2014-16 Mission-based Compact
Between:
The Commonwealth of Australia
and
University of the Sunshine Coast
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
10
Part Three: Innovation and Engagement
14
Part Four: Teaching and Learning
23
Part Five: Research and Research Training
37
Part Six: General Provisions
44
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 the Sunshine Coast
ABN 28 441 859 157
A body corporate under the University of the Sunshine Coast Act 1998
Of
90 Sippy Downs Drive
SIPPY DOWNS QLD 4556
(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.
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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
The University of the Sunshine Coast (USC) is in the third year of implementation of a five-year
strategic plan (2011-2015). The University’s mission and strategic priorities are embodied in this
plan. The plan makes it clear that USC remains committed to its original dedication to quality
teaching, community engagement and participation in higher education, including for traditionally
under-represented groups. To these has been added greater focus on graduate outcomes,
development of quality research (especially applied research with industry), broadening of the
institutional footprint, development of international relationships, and overall impact at the
national level.
USC’s strategic plan has four key priorities. These relate to opening up access to higher education
for new populations, striving to create the conditions for high standards and success for all
students, ascending the rankings in research performance, and ensuring USC is a robust and
connected institution into the future. These priorities are expressed as (i) enable access to the
USC experience; (ii) deliver quality teaching, learning and graduate outcomes; (iii) build research
productivity and output significantly; and (iv) develop USC for a sustainable future.
Before explaining the key strategies that are designed to realise USC’s mission over the next
period, it is essential to elaborate on the concept of “the USC experience” because it is central to
all of these priorities. USC believes it offers a higher education experience distinguished by a
range of features. The USC experience comprises a combination of environmental, education and
research, and social characteristics. These include its sub-tropical coastal location north of
Brisbane, the qualities of both the natural and built environment, and the full university
experience available on a busy campus. In addition, USC provides a face-to-face education that is
research based and includes technology enhanced learning and teaching as well as contemporary
learning spaces. It offers excellent access to highly qualified staff, opportunities for community,
workplace and international experiences, and approaches to the design and delivery of programs
aimed at success for all students. For research students in particular, the USC experience offers
opportunities to contribute to productive research groups addressing significant research
problems relevant to the region and with application to the wider world. It also involves being
part of partnerships with the best researchers working on these research problems in Australia
and overseas. In combination with positive academic and social support services, this learning
and teaching environment consistently produces strong ratings for the quality of teaching and
high levels of student satisfaction. In these ways USC enables students to experience the best of
both worlds: a world class higher education while enjoying the amenity of an attractive regional
environment, which for most is also their home environment.
The USC experience also applies to staff. In addition to the intrinsic rewards of helping to create a
successful higher education experience, often for students who would otherwise not have the
opportunity to extend their education, USC staff also enjoy a very attractive physical and
professional environment. In teaching, research and engagement, and administration, all USC
staff are able to express their commitment and creativity in shaping the future of the institution.
At USC the capacity to make a lasting contribution to achieving the institutional mission is greater
because foundational steps are still being taken. Complementing this, USC continues to make
significant strategic investments in the professional development of its staff. USC provides very
Page 7
good access to programs, time and resources for its staff in order to accelerate the advancement
of staff capability and job satisfaction. This enables USC to enhance institutional performance and
increase its contribution to the quality of Australian higher education. All of this means that in
their daily work lives USC staff have the opportunity to capitalise on the best of the traditional
university experience while also contributing to the development of a modern institution.
Returning to the four strategic priorities of the next five years, enabling access to the USC
experience entails recruiting and supporting a diverse student population, developing a vibrant
and healthy University community and identity, engaging with the regional community through
educational, cultural, creative, economic and recreational activities, and extending learning
opportunities throughout the wider region. Key strategies include development of student
pathways, transition initiatives, and support for student progression; development of studentcentred approaches, technology enhanced learning, flexible learning spaces, and access to
enriched learning experiences, such as international opportunities; developing cultural and
sporting life and facilities on the campus for students, alumni, staff and the community; and
increasing engagement with the region and partners, including overseas universities, through
significant joint projects.
Delivering high quality teaching, learning and graduate outcomes involves embedding academic
excellence in all teaching and learning activities, supporting diverse learning and teaching styles to
maximise student participation and success, offering innovative programs, in particular through
strategic partnerships, and producing graduates with knowledge, skills, and attributes to succeed
in a rapidly changing world. Key strategies include strategic recruitment, professional
development, promotion and reward of staff, program innovation, and student enrichment
programs; major new investment in blended learning capacity, inclusive curriculum design
(including an emphasis on Indigenous perspectives), and more coordinated student social and
academic support; development of combined program offerings with partner universities and
TAFEs, and engagement of industry, business and the community in program delivery; and gaining
external recognition for the quality of programs and anticipating workplace developments in
provision, design and delivery of programs.
Building research productivity and output significantly means strengthening research capability,
developing research groups in disciplinary and cross-disciplinary areas, focusing research on
regionally relevant and strategic areas, and leveraging research outputs to enable productive
partnerships. Key strategies include developing institutional and research infrastructure,
developing research leadership and the research workforce, and strengthening higher degree
research programs; supporting productive existing research centres and developing at least one
new centre in a proven area of research strength in the health area, and strengthening strategic
research partnerships with other universities and research agencies; continue to build research,
research training and innovation around significant research problems relevant to the region and
with application to the wider world; and actively pursuing engagement with CRCs and similar
state and national research initiatives.
To sustain the University's positive research trajectory a number of actions have been taken. A
Pro Vice-Chancellor has been appointed, key focus areas of research strength have been
identified and a research fellowship scheme initiated. The University continues to build
productive relationships with research intensive organisations and has been successful in jointly
acquiring research infrastructure with partnering universities. Partnerships with State and
Commonwealth departments have proven fruitful with the establishment of the Forest Industries
Research Centre. It is anticipated that the new Sunshine Coast University Hospital will provide
new opportunities for research collaboration. The significance of HDR students to research
capacity is also recognised and a staged and targeted approach to increasing student numbers has
been designed to ensure students receive the support and training they require while
complimenting research in the University's key focus areas.
The university has a record of success in innovation working with government and industry in its
research strength areas of aquaculture, forests and coastal sustainability. Potential research
Page 8
linkages and opportunities are also promoted through the Sunshine Coast Innovation Centre.
Established by the University in 2002, the Innovation Centre aims to create new jobs and new
industries for the Sunshine Coast. It includes a Business Incubator and Accelerator and has
supported the start-up and growth of over 100 businesses.
Developing USC for a sustainable future includes enabling staff to manage change and contribute
to achievement of the mission, investing in and continuously improving information management
systems, business processes, and workforce planning, advancing the University through key
strategic partnerships, and maximising opportunities to develop well designed, technology-rich,
sustainable University sites. Key strategies include investment in development of staff capability,
strategic development of a workforce closely aligned to institutional strategy, leadership
development, and maintenance of competitive employment conditions; expansion of ICT
capacity, renewal of key institutional systems, and extended data management and its application
to decision-making processes; systematic approaches to developing partnerships to advance core
activities, and development of collaborative capabilities; and extending the University’s footprint
through strategic partnerships, advancing flexible delivery capacity, and maintaining USC’s
commitment to environmental sustainability.
