student taking out an affiliated membership from that year onwards.<br />
To make an affiliated model work I believe that it needs to commence at the start <strong>of</strong> a student’s tertiary education.<br />
<strong>The</strong> connection to the college (and ultimately the university) would then commence at orientation (with some<br />
activities based in colleges for all affiliated 1st years) and then the student would continue to be supported and<br />
involved in various activities (with the colleges, student services and faculties working together) over the course<br />
<strong>of</strong> the year. For example, tutorials, academic dinners and involvement in the social and sporting opportunities<br />
that already exist could be extended to include all students affiliated and not just those in residence. Colleges<br />
are successful because from day one <strong>of</strong> the first year student entering the college, they are led, engaged, shown<br />
genuine interest, communicated with, and shown care for at a personal and most <strong>of</strong>ten face to face level. This can<br />
be done because colleges have both the formal (e.g. tutorial/study rooms) and informal settings (dining halls) to<br />
do so as well as the ‘inbuilt’ social structure. <strong>The</strong>re is no reason (with good coordination) this can’t be extended to<br />
include greater numbers.’<br />
‘Twenty years ago we had a vibrant campus life, but it is ebbing away, and we need to instil in the students a<br />
sense that <strong>University</strong> is about more than formal education. How to do this isn’t an easy question, but my own<br />
thoughts include:<br />
ÌÌ<br />
ÌÌ<br />
ÌÌ<br />
Some form <strong>of</strong> college affiliation (non-residential in many/most cases) for all students, with at least minimal<br />
social obligations.<br />
Encourage a more balanced <strong>of</strong>fering <strong>of</strong> social activities by central student bodies.<br />
At the micro level, revival <strong>of</strong> some <strong>of</strong> the activities that have fallen by the wayside over time. For instance there<br />
used to be weekly lunchtime outdoor concerts in semester and a regular schedule <strong>of</strong> economically priced film<br />
showings in our large lecture theatres.’<br />
08 | www.uwa.edu.au
‘Our group believes that using residential colleges as the focal point for more educational, cultural and pastoral<br />
engagement with students is a positive step forward. A cultural home for all students should create a sense <strong>of</strong><br />
belonging, and an enduring attachment to the university for graduates, with benefits for future generations <strong>of</strong><br />
students (in the Oxbridge tradition).’<br />
‘I think <strong>UWA</strong> should learn from how independent high schools manage students’ lives at school. My sons are still<br />
very attached to the high school, and the school also remembers them through the alumni programme….<strong>The</strong><br />
school has a big endowment fund, mostly from the alumni programme and Parents and Friends programme….This<br />
is a very important issue. <strong>The</strong> majority <strong>of</strong> the funding <strong>of</strong> Harvard and Stanford is from the Endowment, which is from<br />
alumni. <strong>The</strong>y can afford <strong>of</strong>fer scholarships to top students over the world. <strong>The</strong>y can also afford <strong>of</strong>fer competitive<br />
salary for top staff.’<br />
‘<strong>UWA</strong> grossly under performs in the area <strong>of</strong> providing a variety <strong>of</strong> outstanding ‘places’ for student and staff<br />
interaction. Quality food and drinks, including high street style c<strong>of</strong>fee / tea outlets don’t really exist on campus. <strong>The</strong><br />
mode <strong>of</strong> delivery via the Guild in-sourced model is sadly out <strong>of</strong> date and requires urgent re-working both from a<br />
service and choice model as well as a facilities and options <strong>of</strong> locations plan that covers everyone and captures the<br />
huge latent market …<strong>The</strong> Uni Club provides a valuable a quality service but to too few in the overall population and<br />
at a price point not all can afford.’<br />
Proposal 3: That the <strong>University</strong> develop structures for personalised mentoring and academic support<br />
for, and particularly for first year, students, to enhance their engagement with the learning opportunities<br />
presented by the <strong>University</strong>.<br />
‘Our group believes that more face-to-face tutoring in small groups is desired to engage with undergraduates in a<br />
positive educational experience.’<br />
‘Student support and mentoring don’t always need to come from the academic sphere. Pr<strong>of</strong>essional staff at <strong>UWA</strong><br />
can <strong>of</strong>fer career advice, provide material for units from ‘real world’ scenarios, build friendships based on cultural<br />
backgrounds and even be a cheap source <strong>of</strong> shared commuting if car pooling was made more broadly available.’<br />
‘What training and/or selection will take place <strong>of</strong> those faculty that will be acting as “face to face” mentors <strong>of</strong><br />
undergraduate students?<br />
Will the budget be sufficient to provide the level <strong>of</strong> quality that we need to provide to be successful?’<br />
‘If we are to properly articulate the value <strong>of</strong> an on-campus experience for students, we need to encompass [the]<br />
much broader perspective <strong>of</strong> personal development. As long as we continue to focus just on acquiring knowledge,<br />
alternative sources <strong>of</strong> knowledge such as online courses, even reading books, will all seem to pose a significant<br />
threat to the viability <strong>of</strong> the on-campus university. <strong>The</strong> reality is that most students require lots <strong>of</strong> emotional support<br />
from their peers and teachers as they go through an extremely challenging period <strong>of</strong> emotional development. I<br />
suspect that many <strong>of</strong> the teaching staff in the <strong>University</strong> would only be dimly aware <strong>of</strong> just how important their<br />
physical presence is for this development.’<br />
‘In discussions on the difficulties experienced by higher degree research students in writing their theses, several<br />
staff commented on their students’ apparent weaknesses in critical thinking skills. I was finding the same weakness<br />
among undergraduate students. When I introduced some material on critical thinking in my fourth year course,<br />
I was surprised to find that almost none <strong>of</strong> the students even knew what critical thinking is…. I suspect that it is<br />
in these issues that we will find much better ways to explain the immense value <strong>of</strong> an on-campus educational<br />
experience to our constituencies.’<br />
09 | www.uwa.edu.au
‘I believe that the advantage we have over any online course from edX.org is that we can provide the mentoring<br />
required to develop first years from a school student to a university undergraduate. I am very interested to see how<br />
this can be developed for the first years, especially with the large class sizes. I would be very interested to be involved<br />
in this scheme.’<br />
‘While this is a good intention, I question the feasibility <strong>of</strong> such a proposal within the current staff support available.<br />
Two existing structures that could be improved to provide mentoring an academic support are the colleges and the<br />
student clubs. College tutors should be available for first year students, and student clubs are a good way to provide<br />
students (particularly new students) with mentoring support – provided that such clubs are supported<br />
by <strong>UWA</strong>.’<br />
Proposal 4: That the <strong>University</strong> develop its study abroad program, with the goal <strong>of</strong> doubling the participation<br />
<strong>of</strong> undergraduate students by 2020.<br />
‘Are we brave enough to aim for a Study Abroad experience for all Cycle 1 degrees?’<br />
‘We are under some pressure to provide study abroad experiences to our postgraduate students. However,<br />
before we invest heavily in Study Abroad for PG students, we would need to get some indication <strong>of</strong> the UG<br />
