2014-16 Mission-based Compact
Between:
The Commonwealth of Australia
and
University of Southern Queensland
CONTENTS
4
Context
A. Policy Setting
4
B. The Purpose and Effect of this Compact
4
C. Establishment of the Compact
4
D. The Principles of Commonwealth Funding Support
4
E. The Structure of this Compact
5
Part One: Focus & Mission
6
Part Two: Aboriginal and Torres Strait Islander Access and Outcomes
12
Part Three: Innovation and Engagement
17
Part Four: Teaching and Learning
29
Part Five: Research and Research Training
46
Part Six: General Provisions
53
Page 2
This compact is between
The Commonwealth of Australia (Commonwealth) represented by and acting through:
The Minister for Tertiary Education, Skills, Science and Research
Assisted by the Department of Industry, Innovation, Climate Change, Science, Research and
Tertiary Education (DIICCSRTE)
ABN 77 599 608 295
Of
Industry House
10 Binara Street
Canberra ACT 2601
And
University of Southern Queensland
ABN 40 234 732 081
pursuant to University of Southern Queensland Act 1998 (QLD)
Of
West Street
Toowoomba QLD 4350
(University)
Page 3
CONTEXT
A. Policy Setting
The Australian Government believes all Australians are entitled to a productive, fair and
prosperous life and our higher education system is crucial to achieving this. Universities impart
the skills and knowledge Australians need to realise their personal and professional aspirations
and contribute to the broad economic and knowledge base of our society including the cultural,
health and civic wellbeing of the community.
Over the term of this mission-based compact (compact), Australian universities will confront a
range of opportunities and challenges in fulfilling their social and economic remit. These
opportunities and challenges include, but are not limited to, changing national and international
educational markets, dynamic global financial arrangements including the rise of the Asian
Century, new approaches to teaching and learning, rapidly changing information technologies and
evolving priorities for research and innovation.
Australia’s universities are well equipped to harness the opportunities and meet these challenges
that lie ahead. The 2014-16 compact supports this process by articulating the major policy
objectives and the diverse approaches and commitments universities will adopt to achieve these
strategic goals over the term of the agreement.
B. The Purpose and Effect of this Compact
This compact is an agreement between the Commonwealth and the University. Entering into a
compact is one of the quality and accountability requirements which a higher education provider
must meet under the Higher Education Support Act 2003 (HESA) as a condition of receiving a
grant. Specifically, subsection 19-110(1) of HESA requires Table A and Table B providers must, in
respect of each year for which a grant is paid to the provider under HESA, enter into a mission
based compact with the Commonwealth for a period which includes that year.
The compact demonstrates the Commonwealth and the University have a shared and mutual
commitment to provide students with high quality educational experiences and outcomes and to
building research and innovation capabilities and international competitiveness.
The compact recognises the University is an autonomous institution with a distinctive mission,
operating within a state or territory, national and international higher education environment.
The purpose of this compact is to provide a strategic framework for the relationship between the
Commonwealth and the University. It sets out how the University’s mission aligns with the
Commonwealth’s goals for higher education, research, innovation, skills development,
engagement and Aboriginal and Torres Strait Islander access and outcomes.
The Commonwealth and the University agree this compact will be published on Commonwealth
websites and may be published on the University website.
C. Establishment of the Compact
The Commonwealth and the University agree the Term of this compact is from 1 January 2014
until 31 December 2016.
D. The Principles of Commonwealth Funding Support
The Commonwealth articulates its vision for the higher education sector, through Transforming
Australia’s Higher Education System (available at the DIICCSRTE website), and the role of
universities in driving our national innovation system, through Powering Ideas (available at the
DIICCSRTE website).
Page 4
In supporting Australia’s universities, the Commonwealth seeks to promote:

academic freedom and institutional autonomy;

a diverse and sustainable higher-education sector;

opportunity for all;

access to university based on merit;

world-class teaching and learning that advances the international standing of Australian
education;

world-class research and research training that advances knowledge, critical thinking and
Australia’s international standing; and

responsiveness to the economic, social and environmental needs of the community, region,
state, nation and the international community through collaborative engagement.
To ensure Australia’s higher education system remains robust and of high quality in a globally
connected and competitive world, the Australian Government has adopted and implemented a
number of system-wide quality measures including establishing the Higher Education Standards
Framework, and the Tertiary Education Quality and Standards Agency (TEQSA).
E. The Structure of this Compact
Part One provides for the Commonwealth’s focus for the compact and a description of the
University’s Mission Statement and Strategic Priorities.
Part Two provides for matters related to improving access and outcomes for Aboriginal and Torres
Strait Islander people. It contains Commonwealth objectives, university strategies and
performance indicators and targets.
Part Three provides for matters related to innovation, industry and skills and engagement. It also
contains Commonwealth objectives, university strategies and performance indicators and targets.
Part Four provides for matters related to teaching and learning including student enrolments,
quality, equity and infrastructure. It contains Commonwealth objectives, university strategies and
equity targets.
Part Five provides for matters related to research and research training including research
performance and research capability. It contains Commonwealth objectives, university strategies,
performance indicators and targets.
Part Six provides for general provisions of the compact including compact review, privacy,
confidentiality and information sharing, changing the compact and notices.
Page 5
PART ONE: FOCUS & MISSION
The Commonwealth’s Focus for this Compact
The Commonwealth's ambitions for higher education include:

providing opportunities for people from all backgrounds to participate to their full potential and be
supported to do so. This includes supporting the aspirations of Aboriginal and Torres Strait Islander
people through improved access and support arrangements. The Commonwealth is committed to
ensuring the rate of Aboriginal and Torres Strait Islander people participating in undergraduate and
higher degrees by research (HDR), as well as staffing and academic representation, reaches
population parity;

providing students with a stimulating and rewarding higher education experience;

producing graduates with the knowledge, skills and understanding for full participation in society and
the economy;

better aligning higher education and research with the needs of the economy, and building capacity
to respond to future changes in skills needs;

increasing universities’ engagement with all parties and linkages between universities and Australian
businesses in particular;

playing a pivotal role in the national research and innovation system through the generation and
dissemination of new knowledge and through the education, training and development of world class
researchers across a wide range of intellectual disciplines;

improving knowledge transfer and commercialisation outcomes;

consistent with the Asian Century policy framework, ensuring education is at the forefront of
Australia’s engagement with Asia; and

being amongst the leading Organisation for Economic Co-operation and Development (OECD)
countries in terms of participation and performance.
In support of these objectives, the Commonwealth encourages universities to consider the following
important measures in their planning and delivery:

developing partnerships with schools and other organisations to improve the participation of people
from disadvantaged backgrounds in higher education;

working with business, industry and Vocational Education and Training (VET) providers to provide the
Australian economy with the graduates it needs;

the suite of performance measurement tools being developed through the Advancing Quality in
Higher Education initiative, work on quality in research training, and a feasibility study on research
impact assessment (including the possible implementation of a mechanism, separate from Excellence
in Research for Australia, to evaluate the wider benefits of publicly funded research);

applying the principles and procedures required to support a continuous improvement model for
intellectual property; and