USC’s vision is for it to be recognised nationally and internationally for excellence in teaching,
research and engagement while remaining relevant to its region. The mission as described above
will enable it to realise this vision. The coming period in the University’s development is focused
on achieving critical mass and the economies of scale that will allow it to invest in quality
improvement in teaching, research and engagement, and thereby attract the significant external
resources that can help realise a more substantial profile, performance and culture. It is hoped
that this Mission-based Compact will represent a major milestone in collaboration between USC
and the Commonwealth in enhancing the quantity and quality of higher education in Australia,
and in particular, in the coast and hinterland area that includes the local government regions of
the Sunshine Coast, Gympie, Fraser Coast, Moreton Bay, and Somerset.
The key performance measures of the Strategic Plan 2011-2015 are:
Access and Engagement
 12,000 students by 2015
 Low SES participation
Learning and Teaching
 Student satisfaction
 Graduate outcomes
Research Output
 Research grant income
 Weighted publications
 Higher degree by research candidate load
 Higher degree by research candidate proportion in selected areas of research strength
Sustainable Future
 Employment cost as a percentage of total revenue
 Operating margin
 Capital improvement: proportion of total income invested from operating funds
 Staff opinion survey outcomes
 Increase in load across multiple sites
 Energy efficiency rating
 System sustainability
Page 9
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
The University has a commitment to increase the opportunities available to Aboriginal and Torres
Strait Islander people in higher education and as such has decided to implement an initiative to
recruit, retain and support Indigenous people as early career academics. The aim is to increase
the number of Indigenous people in academic positions at USC, provide them with support to
facilitate career progression and enable them to act as role models and mentors for other
Indigenous staff and students.
The most fundamental thing USC can do to enhance ATSI access and outcomes is expand its reach
into communities with higher proportions of ATSI populations. USC is opening a major site on the
Wide Bay Institute of TAFE campus at Gympie and is offering, in the first instance, nursing,
education and TPP programs. The Gympie region and the area to its north and west to which USC
is reaching out, has a relatively high ATSI population (2.3% of all 15-64year olds compared with
1.4% of all 15-64year olds on the Sunshine Coast).
To increase the number of Indigenous people employed at USC all USC vacancies, scholarships
and pathways to continued education are circulated to Indigenous community networks,
employment officers and Indigenous employment agencies. Career services that enhance the
Page 10
employment outcomes of Indigenous peoples, including work experience and internship
opportunities for students at USC have also been developed.
The University of the Sunshine Coast supports the Universities Australia (UA) Best Practice
Framework for Indigenous Cultural Competency in Australian Universities (2011) and aspires to
achieving the five central cultural competency principles and recommended practices. The UA
Guiding Principles, in conjunction with the Eidos “Indigenous Sunrise Project – A School to
University Pathways Project” report (2009) and Behrendt Report (2012), are key documents
informing the development of student and adult learner pathways to tertiary study at USC,
strategies to maximise higher education completions, and promotion of excellence in teaching
and research in Indigenous studies.
The University’s Buranga Centre works to support the University-wide vision for Aboriginal and
Torres Strait Islander students to enjoy the same life opportunities as non-Indigenous Australians
in a society which values equality, diversity and the contributions of all. USC strongly believes that
the collaborative approach and activities undertaken by the Buranga Centre (that is dedicated to
supporting Indigenous students) and the University have consistently demonstrated successful
outcomes in the participation, retention and success of its Indigenous students over the past
decade, providing opportunities which will improve health, lifestyle and career progression for
graduates, their families and communities. USC has achieved increasing numbers of Indigenous
student enrolments from 2004 through to 2012, with the success ratio of those students
consistently exceeding the Queensland ratio since 2004, and retention exceeding state and
national outcomes for almost ten years.
University Plans
The success of the University’s Indigenous students demonstrates the effectiveness of integrated
strategies, involving a continuum approach from recruitment through to faculty support, and
graduate career guidance. The University of the Sunshine Coast 2011 - 2015 Strategic Plan
identifies and commits to a collection of values that guide and direct pursuit of its vision and
everyday operational priorities. Three of these values are directly relevant to the University's
commitment to Aboriginal and Torres Strait Islander education:
 Engaging in and responding to the community's intellectual, cultural and economic needs.
 Adopting consultative processes and ethical behaviour in all activities.
 The advancement of human rights within a tolerant and inclusive society, in which respect of
Indigenous and international peoples is fundamental.
The USC Top Level Plan 1 - "Enable access to the USC experience", includes aspirational targets for
Indigenous student participation among its performance measures.
The USC Top Level Plan 2 - "Deliver high quality teaching, learning and graduate outcomes",
includes embedding Indigenous perspectives in curriculum design, as a key strategy.
The University's Indigenous Employment and Career Development Strategy
(www.usc.edu.au/iecds) details a framework for increasing employment and career opportunities
for Aboriginal and Torres Strait Islander people, and demonstrates a commitment to resourcing
and supporting these outcomes. Twenty-one (21) Indigenous staff were employed by the
University in 2012. USC aspires to raise the percentage of Indigenous staff to better reflect the
percentage of Indigenous students at USC (2% in 2011).
The University's 2009-2011 Reconciliation Action Plan (www.usc.edu.au/rap) was the first wholeof-university RAP to be endorsed by Reconciliation Australia. The initial review and subsequent
launch of the 2012-2014 RAP was held in May 2012.
Through its Equity Policy, the University seeks to address racial discrimination and overcome past
disadvantage of students and staff in equity groups.
Page 11
Faculty and Department Initiatives
USC is a partner in the More Aboriginal and Torres Strait Islander Teachers Initiative (MATSITI)
through the Buranga Centre and Education programs. The national 4-year initiative aims to
increase the number and professional capacity of Indigenous teachers in Australian schools. An
Aboriginal and Torres Strait Islander Education Sub-Committee was established at USC to provide
strategic and cultural guidance.
The Education program plan also supports Top Level strategies through goals including:
 Developing pathways for different groups of students, including low SES and Indigenous
students, into teacher education.
 Undertaking a curriculum review of inclusion of Indigenous perspectives as part of the
program development and review process.
The Student Life and Learning Operational Plan articulates specific strategies for targeted
promotion of the Tertiary Preparation Pathway program, and accommodation-based support for
Indigenous students who have relocated in order to undertake higher education. This aims to see
an annual increase in the number of commencing Indigenous students enrolling in USC programs,
and enhanced rates of success and completion for continuing students.
Student Recruitment and Success
Indigenous post-graduate scholarships and designated identified academic appointments were
established in 2012.
Indigenous students are actively recruited through a range of equity initiatives including:
 Pursuing growth in Aboriginal and Torres Strait Islander student enrolment through links with
community organisations, schools, TAFE and other RTOs  Partnership with the Australian Indigenous Mentoring Experience (AIME) program
commenced on campus in 2011.
 Partnership in the Northern Region, Future Indigenous Leaders Program (2011 and 2012),
providing leadership, aspiration and skill building activities with school students from
Caboolture to Bundaberg.
 The Buranga Centre is a member of the Sunshine Coast Indigenous Network Group.
 “Murri Pathways”, a collaborative strategy established in 2008 by Education Queensland –
Sunshine Coast Indigenous Education Unit, USC, Sunshine Coast Institute of TAFE (SCIT),
North Brisbane Institute of TAFE(NBIT), and the Department of Employment, Economic
Development and Innovation (DEEDI), Australian Defence Force Recruitment, Centrelink and
North Coast Aboriginal
Corporation for Community Health. The group delivers
presentations to Indigenous students in Sunshine Coast, Cooloola and North Brisbane high
schools.
 Promoting workplace learning opportunities and experience available through the
Indigenous Cadetship Support Program.
 The Indigenous Employment and Career Development Strategy also identifies peer
mentoring of Indigenous early career researchers, and targeted promotion of research
assistance schemes, as actions to build Indigenous research capacity.