uptake and outcomes.’<br />
‘Many students who take a “gap year” do so not knowing that they can have an overseas learning experience.’<br />
‘As a beneficiary <strong>of</strong> the <strong>UWA</strong> Gledden Tour engineers’ trip in 1991, I fully support the international travel and exchange<br />
initiative. Not only the personal growth and networking opportunity, but the ability to see what is being achieved<br />
elsewhere and the motivation that provides to take a glass half full approach to study, work and life is difficult to<br />
replicate so simply.’<br />
‘We need to develop exchange ‘packages’ where students choose from established and carefully chosen sets <strong>of</strong> units<br />
to suit their field <strong>of</strong> study, rather than dealing with each application on a case by case basis. This will enhance student<br />
experience as well as our efficiency [by removing the need for completion <strong>of</strong> multiple study plans].<br />
I think our current application timeframes also reduce opportunities for exchange.’<br />
‘I am highly supportive <strong>of</strong> the <strong>UWA</strong> further developing its study abroad program. I would like to point out that the<br />
International Office will need to provide more support for staff members who are keen to set up student exchange<br />
with overseas universities.’<br />
Proposal 5: That the <strong>University</strong> review, revise and develop its Cycle 2 (Masters) and Cycle 3 (PhD) programs<br />
during 2013, and begin to bring new programs to market in 2015.<br />
‘I suggest that this is expanded to contain a review <strong>of</strong> appropriate pedagogy for NC2012 Cycle 3 and<br />
Cycle 3 programs.’<br />
‘I wonder if the benchmarking <strong>of</strong> doctoral programs should be not only with Europe and N America, but also Asia?’<br />
‘We support the benchmarking <strong>of</strong> our doctoral programs with the best on <strong>of</strong>fer in Europe and North America, and<br />
recommend that there is consideration <strong>of</strong> the track record <strong>of</strong> the supervisor when awarding APA scholarships. Good<br />
students should have the opportunity to work with supervisors with an excellent track record for research input,<br />
research output and mentoring.’<br />
10 | www.uwa.edu.au
‘With regard to Proposal 5, one suggestion to improve postgraduate education, especially PhDs, is to consider<br />
including a limited amount <strong>of</strong> coursework. In terms <strong>of</strong> the biomedical sciences, I think that technology is<br />
evolving so rapidly that PhD candidates are in danger <strong>of</strong> not being suitably trained in, or aware <strong>of</strong>, the latest<br />
developments….In addition, the coursework could include discussion <strong>of</strong> vital social and ethical issues relating to<br />
new technologies (e.g. stem cells, genetic information etc), life within the grant cycle, and alternative careers in<br />
industry rather than academia.’<br />
‘<strong>The</strong> research environment a PhD candidate finds themselves in has a huge bearing on their experience and future<br />
prospects. Research teams working at the cutting edge <strong>of</strong>ten provide an invigorating and dynamic environment<br />
for their PhD students. Importantly, care <strong>of</strong> each individual candidate, and appropriate mentoring, are essential.<br />
Some research organisations now have a comprehensive plan for their students, outlining a career path from PhD<br />
project design, early publication <strong>of</strong> data, applications for Fellowships, identification <strong>of</strong> Postdoctoral opportunities<br />
overseas, together with plans for returning to <strong>Australia</strong>. Numerous academic staff at <strong>UWA</strong> appear to “dabble” in<br />
research – nevertheless, they remain able to attract postgraduate students who may have a less-than-fulfilling<br />
experience.’<br />
‘…development <strong>of</strong> Cycle 2 and Cycle 3 programs is vital; no doubt there are gaps in our array <strong>of</strong> postgraduate<br />
<strong>of</strong>ferings. But it would be appropriate to acknowledge that this development is well under way as a central part <strong>of</strong><br />
the NC2012 implementation. Indeed quite early in the Review <strong>of</strong> Course Structures process…a subsidiary working<br />
party chaired by David Plowman produced numerous interim recommendations on revising and expanding<br />
postgraduate coursework, which were accepted by Academic Council back in February 2008, were reinforced by<br />
subsequent reports, and have been systematically pursued since then…. It is just a matter <strong>of</strong> reaffirming that this<br />
is a priority and continuing to build on what <strong>UWA</strong> has already achieved in the context <strong>of</strong><br />
new courses.’<br />
‘Although I welcome a review and revision <strong>of</strong> <strong>UWA</strong>’s Masters and PhD course structure, such a review in 2013–<br />
2015 would be ill-timed. <strong>Staff</strong> members are adapting to the new 2012 courses this year. It will take at least three<br />
years until all staff members completely understand the new course structure. <strong>The</strong>y will need time to develop<br />
new teaching skills (e.g. for new block-taught units), and to develop new quality teaching materials. Undertaking<br />
a review <strong>of</strong> Postgraduate courses, and proposing a revision in 2015, is likely to result in excessive and undesirable<br />
pressure on staff.’<br />
‘Our group recommends that <strong>UWA</strong> should very rapidly embrace the 3-year Bachelors, 2 year Masters cycle.<br />
<strong>The</strong>se education cycles should be firmly embedded under the Education portfolio (focusing on coursework)<br />
whereas the Research portfolio should be responsible for PhD training (and potentially also Masters<br />
research projects).’<br />
3. Research<br />
‘To attract top researchers to the most isolated capital city in the world, the <strong>University</strong> needs to have the<br />
best possible physical facilities (buildings, equipment etc), as well as a stimulating and supporting emotional<br />
environment. Like anyone else, researchers need to feel valued and appreciated for their contributions. Young<br />
postdoctoral Fellows and new academic appointees, in particular, need to be nurtured carefully.<br />
Many researchers within the <strong>University</strong> feel like second class citizens, as serious tensions have developed<br />
between “research-focused” staff and those engaged with teaching. <strong>The</strong> designations <strong>of</strong> Winthrop Pr<strong>of</strong>essors and<br />
Research Pr<strong>of</strong>essors only heighten these distinctions.’<br />
11 | www.uwa.edu.au
‘Our group believes that Institutes and Centres provide the best environment for international level research,<br />
where people can work collaboratively in interdisciplinary teams, in a spirit <strong>of</strong> common purpose. <strong>The</strong> group aims to<br />
see environments created in which people come to work with a spirit <strong>of</strong> collaboration with their colleagues rather<br />
than competition.<br />
<strong>The</strong> group further observes and recommends:<br />
ÌÌ<br />
ÌÌ<br />
That a Vice-Chancellor’s Strategic Fund is created (to replace the VC’s Discretionary Fund). This will allow <strong>UWA</strong><br />
to react rapidly to new opportunities and to create new ones.<br />
Further developing Proposal 7, that continuing academic appointments should be made at <strong>University</strong> level<br />
according to strategic priorities and to well-argued cases from Institute Directors. Appointments at this level<br />
will free Institutes <strong>of</strong> the financial constraints and conflicts <strong>of</strong> balancing the books where the bulk <strong>of</strong> turnover is<br />
attributed to salaries. Institute Directors can then also be more creative and unencumbered with unnecessary<br />
administrative load. This move will also engender a culture <strong>of</strong> researcher mobility and freedom to operate<br />
between Institutes according to changing research direction or priorities.<br />
ÌÌ<br />
That Institute and Centre Directors should report to management at the Vice-Chancellery level, from where<br />
strategic decisions and leadership emanate.<br />
ÌÌ<br />
