Annual Report - Swinburne University of Technology

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Swinburne University of Technology Applications were submitted and assessed, and finalists presented their business concept to a panel of judges. Category winners were selected on the basis of the panel’s view of the most likely to succeed and receive $10,000 towards the set up or development of the business. The Venture Cup also provides a vehicle to encourage Masters of Entrepreneurship students to help prepare Swinburne IP for commercialisation, by opportunity assessments and business planning. 2002 winners in the Venture Cup are listed in the Recognition section. In support of the competition Swinburne Knowledge offers a series of seminars covering some key aspects of developing a business opportunity. The seminars also aim to provide networking occasions to form teams of students. The Venture Cup has enjoyed growing support from both students and their lecturers, as it provides an ideal opportunity to test their theories and participate in innovation, entrepreneurship and enterprise. Swinke, an online newsletter, was launched formally in 2002. Swinke is an e-marketing initiative that uses the web as a primary communication tool for prospective students, current students, alumni and staff. It is now fully implemented and includes undergraduate and postgraduate editions, a staff Swinke – SwinWorld online, and plans for an alumni edition. Swintrak, an innovative online system to provide information and job opportunities for employers and students was also launched. SwinTrak provides students with life-long support to build their careers via global careers network. ■ the Boroondara Young Leaders Program ■ Year 11 science prizes to high achieving students ■ the Young Achievement Australia Business Skills Program ■ Just BU Forum ■ four Secrets of Science Seminars. In October 2002 the Minister for Education and Training, Hon Lynne Kosky, announced the establishment of four industry-leading TAFE Specialist Centres. Swinburne was selected as the Specialist Centre for Advanced Manufacturing and will provide leadership, training research and development in an area crucial to the Victorian economy. Swinburne TAFE will receive $450,000 towards establishment costs. The Centre for Sustainability, established in 2001, received State funding of $600,000 to further develop, as the lead agent of a consortium which includes South West TAFE, Sunraysia TAFE and the University of Ballarat. The Centre for New Technologies and Society, located in the School of Social and Behavioural Sciences, was established in March 2002. Four key programs have been established, for which program directors have been appointed. These are: ■ Public Attitudes to New Technologies – Dr. Christine Critchley ■ New Technology Entrepreneurs – Assoc. Professor Michael Gilding ■ Biotechnology and Society – Dr. Lyn Turney; and ■ Digital Cultures – Dr. Mark Finn. Annual Report 2002 The University undertook a major scenario planning project with consultant and futurist Hardin Tibbs. This has tailored the University’s understanding and interpretation of the future external environment, and identified new and emerging areas of interest for both teaching and research. Implementation and use of the outcomes of the Project will continue in 2003. In its pursuit of innovative marketing strategies, the Higher Education Division developed the following range of activities: ■ an interstate marketing strategy ■ Student Ambassador Program ■ Young Entrepreneurs Summer Program (in conjunction with the Australian Graduate School of Entrepeneurship) Learning and Teaching in the Entrepreneurial University In addition to the achievements outlined in the Vice- Chancellor’s Overview, a key focus has been to embed entrepreneurial attributes into the curriculum. In the Higher Education Division, this is a progressive strategy linked to the re-accreditation process. All programs re-accredited in 2002 now include entrepreneurial attributes, and a new single subject in entrepreneurship, ‘New Venture Development & Management’ (it was piloted last year as part of the Study in Greece program) for undergraduate programs has been approved by the Academic Board. www.swin.edu.au 23
Swinburne University of Technology Funding New Opportunities The TAFE Division was again successful in its tender activity, attracting some $5.9million worth of projects including: ■ management/leadership training Australia-wide for Telstra ■ frontline management training for the Department of Environment and Sustainability ■ delivery of the Certificate IV in Community Services (Community Housing) for the Office of Aboriginal Housing in New South Wales. Several new TAFE ventures were developed to support community development and partnerships. The TAFE Business Enterprise Centre, in conjunction with local councils, continued its work in supporting small businesses through the GROW Program offered to small business owners and operators within the City of Knox, Maroondah, Boroondara and the Shire of Yarra Ranges. Commercialising Intellectual Property The Higher Education Division undertook a consultancy project on commercialisation of intellectual property during the year. This project involved Schools and Swinburne Knowledge and aims to improve the conversion rate of ideas into commercial reality, including assessing the potential of research theses for commercialisation. Aligning Infrastructure and Service Functions for an Entrepreneurial University Developing an entrepreneurial university relies on a partnership between academic and service departments, and the continuing review and development of innovative practice in administration and service provision. The challenge to reflect on their direct contributions to the University’s entrepreneurship strategy has been met with enthusiasm by corporate services departments. The University approved financing arrangements for a new building at Swinburne Lilydale. This will house the Centre for eBusiness and Communication, and Centre for Regional Development (the Centres are currently located off campus), and will have facilities and resources for public use. In addition to saving costs and eliminating distance barriers, the co-location of undergraduate and postgraduate learning, teaching and research activities will generate synergies benefiting the Division, the University and the region. The Student Experience Project A Steering Group was established to plan and implement changes to culture and work practices that place the student as the focus of administrative and support arrangements. The Student Experience Project was undertaken during 2002, with broad consultation and involvement of staff across the University to re-design the provision of student services. The Student Experience Project (SEP) started in February 2002 and by October the working groups had finalised their reports and presented a number of core recommendations. The recommendations were reviewed and agreed to, and signed off by the Executive Group. Analysis has started on the impact of implementing the recommendations on current activities and structure. One of the key recommendations of the SEP was the establishment of a one-stop shop service for all prospective and current students. Documents have been distributed that detail ideas/concepts about the one stop shop and the services to be included. Campus specific teams have been formed and a 2003 implementation plan established. All corporate services departments, as well as academic units, were asked to consider customer services issues during 2002 from the internal and external perspective to identify improvement actions. Schools in the Higher Education Division have held regular student forums, with improvements particular to each school, such as improved re-enrolment and timetabling processes, being implemented as a result. The Higher Education Divisional Office reviews its services on a regular basis, with the aim of ensuring they meet, and add value to, the key needs of the Division. 24 Annual Report 2002
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