 Targeted scholarship opportunities  Including scholarships for Headstart students (in Years 11 and 12 of high school).
 www.usc.edu.au/Students/Future/FinancialAssistance/ScholarshipsBursariesPrizes/Indigeno
usScholarships
 Indigenous Alternative Entry Program.
 Tertiary Preparation Pathway alternative entry.
 Headstart entry.
 Other recruitment activities include the annual USC Open Day, Indigenous Job Markets
(Brisbane and Sunshine Coast) and other careers fairs in the state including Tagai State
College (Thursday Island Secondary Campus).
Page 12
USC maintains close contact and support for many students. USC also delivers a collaborative
model for Indigenous student success that is distinctively different to other tertiary providers. The
Buranga Centre is positioned in the Student Life and Learning portfolio and operates as part of a
multi-disciplinary team which includes professionals in cultural competency, Education,
Psychology, Nursing, Social Work, Public Health, and Careers Counselling. High levels of
participation and retention for Indigenous students are achieved through services and facilities,
including:
 An Indigenous orientation program.
 Dedicated study areas and a social room on campus, including access to reference books and
laptop computers.
 The Indigenous Tutorial Assistance Scheme tutoring program.
 Assistance in accessing the Indigenous Cadetship Support program.
 Student mentoring program and dedicated support for Indigenous students.
 Student achievement is acknowledged and celebrated through an annual Indigenous
graduates and family morning tea, where students are presented with an Indigenous
graduate stole and a certificate of achievement.
“Buranga Synergy Program” for accommodation and learning support. In setting Principal
Performance Indicators, USC anticipates continued growth in the number of Aboriginal and Torres
Strait Islander students, reflecting the increase in widening participation partnerships with
primary and secondary schools. Our HEPPP funded initiatives in particular, are undertaken as part
of a collaborative Queensland universities consortium approach to social inclusion. The
proportion of Indigenous students enrolled at USC has consistently exceeded the proportion of
Aboriginal and Torres Strait Islander people in the Sunshine Coast catchment area (1.4%) since
2007.
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
1
155
165
185
210
240
15
10
15
18
30
15
16
17
18
19
1
2
3
4
5
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 13
Target
2016
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
USC views itself as a University that is committed to “research that makes a difference”, which is
undertaken in partnership with end user communities and is geared toward the creation of new
knowledge leading to tangible outcomes of direct benefit to the community and local industry.
Accordingly, USC has a commitment to enhance its strong research portfolio in this space by
broadening research revenues to also include leverage opportunities on industry or other
Government funding through state and federal grant agencies, as well as to seek involvement as a
major participant in relevant Cooperative Research Centres (CRCs) within its fields of research
foci. To date, USC’s applied research projects have led to new knowledge, improved practice and
knowledge transfer, although it is perhaps too early in USC’s history and development to have
been involved in significant commercialisation. Nevertheless, the Forest Harvesting Operations
research that USC has inherited through the CRC Forestry can point to a number of case studies
where innovatively developed forest logistics technologies have led to significant efficiency gains
and cost savings in the industry.
USC’s major contributions to innovation to date have been in the form of research and
development conducted with government and industry in its three areas of overall research
strength: aquaculture, forests and coastal sustainability.
In Aquaculture, USC researchers have led research into the domestication of Southern Blue Fin
Tuna at land-based hatcheries which earned the prestigious national “Excellence in Innovation”
prize, presented to the Australian Seafood Cooperative Research Centre (CRC) in recognition of
the outstanding innovation and commercial application of this research with South Australian
Company, Clean Seas Tuna Ltd. Furthermore, the Australian Seafood CRC is supportive of ongoing
Aquaculture research at USC through a Legacy project grant, and USC has a new project funded
via the Australian Centre for International Agricultural Research (ACIAR) to conduct research into
sustainable giant grouper aquaculture in Vietnam, the Philippines and Australia in partnership
with QLD DAFF, the Research Institute for Aquaculture, Vietnam and the Southeast Asian Fisheries
Development Centre, Aquaculture Department, Philippines.
Page 14
In Forestry, USC researchers and its QLD DAFF partners are leaders of a consortium of over 50
researchers who are national and international leaders in the field, especially the fields of applied
genetics and forest harvesting logistics. Significantly, with the establishment of a National Centre
for Future Forest Industries (NCFFI) research centre led by the University of Tasmania, USC is wellplaced to form a major node within NCFFI due to its strong and unique research capabilities in
forestry spanning the full supply chain of germplasms to forest plantations to forest health to
forest harvesting to timber products. To date, this research has received significant funding over
($3 million) through QLD Smart State NIRAP funding and industry partners, Integrated Tree
Cropping Ltd and Forest Enterprises Australia Ltd, along with CRC Forestry and the Australian
Forest Operations Research Alliance (AFORA) involving a consortium of over 18 companies in the
field.
In coastal sustainability, USC researchers have worked with local government and CSIRO assessing
the ability of cities and regions to adapt to future climate conditions. This research considers
climate change hazards such as heat waves and storm surges, as well as decision-making and
socio-economic factors that are likely to play significant roles in driving the impacts of climate
change. The outcomes of the research propose steps for local governments to build capacity in
these areas. With the recruitment of a key staff member from the Stockholm Environment
Institute (SEI) in Sweden via the USC CRN project, USC has developed a strong presence in water
governance research, as evidenced by significant international projects such as the Climate
Adaptation and Water Governance (CADWAGO) and Congo projects, and this field will be a focus
of future activity.
At a wider level, USC has always been active in supporting the economic development of the
region. For this purpose the Sunshine Coast Innovation Centre, supported by the Commonwealth
and the State, has successfully operated since 2002 as an incubator and accelerator of new small
businesses contributing to the knowledge economy of the Sunshine Coast. The key strategies for
the Innovation Centre include:
1.
Support quality entrepreneurial start-ups and student enterprises;
2.
Deliver high calibre office space, technology and facilities to client companies;
3.
Support established businesses in target sectors and nodes;
4.
Enhance Innovation Centre / USC profile, partnerships and outreach programs.
Through the Innovation Centre’s entrepreneurial programs and graduated businesses, there is
literally a plethora of small companies with research opportunities and research linkages that
extend to external research providers and universities, both locally and abroad. USC is developing
formal and informal partnerships with small enterprises at the Innovation Centre, so as to create
student research opportunities, as well as joint grant and publication opportunities for partners
across the collaborating organisations on these joint initiatives.
The Innovation Centre has also had an entrepreneur in residence for some years. In 2013 this
position has been upgraded and a new appointment made. The new focus of the position is
broadening and deepening connection between staff and students in the faculties with
Innovation Centre programs, activities and companies. To this end, the new upgraded position is
now partly funded by the faculties. Other strategies to better integrate the Innovation Centre
with the university include:
 Business education and networking events, designed to build an entrepreneurial learning
network via key events and conferences;
 Maximising learning and work experience opportunities for USC students by providing
enhanced blended / work integrated learning outcomes for USC students. The Innovation
Centre provides a dedicated link between entrepreneurial students wanting experience in
start-up ventures that can leverage USC talent. It also provides guest lectures, case studies,
relevant digital content and projects to assist USC educate, inspire and develop
entrepreneurs through the USC system and better connect with industry;
 Helping grow a vibrant, entrepreneurial ecosystem and culture where students want to
create rather than only apply for their job or at least have the option to do either.
Page 15

Student Entrepreneurship is expanding at USC and Innovation Centre staff proactively assists
motivated and capable students /graduates with their business ideas and plans. In 2013-14
the Innovation Centre will trial a student business incubator.