That Institute and Centre Directors should provide leadership and vision focused on the <strong>University</strong>’s Top 50<br />
ambition. Academics with such vision are not likely to welcome a heavy administrative role.<br />
ÌÌ<br />
ÌÌ<br />
ÌÌ<br />
ÌÌ<br />
ÌÌ<br />
That since ARC and NHMRC are core funders <strong>of</strong> basic and strategic research <strong>of</strong> potential world-class quality,<br />
<strong>UWA</strong> must appoint academics with a proven track record <strong>of</strong> success with such RCs or with others <strong>of</strong> similar<br />
international standing. Fellowship recipients must be key targets for recruitment, and must be given strong<br />
support upon arrival.<br />
That <strong>UWA</strong> acts specifically to enhance its national standing, firstly to help attract more funding from National<br />
Competitive Grants Schemes, charities, industry and RDCs and secondly to strengthen <strong>UWA</strong>’s voice on national<br />
decision-making bodies. <strong>The</strong> group suggests implementing specific measures to encourage <strong>UWA</strong> academics to<br />
establish pr<strong>of</strong>essional and personal relationships with top academics elsewhere in <strong>Australia</strong>. We acknowledge<br />
the importance <strong>of</strong> Research Collaboration Awards and suggest setting up a working group to consider additional<br />
initiatives such as joint scholarships, ‘quick-n-easy’ travel funds, a Canberra <strong>of</strong>fice, an assessment <strong>of</strong> the benefits<br />
<strong>of</strong> EMBO membership compared to investment in <strong>Australia</strong>, etc.<br />
That <strong>UWA</strong> matching funding for ARC Linkage (and similar) applications is agreed centrally as a matter <strong>of</strong> principle.<br />
Currently, time is wasted by academics trying to negotiate multiple small pots <strong>of</strong> money from different Schools<br />
and Faculties.<br />
That PhD programs should be firmly under the ‘Research’ portfolio. We propose that the university should invest<br />
in many more PhD scholarships and Fee Waivers for top international students, since such an investment will be<br />
more than recouped in income from completions, plus increased research output and quality. Such scholarships<br />
should be strategically targeted according the university’s research priorities.<br />
That academic supervisors should be able to apply to the university for such PhD scholarships. Scholarships<br />
assigned to specific projects and supervisors should be advertised widely to pro-actively attract the best<br />
students to <strong>UWA</strong>. This will help to reverse the current re-active mode <strong>of</strong> research student recruitment that is<br />
driven by student preferences. It will get the best research students into the best research environments (‘hot<br />
spots’) for maximum benefit <strong>of</strong> both student and university.’<br />
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A representation <strong>of</strong> a possible academic and administrative structure is given below.<br />
‘<strong>The</strong> most significant challenge facing <strong>UWA</strong>’s capacity to attain a top 50 position is the lack <strong>of</strong> financial support<br />
for research in the face <strong>of</strong> significant financial competition by other institutions in the Eastern States. <strong>The</strong>re is a<br />
significant disconnect between what the Executive at <strong>UWA</strong> apparently directs the Faculties and Schools to fund<br />
with respect to research activities in the School and what happens in reality.<br />
In reality, salary on-costs and any additional salary entitlements that arise as a result <strong>of</strong> enterprise bargaining<br />
agreements are not provided by the School….Schools look for solutions to reduce the financial “burden” <strong>of</strong><br />
research. Chief Investigators are advised that they should limit the duration <strong>of</strong> contracts for research staff paid<br />
from national competitive grants so that all costs are met by the grant. This becomes a vicious cycle <strong>of</strong> reduced<br />
productivity. In reality the research objectives then cannot be met, publication output is reduced and success with<br />
subsequent grant submissions is limited or ceases altogether.<br />
In the case <strong>of</strong> administration <strong>of</strong> a Fellowship, it is typical practice for a Fellow who has been awarded a contract<br />
with a fixed duration <strong>of</strong> funding (e.g. 2-yr fellowship), to be urged to accept one <strong>of</strong> 3 options: a reduced duration<br />
<strong>of</strong> contract, a fractional appointment or the 2-year fellowship with an accumulating debt in the fellowship account.<br />
<strong>The</strong> debt then attracts persistent communication from School management who insist that the Fellow find a way<br />
to reduce the debt because it is the Fellow’s “responsibility” to do so. This can continue for years. Any additional<br />
funds provided by the funding agency for travel support are never realised because the account is accumulating<br />
debt, thereby limiting the Fellow’s ability to present research at national and international meetings. Given <strong>UWA</strong>’s<br />
isolation this is a significant impediment.<br />
….Debts associated with research activities are carried from one school to another and not dealt with by Heads<br />
<strong>of</strong> Schools….Research staff are requested to “find” funds for <strong>of</strong>fice computers, <strong>of</strong>fice equipment and building <strong>of</strong><br />
lab benches that are Institutional/School expenses…. <strong>The</strong>re is little understanding at the level <strong>of</strong> the School that<br />
research is different from teaching and requires forward planning and budgeting. Other institutions/universities<br />
around <strong>Australia</strong> are willing to fully fund research salaries and provide additional funds for support staff and<br />
consumables with the explicit intent <strong>of</strong> attracting Fellows away from the less supportive environments.’<br />
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‘If <strong>UWA</strong> truly desires to work towards becoming recognised as a top 50 <strong>University</strong> by 2050 it needs to:<br />
1. Correctly identify the roles and responsibilities <strong>of</strong> full time members <strong>of</strong> research staff. <strong>The</strong>se responsibilities<br />
include meeting the aims <strong>of</strong> research projects, producing data <strong>of</strong> the highest possible quality within the agreed<br />
timeframe <strong>of</strong> the project. For Research Fellows, these responsibilities are based on the Deed <strong>of</strong> Agreement<br />
associated with the award.<br />
2. Clearly define policies regarding the responsibilities <strong>of</strong> the <strong>University</strong>, Faculty and School in supporting full time<br />
members <strong>of</strong> research staff.<br />
Once clear definitions have been identified, those in <strong>University</strong>/Faculty/ School positions need be educated to this<br />
effect.<br />
This will:<br />
1. Avoid misunderstandings between the <strong>University</strong>/Faculties/School, intentional or otherwise, in relation to the<br />
responsibilities <strong>of</strong> the <strong>University</strong>/Faculty/School in supporting full time members <strong>of</strong> research staff.<br />
2. Avoid responsibilities <strong>of</strong> the School being passed on to Research <strong>Staff</strong>…<br />
3. Allow research staff to focus primarily on meeting the aims <strong>of</strong> their research projects.<br />
Improved support for existing members <strong>of</strong> <strong>UWA</strong> research staff, particularly early career researchers, will set up for<br />
a positive growth spiral towards improving <strong>UWA</strong>’s research pr<strong>of</strong>ile over the next 50 years and beyond.’<br />
‘Perth has the opportunity to develop like San Diego, which went from sleepy retirement city to vibrant<br />
biotechnology hub in a short period <strong>of</strong> time. Are there lessons to be learnt from San Diego’s experience, especially<br />
as it is a sister city to Perth?’<br />
Proposal 6: That the <strong>University</strong> further concentrate its research effort in areas <strong>of</strong> recognised national and<br />