the National Research Investment Plan, including the need for a strategic outlook to address
Australian Government priorities and principles at a national level.
Page 6
1
THE UNIVERSITY’S MISSION AND STRATEGIC PRIORITIES
1.1
The purpose of the University’s Mission
The University's Mission sets out its values and aspirations, what it does and how it can best serve
the interests of its students, staff and key stakeholders. The Commonwealth and the University
recognise the University's Mission may evolve.
The University and the Commonwealth recognise the University is an autonomous institution
which is responsible for the determination of its Mission and for its aspirations and strategies for
their achievement.
1.2
The University’s Mission and Strategic Priorities
Copies of USQ Strategic Plan 2013-2015 and USQ Research Plan 2013-2015 are available.
The refreshed USQ Learning & teaching Policy will soon be available.
The University of Southern Queensland (USQ) “Mission: To enable broad participation in higher
education and to make significant contributions to research and community development. This
will be achieved through maintaining USQ as a viable enterprise that:
 offers quality professional education opportunities that are accessible, flexible and
borderless;
 creates fulfilling experiences for all students based on the commitment of skilled and caring
staff;
 develops graduates who are positioned to meet the challenges of a rapidly changing world;
 pursues world class research, innovation and practice in sustainable futures; and
 engages with communities, business and government through ongoing and mutually
beneficial partnerships.” (USQ Strategic Plan 2013-15).
USQ Today
USQ is a regionally-headquartered university with multiple diverse campuses - USQ Toowoomba
(as the oldest and headquarters campus), USQ Springfield (in outer metropolitan Brisbane), USQ
Fraser Coast (at Hervey Bay) and the Queensland College of Wine Tourism (as a specialist campus
at Stanthorpe). The University provides innovative blended learning programs with high levels of
student support for students locally, nationally and internationally in over one hundred countries.
USQ’s long-time mission to broaden higher education participation has seen it develop as a
student-focussed university with one of the most diverse student bodies in the country; both with
a strong legacy around low-barrier readily accessible higher education domestically, and
participating as a strong competitor in the global higher education market.
USQ is an engaged university undertaking applied and industry/community-relevant research in
identified areas of strength through a select number of multi-disciplinary university centres –
soon to be developed into two major institutes. The University is currently undertaking a major
development of its research profile through significant investment focussing on building a strong
research culture, the targeted recruitment of world-class researchers, a leveraged investment in
the development of staff expertise and the proactive development of strategic mutually beneficial
partnerships.
USQ maintains its strong record of sound financial management. However, the University has
responded to the challenges of demand-driven higher education sector by adopting a more
aggressive stance to financial planning in order to consistently achieve significant budget
surpluses to support growth and development within a strong risk management framework.
Alignment with Commonwealth Focus and Mission for the Higher Education Sector
USQ’s mission is naturally aligned with the Commonwealth’s refreshed ambitions and objectives
for higher education that includes expanding student participation, strengthening engagement
with Asia, fostering closer ties with industry, and strengthening quality teaching and research.
Page 7
(a) Student Participation: USQ’s consistent record in this regard speaks for itself:
 having one of the most diverse student bodies in the sector;
 maintaining a wide range of equity and outreach programs;
 providing support for a broad range of pathways into high education study;
 maintaining a broad scholarships program funded through a range of sources;
 maintaining programs for students with very high support needs;
 building on our recognised leadership as a distance education provider to forge our strengths
in blended-mode and personalised learning – with a commitment through personalised
learning to addressing the needs of all students; and
 meeting the challenge of providing for the high support needs required by a significant
proportion of our students in ways that are cost-effective and scalable.
Personalised learning and online study options continue to be critical for today’s students and
new strategies are needed to further embrace and enhance the online teaching environment,
without compromising the quality of individual learning experience or outcomes. USQ is
maintaining its position at the cutting edge of these developments through its Australian Digital
Futures Institute (ADFI), the Digital Futures CRN led by USQ, and the strategic deployment of the
near $50m Structural Adjustment Fund (SAF) grant received in 2011. USQ’s online courses open
doors to learning and provide aspiring students with the opportunity to access flexible study
options that fit in with their lifestyle, regardless of their background or location. Online study,
when tailored to the individual – as is the approach at USQ – not only enriches the student
learning journey but preserves the social fabric of local communities.
A key focus in 2012 was the launch of the University’s SAF Project, ‘USQ – The University for a
Connected Community: Expanding and enriching student participation’. The SAF Project has two
major components:
 Education Gateways (EDGY) Building Project, funded by the Education Investment Fund (EIF);
and
 USQ Connected Project, funded through the Other Grants Provision under the Higher
Education Support Act (HESA).
The USQ Connected Project has a number of elements, incorporating the Integrated StudyDesk
(ISD) Project, the Connected Student Learning Journey (CSLJ) Project and the Policy Refresh
Project. Together, these projects facilitate such outcomes as:
 personalised learning journeys that offer optimal flexibility and academic quality; confidencebuilding orientation and customised induction;
 USQ-wide consistent processes and policy implementation;
 study materials with a focus on flexibility; and
 online expansion of USQ’s offerings, including professional offerings. The USQ Connected
Project includes a further two projects, namely:
o Queensland Tertiary Education Participation network (QTEPnet) project: broadening higher
education study opportunities based on multi-sector collaboration, and including a
comprehensive articulation framework; and
o Centre for Tertiary Education Participation (CTEP): USQ’s ‘think tank’ for driving innovations
and developments to enrich and increase tertiary education participation.
(b) Strengthening engagement with Asia: USQ has maintained a significant off-shore education
program - based initially on paper-based distance education and moving to online provision since the mid 1980s, with particularly strong partnerships and links in Malaysia and China. The
University also maintains a large on-shore international education program that includes a strong
on-campus cohort of Indian students; services over 170 Australian students studying from a base
in Asia; and maintains a 1,000 strong USQ alumni business cohort in Asia which is currently being
engaged to expand the University’s research linkages there.
USQ offers a number of awards in language and culture including the named Bachelor of Arts
programs in Asian Studies and Indonesian Studies, and named Bachelor of Social Science
Page 8
programs in Asian Studies and Language and Culture – Mandarin. The University is also exploring
strategies to increase opportunities for Australian students to study and gain work experience in
Asia.
USQ has developed research relationships with a number of China’s most prestigious universities.
These affiliations will see knowledge and expertise shared between the two countries in the
principal research areas of climate and agricultural innovation, and fibre composite building
materials. USQ secured Commonwealth funding for two delegations to visit China to establish
formal partnerships with Zhejiang University, Nanjing University, Nanjing University of
Technology, Tongji University, China Academy of Science, Shanghai University, China Agricultural
University and Central University of Finance and Economics.
(c) Fostering closer ties with industry: USQ’s strong involvement in professional education has
resulted in long-standing and close links with employers and professional bodies – and it is the
pervasive engagement of USQ academics with relevant professions and professional bodies that
ensures the relevance of USQ’s academic awards. The University enjoys close ties with industry at
a range of levels – from the financial support provided by industry to creating student bursaries to
the University’s formal partnership with Toowoomba and Surat Basin Enterprise.
The University has developed partnerships with a number of major research organisations, both
nationally and internationally, including AusAid, National Climate Change Adaptation Research
Facility and the UK Met Office Hadley Centre. As an example of USQ activities in this area, USQ
invited delegates from six organisations – the US National Aeronautics and Space Administration
(NASA), Massachusetts Institute of Technology (MIT), University of California, Irvine (UCI),
University of Wollongong (UW), Harbin Institute of Technology (HIT) and the University of
Auckland (UA) to take part in the Centre of Excellence in Engineered Fibre Composites (CEEFC)
2012 International Advisory Board. A key topic for CEEFC was the global utilisation of advanced
composite technology for aerospace, automotive and civil engineering applications.
In addition, USQ maintains a substantial portfolio of contract research for industry partners
through USQ centres such as the National Centre for Engineering in Agriculture (NCEA) and the
Australian Centre for Sustainable Catchments (ACSC).
(d) Strengthening quality teaching and research: Examples of strengthening quality teaching
include:
 the USQ Connected Project which is structured so as to align with existing strategic
institutional goals and to accelerate the good work already being done across the University,
focusing on improvements for both staff and students;
 the extension of relationship with prospective and current students through strong
engagement and retention strategies by means of social media platforms; and
 the continuing development and refinement of the Student Relationship Officer (SRO)
initiative, which allocates a dedicated specialist SRO to every non-award, undergraduate and
postgraduate student for the duration of their study. The SRO assists with learning and
facilitates dialogue between students and academic staff to better understand the individual
learning habits and needs of each student, tailoring teaching and support strategies to those
needs.
In addition, the University is in the process of refreshing its Learning and Teaching Policy.
In the area of research, the need for a significant investment to improve USQ’s research profile
and performance was identified as a major priority by the new University administration in 2012.
A major new Research Plan and Research Funding Strategy approved by USQ Council at its March
2013 meeting will see additional investment of $10m per annum over the next triennium to
position USQ for significantly improved research success and impact in the coming decade.
In addition, in 2011 USQ was a successful applicant to the Australian Government’s Collaborative
Research Networks (CRN) Program. In accordance with the aims of the CRN funding and in
alignment with the USQ Research Plan 2013-2015 this initiative will add significantly to USQ’s
Page 9
research program, RHD program and learning & teaching program. An explicit aim of this project
is to build critical mass and a 20% increase in research outcomes for USQ through collaboration.
USQ Strategic Plan 2013-2015
A refreshed USQ Strategic Plan 2013-15 was approved by USQ Council in December 2012 and
articulates the goals, priorities and strategies for the planning period against four major themes:
 Personalised Learning: “We promise to partner with learners in the pursuit of their study
objectives regardless of their background, location and stage in life.”
 Focused Research: “We promise to be a leading partner in priority research areas providing
excellence, integrity, relevance and value in our work.”
 Enriched Communities: “We promise to be a responsible corporate citizen and a caring
partner in building community capacity.”
 Engaged Enterprise: “We promise to enable USQ to fulfil its potential by ensuring it is a
robust, productive and innovative enterprise.”
Copies of this Plan are available.
The Agenda for USQ in 2014-16 – Principal priorities and focus
1. Through the period of this compact USQ will significantly raise its public profile and grow in
confidence as a university whose mission and culture puts it fully in tune with the needs of
21st century Australian society. This will be evident in our lobbying, our media presence, and
our overall brand awareness. We will be well known as a challenger brand across the sector.
2.
USQ is stepping up to its next stage of maturity as a university. This development will be
contingent on securing a diversity of income and exercising strong fiscal discipline and focus.
Alongside consistent operating surpluses to decisively invest in strategy, we will actively
leverage our product and capital portfolio to ensure financial success.
3.
USQ will be known for its entrepreneurial workplace culture: where people are encouraged
and enabled to achieve their full professional potential. We will demonstrate the highest
possible professional and personal standards of conduct and build a work place that attracts
and retains high quality staff.
4.
USQ's reputation in the provision of blended-mode learning will grow over the period of the
Compact. Through a range of Commonwealth-funded projects, our own investment and
strong leadership we will build on established strengths to develop personalised, adaptive
coursework underpinned by sophisticated data analytics. Through this we will be a national
leader in the quest for full educational attainment that is so necessary for nation building.
5.
USQ will be known for the quality of its support for students and its caring culture.
Graduates will acknowledge that through this support and relationship development they
were enabled and empowered to achieve success. They will be proud of their alma mater
and increasing numbers will be active alumni.
6.
USQ will begin to reclaim its reputation as a leader in open education internationally, after
losing ground In recent years as this movement has advanced. Through a new leadership
capacity and commitment, we will secure our place as a leading contributor in the
democratisation of information and the knowledge movement.
7.
USQ will actively expand its product portfolio in coming years. We are planning the
introduction of a large suite of new offerings at both the undergraduate and postgraduate
level in our distinct form of blended mode. The expansion of our allied and community health
initiatives, in particular, will meet the needs of our local and online communities.
8.
USQ's efforts in civic engagement will become more focussed, strategic and evidence based.
The scholarly consideration of engagement, and how it intersects with our innovation,
research and learning & teaching, will become obvious and will ensure our investment in
these activities and their impact is optimised.
Page 10
9.
Through the following years, USQ will become increasingly engaged in external relationships
– with universities nationally and internationally, and with commercial partners. We will
increase the external horizon of the university – building relationships to maximise our
individual success. This has commenced with the RUN alliance, with our Chinese university
partners and with a range of community and industry groups. By the end of the Compact
period, we will have established strong, mutually beneficial relationships with a diverse range
of enterprises for a diverse range of activities.
10. USQ will make a large investment in building its research capacity during the period of this
Compact. We will focus our resources and internal capacity to create a virtuous cycle of
investment. Building on the areas where we currently have significant research effort, we
expect to build and buy research capacity.
11. The establishment of a sustained culture of innovation does not happen spontaneously. It is
USQs intention to establish a light touch system to ensure innovation across all business
activities. Through this we will see adopted ideas fed through a system where they are
developed, piloted and implemented on their merits, minimising need for a reliance on
champions. This will maximise the intellectual capacity of our staff for the benefit of the
institution.
12. USQ's partnerships with other education providers will be reviewed with a view to securing
fewer but more multi-layered partnerships and with like-minded organisations. In the
international context, this will ensure that our inter-institutional relationships include a full
range of activity, including research collaborations, staff and student exchange and joint
initiatives.
13. USQ will continue systems and administrative reforms aimed at continuous improvement
and the development of a strong service culture. We will ensure informed decision-making
within a sound risk management framework.
Page 11
PART TWO: ABORIGINAL AND TORRES STRAIT ISLANDER ACCESS AND
OUTCOMES
2
ABORIGINAL AND TORRES STRAIT ISLANDER ACCESS AND OUTCOMES
Part Two recognises the important role universities play in supporting Aboriginal and Torres Strait
Islander people’s personal and professional aspirations through the provision of accessible and
supportive higher education programs. Increasing Aboriginal and Torres Strait Islander higher
education participation and success is important given the direct benefits for Aboriginal and
Torres Strait Islander individuals and communities and broader economic and social benefits for
all Australians.
Universities are asked to detail their strategies and targets to improve Aboriginal and Torres Strait
Islander access and outcomes over the compact period in this section. Principal Performance
Indicators are compulsory and institutions may voluntarily nominate Optional Performance
Indicators and targets considered reflective of individual institutional goals.
The Commonwealth recognises that universities have diverse missions and, consequently, targets
and performance will vary between institutions. Each university should develop performance
indicators and targets to reflect its individual performance and strategic direction.
2.1
Commonwealth Objectives
The Commonwealth is committed to enhancing the participation and outcomes for Aboriginal and
Torres Strait Islander people in higher education consistent with the Closing the Gap initiative
addressing Aboriginal and Torres Strait Islander disadvantage.
In realising this objective, the Commonwealth has set an aspirational national parity target for
Aboriginal and Torres Strait Islander students and staff in higher education. The parity target
equates to the proportion of the population aged between 15 and 64 years which is currently
2.3%.
To help achieve this aspirational national target, the Commonwealth has introduced a new focus
on Aboriginal and Torres Strait Islander reporting in the compact as recommended by the Review
of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People.
Universities should report high level Aboriginal and Torres Strait Islander student and staffing
plans and strategies in this part of the compact including performance targets for student
enrolments, completions and numbers of general and academic staff. Universities may also report
on Aboriginal and Torres Strait Islander initiatives under the Innovation and Engagement,
Teaching and Learning and Research and Research Training parts of the compact.
2.2
University Strategies
USQ is recognised as a strong performer in the area of Indigenous education, rating in the top 10
for the sector for Indigenous student access and participation as assessed in the IPP process and
noted in particular for its contributions to Indigenous Nursing. The University has publicly
expressed its strong support for the recommendations of the Review of Higher Education Access
and Outcomes for Aboriginal and Torres Strait Islander People and is using these
recommendations to support forward planning, and has in place an Aboriginal and Torres Strait
Islander Career Development and Employment Strategy informed by the National Indigenous
Higher Education Workforce Strategy (NIHEWS) and the Review of Higher Education Access and
Outcomes for Aboriginal and Torres Strait Islander People.
USQ is in the process of developing a comprehensive Aboriginal and Torres Strait Islander
Strategy, to be in place by the end of 2013; as well as a complementary Reconciliation Action
Plan. Forward planning is building on programs and approaches with proven success.
Page 12
Aboriginal and Torres Strait Islander Education
(a) Overall approach: USQ supports the recommendations of the Behrendt Report concerning the
need for Indigenous students to be the responsibility of faculties and mainstream support
services, with the support of a strong, appropriately resourced and respected Indigenous
Education Unit. USQ’s approach to increased Aboriginal and Torres Strait Islander participation in
higher education involves both targeted and mainstream strategies, and the optimal involvement
of USQ’s Centre for Australian Indigenous Knowledges (CAIK). Targeted strategies are multipronged, involving provision of:
 programs that promote awareness of higher education and career options and instil pride in
Indigenous culture and heritage – including a suite of schools extensions programs, programs
that link school students with community leaders and mentors, and Indigenous cultural
events
 promotion and pathways that encourage and facilitate access – including the Indigenous
Higher Education Pathways Preparatory Program (IHEPP), scholarships and transition
programs involving dedicated Student Relationship Officers;
 support and services that help sustain participation – with the Helping Hands Indigenous
Nursing Student Support Model considered an exemplar of its type; and
 encouraging (and empowering) more students to self-identify as Aboriginal or Torres Strait
Islander.
USQ’s Indigenous students also benefit from mainstream strategies including USQ’s extensive
support network of Student Relationship Officers (SROs); the encouragement of Interaction with
teaching staff and students enrolled in the same course; as well as access to discussion boards
within the Student Learning Management System (USQ StudyDesk), USQ’s Student Personalised
Academic Road to Success (SPARS), and USQ’s full range of personalised learning strategies.
(b) Indigenous student load growth: A major source of student load growth over the Compact
period 2014-16 will be the USQ Springfield catchment in outer western Brisbane which is one of
the largest population growth areas in Australia and includes one of the largest and still increasing
Indigenous communities in Australia.
(c) The issue of under-disclosure: It is widely acknowledged that the rate of self-identification is
variable and generally on the low side. USQ fully respects the right of a student to choose not to
self-identify. However the University is also keen to ensure that its students’ needs are
appropriately identified and addressed. Consequently USQ is seeking to promote an increase in
the rate of self-identification and awareness of services to Aboriginal and Strait Islander students.
While this is being pursued through standard marketing and communication channels, experience
indicates that the most effective way to raise self-identification rates is through strengthening the
University’s relationship with the local communities, based on relationship-development, wordof-mouth and trust.
(d) Examples of targeted programs: The Centre for Australian Indigenous Knowledges (CAIK) has
as its main purpose to encourage and assist the further education of Aboriginal and Torres Strait
Islander students. CAIK directly offers support to Indigenous students prior to, and throughout,
their university studies. But more recently, CAIK has been having a broader institutional impact by
ensuring that all areas that provide student support and services have adequate cultural
awareness and understanding to support Aboriginal and Torres Strait Islander students (whether
or not they self-identify). To fulfil its role, CAIK has a continuing commitment to and involvement
in, the Indigenous communities of the region. USQ has started preliminary considerations of
CAIK’s future shape and location within USQ in order to sustain and grow its impact. This is being
undertaken as part of broader academic restructure within the University and informed by the
recommendations of the Behrendt Review.
A specific example of USQ’s initiatives with regard to Aboriginal and Torres Strait Islander
awareness and access is the Dream, Aspire, Reach & Experience (DARE) Program. DARE is a
mentoring program that involves Indigenous Australian students in Years 9-12 from LSES
Page 13
secondary schools located in the catchment areas of the University’s Fraser Coast and
Toowoomba campuses. The program has been designed to help Indigenous students overcome
the challenges associated with participating in higher education. It focuses on developing the
aspiration of students through face-to-face mentoring and engagement with parents, teachers
and the Indigenous community and also includes an Indigenous Games Day. The program
involves:
 cross cultural awareness training for mentors;
 on-campus activities and tours;
 a three day camp focusing on leadership, Aboriginal and Torres Strait Islander cultures,
career guidance and planning; and
 an award ceremony with guest speakers.
Another key example particularly with respect to promoting participation is USQ’s nursing
programs. USQ has one of (if not the) highest graduation rates for Indigenous nurses in the
country. The program provides a conversion pathway for Indigenous health workers and an
articulation pathway for those already qualified as Enrolled Nurses. There is a comprehensive
culturally appropriate approach to supporting the Indigenous students in nursing. Given its
demonstrated success, USQ is exploring the expansion of programs in which this approach can be
applied. The initial focus is in Psychology where there has already been some Aboriginal and
Torres Strait Islander student interest. USQ actively encourages Indigenous graduates from the
Bachelor of Nursing to further their study through the Masters of Health which then provides an
entry into the PhD.
As part of the University’s broader initiative to implement a contemporary Indigenous strategy
within a comprehensive social justice framework, a key undertaking is the Indigenous Curriculum
Content (ICC) project that is to expand and enhance the embedding of Indigenous perspectives
into curricula as well as in learning & teaching, and to identify systematic professional
development that encourages and supports academic staff to embed such perspectives. The
current plan is for the project to focus on up to 10 of USQ’s main undergraduate awards and
identify how Indigenous perspectives are (and could be) embedded into them. This is to yield a
set of supported approaches that then can be applied to other awards. A particular emphasis is
on the embedding of Indigenous perspectives into a planned expansion of the academic portfolio
at USQ Springfield in areas such as Indigenous aspects of health, sport and games, creative arts
and education – in anticipation of the growth in Indigenous student numbers at that campus.
Indigenous perspectives are also promoted through the course (subject) Indigenous Perspectives,
which is compulsory in the Bachelor of Education and the Bachelor of Arts, and a permitted
elective in a number of other programs.
USQ is also building a focus on applied, high impact research into Indigenous Health both as a
topic in itself as well as projects within other focus areas such as Mental Health.
Aboriginal and Torres Strait Islander Employment
To date, the following strategies have been implemented to increase the representation of
Aboriginal and Torres Strait Islander staff at USQ:
 the operation of the USQ Aboriginal and Torres Strait Islander Career Development and
Employment Strategy Committee to oversee and drive developments in this area;
 the Aboriginal and Torres Strait Islander Traineeship Pilot Program launched in 2012 which
provides full-time 12 month fixed-term appointments at a nationally recognised Certificate III
level (five positions in 2012 and five positions in 2013); and
 the implementation and delivery of a series of Aboriginal and Torres Strait Islander CrossCultural Awareness sessions during 2012 and 2013 for academic and professional staff at all
three USQ campuses.
Over the duration of the Compact, USQ will continue to coordinate a range of targeted
employment and career development initiatives across each of the three campuses.
Page 14
In early 2013, a three-year HR recruitment strategy was developed which has been informed in
part by the recommendations set out in the National Indigenous Higher Education Workforce
Strategy (NIHEWS) and the Review of Higher Education Access and Outcomes for Aboriginal and
Torres Strait Islander people. This recruitment strategy depicts a tiered model with a focus on
developing career pathways for Aboriginal and Torres Strait Islander people at USQ. During 2013
there will be a continued focus on the development of opportunities for professional employees,
including the continuation of the traineeship and internship programs. During 2014 the
recruitment strategy will broaden with a focus on employment and career development initiatives
for Aboriginal and Torres Strait Islander academic employees. 2014 – 2015 strategies also include
the implementation of leadership KPIs, partnership and secondment strategies and a professional
graduate employment program. The HR recruitment strategy will continue to focus on
professional and academic employment, and further develop career opportunities in line with the
University’s Strategic Plan.
Specific initiatives under this strategy that USQ aim to implement include:
 a continuation of the Aboriginal and Torres Strait Islander Traineeship Program during 2014
and 2015;
 a continuation of the Aboriginal and Torres Strait Islander Cross-Cultural Awareness Program
(to be funded in 2014);
 the development and implementation of an Aboriginal and Torres Strait Islander Student
Internship Program (two positions in 2013);
 the development of an employment incentive fund that faculties and departments can access
for the recruitment of Aboriginal and Torres Strait Islander employees (for possible
implementation in 2014);
 the provision of work experience opportunities for Aboriginal and Torres Strait Islander high
school students; and
 the development of an early career academic employment program for Aboriginal and Torres
Strait Islander employees (for possible implementation in 2014). It is proposed that a 3-tiered
early career academic employment program will provide a number of opportunities for
Aboriginal and Torres Strait Islander people to either begin or further develop their academic
career. For example, the first tier will align to the proposed Learning, Teaching and Quality
professional development framework where all new and existing academic employees have
the opportunity to undertake this personal professional development. The overall aim of the
early career academic employment program is to establish a specified number of three year
fixed-term contracts whereby the successful applicants will have the opportunity to
complete a Master’s degree or PhD, receive mentoring into a teaching and learning or
research role and undertake the proposed LTQ personalised professional development
framework to acquire and/or further develop their academic skills.
Funding is also being sought to continue the highly successful Queensland College of Wine
Tourism Indigenous Traineeship program after dramatic cuts to Queensland government grant
programs for 2013 saw the program go into hiatus.
As part of the development of the USQ Aboriginal and Torres Strait Islander Strategy during 2013,
USQ will formalise culturally appropriate protocols and has established an Aboriginal & Torres
Strait Islander working party aimed to ensure the University recognises on their campuses
particular dates of significance in the communities of Aboriginal & Torres Strait Islander peoples.
Aboriginal and Torres Strait Islander Research and Research Training Strategies
A priority for the new Director Research Training and Development position will be to determine
strategies for increasing the number and quality of all HDR students to USQ; including Aboriginal
and Torres Strait Islander HDR students.
Page 15
Specifically with regard to Aboriginal and Torres Strait Islander Research and Research Training,
the following strategies will be in operation during the Compact period:
 USQ will seek to benchmark its performance in Aboriginal and Torres Strait Islander Research
and Research Training strategies against other universities, and has commenced discussions
within the Regional Universities Network to establish benchmarking groups based on a range
of indicators, potentially including these.
 Audit selection criteria for APA and RTS will be reviewed with a view to including specific
criteria to support Aboriginal or Torres Strait Islanders.
 A particular priority for the new Director Research Training and Development position is to
introduce strategies to improve Indigenous HDR support including the strategic deployment
of Australian Postgraduate Awards and Research Training Scheme to support Indigenous HDR
students.
 In parallel with efforts already underway in the area of ‘grow your own’ to support
Indigenous employment, strategies will be explored to ‘grow your own’ for students to
continue into a research career at USQ.
 USQ will exploit the strong networks that it has in place with the Coal Seam Gas industry to
seek industry support for Indigenous education and Workforce Participation objectives –
noting that Arrow Energy have already supported USQ with $150k to put in place
undergraduate Indigenous Scholarships in Engineering and Education (2013-2015).
2.3
Performance Indicators and Targets
The purpose of the Aboriginal and Torres Strait Islander performance indicators and targets is to
assist the University and the Commonwealth in monitoring the University’s progress against the
Commonwealth’s objectives particularly its contribution to reaching national parity.
The University will aim to meet the Aboriginal and Torres Strait Islander targets set out in the
following tables.
Note: All calendar year references below refer to the previous year’s data collection.
Principal Performance
Baseline Progressive
Progressive
Progressive
Indicators
2012
Target 2013
Target 2014
Target 2015
Number of all Aboriginal and
Torres Strait Islander student
enrolments1
Number of all Aboriginal and
Torres Strait Islander student
completions2
Number of all Aboriginal and
Torres Strait Islander
professional/general staff3
Number of all Aboriginal and
Torres Strait Islander
academic staff4
* TOTAL FTE
Target
2016
422
476
501
533
565
38
55
58
62
68
12
20
21
22
24
8
8
9
10
11
20
28
30
32
35
* Note to the Department: The 2016 target of 35 FTE will represent 2.5% parity in Indigenous employment.
During the current planning period, an aim will be to change the structure of Indigenous employment to
reduce the dependence on traineeships in 2013-14 and to achieve level parity by 2016.
1
Refers to total undergraduate, postgraduate and HDR students by headcount
footnote 1 for definition
3 Refers to number by headcount
4 See footnote 3 for definition
2 See
Page 16
PART THREE: INNOVATION AND ENGAGEMENT
3
INNOVATION AND ENGAGEMENT
Part Three recognises the important role of universities in our national innovation system, in
boosting economic productivity contributions to improved social and environmental outcomes
and growth, and in engaging, advancing and inspiring their communities. It also recognises that
universities make an important contribution to building connections and partnerships that
broaden and deepen Australia's understanding of Asia.
Under three themes: Innovation; Industry and Skills; and Engagement; universities are asked to
detail their strategies and targets over the term of this compact. Principal Performance Indicators
are compulsory and institutions may voluntarily nominate Optional Performance Indicators and
targets considered reflective of individual institutional goals.
The Commonwealth recognises that universities have diverse missions and, consequently, targets
and performance will vary between institutions. Each university should develop performance
indicators and targets to reflect its individual performance and strategic direction.
3.1
Innovation
3.1.1
Commonwealth objectives
The Commonwealth seeks to build an innovation system that ensures Australia can meet the
challenges and grasp the opportunities of the twenty-first century. The Commonwealth
encourages innovation by supporting industry-led research, promoting knowledge-transfer
activities and the commercialisation of research.
3.1.2
University strategies
The refreshed USQ Strategic Plan 2013-2015 approved by USQ Council in December 2012
included the following commitment: “We promise to be a leading discovery partner in priority
research areas providing excellence, integrity, relevance and value in our work” (p. 10). In
addition to building USQ’s capacity in priority research areas, the new strategic plan has placed a
major emphasis on “developing an innovative research culture that in its DNA is outward looking,
understanding of market needs and is collaborative” (p. 11) and using this culture of innovation to
underpin the securing of mutually beneficial collaborative partnerships across business, industry
and the wider community.
Increase Knowledge Transfer to Industry, Communities and Other End-users
Specifically with regard to effective knowledge transfer: “One of USQ’s research goals is to
effectively communicate the impact of our research to academia, government, industry and the
community. This will be far more than just regular press releases of research news but rather a
comprehensive program that targets our research stakeholders and delivers succinct and
impactful messages via the most effective channel/s” (USQ Research Plan 2013-15, p. 6).
The following specific strategies are noted:
 the creation of a new Office of Research Partnerships & Commercialisation (ORPC) in October
2012 charged with implementing collaborative and applied research strategy, and a renewed
commercialisation model;
 the directing of significant resources at industry relationship management, through ORPC,
Centres, and the general research community;
 the identification of specific industry development strategies and targets to support both
individual researchers and Centres/Programs;
 the development of principles and procedures that support a continuous improvement
model for intellectual property (IP);
 making a significant investment over 2013-2016 by USQ in collaborative and applied
research, with a specific focus on development of industry networks, research funding
support from industry and philanthropic supporters, and research impacts;
Page 17