The key performance measures for innovation are:
 Joint research engagement activity
 Number of active partnerships in Australia and overseas
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
Issued
Held
No.
Value($)
No. 58
Value($) 4,461,526
Investment ($)
Value($)
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
$608,253
$1,043,738
$700,000
$900,000
Target
2016
$1000,000
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 16
3.2
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
USC has been strongly connected with industry in the wider region since its inception, and these
relationships have broadened and deepened. USC routinely responds to skills shortfalls and
overall regional development when introducing new disciplines and programs; when reviewing
and revising existing provision; when managing student admission; and when shaping the USC
student experience.
USC has introduced approximately 10 new disciplines since 2005, primarily in professional areas.
These include areas such as nursing, a large array of allied health disciplines, including paramedic
science and occupational therapy, engineering and law. Apart from reflecting the expectations
and preferences of the regional student population, the choice of these disciplines has been
based on employer needs, job opportunities and student demand. Of course this was once the
requirement for gaining Commonwealth Supported Places, but USC has maintained this approach
in moving into the student driven system. As a consequence, well over half of USC’s employed
graduates work within the wider region. When enhancing its programs through formal processes,
USC applies these same principles - a position that is supported by the role of broadly-based
academic advisory committees that include strong representation from industry.
As a still relatively new, rapidly growing regional university, USC is very conscious of access issues
and the danger that its growth could create pressure for excessive lifting of the entry bar. It is
USC’s clear policy and practice to adjust its provision to cater for demand, and to do so in concert
with wider industry and community interests.
The same approach is adopted in managing provision for Aboriginal and Torres Strait Islander
students and the range of equity groups. Every effort is made to ensure there are places in
strategic programs for all students who are capable of succeeding in them.
The USC experience, for many students, involves a strong emphasis on orientation to the
workplace. This may take the form of any or all of the tiers of Work Integrated Learning,
“authentic learning” (or real world dimensions of learning and assessment tasks), or generic skill
development. This is reflected in the very ambitious Graduate Attributes and Standards Project
that has been implemented across the University during the past two years, and the ePortfolio
Project that is still underway and seeks to provide students and teachers with a common
language of generic skills and a vehicle for preparation for the workforce.
WIL is a central feature of the curriculum at the University with sustained work placements
accounting for approximately 5% of undergraduate course enrolments. WIL provides the
opportunity for students to acquire and apply knowledge in workplace contexts. The University
has adopted a 3 tier approach to WIL:
 Industry/Professional Placement tier: learning in the workplace covers all immersed work
integrated learning situations and includes internships, practicums and clinical placements.
 Industry/Professional Component tier is about applying theory to workplace practice.
Courses with a workplace component are ‘applied learning’, as opposed to the immersed
learning of the Industry/Professional Placement Tier. This includes applied research projects,
industry projects, simulations and production workshops.
 Industry/Professional Interaction tier: learning from industry experts. This includes field trips,
industry visits, site visits, guest lectures and the Employability Program.
Internship placements are largely based on a combination of student and local industry demand
thus providing the University with sufficient flexibility to respond to both student and industry
Page 17
needs. While a number of local organisations have hosted internships over a number of semesters
the University at times also targets specific organisations in order to meet particular student
requests.
In discipline areas such as Social Sciences, Health and Education work placements may form part
of an industry accreditation process. The university therefore has in place more than 500
agreements with relevant organisations to support this process.
USC regularly receives inquiries from business seeking to host a USC intern. A register of these
businesses and their expressions of interest is maintained with effort made to then match
business need to student need. The University is currently creating internship specific information
to be hosted on the USC web site that will include an online form for businesses to register their
interest and suitability for the internship program.
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
USC has a very strong commitment to, and track record in, community engagement at regional
and national levels. USC emphasises engagement in its core activities of teaching and research,
and has identified engagement as a third area of the core work of the University. Educational
provision has always been linked directly to regional needs, opportunities and outcomes, and USC
is building the base for its research development largely on applied research in collaboration with
end-users. As has already been indicated, this is reflected in USC’s focus on involvement with
Collaborative Research Centres. Engagement, as a third dimension of core business, brings a focus
on USC working with local, state and national leaders to advance the economy, society, culture
and environment of the wider region.
In relation to research, USC continuously builds new end-user partnerships; revitalises existing
partnerships with new projects; highlights the benefits of its research to industry and the
community; and strives to enable staff and students to experience, and contribute to, a range of
workplaces in industry and the community.
USC is currently developing formal end-user research partnerships with research providers such
as the Queensland Department of Agriculture, Forestry and Fisheries (QDAFF), CSIRO, Forest
Wood Products Association (FWPA), the National Centre for Future Forest Industries (NCFFI), and
the Australian Centre for International Agricultural Research (ACIAR). Furthermore, through a
consortium alliance with forest harvesting operation companies (viz., Australian Forest
Operations Research Alliance or AFORA) and new pharmaceutical companies specializing in
natural product medications, we have executed commercial-in-confidence contract agreements
to advance research in the field.
USC has established a formal research partnership with the Sunshine Coast Council (SCC) to
explore research opportunities of strategic interest to the region, and this consortium agreement
(funded at $100,000 per annum to seed new research opportunities) has already delivered one
major ARC Linkage Project to optimize permeable pavements so as to improve the health of
urban trees. It is anticipated that this formal arrangement will provide USC and the SCC with a
significant mechanism to trigger the University’s involvement in a major ARC Linkage
Transformational Hub or ARC Linkage Research Training Centre when a call for proposals is made
that fits the University’s and the SSC’s key research imperatives.
Page 18
USC, through its internationally recognized research in Aquaculture, has cultivated productive
partnerships with industry leaders in Cleanseas Tuna and Paspaley Pearls, and the University
regularly harnesses these relationships in the conduct of federally funded research. Recent
notable projects are the FRDC funded “Control of Reproduction of the Silver-lip Pearl Oyster,
Pinctada Maxima” and a Centre for Australian Aquaculture Molecular Genetics, Bioinformatics
and Reproductive Technologies through the Seafood CRC.
USC has several strategies that it uses to convey the impact of its research to industry and the
community. Through USC’s strategic partnerships with Queensland DAFF and Cooperative
Research Centres (CRCs), the University’s problem-oriented research is driven by key deliverables
to generate practical outcomes of economic and social benefit to Government and industry, so
the University possesses an impressive set of case studies providing strong evidence of impact of
USC’s research on industry and the community. Whenever possible, USC endeavours to licence
the outcomes of USC innovation, even though it is too early in the University’s research trajectory
to point to significant outcomes of this nature. Finally, there is the dissemination of USC research
outcomes via public lectures and normal media outlets, so as to communicate the quality and
impact of USC research on the region and beyond to industry and the general community.
USC provides opportunities for researchers, both staff and students, to advance their research
programs through direct experience in industry and the community. Some of the main ways in
which this is achieved are through joint supervision arrangements with industry as well as
embedding students in industry. Specific examples of this include the Australian Institute of Sport,
Swimming Australia and Australian Fitness Network scholarships and joint supervisions as well as
supervision and placement arrangements with Ausport.
In relation to the broader engagement agenda, USC has a range of very focused outreach
programs; galvanises direct and indirect investment in the University; and provides leadership in
regional development.
Outreach programs
USC outreach activities focus on key determinants of university access such as early scholastic
achievement and aspiration, and effective career advice. USC has a record of involvement in a
range of outreach projects and programs.