international excellence, and in areas <strong>of</strong> demonstrable research potential.<br />
‘We need to improve the impact and reputation <strong>of</strong> our research, and connect more strongly to the global research<br />
endeavour. We need to do much better within the Group <strong>of</strong> Eight.’<br />
‘Concentration is important – I suspect we rarely cease an area <strong>of</strong> low value research. <strong>The</strong> graphs you did at the<br />
start <strong>of</strong> the year on research performance need constant reiteration.’<br />
‘I support the need for concentrating expertise. However, how will the areas <strong>of</strong> research concentration be<br />
defined? I can envisage underperforming groups finding ways to resist this change, using various criteria to<br />
support their arguments.’<br />
‘Focusing the research effort on areas <strong>of</strong> proven, or potential, excellence makes sense given resource constraints.<br />
<strong>The</strong>re will inevitably be “losers” from such a strategy, with the obvious morale and other implications. If discipline<br />
area X is seen to be under-appreciated/under-resourced or as just a cash cow, recruiting high quality faculty in<br />
that area could get tough. Teaching only appointments in such areas might be necessary, and perhaps even<br />
desirable if those hired bring a high level <strong>of</strong> recently obtained, practical experience to the classroom.’<br />
‘<strong>UWA</strong> has finite resources and it is inevitable that we will have to concentrate our research efforts in areas<br />
<strong>of</strong> excellence. I support this, but hope you will address the concerns <strong>of</strong> staff (likely to include myself) whose<br />
research falls outside <strong>of</strong> those areas. I believe if you take pains to articulate your intention, following through with<br />
implementation <strong>of</strong> policies to recognise staff contributions to teaching and service, it will go a long way to assuage<br />
staff anxiety and maintain the excellent teaching programs and collegiality within <strong>UWA</strong>. It will be helpful also if<br />
there are exit mechanisms for staff so that excellence is built upon excellence.’<br />
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‘I wonder what this proposal means for Schools and Faculties that are vital to support ongoing research, but are<br />
not leading institutes in their field. I imagine a lot <strong>of</strong> anxiety arising from your proposal. <strong>Staff</strong> may fear for their jobs,<br />
which is unlikely to increase their teaching quality and research productivity.’<br />
‘I would suggest that <strong>UWA</strong> is very guarded on its role in support <strong>of</strong> research in the “National Interest”, not<br />
just excellence. Federal funds will <strong>of</strong>ten flow to institutions that have a finger on the pulse <strong>of</strong> what aligns with<br />
Government initiatives and strategic thinking. We are doing well in areas such as the environment, agriculture<br />
and medicine. What are the emerging trends… from what I have been exposed to, massive urbanisation <strong>of</strong> the<br />
population, transport, resource efficiency and food security will also be national and global challenges <strong>of</strong> this<br />
century.’<br />
‘I see the peer-review processes afforded by NHMRC and ARC (for example) as being good arbiters <strong>of</strong> the<br />
national/international quality and importance <strong>of</strong> proposed research activities. However, even when awarded<br />
such finding, a major challenge is the increasing tendency <strong>of</strong> these bodies to arbitrarily cut the budget for a given<br />
project. Ideally, the <strong>University</strong> should provide a mechanism to financially support successful NHMRC/ARC grants<br />
that have had their budget unfairly cut.’<br />
‘…it is in fact a misperception that funding agencies favour concentrations <strong>of</strong> research expertise. Competitive<br />
granting bodies do not take into consideration whether there are large groupings that are research active. This<br />
has frequently been argued by CEO NHMRC Warwick Anderson. <strong>The</strong> national competitive funding bodies<br />
want to support the very best research….Centres for Excellence and Program Grants have a finite life and<br />
limited opportunities for renewal whereas many internationally excellent researchers have built their reputations<br />
upon successful and continuous funding from project grants and have done so for decades….<strong>UWA</strong> received<br />
approximately $20 million in Project Grant funding in 2011.<br />
6 other universities were more successful than <strong>UWA</strong> with <strong>University</strong> <strong>of</strong> Melbourne and <strong>University</strong> <strong>of</strong> Sydney<br />
receiving nearly $60 million each. We can do so much better than this with the right support. <strong>The</strong> challenge for the<br />
university’s Executive is to identify the individuals that are undertaking excellence in research and then ensure that<br />
the researchers are appropriately supported.’<br />
Proposal 7: That all academic recruitment at level B and above be aligned with the workforce and<br />
research plan <strong>of</strong> the relevant unit; be based on extensive national and international search; and, be<br />
referenced against rigorous objective criteria.<br />
‘Should we look at succession planning due to ageing workforce around proposal 7?’<br />
‘One would hope that the relevant unit was cognisant <strong>of</strong> the <strong>University</strong>’s strategic direction and unlikely to go <strong>of</strong>f<br />
on a tangent – how would this be monitored?’<br />
‘Talent management is key – we need to really get this right and support targeted selection and development. Big<br />
opportunity for HR to support.’<br />
‘I believe <strong>UWA</strong> should not only attract and hire the best staff drawn from the international community, but also put<br />
in place policies and infrastructure to help them become established within the <strong>Australia</strong>n research community.<br />
To ensure success for new hires, we should bring in only those who can integrate and thrive in identified areas <strong>of</strong><br />
research excellence, and provide them with mentors, dedicated research time, equipment and research students<br />
in the first couple <strong>of</strong> years.’<br />
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‘You emphase the importance <strong>of</strong> quality <strong>of</strong> academic staff, meeting academic performance and community<br />
engagement as essential to the future <strong>of</strong> <strong>UWA</strong> as the landscape for the tertiary sector changes…. [yet] this would<br />
appear not always to be the case. Even from my own experience over the last decade, where I am one <strong>of</strong> the<br />
most research-active academics in my School, part <strong>of</strong> two NHMRC Centres <strong>of</strong> Research Excellence, have an<br />
international reputation in my discipline and have <strong>UWA</strong> positions funded (in excess <strong>of</strong> $500K per year) through<br />
external partnership with St John Ambulance, I have received essentially little support or recognition from the<br />
<strong>University</strong> at any level. Thus I was pleased to see recognition <strong>of</strong> these issues in your discussion paper.’<br />
Proposal 8: That the <strong>University</strong> further refines its approach to pr<strong>of</strong>essional development and performance<br />
management to ensure that all staff can contribute to the <strong>University</strong>’s future in an equivalent, fair, and<br />
effective manner.<br />
‘This proposal could specifically mention induction <strong>of</strong> new staff.’<br />
‘I agree with…the desire to support staff who wish to elevate their performance. However, what happens with the<br />
converse?’<br />
‘We support the statement, “In order to further develop our research capability we need to recruit and retain<br />
the very best researchers, provide them with excellent research facilities, and ensure that the environment<br />
within which they work is intellectually challenging and exciting.” Indeed, this statement encompasses our<br />
association’s three recommendations <strong>of</strong> improving mentoring <strong>of</strong> early to mid‐career researchers, rewarding and<br />