maintaining close relationship with DSITIA and Investment Queensland, leading to significant
research collaborations with domestic and international partners leveraged into major
research consortia including current ARC Linkage Round;
the development of a Research Consortia Governance Model centred on collaborative
industry funding pools initially implemented in e-health technologies, Aged and Community
Care workforce management, and nutrition and functional foods;
maintaining the University’s substantial portfolio of contract research for industry partners
through centres including the National Centre for Engineering in Agriculture (NCEA) and
Australian Centre for Sustainable Catchments (ACSC); and
implementing and exploiting Digital Futures CRN projects underway, with the aim to increase
research knowledge and capacity through alliances with Go8 and other metropolitan
universities.
the redesign of the USQ Research Website to showcase University research impact, and
marketing to industry to message the website re-development;
increasing research impact through collaborative research, industry funding, and IP transfer
by identification of strategic industry partners in core research programs, targeting climate
science and precision farming in the first instance;
the development of a partner acquisition model by research program – including research
impact collateral development, industry networking, and identification and contact with
likely philanthropic supporters; and
pursuing collaboration with Not-for-Profit and Education sector to support community
programs (including ‘Community for Community’ – C4C) with research rigour in counselling
and social psychology in support of Toowoomba Flexi-School and community (disadvantaged
youth) mentoring program.
Improve Economic, Social and Environmental Outcomes
The following provides a platform for USQ’s approach in this area during the period of the
Compact:
 maintaining close working partnerships with Enterprise Connect and AusIndustry to maximise
involvement in Researcher in Business Scheme where academic members of staff join with
industry to advance research concepts and new product development;
 implementing an applied research model in precision agriculture, agricultural climate science
and resilient regions targeting agricultural production efficiencies via alliances with industry
and Research & Development Corporations – for example, assessing climate impacts on
Queensland sugar production and developing a detailed understanding of rainfall patterns on
crop yields;
 the secondment of USQ staff into Toowoomba and Surat Basin Enterprise Limited to assist
with regional investment attraction and the positioning of education and research as an
enabler of regional economic development; and
 the conduct of research in small and medium enterprise (SME)’s sustainability and workplace
practice to assist SMEs in the Surat Basin to deal with energy and resource sector growth.
Improve Commercialisation Outcomes
The following provides a platform for USQ’s approach in this area during the period of the
Compact:
 commercialisation resources have been increased by 100% in the six months to April 2013.
 securing first Right of Refusal Agreements with major industry players for IP Transfer,
commencing with precision agriculture, and followed by agricultural biotechnology and life
sciences;
 maintaining a close working partnership with Commercialisation Australia to maximise
involvement in CA Skills & Development, and Proof of Concept Funds – with which USQ has
already developed a close working relationship;
 the strategic Investment in additional commercialisation resources;
Page 18





the development and implementation of research staff training modules in
Commercialisation Pathways; Partner Relationship Management; Commercial Intellectual
Property Management; and Case Studies;
the conduct of an IP Audit of Research Centres and key researchers during 2013 to unlock
more commercial opportunity and disclosures;
the use of external marketing opportunities such as “The Australian Innovation Awards” to
showcase USQ inventiveness – noting that USQ was a finalist in the 2012 Awards in the
engineering innovation category;
attendance by USQ at major international life sciences expos and exhibitions (including
BIO2013 and AusBiotech) and active participation in the Queensland Government’s
Innovation Strategy (Department of Science, Information Technology, Innovation and the
Arts - DSITIA); and
the development of an improved USQ contract management framework to ensure
unencumbered IP is ready for market transfer.
Build Innovation-focused Partnerships in Asia
The following provides a platform for USQ’s approach in this area during the period of the
Compact:
 build on the MOU’s already signed with ten major Chinese Universities to secure innovation
funding;
 work with Queensland Trade Commission and Austrade to build collaboration partnerships
with Vietnam and Singapore in agricultural climate science – noting that USQ already has
secured research partnerships in Vietnam in the area of climate science predictive modelling
relative to coffee production;
 complete and build on the UK Met Office Partnership currently under formal discussion
including their Singapore climate science partnership where UKMO officers are seconded;
 continue to engage the University’s 1,000 strong alumni business cohort in Asia to explore
opportunities to expand research linkages in Asia; and
 explore other opportunities based on alumni contact – for example, USQ has a Nepalese PhD
student cohort which is assisting with the establishment of collaborations between USQ and
their home universities.
Page 19
3.1.3
Performance indicators and targets
The purpose of the innovation performance indicators and targets is to assist the University and
the Commonwealth in monitoring the University's progress against the Commonwealth's
objectives and the University's strategies for innovation.
The University will report principal performance information and aim to meet the innovation
performance indicators and targets set out in the following tables.
Note: All calendar year references below refer to the previous year’s data collection.
Principal Performance Information5
2012
Number of patent and plant breeder’s rights
families filed, issued and held
Number of all active licences, options or
assignments (LOAs)6 executed and income
derived
Number and value of research contracts and
consultancies executed7
Investment in spin-out companies during
the reporting year and nominal value of
equity in spin-outs based on last external
funding/liquidity event or entry cost
Filed
2
No.
2
No.
43
Investment ($)
0
Issued
0
Held
7
Value($)
$50,000
Value($)
$1,277,000
Value($)
0
Note: All calendar year references below refer to the previous year’s data collection.
Principal Performance
Baseline
Progressive
Progressive
Progressive
Indicator
2012
Target 2013
Target 2014
Target 2015
Category 4 Income
$456,504 $500,000
$500,000
$525,000
3.2
Target
2016
$550,000
Industry and Skills
3.2.1
Commonwealth objectives
The Commonwealth encourages universities and employers to work together so that courses
meet the needs of employers, where relevant. This may include integrating work and learning,
meeting professional accreditation requirements and involving employers in course development
and delivery.
3.2.2
University strategies
USQ has been recognised for over four decades as a higher education institution with a strong
focus on professional education and with graduates who are highly prized by employers. The
University routinely ranks in the top 10 in the sector in terms of its full-time employment rate as
assessed in the GDS; and frequently in the top 5. This has in part been achieved through ensuring
that USQ’s programs are relevant and informed by close engagement with industry and employer
bodies, and by encouraging USQ staff to remain engaged with the real world. In turn, USQ
attracts a high percentage of non-school leavers who are themselves astute judges of the
5
This set of performance information does not require targets. Universities will be asked to advise their baseline performance and will report on
their future performance in the context of the Institutional Performance Portfolio Information Collection commencing in 2013. Patent and plant
breeder right family refers to a group of patent or plant breeder rights applications or grants emanating from a single filing. Note: this question
only concerns patent and plant breeder rights families, and is not in reference to families of other forms of registered IP (i.e. trade marks).
6
A LICENCE agreement formalises the transfer of technology between two parties, where the owner of the technology (licensor) grants rights to
the other parties (licensee). An OPTION agreement grants the potential licensee a time period during which it may evaluate the technology and
negotiate the terms of a licence agreement. An option agreement is not constituted by an Option clause in a research agreement that grants
rights to future inventions, until an actual invention has occurred that is subject to that Option. An ASSIGNMENT agreement conveys all right,
title and interest in and to the licensed subject matter to the named assignee.
7 Please
use the definition of contracts and consultancies utilised in the National Survey of Research Commercialisation (NSRC). A copy of the
survey is available at this URL: http://www.innovation.gov.au/Section/Innovation/Pages/TheNationalSurveyofResearchCommercialisation.aspx
Page 20
relevance of awards to professional careers and workforce opportunities. USQ will continue to
build on this strong record of success. The USQ Strategic Plan 2013-2015 commits the institution
to continue to “providing qualifications that are relevant” and “embedding graduate attributes
and values into all programs to future-proof the USQ graduate” (p. 9).
Ensuring the University is informed by Industry and is Responsive to Industry Needs
As evident in USQ Strategic Plan 2013-15, the University remains committed to the successful
provision of accessible, relevant, quality higher education. This encompasses ensuring that
awards are relevant to individual student aspirations; satisfy and indeed exceed applicable
standards; and are responsive to forecast workforce needs particularly “beyond capital city
needs”. Pragmatically – and fortuitously - these three considerations are interdependent.
USQ has had for several years an internal program (award8) accreditation process that subjects all
proposals for programs, new or significantly changed (such as through the introduction of a new
major), to comprehensive analysis and evaluation both with respect to viability and academic
integrity. The University has also required all programs to apply for re-accreditation every five to
seven years – or earlier if warranted.
In the first half of 2013, USQ is rolling out a revised version of this program accreditation and reaccreditation process that further integrates into the process a variety of considerations including
market research including student demand and workforce needs, and the addressing of
applicable standards, be they from USQ policies and procedures, general external regulatory
requirements such as AQF or specific professional accreditation requirements. Programs will not
only have to meet such requirements when introduced, but will also have to demonstrate ongoing attention to these at re-accreditation which will now normally be at five years. This
(re)accreditation practice also includes demonstrating how component courses (subjects9) are
quality assured for both academic integrity (discipline and professional relevance) and learning &
teaching quality (student progression and satisfaction).
Despite pioneering particular program offerings, and especially new delivery modes for programs,
USQ has an exemplary record with respect to obtaining professional accreditation; including some
that are reputably “very tough”. Key examples of the former are the blended mode Engineering
degree and associated degree, and, most recently the Postgraduate Diploma in Psychological
Studies (a new third pathway to clinical psychology registration). Illustrating the latter are USQ
obtaining professional accreditation for the first blended-mode Bachelor of Education and one of
the earliest blended-mode offerings of the Bachelor of Nursing. Combined, these accreditations
have enabled USQ to increase access for a very broad-based student cohort to major professional
qualifications that are in areas of demand beyond capital city limits “BCCL”.
The pervasive engagement of USQ academics with relevant professions and professional bodies is
a key contributing factor in this record of professional accreditation. This representation ranges
across local providers through regional and state boards to national councils. This highly active
engagement also contributes to current professional practice and issues informing and being
embedded across the curriculum.
USQ applies no quotas to program entry; indeed through the provision of a range of pathways
and direct entry for non-school leavers USQ provides access for a very wide source of potential
students. The University uses sensible entry requirements in order to ensure that every admitted
student has a reasonable chance of success. USQ then follows this up with comprehensive
student support and services. The University is justifiably proud of its record in the successful
provision of higher education to “first in family” and LSES students; and noting USQ’s considerable
success at graduating Indigenous nurses.
The above mentioned and key regional workforce areas of education, nursing and engineering
also serve to demonstrate USQ’s substantial efforts to provide students with professionally
8
9
USQ uses the PeopleSoft nomenclature – describing a subject as a “course” and an award as a “program”.
Refer to footnote 8
Page 21
relevant work experience. In the case of engineering, through its innovative blended mode
delivery of professional accredited engineering awards, the University provides a major source of
up-skilling qualifications for technicians across Australian industry through its long-standing suite
of scaffolded awards - USQ remains the nation’s leader in the provision of an Associate degree in
Engineering! These engineering students attend short intensive residential schools on campus
that ensure and consolidate coverage of the critical professional skills and practices for all.
In the case of nursing and education, the provision of work experience to students entails
placements across a very wide network of locations. In 2010, USQ nursing students built up
100,000s of kilometres in travelling to and from placements across Queensland. To encourage
regional students to work as graduates in regional, rural or remote locations, students generally
undertake at least one placement in such locations; balancing this is at least one experience in a
more urban context.
In nursing and midwifery, the University has invested heavily in on-campus simulated nursing
wards in order to prepare students for placements. As a result, USQ nursing students are highly
regarded by placement providers as being very well prepared for professional practice.
To enable students in programs that do not require placements to access work experience, a
number of USQ undergraduate awards include a work experience unit; although this unit is not
necessarily compulsory given the complications this could cause for students already employed
and only able to study part-time. For on-campus students at USQ Springfield, where a high
proportion of students are “first in family”, significant support has been provided for
undergraduate students studying on that campus to access work experience. A number of
students have commented that studying with students from diverse employment and cultural
backgrounds, particularly through sharing online discussion forums, has provided invaluable
personal and professional lessons.
Of necessity the above commentary has focussed mainly on undergraduate awards. USQ’s
flexible postgraduate award offerings also strategically target the provision of awards that
provide entry into areas of national priorities such as engineering, science teaching and
indigenous health. In addition, the University’s awards support flexible access to quality on-going
professional development that addresses what can be considered a disadvantage for
professionals working beyond capital city limits; therefore stemming a potential source of
workforce leakage from the regions. This observation extends to USQ’s provision of flexible access
to higher degree research awards and work-place based professional doctorates that facilitate
impactful, applied research.
Beyond the pervasive engagement of USQ staff members with the professions and industry, the
University has in place structures to ensure institutional engagement with industry and the
professions to inform education (and indeed research) at USQ. All faculties are required to have
broadly representative advisory committees; the meeting minutes of which are required to be
submitted to Academic Board, and subsequently also to Council. Beyond this, programs,
disciplines and faculty sub-units (schools or departments) have optionally had advisory
committees. In order to strengthen this situation, from the start of 2014, a consistent and
comprehensive approach to sub-faculty advisory committees will be in place; with the chairs of
these committees making up the core of the faculty advisory committees.
Page 22
3.3
Engagement
3.3.1
Commonwealth objectives
As part of its social and economic remit and as an important precursor to innovation, the
Commonwealth encourages universities to engage with all levels of government, other
universities, businesses, schools, the vocational education and training sector, employers, the
professions, research institutions and the wider community including international partners
particularly those in the Asian region.
3.3.2
University strategies
The USQ Strategic Plan 2013-15 is structured on four major sections: personalised learning,
focused research, enriched communities and engaged enterprise. Relevance and engagement are
core features of each section and all areas of USQ’s activities – as represented by informed
practice, outward looking approaches, a concentration on the applied and the relevant, and the
securing of opportunities for staff and students to engage and broaden their experiences.
Support Current Collaborations and Build New Engagement
USQ’s strategies during the Compact period build on the following platform:
 USQ is committed to collaborative and applied research, and all activities reinforce this
strategic position.
 Considerable effort is devoted to industry engagement and involvement of end-users in
research activity. As examples, the University enjoys Researcher in Business Scheme success
(USQ currently has 4 RIB’s underway to a value (ex-GST) of $409,260; with an additional two
to a value of $175,000 close to finalisation); active participation in Life Science Queensland,
AusBiotech and the Life Sciences industry; strong relationships with government in support
of innovation policy; and involvement with energy and coal seam gas organisations as
industry activity in Queensland’s Surat Basin expands.
 USQ supports current relationships with well developed (research) governance and
management systems, with researchers supported in their relationship management activity
by business professionals from the private sector who help with contract negotiation,
contract development, and overall relationship management training and practice.
 USQ participates on the AusFoodtech and AusBiotech national committees and alliances
have been strengthened with Life Science Queensland where the University contributes to
regular monthly publications in the Life Science Queensland newsletter distributed to a
national and international audience of 4,500 readers
 USQ has engaged with Lockheed Martin and John Deere to explore strategic alliances and
first right of refusal IP position, and The University’s commercialisation model is currently
expanding networks in the global aviation, automotive, and teleconference software sectors.
 Relationship development has commenced with Garvan Institute of Medical Research,
Warren Centre for Advanced Engineering at the University of Sydney, and the Queensland
Institutes of Health.
 Through strengthening our international collaborations, USQ is pursuing increased joint
supervisions/appointments as well as secondments. Currently this is happening with
individual researchers who are returning to their home countries for a period of time to
conduct their research. It is also planned that this be developed to measure impact on
community.
Increase Outreach Activities (including those that support Aboriginal and Torres Strait Islander
access and outcomes)
Points to note in this area include the following:
 USQ maintains and continues to develop a broad and comprehensive suite of educational
outreach programs, including programs specifically targeting Aboriginal and Torres Strait
Islander students – some of which have been outlined in section 2 of this Compact. A list of
these programs is available.
Page 23