The Indigenous Sunrise Project – A School to University Pathways Project” (2009) undertaken in
partnership with James Cook University, mapped and assessed the multiple pathway
opportunities from school to university that are available for Indigenous students in regional
areas of Queensland. USC’s schools partnership outreach has developed place-based activities for
Aboriginal and Torres Strait Islander students, their parents, teachers and Indigenous Education
Workers to engage in educational pathway and transition programs. In partnership with the
Australian Indigenous Mentoring Experience (AIME) USC students volunteer as mentors to Years 8
to 12 students in the AIME program, and conduct activities focused around school retention and
aspiration. The Developing Digital Literacies Project, based at the Winifred Fisher Indigenous
Knowledge Centre (IKC) in Cherbourg, uses PhotoVoice techniques to develop digital literacy
activities for use with students, parents, teachers and Indigenous Education Workers. The “Smart
Steps: Jobs to Go” futures awareness program, (USC, University of Southern Queensland and
Wide Bay Institute of TAFE) encourages students in Years 5 to 7 to start thinking about future jobs
and qualifications, and aims to increase knowledge of higher education.
USC delivers Career Exploration and Advisory Activities to adult learners and schools groups, in
community venues, as part of the University Skills in Community program delivered at regional
locations including Maleny, Caloundra, Nambour, Gympie and Maryborough.
Investment in the University
Philanthropy in a new university in a growing area provides significant challenges and USC has
taken an innovative approach. This involves establishing a development office that now attracts
funds from high wealth individuals targeted to student support and infrastructure.
Page 19
In 2012, USC launched, ‘Starfish’, a staff giving program directed to supporting financially
disadvantaged students. To date, ten per cent of the staff are pledged to the Starfish program and
is expected to grow over the coming years. Starfish will later be rolled out to alumni and the
general community.
Leadership in Regional Development
USC is extensively engaged in regional development activities. The most strategic of these include
collaboration with the Sunshine Coast Council and Regional Development Australia Sunshine
Coast; foundation membership of the consortium steering the establishment of the 2 billion dollar
Sunshine Coast University Hospital and associated Skills, Academic and Research Centre; and joint
leadership of development of a regional education industry group.
Sunshine Coast Council and Regional Development Australia Sunshine Coast
Executive staff of USC engage with the elected and employed representatives of the Sunshine
Coast Council on a broad range of matters affecting the development of the region. These include
the regional economy, health, education, transport and the environment. Similarly, USC is
actively involved in these issues with Regional Development Australia Sunshine Coast, and has
senior representation on the Regional Development Australia Sunshine Coast board. USC leads a
number of projects on behalf of the Sunshine Coast Council and Regional Development Australia
that generate data and recommendation for strategic action.
Sunshine Coast University Hospital/Skills, Academic and Research Centre
In collaboration with its partners, Queensland Health and Sunshine Coast Institute of TAFE, USC
has played an active role in steering the development of the Sunshine Coast University Hospital
(SCUH) and the Skills, Academic and Research Centre (SARC), and has liaised closely with Ramsey
Health in the planning for the Sunshine Coast University Private Hospital (SCUPH) in the same
precinct. USC will collaborate in the development of a medical school and be the main provider
of nursing and allied health training within the SCUH. Most of this will occur within the
specialised SARC facility, and is likely to include a focus on clinical trials. USC is also playing a
leading role in shaping the research agenda in the SCUH, especially in the areas of inflammatory
processes in health and disease and innovation in clinical practice.
Regional Education Industry Group
USC has initiated a project, in collaboration with the Sunshine Coast Institute of TAFE (SCIT), to
fully establish education and training as a key economic sector in the estimation of state and local
government, industry and key community organisations. A more traditional view of education
and training as consumers more than producers has prevailed to date. To achieve the objective
of the project, USC has employed the services of The Allen Consulting Group, in the person of
Peter Noonan, to create a comprehensive regional database covering all significant aspects of the
education and training industry at all levels in the region. Once established, USC will maintain the
database. Through a consultation process involving all elements of the sector, plus the Sunshine
Coast Council and Regional Development Australia, USC has achieved agreement that the first
output of the data will be the subject of a full day workshop to identify the meaning of the data
and how it can inform the actions of the industry itself and public policy makers. Following this it
is anticipated that a Regional Education Industry Group, with an independent chair, will be
formed to maintain the task of representing the industry, lobbying for the industry, informing the
industry, and undertaking major projects to develop aspects of the industry, such as the
attraction of international students to the region.
The majority of these engagement activities lead, directly or indirectly, to research activities,
many of which feed into the University’s areas of research strength and contribute to all elements
of the institution’s research outcomes and outputs. This work is central to the University’s
strategic objectives, and those of the Commonwealth.
Create Opportunities for Australian Students to study in Asia
The University’s Faculty of Arts and Business offers majors/minors in Indonesian and Japanese
language. The University has actively promoted the Indonesian Language program to high school
Page 20
students and teachers through its Headstart to Indonesian program. Both Indonesian and
Japanese streams include options for in-country study.
The University’s Global Opportunities [GO] program enables full semester and shorter term study
in a range of countries including Asia. Opportunities for full semester study are readily and
regularly available in China, Indonesia, Japan, Korea and Taiwan. Short term programs in the
recent past have run in Cambodia and Indonesia. GO opportunities are actively promoted across
the University, in the University’s engagement with high schools and in recruitment materials for
domestic students. GO is well-resourced - there is a travel grant system in place to enable
participation – and degrees are structured as far as possible to facilitate a semester studying
abroad. The University aims to increase its investment in promoting GO and to seek additional
partnerships with overseas institutions so that a wider array of options is available to students.
Improved Engagement Locally, Regionally, Nationally and Internationally
USC recognises to be relevant to its stakeholders a structured, well considered engagement
strategies need to be in place. It does this through strong strategic partnerships with state and
regional governments not only in the Sunshine Coast region but spread more widely to where it
now has strategic interests.
It has representations in the local Regional Development Authority, business community, and
professional, sectoral and wider community groups. It is an active member of the Regional
Universities Network (RUN), Engagement Australia (AUCEA) and international university
engagement groups.
Within our areas of research concentration USC has been developing collaborations with a
number of Asian partners in China, India, Vietnam and Japan. Ongoing development of several
joint projects has been funded through the Australia China Science Research Fund (ACSRF) Group
missions to work with prestigious research institutions in China around joint research in genomics
and forestry. Two other ACSRF grant applications are under review for joint research in
horticulture and soil science with the Chinese Academy of Sciences (CAS). In addition USC is
leveraging its relationship with Q-DAFF and their strong partnerships with the Chinese Academy
of Forestry (CAF) to increase collaborative research involving joint projects, researcher exchanges
and joint doctoral studies.
USC is seeking to further develop projects with existing partners in India through grant
applications to the Australia India Strategic Research Fund (AISRF) to work on aquaculture and
marine science. A current joint supervision arrangement of an environmental science doctoral
student enrolled at the University of Mumbai in India also presents further opportunities for
collaboration into the future.
A number of strong collaborations with funded projects in Vietnam in water governance and
sustainability studies as well as aquaculture practices will be further leveraged with USC recently
signing an agreement with the Vietnamese Ministry of Education and Training (MOET) to provide
scholarships for Vietnamese academics to undertake doctoral studies at USC.
In aquaculture USC has also developed a significant partnership with the Tokyo University of
Marine Science and Technology extending to scientific visits, student exchanges and now into a
joint project within an ARC Future Fellowship grant to develop innovative aquaculture
approaches.
Partnerships are also being developed within the Philippines, Singapore and Taiwan.
The University has established a specialised group with a mission to contribute to the sustainable
social and economic development of communities in the developing world. The group has a
record of success working with international partners and government agencies in Cambodia,
Indonesia, Mongolia and Uganda.