retaining productive researchers, and recruiting productive researchers…. We strongly recommend a focus on<br />
transparency and equity, and an environment where research productivity is rewarded….We therefore strongly<br />
support Proposal 8 in particular.’<br />
‘We need to review the PDR and PAR again as my view is that it is too wishy-washy.’<br />
‘<strong>UWA</strong> will need to find alternative, more neutral ways to judge high performance and under-performance.’<br />
‘<strong>The</strong> outcome <strong>of</strong> our EBA is that all staff get the same pay increases or, put another way, those staff who just turn<br />
up for the pay or are unable/unwilling to contribute anything more than the bare minimum are paid the same as<br />
those striving for improvement…. I am a firm believer in performance management and reward for contribution<br />
and feel that the current PDR processes are <strong>of</strong> doubtful value. I wonder what changes would come about if you<br />
instigated a 360 appraisal process at <strong>UWA</strong> and a more meaningful Reward regime?<br />
Recognition does not need to cost much or, sometimes, any money…. A culture <strong>of</strong> acknowledgement for good<br />
work seems sadly lacking…. I suggest little things mean a lot and sometimes just a thank you or well done is<br />
enough but <strong>of</strong>ten overlooked.<br />
<strong>Staff</strong> turnover is very expensive and the lack <strong>of</strong> a coherent rewards and recognition policy/culture exacerbates the<br />
problem…. We have such a wealth <strong>of</strong> talent and goodwill in the people at <strong>UWA</strong> but we are not currently getting<br />
our full value from some <strong>of</strong> them.’<br />
‘I suggest we abolish a workload model based on hours and weightage <strong>of</strong> activities as it does not promote<br />
academic excellence.<br />
I would like to see <strong>UWA</strong> be more consistent in its approach to staff hire, retention and promotion.’<br />
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‘One <strong>of</strong> the ways the <strong>University</strong> could refine its approach to pr<strong>of</strong>essional development and performance<br />
management is by the introduction <strong>of</strong> a 360 degree performance review, especially for management staff, as<br />
such a review will provide a multi-dimensional perspective. <strong>The</strong>re would need to be policies in place, and more<br />
importantly, implemented to ensure that feedback could be presented without fear <strong>of</strong> retribution.’<br />
‘… research performance is being restricted through the lack <strong>of</strong> leadership and collaboration skill development<br />
among staff. <strong>The</strong> quality <strong>of</strong> leadership training in the university is, frankly, appalling.’<br />
‘To reach proposals 7 and 8, the <strong>UWA</strong> needs to provide better pr<strong>of</strong>essional development and support to Heads<br />
<strong>of</strong> School who need to make decisions about recruitment and performance management…. It would be good<br />
if the Heads <strong>of</strong> School job goes to the best person, rather than the next academic on the list. Rewards and<br />
management training, as well as lighter teaching loads and research requirements, are needed for this level <strong>of</strong><br />
management at <strong>UWA</strong>.’<br />
Proposal 9: That the <strong>University</strong> review the interplay <strong>of</strong> organisational structure and budget principles in<br />
order to promote effective action and co-operation across the <strong>University</strong> in the delivery <strong>of</strong> teaching and<br />
research programs.<br />
‘Structure and budget always need continual development – I look forward to implementing budget process<br />
review findings. Re structure – Faculty and Schools – are there too many layers <strong>of</strong> government? Should Faculties<br />
be pr<strong>of</strong>it centres, so to speak, and Schools be cost centres at most? Implications for Faculty and School<br />
Managers and skill levels.’<br />
‘Proposal 9 is absolutely crucial. Structures <strong>of</strong>ten determine behaviour – therefore, an excellent opportunity exists<br />
now to improve the organisational structure and budgeting processes.’<br />
‘We strongly support proposal 9. In particular, we highlight the lack <strong>of</strong> consistency and transparency across<br />
different schools/faculties with respect to allocation <strong>of</strong> HDR and DEST funding for student supervision and<br />
publications respectively. In order to increase research productivity, it is essential that transparent mechanisms be<br />
put in place to reward such productivity.’<br />
‘<strong>The</strong> basic idea underlying the Faculty Funding Model has the virtue <strong>of</strong> simplicity: funding goes to Faculties and<br />
then Schools based on the units taught, students supervised, papers published, and so on. <strong>The</strong> problem is<br />
that this sets Faculty against Faculty and School against School. [examples given <strong>of</strong> the problems faced by an<br />
academic employed by more than one Faculty] In other words, while the rhetoric has been “One <strong>University</strong>”,<br />
the reality from the Faculty Deans down has been a set <strong>of</strong> competing fiefdoms, which militates against genuine<br />
collaboration and sharing <strong>of</strong> resources. Any new funding arrangement should, therefore, be assessed against the<br />
criterion <strong>of</strong> whether it facilitates or hinders collaborations between Schools<br />
and Faculties.’<br />
‘Please don’t cut our administrative support. I’m having enough trouble achieving my teaching, research and<br />
service outputs without having to do my own research finances and budget acquittals as it is.’<br />
Proposal 10: That the <strong>University</strong> review the opportunities for international research co-operation, and<br />
develop policies to further strengthen international research linkages.<br />
‘Proposal 10 relates specifically to research but beyond reference to undergraduate study abroad you make<br />
little explicit reference to the potential (inter)nationalising <strong>of</strong> our teaching….I have in mind also the question <strong>of</strong><br />
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specifically (inter)nationalising our research training. For example, cooperative research training is something our<br />
partners in China are keen on (though it brings with it certain difficulties yet to be overcome); small discipline<br />
groups in <strong>Australia</strong>n Universities could well be encouraged to take a national approach to PhD training.<br />
Cooperative research training need not be restricted to postgraduate study<br />
<strong>of</strong> course.’<br />
‘I suggest that there should be more collaboration with universities in our region in addition to China, such as<br />
Singapore, Indonesia, India, Japan, Korea, Taiwan as I believe that such collaboration would likely be in line with<br />
Ken Henry’s forthcoming Asian Century document.’<br />
4. Community<br />
‘We tend to be tolerated by the local community rather than embraced, supported and celebrated. We should be<br />
aiming at a generally accepted view that “Nedlands is <strong>UWA</strong>”, rather than seeing “<strong>UWA</strong> in Nedlands” ’.<br />
Proposal 11: That the <strong>University</strong> review its scholarship and bursary schemes in light <strong>of</strong> possible funding<br />
and market changes to the <strong>Australia</strong>n higher education sector to ensure they will continue to support the<br />
equity and access goals <strong>of</strong> the <strong>University</strong>.<br />
‘As a student from regional WA, I know how distant a concept a tertiary education is for the majority <strong>of</strong> country<br />
students….For every success story, a beacon is lit for dozens <strong>of</strong> others. It is both a State and local responsibility<br />
to foster talent.’<br />
‘I am delighted with Proposal 11 and hope the review looks into the following areas:<br />
ÌÌ<br />
Establishment <strong>of</strong> scholarships: <strong>The</strong> current twenty-five step process for the establishment <strong>of</strong> scholarships is<br />
both time consuming and inefficient.<br />
