annual report/2006 - University of Melbourne

“
Melbourne has a great educational vision,
closely integrated with bold aspirations
in research and knowledge transfer.
”
Professor
Glyn Davis AC
Vice-Chancellor
2006 – the Year of Detail
One year ago the University of
Melbourne affirmed its aspiration to
be one of the finest universities in the
world through a strategy called Growing
Esteem. Along with great scholarship
and research, Melbourne embraced
‘knowledge transfer’, the idea of a
continuous exchange of knowledge
between the University and the many
communities of which it is part.
2006 has been the ‘Year of Detail’ in the
implementation of Growing Esteem.
Dedicated review bodies focussed
on curriculum, research and research
training and knowledge transfer, working
from first principles to establish the way
forward for each of the three strands of
the strategy.
Learning and Teaching
In Learning and Teaching the focus has
been on curriculum reform to create
the Melbourne Model. Under the new
model, the University will offer six
three-year undergraduate degrees in
the humanities, social sciences and
sciences characterised by both depth
and breadth, followed by a professional
or research Masters degree, and the
option of a PhD program. The new
generation undergraduate degrees
will be introduced in 2008, with the
last courses shifting to the Melbourne
Model in 2011 – though it will be 2016
before only new generation degrees
are taught.
Achieving integration and consistency
of degrees across faculties requires
a fresh approach to administration
of undergraduate degrees. Course
Standing Committees have been
established for each of the six new
Melbourne Model undergraduate
degrees, coordinated by a Board of
Undergraduate Studies with crossfaculty
reach.
Research and
Research Training
In Research and Research Training a
comprehensive audit of research activity
and staff capabilities has given the
University accurate information on its
research profile. Under the Growing
Esteem strategy Melbourne will invest
more in areas of strong performance
and potential, where there is scope for
significant contribution and the greatest
impact. With a detailed picture of
research by discipline and department,
the University is well-placed to
strengthen its research profile ahead
of the Federal Government’s Research
Quality Framework (RQF) exercise
in 2007.
Knowledge Transfer
While many examples of knowledge
transfer already exist at Melbourne
many of them are not recognised
as such. During 2006 the University
worked to develop a definition and
framework for knowledge transfer,
ensuring that the concept was widely
understood inside and outside the
University. Measures have been
introduced to embed knowledge
transfer as an integral part of staff
activity and the student learning
experience at both undergraduate and
postgraduate level.
Melbourne Model
Implementation
Meanwhile, University Administration
has progressed development of a
system of shared services which will be
essential once degrees span faculties.
Moving from 96 specialist degrees
to six new generalist degrees has
far-reaching consequences for every
faculty, division, department, service
and work unit. With the assistance of
a Workplace Productivity Grant from
the Department of Education Science
and Training, the Boston Consulting
Group has been employed to assist in
developing a critical path for Melbourne
Model implementation and in creating
a student-centred administration which
will support the Melbourne Experience
for all students.
Expanded Advancement Office
Generous philanthropic support for
a strong endowment will help the
University achieve its aims. During
the year, an expanded University
Advancement Office has worked to
ensure that the goals of Growing
Esteem will be supported by fundraising
activities, improved alumni relations,
and other philanthropic activities to
finance undergraduate and postgraduate
scholarships. Results from the
restructured Annual Appeal exceeded all
expectations with the number of donors
more than doubling in 2006 and the
amount raised trebling.
It is testament to the commitment and
professionalism of the University’s staff
that implementation of Growing Esteem
has not detracted from the University’s
performance as a leading Australian
University in 2006.
Rankings
Internationally, the University’s standing
was affirmed during the year when it
was ranked at No 22 in the world by the
Times Higher Education Supplement.
Melbourne’s international research
pre-eminence was also acknowledged
with a top 100 ranking in the Shanghai
Jiao Tong rankings. Ranked No 78
in 2006, the University has climbed
steadily in the rankings since first
appearing at No 92 in 2003.
Within Australia, Melbourne’s position
is secure as the leading teaching and
research University.
The strength of Melbourne’s
learning and teaching programs
was acknowledged and rewarded
with a top ranking and the
largest grant of $8.9 million in
the Commonwealth Learning and
Teaching Performance Fund.
Since 1996 the University has been
placed first or second in the national
rankings in all key research parameters
used to allocate Commonwealth
Government funding. Melbourne remains
one of Australia’s largest universities
in terms of both research income and
expenditure.
The University of Melbourne Annual Report 2006