Page 21
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
Indicators
Baseline
2012
Progressive
Target 2013
Progressive
Target 2014
Progressive
Target 2015
Number of active
collaborations8 with
industry and other
partners in Australia
Number of active
collaborations9 with
industry and other
partners overseas
Category 3 Income
5
7
10
14
20
0
1
5
8
10
$2,300,000
$2,400,000
$2,800,000
8 Collaboration
$894,891 $1,294,950
Target
2016
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.
9
See footnote 8 for a definition of collaboration.
Page 22
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
University Student Enrolment Planning
The University of the Sunshine Coast continued its profile of growth in 2011 reaching almost
6,400 EFTSL, an increase of 6% over 2010, compared to a sector wide increase of around 2%. 2012
enrolments indicate continued growth of around 4% increase. For the period 2007 – 2011 the
university’s load increased by over 50%.
The majority of the University’s load continues to be generated by commonwealth supported
programs accounting for just over 85% of total load in 2011 which is well above the sector
average of 62%. Current load for 2012 indicates that this will increase to 87%. In 2012, with little
change to program offerings, an increase of 6.7% in undergraduate commonwealth supported
load is expected.
In 2011, international load accounted for 11% of total load and Domestic Fee Paying and Research
Training Scheme places 3%. In 2012, corresponding values are estimated to be around 9% and 4%
respectively.
It is anticipated that with existing program offerings, matching intakes each year and little
extension of USC’s geographical footprint, 7,000 EFTSL will be easily achieved by 2015. The
University’s goal, however, is to reach 8,000 EFTSL by 2015. USC is optimistic it will reach this
target based on: new program development, extending its footprint, improving retention,
extending its commitment to blended learning and innovations in student recruitment.
Growth across the years has been driven not only by the pipeline generated by the introduction
of new programs, but the continued increases in commencing students each year. In line with the
commonwealth’s objective to ensure that 40% of all 25 to 34 year olds will hold a qualification at
bachelor level or above, the number of commencing domestic students continues to increase
each year. Within a capped environment, numbers of domestic commencing students continued
to increase each year through to 2011 with an increase of 43% from 2007 which included an
increase of 10% from 2010 to 2011. Current estimates indicate a likely 8% increase from 2011 to
2012, following the introduction of the demand driven system and a more competitive
environment. The growth in commencing students will result in continued significant increases in
undergraduate completions.
Page 23
The University continues to positively impact the educational participation and attainment rates
in the Sunshine Coast region. Based on ABS census data, in 1996 (commencement of University
operations) the percentage of the population (15-24) attending university was 4.1% compared to
the Queensland rate of 12.6%. The Sunshine Coast rate has increased to 13.5% in 2011 compared
to the Queensland rate of 16.7%. The surrounding regions of Gympie and Moreton Bay have also
increased from 2.1% to 3.6% and 8.7% to 11.4% respectively. In addition, a report on the
destinations of Year 12 completers (Next Step, DETE, 2012) indicates that 35% of students from
the region are enrolled at University in the following year, an increase from 28% in 2008. USC is
capturing close to 50% of these students.
The University’s continued commitment to providing opportunities for students from nontraditional backgrounds has realised a 17% growth in undergraduate students (2010 to 2011)
from low SES backgrounds (interim indicator). Participation rates have increased correspondingly
from 18.0% to 19.1%. The University is well on track to contribute to the commonwealth’s target
of 20% of undergraduate students from low socio-economic backgrounds.
Sub bachelor planning
Current sub-degree commonwealth supported load is comprised of enrolments in associate
degrees and enabling pathways. The majority of this load is contributed by enabling programs
which include the Tertiary Preparation Pathway (TPP) and Tertiary Enabling Program (TEP). In
2011, enabling load accounted for 8.7% of commonwealth supported load.
TPP was first introduced in 2006 and has proved very successful in providing pathways into higher
education for students without formal educational qualifications. The continued growth in this
program since its inception supports the University’s and region’s priority of enabling access to a
university experience and clearly indicates that it is serving a need within the community. Based
on first half year enrolments for 2012, 24% of TPP students are from low SES backgrounds (CCD
indicator). Of those students who have successfully completed TPP studies since 2006, by the end
of 2012 67% had transitioned into award level study at USC, particularly in the areas of nursing,
psychology, primary education, paramedic science and biomedical science. In addition, it is
expected that some of these students also use it as an entry pathway to other higher education
providers.
With a change to the application process being centralised through the Queensland Tertiary
Admissions Centre, enrolments for this program stabilised in 2012. Initial indications for 2013,
based on offers made to date, indicate higher than expected enrolments and a further increase
over prior years. With the development of the University’s site in Gympie where higher education
participation and attainment rates in the 15-24 year old population are low at 3.6% and 1.3%
respectively (ABS Census 2011) and with the proportion of residents in the lowest SEIFA quintile
at 46.6%, it is expected that TPP will be the first step into transitioning students into higher
education.
Increases in TPP enrolments directly feed into future growth in undergraduate award programs
from the Sunshine Coast and neighbouring regions contributing to the commonwealth’s
objective. Additional funding is likely to be required from 2014 to meet the needs of providing
further opportunities for transitioning students into higher education at both the University’s
main campus and Gympie.
Currently, associate degrees are offered in Arts, Business, Science and Medical Laboratory
Science. The Associate Degree in Medical Laboratory Science was introduced in 2012 and it is
expected that future growth will occur, particularly with the development of the Sunshine Coast
University Hospital. Opportunities exist for these students to articulate directly into the Bachelor
of Biomedical Science.
Bachelor degree planning
In 2011 undergraduate commonwealth supported load accounted for 75% of the University’s
overall load with a 10% increase over the prior year. A combination of an increase in commencing
load in existing programs and continued pipeline from new programs, estimates for
Page 24
undergraduate commonwealth supported load for 2012 indicate an increase of around 7% over
2011 and will account for almost 78% of total load. Given the continued pipeline from programs
introduced in recent years, increases to intakes for existing programs and proposed new
programs, it is anticipated that in the next few years the proportion of total load from
commonwealth supported undergraduate programs will be at least 80%.
The continued success of allied health programs in the disciplines of occupational therapy,
psychology, paramedic science, nutrition, social work and nursing again contributed to the
University’s overall increase in load in 2011. In addition, growth in the areas of communication,
sports management, civil engineering and the ongoing demand for primary education contributed
to this overall increase.
The introduction of the Bachelor of Early Childhood Education in 2011 also proved successful. It is
expected that the skills shortage in the childcare industry for appropriately qualified teachers will
continue to influence enrolments in this program. Enrolments in primary and secondary
education programs remain strong with education programs accounting for 13% of total domestic
undergraduate load in 2011. Education placements are well managed and the University uses a
staggered approach for placements across the year. The “Coast to Country” program provides
opportunities for students for work experience in rural and remote communities, where it is likely
that employment opportunities are stronger. State government funding and bursaries provided
by USC benefactors are available to students who wish to access these opportunities.
Estimates for 2012 indicate continued strong demand for the University’s allied health programs.
Growth in some of these professional programs is limited by the availability of placements. It is
anticipated that this will be alleviated in the future with the development of the Sunshine Coast
University Hospital enabling future growth in these programs to meet demand. In addition, the
potential for greater employment opportunities in these areas in the Sunshine Coast region will
likely result in increased demand from students looking towards careers in these fields.