ÌÌ<br />
Timely payment <strong>of</strong> scholarship funds to scholarship recipients: I am aware that some <strong>of</strong> the scholarship<br />
recipients did not receive their scholarship funds until early to mid- May. For some <strong>of</strong> these scholarships, the<br />
selection criterion was financial hardship. If a student is experiencing financial hardship, then that student will<br />
require the funds at the start <strong>of</strong> the semester rather than towards the end <strong>of</strong> it.<br />
ÌÌ<br />
ÌÌ<br />
ÌÌ<br />
ÌÌ<br />
Timely selection <strong>of</strong> scholarship recipients: I am aware that the Undergraduate Scholarships Committee is<br />
meeting only on 12 September to endorse the selection for scholarships which closed on 3 August 2012….<br />
To ensure timely payments <strong>of</strong> scholarship funds, perhaps <strong>UWA</strong> could consider advertising scholarships earlier<br />
than they are now…. <strong>The</strong>re also need to be more regular meetings <strong>of</strong> the various scholarship committees<br />
which have responsibility for endorsing successful scholarship applicants.<br />
<strong>The</strong> standardisation <strong>of</strong> scholarship conditions: <strong>Staff</strong> at the Development and Alumni Relations Office can<br />
find themselves in a difficult position at times because donors wish to look at the conditions <strong>of</strong> a proposed<br />
scholarship before committing to funding. However the view <strong>of</strong> the Scholarships Office and Academic Policy<br />
Services is that scholarship conditions are between the <strong>University</strong> and the scholarship recipient…. One way<br />
ahead would be to have a number <strong>of</strong> standard scholarship conditions to suit various scenarios with the donor<br />
selecting the one which is most appropriate.<br />
Annual reports to scholarship donors: Reports should include a reconciliation <strong>of</strong> the funds received and spent,<br />
to ensure transparency and accountability.<br />
<strong>The</strong> need to advertise the value <strong>of</strong> scholarships: An effort should be made to give an approximation <strong>of</strong> the value<br />
<strong>of</strong> the scholarship as guidance to applicants, especially for scholarships where financial hardship is a criterion.<br />
Statements such as “<strong>The</strong> value <strong>of</strong> the scholarship is the annual income on the fund after capitalisation in<br />
accordance with Senate policy” are unhelpful for students.<br />
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ÌÌ<br />
<strong>The</strong> need for all <strong>of</strong>fices involved in the establishment <strong>of</strong> scholarship to embrace privately-funded scholarships: If<br />
the <strong>University</strong> wishes to increase the number <strong>of</strong> privately-funded scholarships, it needs to do more to address<br />
this basic administrative issue.’<br />
‘One aspect <strong>of</strong> ensuring equity and access is that non-pr<strong>of</strong>its should be able to afford to hire our graduates.<br />
Perhaps we could establish a scheme whereby a student who chooses to work for a non-pr<strong>of</strong>it/charity for (say)<br />
3 years after graduation has his/her fees refunded at the end <strong>of</strong> that time. This would allow the student to accept<br />
a job at a lower salary without having a HECS debt to repay. This could be fine-tuned in various ways (eg, if<br />
they go to a non-pr<strong>of</strong>it in a remote area, or that is addressing some pressing social problem). Making the refund<br />
contingent on them doing the three years obviously aligns the incentives.’<br />
Proposal 12: That the <strong>University</strong> encourage further research engagement with business and government<br />
by providing more support for staff to develop research relationships, and by giving explicit recognition to<br />
research impact in the evaluation <strong>of</strong> individual and unit performance.<br />
‘I strongly support the <strong>University</strong>’s desire to engage more closely with the community. This is vital, not only for new<br />
funding opportunities, but also for the development <strong>of</strong> “independent third party” endorsement <strong>of</strong> <strong>UWA</strong>.’<br />
‘By explicit recognition I assume you also mean budgetary recognition?’<br />
‘I think that while it is hinted at, more explicit statements about the improving the impact as well as quality and<br />
quantity <strong>of</strong> our research is important.’<br />
‘We support the increased recognition <strong>of</strong> research impact in the evaluation <strong>of</strong> individual and unit performance,<br />
noting that research output takes many forms and research translation into policy and practice, although hard to<br />
quantify, needs to be valued as well as publications.’<br />
‘Research engagement with business and government is central to shape research that will have on-the-ground<br />
impacts…. <strong>The</strong> problem with such research engagements is the <strong>of</strong>ten low publishability <strong>of</strong> the research, and<br />
subsequently very little recognition from <strong>UWA</strong>. I have heard many colleagues comment on community/business/<br />
policy engagement projects as useless – because although our research may reach the ‘real world’, such<br />
engagement produces little to no tangible output in the academic world. Since only academic outputs appear to<br />
be counted, setting up (time-consuming) engagement may be seen as a waste <strong>of</strong> time by some if not<br />
many academics.’<br />
‘<strong>The</strong> <strong>University</strong> should not be passive in complying with outside influences imposed particularly by government…<br />
which…has resulted in an excess <strong>of</strong> line management and a growth <strong>of</strong> non-academic pursuits…. Scholarship<br />
has been diminished in favour <strong>of</strong> gaining grants and publishing in third-grade journals…. ‘<strong>The</strong> Income is the<br />
Outcome’…. <strong>The</strong> <strong>University</strong> should try to influence the total environment in which it operates and… engage with<br />
other universities in <strong>Australia</strong> to push for change.’<br />
‘A good way to engage with policy makers and business, make more effective use <strong>of</strong> our physical assets, and<br />
generate additional income, is to <strong>of</strong>fer intensive specialist courses for businesses and government during the<br />
vacation period. Such executive courses were very much sought after at my last university (the ANU) but I have<br />
not seen any here at the <strong>UWA</strong>.’<br />
‘Most graduates <strong>of</strong> the university join a pr<strong>of</strong>essional body appropriate to their pr<strong>of</strong>ession….A number<strong>of</strong> these<br />
pr<strong>of</strong>essional organisations continue…to be involved with the university but a similar number do not…. <strong>UWA</strong> should<br />
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have a plan to engage with all such pr<strong>of</strong>essional bodies and the leading individuals within those pr<strong>of</strong>essions, in<br />
order to maintain and advance pr<strong>of</strong>essional standards and receive acknowledgement or accreditation <strong>of</strong> their<br />
courses from such bodies. <strong>The</strong>se bodies could be engaged more fully through continuing contacts with their<br />
appropriate School or department…’<br />
5. Internal operations<br />
‘I would like to see a stronger, more positive message here, that excellence in management, alongside and in<br />
support <strong>of</strong> excellence in teaching and research, is a key component <strong>of</strong> institutional success, and should be<br />
proclaimed as an objective <strong>of</strong> note. (Our last AUQA audit commended the <strong>University</strong> as well-managed which<br />
attracted much interest from other universities, senators, bureaucrats, etc.)’<br />
‘It is essential that the basic business operations (Finance, HR etc) understand the core business <strong>of</strong> the <strong>University</strong>,<br />
and work positively to support teaching and research. While it is important that <strong>UWA</strong> complies with all appropriate<br />