One example of the University’s outreach programs is Building Engagement ad Aspirations
through Mentoring in Schools (BEAMS) which operates at USQ Springfield. This is a voluntary
peer mentoring program involving USQ students visiting local schools on a regular basis to
interact and support students in a classroom environment. This program enhances the skills
and knowledge that school students need to continue their education and training beyond
secondary schools.
USQ is part of the Queensland Consortium group awarded funding under the competitive
participation grants scheme through HEPPP which is coordinating the implementation of
outreach initiatives in schools across Queensland to raise awareness and higher education
aspirations in LSES schools. USQ’s suite of programs under this initiative includes a range of
access and participation initiatives and strategies based on schools outreach, advocacy,
scholarships and bursaries.
Demonstration of Research Impacts
USQ concentrates on industry/community-relevant applied research which seeks to have a high
impact. This will continue through the Compact period.
Assessments of impact are routinely built into research project review protocols. USQ Centres
with a strong record for projects with a high impact on the community include the following:
 The USQ National Centre for Engineering in Agriculture can demonstrate a strong track
record in precision farming, farm mechanisation and soil/irrigation product development in
direct support of agriculture. Successful outcomes include commercialised products such as
Irrimate™, PIMS™, and SISCO™ which assist the agricultural sector with irrigation, soil and
moisture management.
 The Australian Centre for Sustainable Catchments works with stakeholders of the agricultural
sector to model and predict climate science effects upon agricultural production and yields.
Centre Director, Professor Roger Stone, leads this research program, with the impact of his
research internationally recognised through his work with the UN as Open Program Chair, UN
WMO Commission for Agricultural Meteorology and as Expert Team Leader, UN Commission
for Climatology, Geneva.
 Organisational change research led by Australian Centre for Sustainable Business &
Development in alliance with the Queensland public service and Queensland Health has led
to the optimisation of organisational change in Queensland government departments
through Doing More with Less: Aligning workforce in a reform environment.
 The Centre for Rural and Remote Area Health – a jointly badged Centre with the University of
Queensland - conducts and facilitates health-related research and training in rural and
remote communities for the benefit of the community and the health workforce.
During 2012-13 USQ, as part of a Regional Universities Initiative, USQ has available an Economic
Impact Statement that quantifies its economic impact on its regions and is supporting a
complementary study to ascertain the University’s social, cultural and environmental impact on
its regions. These studies provide a basis for USQ to better understand the full impact is has on its
regions, and positions it not only to communicate this information more effectively but to factor
this information into its own planning as a basis for enhancing its impact.
This study highlighted a number of research programs having a high community impact, including:
 Managing change for environmental sustainability in Small and Medium Size Enterprises
conducted by the Australian Centre for Sustainable Business Development;
 Investigating the impact of a web-based, ‘discussion-support’, agricultural-climate
information system on Australian farmers’ operational decision making conducted by the
Australian Centre for Sustainable Catchments;
 Enhancing the Knowledge and Skills of Advisory and Extension Agents in Mental Health Issues
of Farmers and National Suicide Prevention Strategy Project: building bridges learning from
the experts conducted by The Centre for Rural and Remote Area Health.
Page 24
In addition:
 USQ’s novel automotive industry IP, Variable Length Connecting Rod, was a finalist in “The
Australian Shell Innovation Awards” and won the People’s Choice category; has received
$50k in funding from Commercialisation Australia, and is receiving considerable interest from
industry; and
 USQ is engaged in an evaluation with the Defence, Science and Technology Organisation
(DSTO) for USQ’s “Aerolance System” intellectual property and has attracted interest from
four of the top ten international aerospace organisations.
Movement and Exposure of Staff and Students to Industry and Community Sectors
Points to note in this area include the following:
 USQ is currently involved with four Enterprise Connect Researcher in Business grants where
USQ researchers work alongside industry to develop solutions to industry problems;
 USQ is to advertise investable opportunities in the Queensland Government’s new Research
Investment brochure (DSITIA) for the first time;
 USQ and Chamber of Commerce and Industry Queensland is one of two selected potential
contractors to deliver EcoBiz, the former Queensland government sustainable business
program;
 USQ is strengthening strategic partnerships with Chamber of Commerce and Industry
Queensland through developing a large scale project to jointly deliver energy efficiency
diagnostic and awareness programs to Queensland SMEs; and
 USQ has commenced a formal partnership with Toowoomba and Surat Basin Enterprise.
Creation of Opportunities for Australian Students to Study in Asia
While USQ has a significant on-shore and off-shore international education program and has
enrolments of around 500 Australian students studying online from an off-shore base (some 35%
of whom are studying in Asia), outbound student mobility programs have not featured strongly at
USQ. The University is currently seeking to address this as part of a broader range of strategies to
increase non-research linkages between the University and Asia. Over the Compact period there
will be:
 the commitment of 12,000 Australia Awards (Asian Century) over five years to nations in Asia
to encourage people to people links with the region;
 an expansion of work and holiday program agreements with countries in Asia over time,
starting with an increase to 1,000 places in the Work and Holiday Visa program in place with
Indonesia;
 an extension of Australia Awards (Asian Century) offered to recipients in Asia to include work
placements and to support mid-career sabbaticals in Australia;
 a strengthening of the extensive alumni networks of Australian educated leaders in Asia by
providing a focal point for coordinating the networks through an Australia Awards Office;
 support for a high quality private sector scholarships that will bring future Asian leaders to
Australia;
 the use of the National Broadband Network and digital technology to boost online
collaboration between researchers, community groups, students, schools and universities in
Australia with their counterparts throughout the region;
 a nurturing of programs that promote cooperation between Australian and regional faith
communities and community organisations;
 the encouragement of sports, academic, professional and scientific communities in Australia
to become fully part of the region through collaboration and partnership arrangements; and
 competing for grant opportunities enabling outward student mobility as and when they arise.
As to the last point, USQ is exploring the opportunities created by the Commonwealth’s new
AsiaBound program – particularly in relation to creating opportunities for USQ students to access
AsiaBound grants for study with the University’s delivery partners in China, Malaysia, Singapore
and Indonesia. The feasibility of credit-bearing short study tours (of 2-4 week duration) is also
being investigated. This shorter period may be of interest to slightly older students who have
Page 25
fulltime family and work commitments, and who would otherwise find it difficult to be away for
longer periods.
Encourage Philanthropy and Industry Investment
Though USQ has benefitted from a range of fundraising activities and generous benefactors over
its history, in recent years it has hesitated in the establishment of a sophisticated advancement
function.
Most recently the University has been successful in raising donations for student bursaries, which
particularly benefit nursing students who are required to travel to complete practicums. A small
team responsible for alumni and advancement maintain these donations and, in addition, have
made strong inroads into the reconnection of alumni with the University. The last two years have
seen the celebration of Alumnus of the Year awards and the establishment of active domestic and
international alumni chapters.
However, it is USQ's view that it needs to develop a more mature Advancement function.
Opportunities in this area are actively being investigated and action is underway towards the
establishment of an endowment which will enable additional investment into its research and
infrastructure. The state of University philanthropy in Australia is being examined to determine
the most appropriate legal and organisational structure and strategy for USQ to be successful in
this challenging task.
The endorsement and support of USQ Council will be a key approval step for any initiative beyond
that which currently exists. It is anticipated that the USQ Council will endorse this activity and
over the period 2014-2016 USQ will establish an appropriate capacity to drive major campaigns
for the benefit of the University. However, as with all Advancement activity, it is unlikely that this
will bear significant fruit in the first few years of its establishment, which will coincide with the
Compact period.
Improve the Quality of Engagement Locally, Regionally, Nationally and Internationally
USQ enjoys strong links with the community and conducts a wide range of community
engagement initiatives, many of which have a proven regional, State and national impact
(a) “USQ’s regions”: In terms of defining the geographical regions with which USQ naturally
engages, the dual hub of the USQ Toowoomba and USQ Springfield campuses creates a region for
engagement in southern Queensland extending from peri-urban Brisbane west to the South
Australian border; an area in which the University enjoys close links and is working to further
improve its profile and impact.
Local engagement has been a major feature of all USQ campuses. As part of the organisational
restructure conducted in 2012, the responsibility for engaged research clearly rests with the DVC
(Research & Innovation) with the support of a new Office of Research Partnerships &
Commercialisation (ORPC); while the responsibility for coordinating the University’s extensive
civic engagement activities with the DVC (Students & Community). The Associate Director (USQ
Springfield) and Campus Academic Coordinator (Community Engagement) at USQ Fraser Coast
are charged with the responsibility for coordinating community engagement activity at each of
these campuses, respectively.

o
o
o
USQ Toowoomba:
as the original and parent campus created as a result of strong community lobbying in the
1960s, has always enjoyed a close relationship with the Darling Downs and western
Queensland;
longstanding programs of particular note include Artsworx cultural engagement with the
community, the IDEAS schools leadership initiative, the Toowoomba Flexischool for
disenfranchised youth, and the USQ Multicultural Centre; as well as a wide range of projects
conducted by USQ’s research centres as described earlier; and
a current priority for the Deputy Vice-Chancellor (Students & Community) is the development
of a strong civic engagement framework for USQ as a whole.
Page 26