Demand for civil engineering continues to increase and in 2012 the mechanical engineering
program (offered in conjunction with University of Southern Queensland) was introduced. The
development of these programs and the potential for growth continues and will be enhanced by
the University’s success in securing funding under the EIF (Regional Priorities Fund). A state-ofthe-art engineering facility, centred around a visualisation theatre, and associated teaching and
research infrastructure is planned for completion by mid-2015. It is anticipated this will generate
a substantial increase to load commencing from 2014 and the University will produce job-ready
graduates to address skill shortages in engineering. Possible new programs will also be considered
in both materials and coastal engineering.
In future years, the University will continue to consolidate its current offerings and develop new
programs that are relevant to the region and enable USC to raise its national profile and
performance. Continuing its theme of providing programs in the larger professional and paraprofessional areas, consideration will be given to additional allied health programs aligned with
the development of the Sunshine Coast University Hospital. Smaller niche areas are still under
consideration and may involve continued collaboration with other universities and may include
consideration of physiotherapy (shortages in regional areas) and pharmacy.
Driven by the Skills, Academic and Research Centre (SARC), which is part of the new Sunshine
Coast University Hospital (SCUH), USC continues to plan new program provision aligned with
health workforce needs.
In 2013, the University will increase its offerings within existing programs introducing additional
discipline specific majors in Animal Ecology, Mathematics, Chemistry, Biology and Drama. The
University will offer its first programs in law commencing in 2014 with a Bachelor of Laws
(including graduate entry) and potentially seven combined law programs. Within the Faculty of
Arts and Business, programs in the area of games and interactive applications development and a
new major in media and screen will be considered. In addition, consideration will be given to the
development of undergraduate programs in the broad area of food sustainability and multiPage 25
functional landscapes, leveraging USC’s existing high profile in related sustainable production
areas such as aquaculture and forestry.
The University is also assessing its offerings in honours programs with a view to increasing
demand in these areas as a pathway into areas of identified research strengths.
The University’s success in securing funding from the Structural Adjustment Fund for the
development of a site at Gympie (as part of the Collaborative Futures Project) provides
opportunities for USC to further support the needs of this community and for USC to expand its
geographical footprint. In collaboration with Wide Bay Institute of TAFE, on whose land USC
Gympie is being constructed, this development will enable increased access to students from this
region and aligns with the Commonwealth’s commitment to providing opportunities and
potential outcomes for students from disadvantaged backgrounds. In 2013, students will be able
to enrol in the Bachelor of Nursing Science and the Bachelor of Primary Education and other
common first year units of study. The suite of offerings will continue to be developed during 2013
and potentially expanded from 2014 with further consultation with the community.
Importantly, the Collaborative Futures Project also involves the development of a major new
building at Sippy Downs, primarily for innovation in Nursing and Allied Health education. This is
also in part a joint venture with TAFE whereby Sunshine Coast Institute of TAFE will deliver its
Diploma of Nursing in the new facility. The Bachelor of Nursing Science continues to be the largest
program at USC accounting for 10% of domestic bachelor load and with 94% of its graduates
(average 2009 – 2011) in full time work, it is clearly supporting the requirements of the health
sector. The majority of current clinical placements are in the Sunshine Coast region and in
neighbouring areas such as Gympie and Moreton Bay. The capacity for placements is aligned with
continued enrolment growth, particularly as the University has expanded placements into agedcare facilities and the potential for further placements with the new Sunshine Coast University
Hospital. Rural and remote placements are also offered to students. In addition, in 2013 the
Bachelor of Nursing Science/Midwifery will be offered for the first time.
While the University’s commitment to providing opportunities to students from the immediate
Sunshine Coast region continues, continued growth prospects exist in the neighbouring region of
Moreton Bay. Projections of population growth in this region remain strong and a focus on
recruitment in this area, particularly within schools, has resulted in increased enrolments from
both school leavers and mature aged students. To further support students from this region the
University will continue to facilitate transport options to enable easier access to the Sippy Downs
campus. The University will continue its commitment to widening access to higher education for
new populations by providing options to students with the aim of becoming the main university
hub from Brisbane to the Fraser Coast.
USC continues to explore additional opportunities for collaboration with VET providers and for
transition to university through articulation agreements. It is expected that during 2013 further
discussions will take place with VET providers resulting in increased opportunities for students to
move seamlessly from VET to university study with clear transfer credit arrangements in place. In
2012, approval was granted for an additional educational facility, South Bank, which is based on a
partnership with Southbank Institute of Technology (SBIT). This involves USC delivering three
programs at SBIT’s premises in Brisbane. It provides a clearly articulated and convenient transition
for students following their successful completion of diplomas in accounting, events, justice
studies and tourism. The University will continue to explore opportunities for additional offerings
at this site and future development may include the provision for students to undertake the first
year of their program at South Bank.
The University is continuing to develop its university wide approach to improving student
retention and engagement to contribute to the university’s overall growth strategy and positive
outcomes for students. The establishment of the Student Retention Steering Committee to
oversee the implementation and review of the academic and social engagement initiatives and
Page 26
the additional funding allocated directly to the Student Guild to assist them in their “Rebuild the
Guild” project have specific aims of improving student retention and engagement.
The University’s continued implementation of new programs and improved retention rates will
support growth in student enrolments for future years. In addition, the university’s activities will
continue to include new ways of working with schools and the community to improve school
completion rates and educational aspirations.
Postgraduate Planning
The University has a small cohort of postgraduate funded load which is distributed across nursing,
education, behavioural sciences and clinical psychology. The majority of this load is assigned to
students undertaking teaching qualifications.
Changes to program structures to align with AQF requirements and changes mandated by
professional bodies to existing Graduate Diplomas and Masters programs will necessitate
increases to postgraduate commonwealth supported load. This is particularly the case with
changes to teacher training requirements from 2015/16. Increases in funded load will be required
to cover the pipeline impact of these associated changes. In addition, further developments in
new discipline areas where requirements for professional accreditation are Bachelors + Masters
(3+2) models will also require consideration.
Domestic fee paying load accounts for a small proportion of the University’s overall load at
around 1.5% in 2011. The associated load in 2011 was the lowest in the past 6 years and
estimates for 2012 indicate little change in this overall value. The University continues to
rationalise its coursework programs, develop flexible delivery options and investigate specific
program linkages with industry partners. This has occurred in the areas of community mental
health and couples and family therapy. Developments for future fee paying programs in
paramedic practice and health management and leadership are also under consideration. The
University will continue to explore opportunities for further development of fee paying
coursework programs.
International Fee Paying
International fee paying EFTSL continued to grow from 535 in 2006 to a peak of 777 in 2010. Due
to the softening of the international market, load for 2011 (714) declined by 8% with estimates
for 2012 indicating a further decline to just over 600 EFTSL. The decline in commencing
enrolments in 2011 has reduced the pipeline into 2012 and with a further reduction in
commencing enrolments in 2012 it is likely that this will continue through to 2014. Initial
indications for 2013 are positive with likely increases in commencements in Semester 1 in award
programs. In addition, the University is exploring opportunities for international students to enrol
at South Bank from 2014.
The environment for the recruitment of international fee-paying students continues to be quite
challenging and complex. The continued decline in commencing enrolments is primarily a
consequence of the strength of the Australian dollar relative to the euro, the US$ and other key
currencies. The relative affordability of quality competitors in other countries, adverse
comparative student visa costs, comparative costs of travel, and adverse comparative living and
tuition costs have combined to erode recruitment success. USC is attempting to reverse the trend
through refocusing marketing strategies, increasing effort in what for USC are newer markets and
rebuilding demand in markets that have in the past been strong. USC is holding most international
fees steady in 2013 relative to 2012.