regulations, these are not the core activities <strong>of</strong> the <strong>University</strong>. In too many organisations, the bureaucracy can<br />
develop its own “raison d’etre”, which may not align with the organisational needs and direction. Importantly, the<br />
basic business operations are <strong>of</strong>ten a “shop front” to the outside world; therefore, they need to be aware <strong>of</strong> the<br />
impact their interactions may have on perceptions <strong>of</strong> the <strong>University</strong>.’<br />
‘I foresee a discussion (re)emerging around the subject <strong>of</strong> selectivity in the context <strong>of</strong> a low/no growth<br />
environment. Research selectivity/concentration is well understood, but in other areas – educational, community,<br />
services and support – we may struggle with comprehensivity against a high end/high cost research intensive<br />
mission with its consequential impact on infrastructure, overheads and institutional management. In a tight<br />
budget scenario, people will want to know what will give. <strong>The</strong> principal answer at the moment is – pr<strong>of</strong>essional<br />
staffing, capital and discretionary funding. Pressure for discussion around size/scale, student and discipline<br />
mix, the physical campus(es), the array <strong>of</strong> community services/activities and institutional functions we can<br />
sustain, beyond the scope <strong>of</strong> simple operating efficiency gains; seems likely for the next iteration <strong>of</strong> our strategic/<br />
operational planning (2014–2018), as there is little confidence that there will be a significant (unrestricted) funding<br />
improvement from either government or student contributions to pay for our aspirations.’<br />
‘What about reinforcing the development <strong>of</strong> a high performance service culture for support areas? We need to be<br />
open to all models <strong>of</strong> delivery and embrace efficiency and effectiveness through process re-engineering in order<br />
to free up resources.’<br />
‘I have been struck by the number <strong>of</strong> separate processes that create a very complex overall system. Some<br />
examples are: numerous web-based systems that don’t integrate (or at least not well), which creates extra work;<br />
reams <strong>of</strong> manuals but very little best practice guidance available (everyone seems to do things differently across<br />
the Uni and therefore there is very little consistency between business units); a Web Office that is not connected<br />
with the IT department, meaning that website support is irregular; and a general lack <strong>of</strong> communication between<br />
the ‘support’ departments <strong>of</strong> the <strong>University</strong> so that, for example, Research Services is not clear on how HR or FS<br />
operate even though their processes are connected from a School perspective. Proposal 13 <strong>of</strong> your discussion<br />
paper will no doubt incorporate some <strong>of</strong> these issues, but I was hoping to see something more specific about<br />
streamlining and potentially restructuring; perhaps this is implied, but I certainly hope that the <strong>University</strong> will be<br />
analysed as a whole, rather than its separate parts. Too <strong>of</strong>ten at <strong>UWA</strong> individual problems are analysed and<br />
resolved, without looking at the big picture.’<br />
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‘<strong>The</strong> trick is not management <strong>of</strong> the activity; the real trick is to harvest the intellectual activity and not to harness it.<br />
This requires a light hand <strong>of</strong> management and not an accounting and auditing culture.’<br />
Proposal 13: That the <strong>University</strong> initiate a review <strong>of</strong> its academic and administrative cost structure, and<br />
use the information on costs in a transparent way to guide future resource allocation.<br />
‘I was very pleased to hear you speak recently about the concept <strong>of</strong> creating a new budget structure that reduces<br />
some <strong>of</strong> the unproductive competition between Schools.’<br />
‘…our previous process for making decisions on allocation <strong>of</strong> major capital funds lacked transparency, rigour and<br />
sound commercial advice. I am encouraged by your approach to date and will endeavour to ensure the right<br />
governance processes are floated to the senior executive group to protect the organisation and individuals for<br />
future projects.’<br />
Proposal 14: That the <strong>University</strong> use data from the UniForum benchmarking survey <strong>of</strong> service activities<br />
and quality to review the performance <strong>of</strong> our administrative and pr<strong>of</strong>essional service, and to implement<br />
change and improvement where appropriate.<br />
‘In Uniforum it will be very interesting to see the level <strong>of</strong> resources dedicated to teaching support. I suspect it is<br />
quite low.’<br />
‘I think Uniforum will be an interesting tool for making macro level observations, and that with the supporting<br />
deeper dives into specific areas it will be able to identify tangible opportunities for service delivery improvement<br />
and efficiency….It is already obvious that some staff are being paid a lot more than is justified on the basis <strong>of</strong> their<br />
contribution, while some others are doing a lot <strong>of</strong> unpaid work to try and keep the holes in the dam at bay. Our<br />
system <strong>of</strong> promotion, recognition <strong>of</strong> performance and career goal setting is out <strong>of</strong> step with modern practice and<br />
the private sector.’<br />
‘When I have heard you speak in the past, you have always focused on both the academic and pr<strong>of</strong>essional staff<br />
and how jointly, these two communities worked together to bring about positive futures. I feel however that in<br />
the Futures paper, the role <strong>of</strong> pr<strong>of</strong>essional staff in helping navigate the way forward seems missing, aside from<br />
proposals 13 & 14 which to me are more along the lines <strong>of</strong> a review <strong>of</strong> cost and activity. I really think a proposal<br />
needs to be added to recognize the role <strong>of</strong> pr<strong>of</strong>essional staff in crystallizing the <strong>UWA</strong> Future.’<br />
‘I believe that there is too much “Management” (control) at <strong>UWA</strong> and not enough “Leadership” (empowerment).<br />
Two comments from the last HR review might help to illustrate this: “HR is a bureaucracy peopled by wonderful<br />
people”, and “HR staff want to soar like Eagles but their feet are set in concrete”.<br />
Some staff… are obviously overworked but perhaps are not delegating or unable to delegate because <strong>of</strong> rules<br />
imposed upon them or out <strong>of</strong> date processes.<br />
Some changes are very difficult to implement for want <strong>of</strong> sponsorship at higher levels. An example is staff<br />
provisioning (providing new staff with ID and IT access). A fundamental change to this using technology was<br />
costed at $50k, with an anticipated annual saving <strong>of</strong> $170k+, but was not resourced despite the fact that the idea<br />
was given 1st prize in a business improvement initiative. That was five years ago; the situation has not changed<br />
but the problem still exists.’<br />
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Proposal 15: That the <strong>University</strong> develop and implement plans for the more effective use <strong>of</strong> its<br />
physical assets.<br />
‘We should definitely re-think the “academic year”. If we used our facilities year round, we could run teaching<br />
programs equivalent to having an entire second campus (I can’t think <strong>of</strong> any other business that lets so much <strong>of</strong><br />
its assets sit idle for half the year). I’d like to see us move to a 4 term structure, with the possibility <strong>of</strong> large-scale<br />
teaching over the summer. Our new one year, full-time MBA will run January-December, and be taught in intensive<br />
blocks over 4 terms. Even 3 terms would be an improvement. In response to criticism that the long break is<br />
when “people do research”, a model in which faculty teach in 2 <strong>of</strong> the 3 terms would allow some “front loading”<br />