o
o
o
o

o
o
o
o
o

USQ Springfield:
has embedded a community project component in all programs offered from that campus.
is investigating strategies for building on its strong Work-integrated Learning (WiL) programs
to encourage a scaffolded tiered approach to employment experience for students in
collaboration with local schools and TAFE;
has joined the Community Youth Alliance, Ipswich (involving 32 community organisations) to
contribute to strategies in three priority areas – education, early childhood and crime &
youth; and
is exploring projects relating to disaster resilience in the Ipswich community.
USQ is actively shaping USQ Fraser Coast into an exemplary outreach campus; that is, not a
general university campus but a campus that is responsive to local community and industry
needs. To meet those needs, USQ is planning to:
enhance its offerings through the campus; increase community-work integrated learning
experiences, provide development opportunities for local professionals and, enhance access
pathways;
make available the Engineering associate degree in supported external mode through USQ
Fraser Coast in 2014;
engage Human Services students at USQ Fraser Coast in the provision of services through the
local community centre;
continue to provide both education and nursing at USQ Fraser Coast with a number of
professional development opportunities for local professionals; and
explore with community leaders In Maryborough a proposal for a possible community hub to
encourage and support engagement in higher education in that socio-economically depressed
sister city to Hervey Bay.
The Queensland College of Wine Tourism (QCWT) at Stanthorpe on the southern Darling
Downs is a specialist facility operated as a joint venture between USQ and the Queensland
Department of Education and Training. USQ partners with Southern Queensland Institute of
TAFE, Stanthorpe State High School and 13 other Gateway Schools in the provision of training
from secondary to tertiary levels in viticulture, oenology, tourism, hospitality and business.
The education and training programs are developed in partnership with the wine tourism
industry. QCWT itself is a flagship community/industry engagement initiative.
To improve the coordination of USQ’s engagement efforts, and to encourage team building
around community engagement themes as a basis for promoting more high impact initiatives, the
University has established a Civic Engagement Working Group which is tasked with developing a
framework, identifying flagship programs, prioritising initiatives, securing funding to increase and
develop a coordinated approach to civic engagement at USQ, and addressing the considerable
challenge of developing workable performance metrics.
Page 27
3.3.3
Performance indicators and targets
The purpose of the engagement performance indicators and targets is to assist the University and
the Commonwealth in monitoring the University's progress against the Commonwealth's
objectives and the University's strategies for engagement.
The University will aim to meet the engagement performance indicators and targets set out in the
following table.
Note: All calendar year references below refer to the previous year’s data collection.
Principal Performance
Baseline
Progressive
Progressive
Progressive
Indicators
2012
Target 2013
Target 2014
Target 2015
Number of active
collaborations10 with
industry and other
partners in Australia
Number of active
collaborations11 with
industry and other
partners overseas
Category 3 Income
10 Collaboration
Target
2016
27
50
57
60
65
-
9
36
40
45
$4.1m
$4.5m
$4.95m
$3,552,291 $3.7m
involves active joint participation with other organisations, by contributing resources such as intellectual property, knowledge,
money, personnel or equipment, with the aim of obtaining a shared goal or objective. Straight fee-for-service arrangements, such as contracts
and consultancies, are deemed not to be collaborative and are therefore excluded. Collaboration with Cooperative Research Centres (CRCs) is
also to be excluded. This definition is in line with the ABS and OECD definitions of collaboration.
11
See footnote 8 for a definition of collaboration.
Page 28
PART FOUR: TEACHING AND LEARNING
4
TEACHING AND LEARNING
4.1
Student enrolments
4.1.1
Commonwealth objectives
The Commonwealth is committed to expanding higher education to provide high quality
opportunities for people of all backgrounds to participate to their full potential. An expanded
higher education system will educate the graduates needed for Australia's future economy, which
will be based on knowledge, skills and innovation.
The main objectives of the Commonwealth are to ensure that:
 by 2025, 40 per cent of all 25 to 34 year olds will hold a qualification at bachelor level or
above;
 by 2020, 20 per cent of undergraduate enrolments should be students from low socioeconomic backgrounds;
 national parity for Aboriginal and Torres Strait Islander students and staff is achieved over
time; and
 universities are producing graduates that meet the nation’s skills needs.
These objectives are supported through the Commonwealth Grant Scheme and, in particular, the
demand driven funding of students in bachelor level courses.
4.1.2
University strategies
Please note that USQ uses the PeopleSoft nomenclature that describes awards as “programs” and
subjects as “courses”.
Enrolment Planning Overall
The most notable features of USQ’s enrolment planning strategy for 2014 to 2016 are as follows:
 The expansion of the program offerings through USQ Springfield which will be greatly
facilitated through the completion of the Education Gateways (“EDGY”) Building for which
USQ has received significant Structural Adjustment EIF funding. Of existing programs, this
most immediately includes those relating to engineering, nursing and science (astronomy)
together with other distinctive education specialisations, with expanded community studies
and creative arts plus applied media offerings also being possibilities. Reflecting workforce
and community demand, the intention is for the Bachelor of Nursing offering at USQ
Springfield to focus on mental health nursing and Indigenous health. As indicated below a
strategy involving TAFE articulation is currently being explored to enable at least some of
these offerings to commence before the completion of the EDGY Building.
 More generally, additions to and revisions of USQ’s academic program portfolio at both
undergraduate and postgraduate levels are under consideration with their proposed offering
being subjected to the rigorous internal accreditation process described in section 3.2.2 of
this Compact. This includes changes arising from steps needed to ensure AQF compliance of
the Masters portfolio. Other programs under most immediate consideration are:
o a revised Bachelor of Laws program (moving from embedded honours to a 3 + 1 honours
model);
o a new multi-major, multi-disciplinary Bachelor of Agricultural Systems with a focus on smart
agricultural and the full agricultural business cycle;
o aligning with this, a new Masters of Regional Development and Leadership potentially with a
minor in Emergency management that may also be a Graduate Certificate;
o a new major for the Bachelor of Science in Laboratory Technology;
o a new major for the Bachelor of Health in Human Movement and Exercise;
o a new major for the Bachelor of Health in Community Well-being, and
Page 29
o
an embedded suite of postgraduate offerings in (health) clinical management and studies
including a professional doctorate.
All awards will also be required to address USQ’s emphasis on the inclusion of Indigenous
perspectives in all undergraduate awards, and, of instruction in career management; including
considerations for sustaining oneself in demanding professions such as mental health nursing.
Both of these along with the award areas themselves will make the awards attractive to a diverse
student cohort including to the large Indigenous community within the USQ Springfield
catchment.
As evident from the list above, USQ is not planning any major discipline shifts but rather focussing
on the quality and viability of its existing portfolio while expanding its focus on the primary
health, community well-being, and regional resilience.
USQ will continue to develop USQ Springfield as a major general campus and USQ Fraser Coast as
a community-needs-focussed outreach campus; while the Queensland College of Wine Tourism at
Stanthorpe will remain a specialised facility jointly operated with the Queensland Department of
Education & Training, which also incorporates a USQ learning centre. USQ’s physical presence in
western Brisbane – an area of high population growth – is particularly important to USQ’s future
and the University is working to consolidate and grow this presence.
USQ’s Structural Adjustment HESA funding is enabling the University to consolidate and enhance
its online presence both for the delivery of USQ’s comprehensive online/blended mode offering
portfolio and USQ’s comprehensive supportive student environment. USQ will be seeking through
this presence to widen and increase engagement with its accessible programs particularly in areas
of low participation where (unfortunately) the confidence to tackle online higher education is
limited both because of the level and the delivery mode. A key strategy in this is partnering with
institutions such as TAFE with the capacity to provide local support and tutoring for USQ’s online
units. To this USQ applies its partner management model that AUQA identified at the time of
USQ’s last AUQA audit in 2009 as sector best practice; with USQ approving tutors and retaining
control of curriculum and assessment.
More specific advice is provided below for each area, as requested:
(a) Sub bachelor planning: In seeking to successfully provide accessible, relevant and quality
higher education to one of the nation’s most diverse student cohorts, USQ places major strategic
emphasis on its provision of enabling courses, of pathways, both internal and through
partnerships particularly with TAFE, and where professionally appropriate, of diplomas and
advanced diplomas.
USQ is a national leader in the provision of a university entry program; USQ’s Tertiary Preparation
Program (TPP) is both offered on-campus and on-line. USQ remains committed to the provision of
TPP although the progression and retention rates for such a program cannot be expected to reach
those of standard undergraduate programs. USQ is piloting intensive TPP during the summer to
widen school-leaver participation. Another a growing aspect of USQ’s enabling programs is the
provision of the English Assistance Program for students from non-English speaking background
(NESB) domestic students.
USQ recognises that first-in-family students are encouraged by the provision of shorter duration
embedded awards. USQ’s Associate Degree in Engineering is the most striking example of this
with enrolments in the first offering of the Associate Degree in Civil Engineering through USQ
Springfield significantly exceeding those accompanying the Bachelor of Engineering although
most students have indicated their intention to go on to Bachelor level. USQ has developed entrylevel diplomas that provide access to a range scaffolded awards with enrolments in these
programs expected to grow slightly.
Along with the above-mentioned partnering to provide support for USQ’s external programs, USQ
is also looking at dual award offerings with TAFE where they too provide for increased
participation in the full spectrum of higher education awards and value-add through reverse
articulation. Current areas under consideration are early childhood, nursing, business (hospitality)
Page 30
and engineering. Also discussed has been inclusion of the Certificate III in Fitness (personal
trainer) in the proposed Human Motion and Exercise major.
(b) Bachelor degree planning: Much of the commentary relevant to this has been provided in the
initial strategic summary. Three further points are:
 the focus on the development of majors within degrees will be accompanied by a review, and
where appropriate, the teach-out or revision of existing majors;
 USQ has completed an audit and follow-up actions to ensure all honours degrees are AQF
compliant; from 2014, USQ will introduce the (Hons) teaching out the Bachelor of
Engineering with Hons, and the 3 + 1 model for the Bachelor of Laws; and
 within the Bachelor of Education, USQ intends to diminish emphasis on “ordinary” primary
school teaching and encourage participation in value-add combinations such as with middle
school teaching, disciplinary specialisations, special education and physical education.
(c) Postgraduate planning: As evident from the initial strategic summary, USQ is looking to
enhance its postgraduate coursework portfolio with attractive and relevant continuing education
options. Through this, USQ is seeking to increase its domestic fee paying (Fee HELP) student
numbers.
The main focus of USQ’s postgraduate CGS load remains in education. Again USQ will be seeking
to diminish the emphasis on “ordinary” primary school teaching. USQ will be closely scrutinizing
the potential impact of a mandatory two years Masters of Teaching on participation from LSES
backgrounds and on the CGS load profile.
In 2012 USQ underwent a review by DIISRTE and subsequent negotiation (in good faith by both
sides) of the postgraduate awards in which it offers CGS places against the requirements for
Ministerial approval. From 2014, the University will look to offer CGS places in USQ’s Juris Doctor
and Master of Education subject to consultation with the department. USQ will also seek CGS
places for (school) guidance and counselling. There may need to be some other changes arising
from USQ’s efforts to ensure its Masters offerings are AQF compliant.
For greatest flexibility to respond to student demand and varying cluster demand profiles, USQ
would prefer to be able to treat its postgraduate and sub-degree CGS load allocations as one
“bucket”.
USQ would also like to point out the managing the approval to offer CGS places in only some
majors of a Masters award is problematic; if only because students are not locked into majors. It
is also seen by students to represent discrimination by the University.
(d) Medical planning: USQ does not currently intend to seek medical places over the period 2014
to 2016. Nonetheless USQ will continue to explore opportunities to partner in the provision of
medical or post-qualification medical education (especially in the generalist rural speciality) that
will help address the health work-force of its source communities and regions. For the same
reasons, as mentioned earlier, USQ will be looking to new postgraduate offerings in clinical
sciences and management.
Page 31
4.2
Quality
4.2.1
Commonwealth objectives
A focus on teaching and learning quality underpins the Commonwealth’s vision for Australia to be
one of the most highly educated and skilled nations in the world.
The Commonwealth has made a commitment to provide more autonomy to universities through
the removal of funding caps on Commonwealth supported bachelor level places. In turn, the
Commonwealth requires the University to participate in the higher education quality
arrangements which are overseen by the Tertiary Education Quality and Standards Agency. The
arrangements are designed to support academic autonomy while ensuring that the achievement
of standards can be demonstrated and that there is a strong focus on enhancing the quality of
teaching and learning while expansion of the higher education system meets national
participation ambitions.
The Commonwealth’s commitment to quality is demonstrated through initiatives such as the
Office for Learning and Teaching, which provides a suite of grants, awards and fellowships to
recognise quality and promote innovations in learning and teaching.
The University also has obligations under the quality and accountability requirements in Division
19 of HESA. This compact does not change those obligations.
4.2.2
University strategies
There is too little recognition given in the sector to institutions such as USQ which have and
largely remain the workhorses for the nation’s broadening higher education agenda; and which
have led the way in achieving the consistent and across-the-board quality in learning & teaching
required to successfully teach to a highly diverse student body. At USQ, quality is not achieved
through restricting student enrolments to students identified as strong independent learners. It is
achieved, purely and simply, through excellence and innovation in learning & teaching and
student support.
As noted in the USQ Strategic Plan 2013-15 (p. 6): “Accessibility, engagement and relevance
continue to characterise USQ’s education offerings. The University continues to achieve positive
outcomes for one of the world’s most diverse student populations, with its graduates highly
sought after both within Australia and globally. Through innovation USQ harnesses emerging
technologies to enable collaborative teaching and individualised learning for its students
regardless of lifestyle. We inspire teachers and learners alike. …
USQ remains the best place for students to complete their first qualification and we have built our
reputation as “the university for a lifetime”. USQ develops lifelong relationships with its students
that often see them return to the University as the employment market and students’ life goals
require them to return to study. An increasing number of students enrolled elsewhere choose to
enrol for individual courses at USQ capitalising on the flexibility that USQ provides.”
The Quality of Learning & Teaching
USQ recognises that attaining its strategic goal of providing a high quality personalised learning
experience for all students regardless of their background, location or stage in life is aspirational
and requires significant foundational and continued development.
A refreshed USQ Learning & Teaching Policy that applies to all members of the USQ community
who contribute to the quality of the learning & teaching experience of our students, is due for
consideration Academic Board on 30 July 2013. It confirms learning & teaching as the
cornerstone of USQ’s activities and establishes USQ’s expectations in regard to standards of
learning & teaching.
In terms of key principles, USQ will:
 develop, maintain and evaluate regularly a learning & teaching environment conducive to
effective learning and excellent teaching;
Page 32



use a range of approaches and strategies to promote excellent learning & teaching;
apply specified minimum expectations; and
require all USQ students to use the University approved digital learning environment.
(a) Staff development initiatives: The platform for USQ’s activities in this area includes:
 the development of the Personalised Professional Development (PPD) framework aligned to
the USQ Strategic Plan 2013-2015 approved by the Learning & Teaching Committee of
Academic Board (before replaced by a refreshed Education Committee) in November 2012 this document is available for review;
 the initiation of the development of an online learning model currently being tested
successfully across a range of programs and intended for ongoing implementation from
2013; and
 the re-development of the new academic staff induction program - a personalised multimodal program developed and trialled from 2013.
The University will maintain a portfolio of professional development and training activities within
a flexible conceptual framework and implemented through a coherent, comprehensive
professional development plan. Staff are supported through the various phases of their academic
life from pre-commencement, induction and early career through ongoing development during
mid-career, recognition as experts including membership of the USQ academy and beyond USQ as
adjunct staff. As such, this framework underpins a holistic approach to academic support and
professional development which is intended to meet the needs of academics developing as
professional teachers in higher education and who are facilitating and supporting the student
learning journey.
The portfolio of activities and projects will be rolled out and monitored from 2013-16.
(b) Supporting, fostering, disseminating and embedding good teaching practice: USQ has
multiple strategies for embedding preferred teaching practice in University operations. The suite
of strategies is in place to influence the design and development of courses and course materials
and the delivery practices of teachers. It is the University's intention to iteratively adjust and
develop programming throughout the 2014-2016 Compact period based on recently developed
and current programming.
Professional development activities, as outlined above, represent an important approach that
complement direct support of learning design, course development, and educational technology;
while embedding values through policy formation, managerial committee structures, and
performance review are also import elements of supporting desired teaching practice. The
following are examples of some methods used to embed good teaching practice:
 Learning Innovation Teaching Enhancement (LITE) is a team-based, collaborative form of
professional development that supports faculty academic staff to enhance learning and
teaching. LITE teams are made up of a range of support staff from these areas who work
with faculty academic staff on learning & teaching enhancement projects nominated by
faculties. Through LITE teams, USQ has adopted an approach to embedded professional
development as a core method for implementing the Personalised Professional Development
(PPD) framework that provides relevant, contextualised assistance to staff in faculties.
 Visiting Scholar workshops provide opportunities for USQ staff to be exposed to ideas and
theoretical underpinnings from scholars working beyond the institution. In 2012 these
workshops involved 277 academic staff as participants in 25 presentations and workshops.
 “Professional Development on Demand” is another faculty embedding strategy designed to
provide just-in-time pedagogical development for lecturers. The approach includes
workshops requested by academic staff and those conducted within LITE Team activity as
well as individual consultations between academic staff and academic learning support staff
seeking assistance with learning & teaching issues.
(c) Recognising and rewarding good teaching practice: The University has an awards system
aligned to the Office of Learning and Teaching (OLT) priorities and processes that form a
Page 33
developmental pathway for academic staff from faculty, through institutional to national
recognition. Faculty Awards operate from a standard set of guidelines that is applicable across
each of USQ's faculties and aligns with USQ as well as the OLT initiatives. Within this framework,
each faculty manages the decision making processes for selection which enables consistency of
timelines, stipends, criteria, and panel processes and supported by OLT. In the coming years USQ
intends to extend rewards to include USQ Teaching Awards, and USQ Program Awards in an effort
to embrace a broader scope of work. Although the general awards categories will remain
constant during the Compact period, the criteria will evolve as capacity develops and will
continue to focus recognition on learner success and the University goal of personalised learning.
As well as recognising and rewarding good teaching practice, award processes are seen as a basis
for identifying and disseminating best practice and innovation in learning & teaching.
Promotion Arrangements
Academic promotion processes treat the two categories of teaching and teaching scholarship, and
research in an equivalent manner for academic staff. (The third category is that of service.) Such
staff members can assign the same range of weightings to each; consequently for each, there is a
required minimum and a permitted maximum. However, only staff members in teachingspecialist or research-only positions can zero the weighting for research or teaching, respectively.
There are published qualitative descriptors for the promotion panel members scoring of each
category.
How Teaching is Informed by Research
Since the Murray reforms of the 1950s, research has been recognised as a core element of what it
means to be a university in Australia. “Performing world class research and being recognised for it
… can be a major driver in attracting the best and brightest students to our programs in the highly
competitive higher education market. Performing well in research generally raises esteem and
reputation, thus over time, building the value of undergraduate and postgraduate degrees
awarded” (USQ Research Plan 2013-15, p. 1). A strong research culture sets the required tone of
innovation and scholarship within the university; inspires, informs and challenges all academic
staff; and, in a vein not dissimilar to that achieved by securing strong links with industry, adds
immeasurable rigour and excellence to the learning & teaching program.
Research and scholarship inform teaching via a range of channels. The first of these is by
academic and professional staff members being actively engaged in staying at the fore-front of
their academic area through their own research and scholarship and that of their colleagues. USQ
has a strong tradition of teaching teams, consisting of at least course examiners and moderators,
who share responsibility for ensuring that curriculum and assessment stays current. In most of its
disciplines, USQ is distinguished by a very strong active engagement in the application of research
and scholarship to communities and the professions. A number of USQ academic staff members
are on relevant state and national bodies; remain active in their profession and on professional
bodies and undertake accreditations, and, engage in industry research and consultancies.
Supporting this, USQ has a number of groups active in educational research and scholarship, and,
associated with these a number of channels by which developments in teaching practice can be
disseminated to other staff. The Australian Digital Futures Institute (ADFI) is a leading example of
the former, and, the Learning Teaching Support section and the a large number of academic
Communities of Practice maintained by the University, are examples of the latter.
The link between learning & teaching and research is also being pursued through a range of
initiatives to provide multi-disciplinary experiences for USQ’s undergraduate students. For
example, USQ is exploring means by which its strengths in STEM-related research can be utilised
to raise the experience of pre-service education teachers in mathematics and science with a view
to breaking down the barriers that are currently impacting negatively on the teaching of
mathematics and science in schools.
Page 34
Student Engagement
Student engagement is an activity that spans the whole University and is supported through each
of USQ’s four major divisions, Academic, Academic Services, Research & Innovation and Students
& Communities.
USQ has established a Student Engagement Advisory Committee (SEAC). to take leadership on
issues and opportunities impacting on the student experience for all student cohorts at the
University and to develop a USQ Student Engagement Framework - chaired by the Deputy ViceChancellor (Students & Communities) and including representatives from all faculties, campuses,
student organisations and departments. The committee will facilitate the development of
coherent and structured approaches to maximising student engagement across the University;
and improve student retention by creating opportunities for students to successfully participate
in University life, improve awareness and utilisation of services, and generate a closer sense of
community.
The following are examples of specific student engagement strategies:
 Over the past twelve months, USQ has extended its relationship with prospective and current
students through strong engagement and retention strategies by means of social media
platforms, including Facebook, Twitter, LinkedIn, Pinterest, YouTube and student blogs. In
2012 the University launched the mobile version of its website to support the increase in
smartphone use across all demographics.
 A ‘Phoenix Central’ presence has been established on all three USQ campuses primarily to
assure the need for higher profile on-campus engagement activities in response to growth in
enrolments. Phoenix Central also manages the Student Amenities Fee and student
representation requirements, and covers services left unattended by the USQ Student Guild
withdrawing from certain student support related services including Sport, Events, Clubs and
Societies.
 Meet-Up program provides a range of peer-led support strategies intended to assist first year
students to orient to study in their chosen discipline while providing leadership opportunities
for later year students who are trained as peer leaders. External and on-campus students
engage with and are motivated by peer leaders in discipline-specific and generalist groups in
face-to-face, blended and online environments. Data shows positive student engagement
with, and evaluations of Meet Up initiatives over more than 20 years.
The Meet-Up program’s objectives are to:
 provide a social learning platform where students can engage with discipline learning via
group participation with their peers
 improve students’ learning skills, including thinking and reasoning, independence and
reflection
 provide students with useful and successful study strategies and techniques
 develop leadership skills in student leaders
 provide feedback to academic staff on students’ needs and expectations
 serve as an explicit example of USQ and Faculty support for students
Meet-Up continues to attract students in on-campus sessions while the growth in the accessing of
Meet-Up Forums, which are made available from course study desks, is clear in the data gathered.
Meet-Up is held in high regard by all stakeholders including lecturers and students. Meet-Up
Leaders are contributing to a growing pool of student leaders at USQ and are regularly offered
other leadership roles within the university. On graduation, Meet-Up leaders find their role as a
Meet-Up leader a contributing factor to their being offered a position in the workforce in their
chosen career. Some leaders are choosing to stay at USQ for post-graduate studies.
 Physical and virtual Learning Centres provide access to tutors who are able to build academic
language and learning skills as well as basic mathematics and statistics skills. Workshops,
intensive bridging modules and personalised support are all intended to increase confidence,
persistence, success and retention. A trial of the SmartThinking online interface enables
students out-of-hours access to academic language and mathematics support which benefits
Page 35



distance students, in particular. Learning analytics are increasingly being used to provide
data for evidence to inform practice.
Academic Developers in Learning & Teaching Services (LTS) collaborate with staff in faculties
on curriculum design projects intended to enhance approaches to teaching which support
student centred learning. Although these activities happen in a number of forums, USQ has
started to institutionalise capacity through the initiation of Learning Innovation Teaching
Enhancement (LITE) teams, discussed above.
The Integrated StudyDesk Project aims to deliver a learning and teaching environment that
has improved learning experiences for students. Four sub-projects will create the key
elements of a consistent, familiar digital learning platform and build capacity and capability
of academic staff.
The Student Personalised Academic Road to Success (SPARS) project aims to develop a
systems-based ‘health check’ approach to supporting students. Its benefit will be delivered
through linking academic student support to the University student learning journey – via a
student driven learning approach. As SPARS will be embedded in the USQ Customer
Relationship management (CRM) environment, it will provide information about the forms of
support that a student has utilised and so build a ‘knowledge base’ concerning that individual
student and their needs and deliver a range of learning analytics to serve the university
decision making.
A review of student support and engagement services and strategies is currently underway to
ensure that a coherent range of services is available to all students regardless of mode of study or
location.
Student Outcomes
USQ has a core institution-wide commitment to strongly supporting its students to achieve their
study objectives. A significant proportion of USQ’s undergraduate student population are older
non-school-leavers often already experienced employees who are studying externally. USQ
students are provided with a range of opportunities to develop generic and professionally
relevant attributes and skills. In those programs in which placements are required, students are
typically required to study and demonstrate basic skills prior to those placements; which can
entail external students attending campus for intensive residential schools. In the few programs
where there are no placements requirements, there is normally at least an elective workintegrated learning (WiL) subject option - not mandatory, in recognition that not all students
require such experience.
Community-based learning is a particular feature of the USQ Springfield learning experience. USQ
Springfield has long-established WiL programs in place in Business, Law and Sciences, and is
starting to build links in Engineering. The Campus maintains a WiL Facilitator position to build
strong and mutually beneficial relationships with local Ipswich and Brisbane businesses and
industry, and to link students with suitable local employers for workplace placements. As the
placement proceeds the WiL Coordinator also supports the course leaders as they assume
responsibility for the academic experience and outcomes in the form of the project report
delivered at the end of the placement. At the completion of their placement an evaluation is
completed by the student and the host organisation to receive feedback and to identify
outcomes, successes and challenges of the placement.
Students report a significant increase in knowledge and skills relevant to their profession making
them more ‘work ready’ and employers improve their appreciation of the expertise graduate
students bring to the job. Many have secured employment as a result of their placements.
Professionally relevant basic research skills – including underpinning skills such as critical thinking,
analysis and information management - are developed in the later years of all degrees; and
similarly assessed. Many students are exposed to research through the active engagement of
USQ researchers in teaching. (As mentioned above, standard academic staff must demonstrate at
least adequate achievement in both areas to obtain promotion.) Recognising that students often
Page 36
first go into employment before considering further study including research training, USQ
continues to develop a range of flexible graduate pathways into research higher degrees that
include professional doctorates.
Beyond the academic provisions for improving student outcomes, USQ provides comprehensive
career development and advisory services that encourage students to engage with career
engagement from their first contact with the University. These services have pioneered online
career services in Australian higher education; including an award-winning virtual careers-fair.
Finally, the point is made again that the student-oriented culture that continues to pervade USQ
means that academic and professional staff members generally display an over-commitment to
assisting and supporting students in achieving their study objectives. The unsolicited positive
feedback on this expressed via many channels remains striking as does the more formal measures
achieved despite USQ having one of the nation's more diverse student populations and operates
with significant fiscal discipline.
Note: All calendar year references below relate to projects and awards in that calendar year.
Principal Performance
Baseline Progressive
Progressive
Progressive Target
Indicators
2012
Target 2013
Target 2014
Target 2015
2016
Number of active learning
and teaching projects
supported by the PELTHE12
program where the
University is the lead
institution
Number of active learning
and teaching projects
supported by the PELTHE13
where the University is a
partner institution
Number of citations for
outstanding contributions to
student learning
Number of awards for
teaching excellence
Number of awards for
programs that enhance
excellence
12 Promotion
1
2
3
4
5
0
3
5
6
7
2
4
6
8
10
0
2
4
6
7
0
1
2
3
4
of Learning and Teaching in Higher Education - the program providers learning and teaching grants, awards and fellowships and is
administered by the Office for Learning and Teaching.
13 See
footnote 10 for definition.
Page 37
Grants and Awards
2006
Carrick
Awards for
Excellence in
Teaching
Awards for Programs
and Services that
Enhance Learning
Citations for
Outstanding
Contributions to
Student Learning
Grants (Lead
Institution)
Grants (Partner
Institution)
2007
Carrick
2008
ALTC
2009
ALTC
2010
ALTC
2011
ALTC
2012
OLT
2
1
0
0
0
0
0
0
2
0
0
0
0
0
5
5
6
4
3
3
2
1
1
1
1
1
4
1
4
2
0
1
1
2***
7#
AAUT= Australian Awards for University Teaching, pre 2006
Carrick = Carrick Institute for Learning & Teaching in Higher Education, 2006-7
ALTC = Australian Learning and Teaching Council, 2008-2011
OLT = Office for Learning and Teaching, 2012.
***includes Promoting Excellence funding which was only on offer in 2007.
#Discipline –Based initiative Funding was only on offer in 2007 – escalation due to receiving four grants under this scheme.
4.3
Equity
4.3.1
Commonwealth objectives
The Commonwealth is committed to a fair and equitable higher education system that provides
equal opportunity for people of all backgrounds to participate to their full potential and the
support to do so.
In particular, the Commonwealth has an ambition that by 2020, 20 per cent of higher education
enrolments at the undergraduate level will be people from low socio-economic status (SES)
backgrounds.
The Commonwealth expects all universities to play a part in meeting the Commonwealth's higher
education participation ambitions, consistent with the objectives and regulatory requirements of
Commonwealth funding.
The Commonwealth funds a range of programs to encourage and support access to and
participation in higher education by people from low SES backgrounds and other underrepresented groups, including the Higher Education Loan Program and Student Income Support.
The Commonwealth will monitor the University’s equity performance through the reporting
requirements and evaluations of programs and initiatives. The University’s performance in
meeting equity objectives will also be linked with teaching and learning Performance Funding
targets.
Universities have obligations under the fairness requirements in Division 19 of HESA. This compact
does not change those obligations.
Page 38
4.3.2
University strategies
Overall Approaches to Broadening Educational Access, Participation and Outcomes
As noted earlier in this Compact, a major element of USQ’s stated mission is broadening
educational participation and USQ can lay claim to a consistent record over more than four
decades of operation for supporting access and equity as a mainstream institutional activity. As a
result, the University:
 has one of the most diverse student bodies in the sector, as reflected in the annual IPP –
consistently ranked in the top 5 in the sector for LSES students (by postcode indicator) and
for regional students; and in the top 10 in the sector for Indigenous access and participation;
 maintains a wide range of equity and outreach programs, including an extensive suite of
schools outreach programs to raise higher education and professional careers awareness in
local schools; including numerous programs specifically in the areas of STEM;
 provides support for a broad range of pathways into higher education study, including longrunning preparatory/bridging programs, extensive articulation arrangements with TAFE
across States, and a close association with the nationally award-winning Toowoomba FlexiSchool for disenfranchised youth;
 maintains a broad scholarships program funded through a range of sources;
 maintains programs for students with very high support needs – including an extensive
correctional centres program that provides opportunities for incarcerated students to study
while in custody, a strong support program for refugee-background students, and the
piloting of a Residential Academic Intervention program for at-risk LSES students;
 has built on our history of recognised leadership as a distance education provider to forge
our strengths in blended mode and personalised learning – aiming to address the needs of all
students regardless of background, location or individual circumstances; and
 addresses the challenge of providing for the high support needs of a significant proportion of
our students through a strong student-centred culture, systems and technological
innovation, and a relationship management approach that covers all stages of the student
learning journey.
USQ has a well established framework for its student support based on meaningful engagement
at all points of the student learning journey – from first contact through to graduation and
beyond. Key elements of this approach include the following:
 An extensive Student Relationship Officer (SRO) program that sees each student assigned a
specific SRO for their full time at the University. USQ’s SROs work alongside each and every
student, stretching them to achieve their goals while anticipating their needs and providing
them with timely and relevant information and support. SRO’s strive to connect students to
their chosen future, aiding them in their quest for fulfilment. They help students achieve
their goals by supporting them through challenges and celebrating their successes. USQ’s
Student Objective Orientated model focuses on the establishment of a long-term
relationship by ensuring every student is connected with their SRO from their initial
enrolment. The SRO Network proactively manages and anticipates known student
transaction and service points while continuing to monitor and improve results. They are
empowered to tailor services within an agreed framework and encouraged to also maintain a
focus on the efficiency and effectiveness of our processes.
 Learning Support at USQ is provided under the collective of ‘The Learning Centre’ (TLC),
supported by trained academic staff and learning advisors, is one of a suite of academic
support services provided for on-campus and distance students at USQ. Most services
operate in blended form, offering face-to-face and virtual opportunities for students to
access such support. Services tend to target USQ’s low SES, ‘first-in-family’, refugee and
mature learners returning to study after breaks of many years.
 The Meet-Up program aims to provide academic assistance to students through the
development of their academic learning skills and their understanding of discipline concepts
to enhance their academic performance and develop a sense of learning community. This
Page 39