<strong>of</strong> teaching, better planning <strong>of</strong> annual and long-service leave, etc. Ideally, the term start and end dates should be<br />
lined up with those <strong>of</strong> the Northern Hemisphere, as this would make it easier to arrange student exchanges and<br />
for visiting academics to come to <strong>UWA</strong>. Given the opportunity cost for students <strong>of</strong> time spent studying, the sooner<br />
we get them back into the workforce, the better. Summer schools that let them compress a degree into 2.5 years<br />
would have real appeal for some students.’<br />
‘With the pace <strong>of</strong> change in the economy and the job market, I can see potential for us to <strong>of</strong>fer more programs for<br />
mature age students needing to re-train. It’s a group that is more likely to be familiar with, and prefer, a traditional<br />
on-campus, face-to-face format. Demographics, the aging population and greater competition for international<br />
students suggest that undergraduate enrolments will peak soon, if they haven’t already. Many top global schools<br />
(especially those roughly our size) have an undergrad/postgrad mix that is closer to 50/50. More evening and<br />
weekend <strong>of</strong>ferings are a must for this this market.’<br />
‘…external subject matter experts, internal <strong>UWA</strong> peer reviewers and some Facilities Management staff are<br />
perplexed as to the organisational structure <strong>of</strong> Finance and Resources, which has campus planning and FM<br />
separated. Here <strong>UWA</strong> operates in quite a different manner to our peers…this has its ups and downs.’<br />
‘FM has been trying (with variable levels <strong>of</strong> success) to improve space utilisation and there is still a strong sense<br />
<strong>of</strong> personal ownership <strong>of</strong> <strong>UWA</strong> space and physical assets by various staff and researchers. This culture needs to<br />
be challenged at every turn to free up ‘lazy’ space and defer expensive and unwarranted capital investments. We<br />
should be spending a lot more on re-purposing existing facilities than growing our area under ro<strong>of</strong>.’<br />
‘Sports Park and our other satellite campus land holdings should be all investigated with vigour as to potential<br />
revenue generating activities. Granted, property development is not ‘core business’ for a <strong>University</strong>, but making<br />
our endowment into a significant contributor to our ongoing cash generation for both operations and capital<br />
investment is a massive opportunity. Examples currently floating in my mind include residential developments,<br />
retail / commercial precincts, high end tech park / research facilities, sporting and joint accommodation / social<br />
facilities, aged care, health care, community meeting facilities.’<br />
‘As one way to use our spare capacity and value add, the Business School is currently exploring the idea <strong>of</strong><br />
incoming study tours from feeder institutions. <strong>The</strong> intent is that such tours will pay their way, but more importantly<br />
increase the <strong>University</strong>’s visibility amongst the student cohort <strong>of</strong> such institutions.’<br />
‘You have suggested 4 week intensive block units as an alternative to semesters….my reservation under this<br />
heading is that it really only suits units that are themselves block taught by one academic. This is the norm<br />
in Engineering and Computer Science. However in biosciences, team teaching is the norm so staff can find<br />
themselves lecturing throughout the year, which could impact the ability to write grants or take holidays. My<br />
suggestion, therefore, is that the centrality <strong>of</strong> human capital needs to be borne in mind when evaluating initiatives<br />
under this proposal.’<br />
22 | www.uwa.edu.au
Additional comments (which do not fit well into a<br />
particular section)<br />
‘Should there be something on better understanding our stakeholder needs; e.g. should we do more with our alumni in<br />
developing a <strong>UWA</strong> community – not only with the intent <strong>of</strong> asking them for money, but also ongoing support? Are <strong>UWA</strong><br />
graduates as proud <strong>of</strong> <strong>UWA</strong> as Harvard ones? Brand? Are there other opportunities for alumni to be actively engaged in <strong>UWA</strong><br />
and contribute to its future – e.g. the Business School Board has had many benefits, not only fundraising for a new building!’<br />
‘What about students? I know that education and student experience is a large part <strong>of</strong> this paper but I wonder if<br />
there are other things we could be doing with the Guild, <strong>UWA</strong> Sports?’<br />
‘Communications – we need to continue to work not only on external communications but also internal<br />
communications.’<br />
‘I think that the role <strong>of</strong> international students in diversity on campus has been missed, in particular, how in a<br />
deregulated environment we can be building links that could leave the same long term legacy <strong>of</strong> influence as the<br />
Colombo Plan had for <strong>UWA</strong>.’<br />
‘<strong>University</strong> <strong>of</strong> Hong Kong is ranked very well in <strong>The</strong> Times Higher Education World <strong>University</strong> Ranking. It is<br />
reported that in 2012 the university took 23 top provincial students from China through scholarships and 230 top<br />
students through fee-paying students. I think it is a very clever idea. <strong>The</strong> university took all top students and also<br />
balanced its balance sheet.’<br />
‘Currently 1 in 7 Chinese families can afford international tertiary education for their children. With China’s<br />
increasing wealth amongst the middle classes, that number will soon become 1 in 3, providing <strong>UWA</strong> with potential<br />
promotional and marketing opportunities.’<br />
‘With the recent increase in UK university tuition fees, perhaps that is another market <strong>UWA</strong> could tap?’<br />
‘<strong>The</strong>re are areas on and around the campus that are unsafe for students at night. Incidents in these areas give<br />
<strong>UWA</strong> a bad name. It would be good if the university could invest in, for example, more street lights on Parkway to<br />
increase safety.’<br />
‘WA needs a strong and prosperous <strong>UWA</strong> with linkages into the fabric <strong>of</strong> society at all levels. Working in reverse<br />
order <strong>of</strong> age, we can improve our relationships with the aged/retired community, especially alumni. People in<br />
senior management roles at the height <strong>of</strong> their chosen pr<strong>of</strong>ession should be our allies in industry across all areas<br />
<strong>of</strong> endeavour, as they are great source <strong>of</strong> potential business funding, but also postgraduate level students and<br />
even part/full time staff. Recent graduates don’t seem to have a strong sense <strong>of</strong> a tie back to <strong>UWA</strong>…. Current<br />
students and their families need to be better embraced during their period <strong>of</strong> direct involvement, including<br />
sporting, cultural diversity and other socially broadening experiences with people <strong>of</strong> all ages…. Also, school<br />
children as prospective students at <strong>UWA</strong> need to be engaged at various points along their primary and secondary<br />
schooling to be better informed about options and what inspires them – rather than <strong>UWA</strong> being seen as the<br />
prestigious uni, it could be seen as attainable by anyone who wants to put in the effort for the best experience. I<br />
favour the close ties <strong>UWA</strong> has with the arts fraternity in all forms, I think there is a huge opportunity for closer ties<br />
with elite sport in various forms, I believe that the <strong>UWA</strong> Club is not yet fully realising its potential in both alumni and<br />
corporate functions.’<br />
23 | www.uwa.edu.au
Vice-Chancellery<br />
<strong>The</strong> <strong>University</strong> <strong>of</strong> <strong>Western</strong> <strong>Australia</strong><br />
M464, 35 Stirling Highway<br />
Crawley WA 6009<br />
Tel: +61 8 6488 3500<br />
Fax: +61 8 6488 1013<br />
Email: paul.johnson@uwa.edu.au<br />
uwa.edu.au<br />
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