assistance is provided in on-campus sessions and/or online environments by trained student
or peer leaders who facilitate activities, exercises, problems, or practice opportunities in
collaboration with lecturing staff. The program also aims to contribute to the establishment
of a body of student leaders at the University and assist with the development of student
leadership skills.
Online support is being expanded through new initiatives implemented in 2013 and intended
to provide learning support for students at all levels of study. For example, piloting of 24/7
access to academic writing and mathematics support using an online option provided by
SmartThinking will be evaluated in 2013 for its efficacy as a means of expanding support to
our distance learners, particularly those studying in isolated regions and different time zones.
Innovations such as the Student Personalised Academic Road to Success (SPARS) initiative
that provides a ‘health check’ based approach to supporting the academic student journey.
The SPARS project is being rolled out in 2013 as a means to provide self-diagnostic support
with targeted online resources in a personalised integrated study planner format. Initial
evaluations show very positive student uptake of pilot projects.
The collection and recording of individual student objectives via student analytics and
utilizing this information to provide customized student support outcomes.
The University will continue to strive to maintain its leadership in broadening educational
participation by employing the following strategies over 2013-16:
 conducting a Social Justice Review with a view to securing an even more strategic approach
to access and support functions resulting in improved and more effective coordination of
social justice initiatives across the institution;
 the ongoing provision of multiple pathways through enabling programs and a full range of
diploma programs for under-represented groups including those from NESB/CALD and
refugee backgrounds, incarcerated students and rural and remote students.
 - extending and increasing the range of scholarships for disadvantaged students including
the provision of residential scholarships for rural and remote students and those
experiencing financial hardship;
 continued enhancement and expansion of regional, rural and remote school outreach
programs featuring school based mentoring, tertiary tasters, campus engagement and career
development and aspiration building programs;
 the provision of ongoing intensive support and services for students with a disability and the
ongoing enrichment of the student experience for disadvantaged students from diverse
backgrounds by providing access to quality health, welling being, welfare and support
services and raising awareness of these services;
 building and maintaining long-term relationships and formal and informal partnerships with
local communities including schools, universities, non-profit organisations, industry and local
and state government aimed at widening participation and mobilising women in the
workforce in rural and remote areas through education and training opportunities;
 providing courses aimed at increasing student self-esteem and self-efficacy in mastering
academic tasks;
 awarding extra university entrance score points to students from low SES and rural, regional
and remote areas;
 creating and adopting University-wide equity principles for curriculum development and
renewal;
 providing early detection and intervention programs for first year students at risk; and
 building student engagement, belonging and cultural capital through the provision of the
following mainstream activities: professional services (academic, pastoral and professional
development); peer mentoring and networking programs and opportunities; academic skills
support; and social engagement opportunities (e.g. clubs and societies, social spaces, student
residential spaces, student/committee representation around institutional policy making and
decisions).
Page 40
USQ’s ‘New Additional Equity Group’ for Compacts Purposes
USQ attracts and supports students from all recognised disadvantaged groups. However, for the
purpose of the first Compacts process, the University was obliged to nominate ‘a second equity
group’ in addition to a consideration of LSES. For this purpose USQ nominated Aboriginal and
Torres Strait islander students as its ‘second equity group’. With this group now required to be
considered by all universities for the second Compacts process, USQ has been asked to nominate
a ‘new additional equity group’. For this purpose, USQ nominates students from non-English
speaking backgrounds (NESB). Within the USQ community, this group includes Culturally and
Linguistically Diverse (CALD) students who are first or second generation migrants to Australia and
students from refugee-backgrounds residing in the immediate local catchments of USQ campuses.
The following points are noted:
 USQ has a long-standing commitment to multiculturalism – being one of the first universities
in Australia to put in place a Multiculturalism Policy in 1995 and maintaining the USQ
Multiculturalism Centre as a community research and engagement unit since 2004.
 As a regionally-headquartered university with a high proportion of its students studying at a
distance, USQ traditionally has enrolled a proportion of NESB students that appears relatively
low compared with urban-based universities. However, USQ has maintained a significant
international program for nearly three decades and so has a strong record with CALD
students who exhibit many similar needs to students from NESB.
 USQ’s projected growth targets for students from NESB in 2014-2016 will be reached largely
through the population dynamics of its local student catchments.
o Toowoomba and the Darling Downs has received a significant influx of people from refugeebackgrounds over the past decade and remains the third largest refugee settlement area in
Queensland; with initial waves of settlement made up of people from southern Sudan but
more recently being made up of Francophone people from the Congo, as well as from Eritrea
and Ethiopia. [The Refugee Council of Australia has declared the Toowoomba Region as a
Refugee Welcome Zone - one of only three local council areas in Queensland so recognised];
and
o USQ Springfield campus in outer western Brisbane services a very large Pacifika population
(particularly Maori, Samoan, Papua New Guinean and Fijian) in Ipswich City and Logan City; as
well as other migrant groups from NESB (particularly Vietnamese) in one of Australia’s highest
population growth areas. NESB student populations can be particularly high in certain schools
– for example, Glenala SHS has 60% of its students Maori or Pacific islander.
o [Students from NESB do not form a significant component of the USQ Fraser Coast student
catchment.]
 The NESB students enrolled at USQ tend to have high support needs and typically do not
achieve high GPAs. Strategies designed to improve success for these students include:
o a position of Refugee Support and Student Inclusion Officer is maintained with the Open
Access College at the USQ Toowoomba campus to make available programs to preparatory
and commencing CALD students on a needs basis in areas such as e-literacy and academic
skills development, and to generally support CALD students at all stages of study;
o bridging pathways involving English language program and university preparatory program
have been secured for domestic NESB prospective students by successfully adapting longestablished pre-tertiary pathways and programs for international students from NESB; and
o USQ Springfield is in the process of establishing a ‘Pacifika arm’ of its successful Building
Engagement and Aspirations through Mentoring in Schools (BEAMS) program to target the
particular needs of this group;
o arrangements are in place that afford NESB students special academic provisions, such as
access to a dictionary and additional time in examinations; and
o to position USQ for continued improvement of provision to students from NESB over the
course of the Compact period, a major investment has been made in 2013 on projects
specifically targeting this group.
Page 41


o
o

A project is underway to improve the identification of NESB students based on improving
self-identification, and improving the collection of data collection and analysis on this group
to inform decision making.
Through its Social Justice Faculty Fund competitive grant scheme, the Faculty of Arts and
Faculty of Education have been awarded $100,000 in funding to undertake two separate
projects over two years aimed at increasing the retention and success of NESB students.
The Faculty of Arts, in partnership with the Open Access College and Faculty of Business &
Law, is conducting the ‘CALD to Success’ project which aims to develop a database that
identifies and tracks LSES NESB students’ transition to university and their ongoing retention
and success. By identifying key barriers to their transition and success, the program aims to
promote solutions to successful student achievement and staff awareness of these barriers.
The Faculty of Education’s Retention: English for Academic Completion Help (REACH) program
targets identified students-at-risk of failing and engages with them to complete their first year
of studies. The project will develop an academic English course for delivery over three
semesters with the aim of improving first year retention rates; with a view to eventually
embedding this English program into mainstream courses.
A Toowoomba-based program that has received funding through the University internal
Equity Incentive Fund is aimed at enhancing the cultural transition of students from NESB to
higher education by developing their intercultural social and communication skills. Learning
and teaching staff will also be supported through training in intercultural competencies for
improving cultural literacy.
4.3.3
Participation and Social Inclusion Targets
Proportion of domestic undergraduates who are from a low SES background
Baseline for improvement target: To be determined
Principal
Performance
Indicators
Excellence Target
2014
Reward Payment
(target for 2013
students)
To be determined
2015
Reward Payment
(target for 2014
students)
To be determined
2016
Progress target
(target for 2015
students)
To be determined
Improvement Target
Outcome
To be determined
-
To be determined
-
To be determined
-
Proportion of domestic undergraduates who are from another underrepresented group
Baseline for improvement target: x% (Either 2009 or average of 2008 and 2009 data)
Principal
Performance
Indicators
Improvement Target
Outcome
Page 42
2014
Reward Payment
(target for 2013
students)
To be determined
-
2015
Reward Payment
(target for 2014
students)
To be determined
-
2016
Progress target
(target for 2015
students)
To be determined
-
4.4
Teaching and Learning Infrastructure
4.4.1
Commonwealth objectives
The Commonwealth is committed to the development of world class higher education
infrastructure. A contemporary, technology rich, well designed and equipped campus
environment has a positive influence on staff and student performance and satisfaction.
While the responsibility for capital infrastructure development and maintenance rests with the
University, the Commonwealth’s commitment is demonstrated through programs such as the
Education Investment Fund. Universities also utilise Commonwealth Grant Scheme funding for
capital works and maintenance.
The Commonwealth will monitor the University's infrastructure performance, through the
Institutional Performance Portfolio/CAMS.
4.4.2
University strategies
Notes with regard to learning & teaching infrastructure
USQ manages a suite of ICT based systems that are used to enhance the student learning
experience, both with their studies and in relation to preparing for their future career. It does this
by providing a coherent set of online tools to allow students to interact not only with their
teachers, but also with each other and in a variety of modes (text, audio, and video). USQ is
committed to providing these services in a secure space, so that students can feel free to share
their learning journey with their fellow students, but also, when a student is ready, they may
share their learning more broadly with prospective employees.
Importantly, from USQs perspective, the systems that are used allow both on-campus and offcampus students to interact freely, thereby enhancing the learning experience by minimising the
barriers traditionally associated with distance education delivery.
A case study in learning & teaching infrastructure design – USQ Springfield EDGY Building
USQ has received $41.9 million in funding from the Australian Government’s Education
Investment Fund (as part of the Structural Adjustment Fund) for the Education Gateways (EDGY)
Building at the USQ Springfield Campus. The EDGY Building is a glass, steel and concrete structure
with a gross floor area of approximately 10,000m across four above-ground levels. The Building’s
design significantly strengthens the overall coherence of the USQ Springfield campus, enhancing
aesthetics and improving efficiency. The building is strong in ecologically sustainable
development (ESD) features and will achieve a 5 Star Green Building Council of Australia rating.
The ESD components balance the provision of a comfortable environment with a reduction in
energy consumption.
The design of spaces and their locations within the Building is structured to encourage
collaborative learning as well as blended learning opportunities. The Learning spaces are designed
to facilitate a variety of opportunities for teacher/student inter-relationships between standard
didactic modes and more open collaborative modes.
The accommodation in the EDGY Building is primarily structured around learning and teaching
functionality themes, namely:
Category 1 – Configurable Learning Environments
The focus in these areas is on the provision of a range of learning options such that students are
able to configure their own personal learning journey experience, both physical and virtual. As
their preferences vary, they will be able to choose the option that best suits their particular needs
thus enabling a richer learning experience in an attractive and engaging environment. The
provisions will also support outreach and engagement activities.
Page 43
Category 2 – Collective Learning Environments
These areas will provide spaces for ongoing innovation in more structured class-based and larger
informal-group education activities including, but not limited to, mixed presence (physical and
virtual) classes, workshops, break-out groups, collaborative learning and teamwork.
Category 3 – Applied Learning Environments
These areas focus on innovation in applied (“hands-on”) learning and teaching, particularly
simulated learning environments and laboratory spaces. All spaces will be flexible to
accommodate multiple disciplines as well as multi- and inter-disciplinary use, digitally connected
to provide for remote access, and adaptable to the demands of a broad variety of professional
training.
Category 4 – Education Consortium
This area provides accommodation for the cohorts of staff involved in activities supporting the
expansion of participation and enrichment of the student experience. The shared common
spaces are intended to encourage interaction and synergisms amongst staff.
The performance of the University estate
The performance of the University estate has been improving since 2010. USQ chose to adopt a
Strategic Asset Management (SAM) approach to the management and development of the built
estate in 2011. Since that time various planning linkages, systems, process and databases have
been developed and implemented to inform both the performance of the estate and also
investment decisions around estates development, retirement and renewal.
The SAM framework continues to develop and in 2013 it is intended to strengthen the linkage
between corporate planning cycles and estates planning by expanding the content of the planning
templates and creating stronger relationships from the estates planning to the Capital Asset
Management Plan (CAMP). This will result in a CAMP that more closely reflects the influences of
student and staff load, academic product variation and pedagogical development.
For USQ the operation of the physical estates represents a significant portion of the enterprise
expense and consequently increasing focus is being placed on using the assets efficiently. The
Tertiary Education Facilities Management Association (TEFMA) has some excellent resources
regarding space management and also measuring the utilisation of space. The University adopted
the TEFMA model in 2009 and since that time has undertaken space utilisation audits to
determine performance and will continue to do so. Space audits are only the beginning though
and USQ has committed to not only performing the audits but to act upon the results.
For 2013, the focus for USQ will be on the retirement or repurposing of older building stock. This
involves projects around three buildings at the Toowoomba and will reduce the overall GFA and
improve utilisation of similar spaces elsewhere on the Campus. In parallel, the University is
challenging itself around other consolidation opportunities and also the teaching window, within
which spaces are available for use. The repurposing of space may involve making the space
available for external leasing thereby retaining the asset for future contingency whilst offsetting
the holding cost, adding to the campus activity levels and providing an estates platform for
activity with strategic partners.
To manage the growth of the estate USQ is considering the following internal policy
enhancements:
 For the period 2013-16; not less than 500m2 per annum will be repurposed for external
revenue or retired from circulation.
 Excluding existing projects, there will be no net increase in the estates GFA.
Other instruments may also be considered to create appropriate drivers for efficient space use,
including internal space charges as part of a revised budget model.
 USQ key performance indicator for utilisation: Utilisation % = Occupancy % x Frequency %
(as per the TEFMA standard).
Page 44
While optimising the utilisation of the estate is key, that outcome will also be influenced by the
estates condition and the extent to which it is fit for purpose.
For USQ, condition assessment is a relatively new capability, with the first condition assessment
data being collected in 2009/10 by internal trade staff. While the data has been useful it is not as
complete and consistent as it needs to be. For 2013, the Facilities Management and Finance areas
are collaborating to leverage off the annual revaluation exercise to embed a review and update of
the condition assessment data by the valuation provider. This will result in a fresh perspective and
an enhanced data set to inform the Capital Asset Management Survey return later in 2013.

USQ key performance indicator for condition: backlog maintenance value as % of Asset
Replacement Value
The final part of the estates picture is of course how fit for purpose are the spaces, particularly in
light of some of the significant changes in the pedagogy.
For 2013, USQ will focus on developing a model for categorising the various types of pedagogy
support functions required from a space and then assessing the space against the model. This will
result in spaces being classified as suitable for particular pedagogy models and not suitable for
others. We also anticipate a Facilities Functionality Index to be derived from this exercise.
Developing a clear understanding of the fitness for purpose will also allow for a balanced portfolio
approach to be taken to the repurposing (or refitting) of these spaces against the academic
portfolio of the University, and this will in turn be reflected in subsequent CAMP developments.
The completion of these three core areas will represent a significant portion of the SAM
framework and position the estate as a strategic enabler for USQ.
Page 45
PART FIVE: RESEARCH AND RESEARCH TRAINING
5
RESEARCH AND RESEARCH TRAINING
A range of research and research training performance indicators and targets are proposed in this
section. Principal Performance Indicators are compulsory and institutions may voluntarily
nominate optional performance indicators and targets considered reflective of individual
institutional goals.
The Commonwealth recognises universities have diverse missions and, consequently, targets and
performance will vary between institutions. Each university should develop performance
indicators and targets to reflect its individual performance and strategic direction.
5.1
Research performance and research capability
5.1.1
Commonwealth objectives
The Commonwealth encourages excellence in research performance and the strengthening of
research capability. Particular objectives are to:
 progressively increase the number of research groups performing at world class levels, as
measured by international performance benchmarks; and
 promote collaboration, amongst universities, across sectors, between researchers and
industry Australia and internationally.
The Commonwealth, through the Australian Research Council (ARC), conducts the Excellence in
Research for Australia (ERA) which evaluates the quality of research undertaken at Australian
universities by discipline against international benchmarks. ERA is used to assist in determining
funding in the Sustainable Research Excellence in Universities program administered by the
Commonwealth.
5.1.2
University strategies
USQ has had a Research Centre’s Policy in place since 2005 which has seen the institution
increasingly focus its research effort on identified priority research areas involving
multidisciplinary teams; and the two ERA rounds conducted to date indicate that the University
has several areas of research strength to build on. However, investment in research at the
University has been insufficient over the last decade to enable the University to keep pace with
developments in the sector. This was identified as a major area of priority for USQ when the
current administration commenced in 2012, and steps have been taken to address this situation.
At the March 2013 meeting of USQ Council, approval was given to a major new Research Plan for
the period 2013-2015 as well as approval for the allocation of a Strategic Research Fund that will
see $10M additional investment per annum over the next triennium as a basis for consolidating
the institution’s research focus, significantly building the research culture and capacity of the
University, and forging strategic research partnerships. This very significant investment is based
on the imposition of fiscal discipline that is enabling the University to achieve significant surplus
budgets-commencing from 2012.
A major emphasis is to ensure that USQ is “grounded in our communities and industries and
aligning our research around the issues that leverage interest, investment and partner
commitment” (USQ Strategic Plan 2013-15, p. 11). Active research and scholarship is also seen as
critical to informing USQ’s learning & teaching; both directly in terms of such initiatives as
providing pre-service teachers exposure to active research as a basis for achieving graduate
teachers who are better informed and more confident in teaching STEM subjects; and indirectly
through the vibrant academic culture that a strong research program engenders.
Increase the Number of Research Groups Performing at World Class Levels
A Strategic Research Fund (SRF) has been established to invest in USQ Research Priorities. The SRF
is a major component of the platform to enhance our research performance and obtain our
research goals. It will be invested to continue the development of Research Program Teams
Page 46
(RPTs) in our Research Priorities. It is anticipated that the majority of the funds deployed will be
for the appointment of postdoctoral fellows (Levels A/B) and mid-career researchers (Levels C/D).
USQ appreciates the challenges of recruiting and retaining high quality staff in a competitive
employment market, and so is putting an emphasis on focussing on and building on its proven
strengths “… to be among the world’s leaders in a number of core areas”; which is achievable
through a “strong strategic focus” and committed strategic investment (USQ Strategic Plan 201315, p. 10). Critical to building research capacity are sustainable research programs which are
those that continually secure external funding to support their research activities. As such, the
track record of the RPTs to develop and maintain a sustainable research program is a SRF
investment criterion. Other SRF criteria are alignment with the Research Priorities, the quality of
the research program and its potential impact. The performance of RPTs receiving funding from
the SRF will be managed accordingly.
The recruitment of high quality Research Program Teams, who would be expected to bring with
them Category 1 grants and a track record to produce further funding in this category, will form
the basis for USQ increasing its Category 1 income; supported by strategic investment through the
University’s Strategic Research Fund.
Research leaders and active researchers will be identified to allocate more research workload to
allow them to be more competitive and thus increasing ERA results in their research area. In
addition, a grant development program will be implemented to improve the quality of the
University’s grant submissions and funding success rate. This will include grant mentoring, and
external expert review of grant proposals. The grant development program will be managed by
the new Director of Research Training & Development.
The funding from other USQ internal research funds will be consistent with the focused research
strategy.
Promote Collaboration Between Researchers to Improve Research Performance
“Coupled with [USQ’s research strengths and priorities]…., the Institute for Agriculture, and the
Environment and Institute for Regional Resilience will be formed. These new institutes will be
umbrella organisations that combine research capacity from existing centres and faculties. They
will not be separate structures within USQ but will serve to break down researcher isolation and
promote collaboration across the university to garner critical mass in our Research Priorities. An
Executive Director for each institute will be appointed from within USQ to lead these flagships,
providing strategic direction of research, mentorship, research training, external collaborations,
publication strategy, and co-ordination of major funding initiatives. Memberships to these
institutes will be available to researchers who wish to belong” (USQ Research Plan 2013-15, p. 3).
The following strategies will be employed over the Compact period:
 USQ will establish a new framework for its core research activities based on two new
multidisciplinary structures - the Institute for Agriculture and the Environment, and the
Institute for Regional Resilience – as described above;
 the Research Management Committee (RMC) will be formed during 2013 as the core
management structure for the University’s Research & Innovation Division. Its members will
be selected from the Executive Directors of Institutes, Associate Deans of Research, Directors
of Centres, Director of Office of Research & Higher Degrees, Directors of core research
support offices and other researchers within USQ; and
 a management framework that integrates research initiatives and activities throughout the
University will be introduced.
Building Areas Performing at World Standard as Evaluated by ERA
The following strategies will be employed over the Compact period:

The major thrust of the USQ Research Plan 2013-15 is to improve USQ’s research
performance through:
Page 47
o
o

o
o
strategic focus and significant investment in establishing and developing the capacity of two
Research Institutes in area of recognised strength; as well as
developing and aligning USQ’s RHD program to these Institutes and the University’s identified
Research Priorities under a new position of Director of Research Training & Development.
In addition:
emerging areas of strength, as identified by scores of 2 in the last ERA ranking are now having
more strategic funding used to move them to 3s in the next ERA round; and
an in depth understanding of the drivers of ratings will be undertaken and actions
implemented to optimise our ratings in specific Field of Research codes.
Approach to Under-performing Areas
The discussion for this overlaps with that made above concerning strategies to: ‘Increase the
Number of Research Groups Performing at World Class Levels’.
Management information on performance will be routinely monitored and action taken as
necessary to address under-performance at all levels.
A discussion of under-performing areas is also included under 5.2 Research Training below.
Develop Research Capacity in Areas of Strategic Importance
“A fundamental component of obtaining excellence is focus. As such USQ will focus its research
efforts into its core area of agriculture and the environment and emerging areas of regional
systems, digital futures, computational mathematics and biomedical sciences. These are USQ’s
Research Priorities.” (USQ Research Plan 2013-15; p. 2)
As discussed above, the University will focus on developing RPTs within the research priority areas
that will also help to promote collaboration. USQ’s core areas of strength are in the area of
agriculture, environment and landscape as well as regional resilience. These areas scored at world
class levels for ERA and the plan in place is to increase these teams and collaborative partners to,
in turn, increase their ERA performance.
Additional consideration: Culturally- sensitive Research Protocols
The following strategies will be in operation during the Compact period:




USQ follows the Values and Ethics: Guidelines for Ethical Conduct in Aboriginal and Torres
Strait Islander Health Research (2003) and has three Indigenous representatives on the
University’s Human Ethics Review Committee;
HDR supervision training policy will be changed with the introduction of the Director of
Research Training to reflect a culturally sensitive protocol;
USQ’s Centre for Australian Indigenous Knowledges (CAIK) is assisting with ensuring that
USQ’s research protocols are culturally- sensitive; and
a cross-cultural awareness training program is being tailored to the needs of the Research &
Innovation Division.
Page 48
5.1.3
Performance indicators and targets
The purpose of the research performance and the research capability performance indicators and
targets is to assist the University and the Commonwealth in monitoring the University's progress
against the Commonwealth's objectives and the University's strategies for research performance
and research capability.
The University will aim to meet the research performance and research capability performance
indicators and targets set out in the following table.
Principal Performance Indicators
ERA 2010
ERA 2012
ERA 2015
Target
Number of disciplines, as defined by two-digit Fields of
Research (FoR), performing at world standard or above
(3, 4 or 5)
3
3
4
Number of disciplines, as defined by four-digit FoR,
performing at world standards or above (3, 4 or 5)
1
0
2
Disciplines the University commits to
demonstrating substantial improvement
in as defined by two-digit FoR and/or
four-digit FoR
Disciplines nominated in
2011–13 Compact
Disciplines nominated in
2014–16 Compact
FoR 01, 02 and 07
Disciplines were not
specified in the 2011-13
Compact
FoR 01, 02 and 07
Note: All calendar year references below refer to the previous year’s data collection.
Principal Performance
Baseline
Progressive
Progressive Progressive
Indicators
2012
Target 2013
Target 2014 Target 2015
Target
2016
Category 1 income
$2,068,281
$2,000,000
$4,500,000
$5,000,000
$6,000,000
Category 2 Income
$1,983,865
$2,000,000
$2,500,000
$2,500,000
$3,000,000
Number of joint
research grants in
Australia
22
9
17
20
25
Number of joint
research grants
overseas
7
-
1
2
2
Number of jointly
supervised PhD
students in Australia14
35
37
40
43
46
Number of jointly
supervised PhD
students overseas15
16
19
12
15
15
14
Please provide the number by headcount of jointly supervised HDR students enrolled in your institution who have a supervisor from an external
organisation in Australia (examples include someone from a government organisation, hospital or another university).
15 Please provide the number by headcount of jointly supervised HDR students enrolled in your institution who have a supervisor from an
external overseas organisation (examples include someone from a government organisation, hospital or another university).
Page 49
5.2
Research training
5.2.1 Commonwealth objectives
The Commonwealth encourages excellence in the provision of research training. Particular
objectives are to:
 support research excellence and develop an internationally competitive research workforce
in Australia through high quality research training;
 develop an internationally competitive research workforce in Australia through high quality
research training; and
 significantly increase the number of students completing higher degrees by research over the
next decade.
5.2.2 University strategies
Note has been made of the major developments in the building of research culture and capacity
that are arising from the USQ Research Plan 2013-15 and the accompanying Strategic Research
Fund approved by USQ Council in March 2013. Building the University’s Research Higher Degree
(RHD) capability is a major component of USQ’s overall Research strategy. Central to USQ
achieving its Research priorities and goals is capacity building, and fundamental to this is
continuing to develop integrated Research Program Teams (RPTs) driving research program(s)
consisting of several projects.
Enhance the Quality of Research Training Provided
RHD students play an important role in the University’s research program and achieving
excellence in the RHD program is hence a critical factor in the University achieving the
improvement it is seeking through its new Research Plan. This excellence in RHD training is
achieved through ensuring high quality projects aligned with USQ’s Research priorities, best
practise supervision, and an enrichment that comes from studying in a high quality learning
environment informed by a multidisciplinary, innovative and collaborative research culture.
 In relation to the ensuring high quality projects, the alignment with USQ’s Research Priorities
and therefore USQ’s RPTs will be a consideration in the selection of the Australian
Postgraduate Award (APA) and USQ Postgraduate Scholarships.
 With respect to RHD supervision, the University will ensure that all future RHD students will
be supervised or co-supervised by an RPT leader or active researcher who has undertaken
the required supervisor training.
 Securing the high quality training environment and research culture required is discussed in
dome detail in section 5.1.2 of this Compact. Enhancing the quality of the research training
provided represents the primary responsibility of the new position of Director of Research
Training & Development; who will develop and implement an Excellence in Research Training
program which will be both RHD student and supervisor focused.
Support for the Completion of Higher Degrees by Research (HDR)
Putting in place the increased support of supervisors and aligning our research areas with our
research priorities, as well as appointing a Director of Research Training & Development will help
to further the current support that the HDR student team currently offers. This Director will work
closely with each Faculty Associate Dean (Research and Research Training) to collectively ensure
the quality of the HDR student experience as well as implementing prompt and effective
responses to any emerging issues that may be impinging on a student’s progress. USQ’s strong
culture of valuing and caring for its students provide a strong base to build on.
To further quality assure the RHD student experience including their research training, various
metrics including RHD student progression, retention and completion rates along with results in
the RHD student experience questionnaire, are part of the integrated quality monitoring and
enhancement process through which the University monitors its institutional key performance
indicators. Improving the quality and timeliness of the management information available to
inform decision making is a major priority.
Page 50
Enrolment of HDR Students in High Quality Research Environments
USQ’s overall strategic approach to research as articulated in the USQ Strategic Plan 2013-2015, is
underpinned by a significant investment by the University in the Research Program Teams (RPTs)
in the identified areas of research focus. This investment and the associated performance
expectations will support and require these to provide high quality research environments. To
further drive excellence in research training, the alignment with these Research Priorities and
therefore the RPTs will be a consideration in the selection of future Australian Postgraduate
Awards (APA) and USQ Postgraduate Scholarships. Outside of these, students will only be
permitted to enrol if the quality of the intended research environment the research supervision
available and the proposed project have been ascertained by the University to be of acceptable
quality.
Provide HDR Students with Generic Skills and Innovation Capabilities to Communicate with
Groups Outside of Academia and to Support their Productivity in a Wide Range of Employment
Contexts
USQ’s focus on applied industry/community research, including a significant involvement in
contract research, provides substantial opportunity for the University’s RHD students to
undertake their training in contexts with strong industry involvement and exposure.
USQ’s Academic Board and Academic Division have identified in their forward work plan a review
of USQ’s HDR awards. Current USQ policy permits up to a semester of coursework in the PhD;
therefore a question for the review will how that facility might be best utilised. A key component
of these considerations is the embedding into the awards of the necessary skills and knowledge
development components to firstly lay the foundations for progression through the doctorate,
and secondly to enhance their employability and broaden their employment options post-award.
It is to be noted that USQ’s focus on applied research often in partnership with industries or
industry bodies does itself assist students to obtain skills and networks that contribute to their
productivity and employability post-graduation. USQ considers this also a key strategy in
increasing the attractiveness of the PhD to domestic students. In addition, commercialisation
training is to be included in the Excellence in Research Training initiative.
It should also be noted that USQ has a highly successful suite of professional doctorates that are
generally coursework awards but typically include a substantial research requirement – to the
degree that a proportion qualify as HDR awards. These awards are particularly successful in
allowing students to undertake higher degree research that is relevant to their source profession
and, often, to their own workplace - contributing to advancement and innovation in ways that are
particularly relevant to the students and their workplace. USQ’s has demonstrated an ability for
supporting part-time, mature-age, under-represented and external students to succeed in these
HDR studies; a pleasing example of this is USQ’s graduation in 2011 of two Indigenous doctorate
students.
Further to this, graduating researchers capable of sustainable research careers, able to
continually obtain external funding, will be both beneficial to the researcher and to USQ Hence,
the University is considering the introduction of more short-term post-doctorates to assist
graduates and their supervisors achieve the publications that a doctorate should normally yield
and which a crucial to laying down the necessary track record.
To allow for this a research career development program will also be implemented
Page 51
Approach to Under-Performing Areas
USQ is dedicated to ensuring that HDR students are trained in the highest quality research
environments. To this end the USQ Research Plan 2013-15 includes the following strategies:
 Appointment of Director of Research Training & Development and implementation of the
Excellence in Research Training program.
 RHD Students must be supervised or co-supervised by a RPT Leader or researcher who has
completed the Excellence in Research Training program.
 Alignment of RHD scholarships and USQ’s Research Priorities to ensure the strategic
alignment of RHD scholarships to areas of strength.
 Implementation of Research Career Development Program.
5.3
Performance indicators and targets
The purpose of the research training performance indicators and targets is to assist the University
and the Commonwealth in monitoring the University's progress against the Commonwealth's
objectives and the University's strategies for research training.
The University will aim to meet the research training performance indicators and targets set out
in the following table.
Note: All calendar year references below refer to the previous year’s data collection.
Principal Performance
Baseline
Progressive
Progressive
Progressive
Indicators
2012
Target 2013
Target 2014
Target 2015
HDR student load
274.4
275
272
280
HDR student completions
7
15
15
16
by masters
HDR student completions
40
58
60
60
by doctorates
Page 52
Target
2016
290
18
62
PART SIX: GENERAL PROVISIONS
6
GENERAL PROVISIONS
6.1
Compact Review
6.1.1 The Commonwealth and the University will review the compact annually. This review will
be a mechanism for considering progress made towards agreed goals outlined in this compact.
Compact review will aim to ensure that the Commonwealth and the University will continue to
focus on key objectives and strategies and will be an opportunity to consider developments that
may impact on the compact or trigger a need to change the compact.
6.1.2 To facilitate this review the Commonwealth will produce an annual Institutional
Performance Portfolio and the University agrees to contribute to the annual Institutional
Performance Portfolio Information Collection (IPPIC). The Commonwealth will consult with the
higher education sector on the information collection requirements and any issues arising from
the IPPIC process.
6.2
Privacy and information sharing
6.2.1 Subject to clause 6.2.2 below, the University acknowledges and agrees that any
information it provides to the Department for the purposes of this compact, may be accessible
under the Freedom of Information Act 1982 and may also be:

published by the Commonwealth in any manner in accordance with any legislative
requirement;

used by the Department for any purpose of the Commonwealth, including dealings with
other Commonwealth or State or territory agencies;

used in reporting to or answering questions from a Minister of State of the Commonwealth
or a House or Committee of the Parliament of the Commonwealth; or

disclosed where the Commonwealth is required or permitted by law to do so.
6.2.2 The Commonwealth and the University agree to carry out their roles under this compact
in accordance with any obligations they have under the Privacy Act 1988 or any state or territory
law relating to the protection of personal information.
6.3
Changing the Compact
6.3.1 Either party may propose changes to this compact at any time. Any variation to this
compact is to be in writing and signed by the University's, and the Commonwealth’s
Representatives.
6.4
Notices
6.4.1
A party wishing to give notice under a provision of this compact:
a. must do so by sending it to the other Representative set out in clause 6.4.2; and
b. must, if a response is required to the notice, set out the time in which the response is
to be given;
6.4.2
The Representatives are:
a. University Representative
Professor Jan Thomas
Vice-Chancellor and President
University of Southern Queensland
Toowoomba QLD 4350
Ph: 07 4631 2168
E-mail: vc@usq.edu.au
Page 53
b. DIICCSRTE Representative
Division Head
Higher Education Group
Department of Industry, Innovation, Climate Change, Science, Research and Tertiary
Education
GPO Box 9839
Canberra ACT 2601
OR
compacts@innovation.gov.au
6.5
Dictionary
In this compact, unless the contrary intention appears:
‘Department’ means the Commonwealth Department of Industry, Innovation, Climate Change,
Science, Research and Tertiary Education or any successor.
‘HESA’ means the Higher Education Support Act 2003 and includes any subordinate legislation or
Ministerial determination made under that Act.
‘Institutional Performance Portfolio’ (IPP) is a report which provides an historical record of a
university's performance based on information provided by the University and an analysis of the
Higher Education Data Collections. An IPP will be prepared by the Commonwealth for the
University annually using the latest available data.
‘Institutional Performance Portfolio Information Collection’ (IPPIC) is a set of Commonwealth
instructions requesting that universities provide a submission to the Commonwealth, endorsed by
the University's chief executive, that includes student, staff, financial and research
information needed for the preparation of an Institutional Performance Portfolio for that
university.
‘Minister’ means the Minister for Tertiary Education, Skills, Science and Research.
‘Mission’ means the University’s Mission set out at Part One of this compact as amended in
accordance with the variation provisions in this compact from time to time.
‘TEQSA’ means the Tertiary Education Quality and Standards Agency.
‘Term of this compact’ means the period set out in Part B of the Context of this compact.
‘University’ means University of Southern Queensland, ABN 40 234 732 081
Page 54
Signed for and on behalf of the University of Southern Queensland
by
……………………………………………………..
Signature
…………………………
Date
Professor Jan Thomas
the Vice-Chancellor and President
In the Presence of:
.....................................................................................
WITNESS
.....................................................................................
Full name and occupation or profession of witness (Please print)
SIGNED for and on behalf of
THE COMMONWEALTH OF AUSTRALIA
by
……………………………………………………..
Signature
…………………………
Date
Mr David de Carvalho
the Head of Division
of Higher Education Division
of the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education
a Delegate of the Minister for Tertiary Education, Skills, Science and Research
In the Presence of:
.....................................................................................
WITNESS
.....................................................................................
Full name and occupation or profession of witness (Please print)
Page 55