The University’s international recruitment strategy continues to focus on three key elements:
building on-campus international enrolments; utilising bilateral partnerships to increase both
Study Abroad and award enrolments; reducing risk by diversifying source countries and program
offerings. A consequence of this strategy is that there continues to be a relatively high proportion
of Study Abroad load in the international cohort. In 2012 it will account for approximately 24% of
international fee paying load.
Page 27
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
Learning and teaching quality is central to the institutional goals of the University of the Sunshine
Coast. The University has a convincing track record of recognised teaching excellence that is being
strengthened as the University moves into its next phase of growth and maturity. Teaching
excellence is evidenced through multiple sources including a consistently high rating in the Course
Experience Questionnaire in teaching quality, generic skills and overall satisfaction; significant
engagement with the Office for Learning and Teaching’s Promotion of Learning and Teaching in
Higher Education (PELTHE) program; participation in and recognition from professional bodies in
many disciplines and from the higher education sector itself.
The University’s strategic direction in learning and teaching quality has been mapped out in the
Teaching, Learning and Graduate Outcomes Plan. USC has a strong focus on academic excellence
articulated in our Learning and Teaching policy. There are many activities that support and
advance USC staff to develop capacity and to reward and recognise excellence.
Professional Learning and Staff Development
USC offers all staff a comprehensive professional learning and staff development experience,
ranging from activities that celebrate and disseminate good practice such as the annual Learning
and Teaching Week to professional learning offerings for all academic teaching staff including
targeted development days, a peer assisted teaching scheme (PATS) which supports a mentoring
relationship focused on peer review and embedding good practice and Foundations of University
Teaching, a comprehensive, cohort based teacher preparation program. Academic Leadership is
an additional area of focus for staff. In 2013, the Centre for Support and Advancement of Learning
and Teaching (C-SALT) and Human Resources will jointly offer a 10 week program for academic
leaders that builds on the OLT project led by USC that resulted in the publication ‘A handbook:
Leadership for excellence in learning and teaching’. The University also supports staff to complete
a Graduate Certificate of Professional Learning, a 48 unit award programs which enables staff to
focus on aspects of teaching such as pedagogy, curriculum and assessment and conduct an
independent project to engage in the scholarship of teaching. Sessional staff, including clinical
facilitators and other WIL supervisors employed by the University, have access to paid a
professional development day each semester, can participate in PATS and are supported to do
Foundations of University Teaching through a bursary.
Page 28
Teaching-Research Nexus
The teaching-research nexus is promoted at USC through a range of strategies that focus on the
relationship between teaching and research that are used to benefit student learning, including
using research to improve curriculum, using research linkages within the community to enhance
teaching and learning, sharing research outcomes with students and colleagues within and
beyond the university, collaborating to conduct teaching-focused research and promoting the
scholarship of learning and teaching through internal learning and teaching grants and
fellowships.
Curriculum Renewal and Students’ Generic Skills Development
USC has developed an institution wide approach to curriculum development and renewal. The
Academic Secretariat provides support for policy development, curriculum design and
development and program review. Faculty and University accreditation processes are closely
connected through the Associate Deans (Learning and Teaching) who lead the work in faculties,
providing advice to Heads of School and Program Leaders. Faculties employ e-learning support
staff and each faculty has a Graduate Attributes Leader to support curriculum design and renewal.
C-SALT has developed a process for supporting faculties, schools, programs and individuals in
curriculum, pedagogy and assessment design and implementation through academic developers
and learning designers aligned with each Faculty.
In recent years USC has involved all staff in a curriculum renewal project driven by a revised set of
graduate attributes and reflecting sectoral changes with respect to quality standards. The
Graduate Attributes and Standards Project is focused at the whole-of-program level and designed
to develop and evidence graduate qualities and generic skills; to enhance USC students’
experience and increase retention; to develop a common language for graduate attributes
between students, staff and employers and to enhance accessibility to the university experience,
especially for students who are first in their family to attend university and to ensure the USC
curriculum is meeting sector benchmarks. Evidence to inform curriculum renewal is drawn from a
range of sources including graduate destinations and course experience in the form of annual
program updates, and student evaluation of teaching and courses (SETAC) a process which
includes an annual feedback cycle to students.
The process also reflects a range of standards documents including the Tertiary Education Quality
& Standards Agency (TEQSA) Course Accreditation Standards, the Australian Qualifications
Framework, standards embedded in professional registration requirements and the Australian
Learning and Teaching Council (ALTC) Learning and Teaching Standards project to ensure that USC
standards meet national and international quality benchmarks.
Recognition and Reward
There is a suite of existing recognition and reward strategies for good teaching practice at USC as
well as a high level of staff engagement with OLT awards programs. Additionally, internal grants
program focused on enhancement and engagement with learning and teaching and scholarship of
teaching have high uptake from across the University. These grants take a multi-pronged
approach. Exploratory Learning and Teaching Grants (up to $10 000) fund proof of concept,
evidence based learning and teaching projects which test and evaluate an original or innovative
idea. Enhancement Learning and Teaching Grants (up to $20,000) fund projects which have
previously undergone proof-of-concept at USC or elsewhere (not national funding), support
strategic change for the enhancement of learning and teaching and have potential to leverage to
external grant success. The Deputy Vice Chancellor also commissions learning and teaching grants
in areas of strategic priority; currently $100 000 is committed to a University-wide student
retention grant.
2013 will see the introduction of institutional awards for individuals and teams focused on areas
of institutional priority. They will result in a University showcase, an annual paper publication and
online materials drawn from the award winners to recognise, reward and share good practice.
The awards are in three broad categories: Advancing Quality Teaching (AQT); Advancing the
Student Experience (ASE) and Advancing the Blended Learning Environment (ABLE).
Page 29
USC's commitment to quality teaching is strongly reflected in its premier recognition and reward
structure, its academic promotions policy. Balanced with research performance criteria (because
USC is investing in quality research and maintains a policy of teaching and research academic
appointments), comprehensive teaching performance criteria constitute a significant component
of the promotion policy. Since 2005 when the policy last underwent a major revision and the
criteria for quality teaching were made more explicit, two-thirds of staff gaining promotion did so
through demonstrating sustained excellence in teaching.
In the promotions policy and procedures, teaching is identified as a demanding scholarly practice
that includes:
 Maintaining currency in one’s discipline/field;
 Maintaining currency in effective learning and teaching practices, especially in one’s
discipline/field;
 Designing, developing, evaluating and improving curricula and teaching;
 Engaging students in learning in a variety of modes including face to face (lecturing, tutoring,
conducting workshops, labs or simulations) supported by online tools that enhance
knowledge construction, collaboration, communication and engagement;
 Supporting students to be successful learners;
 Assessing, and giving quality feedback to, students; and
 Contributing to the development and maintenance of a positive academic environment that
is conducive to high levels of engagement and standards of performance in learning and
teaching.
Staff seeking promotion need to demonstrate, through use of evidence in the form of student
feedback, and scholarship in teaching, their achievement in the area of teaching, which is
advanced incrementally according to level. This is reinforced by USC's own teaching awards
system which operates under the same principals as promotion.
Blended Learning
USC’s commitment to developing capacity and capability in blended learning is designed to
maximise participation and engagement for the largely face-to-face student cohort. Blended
Learning is seen a one of a number of responses to increasing student retention and engagement
by creating more flexible study options for existing students. Blended Learning was initially
introduced through the ‘eLeap’ e-learning project (2010-2012). This innovative project conducted
research and fellowship programs to strengthen staff capacity in selected areas throughout the
University. From 2013 the project’s staff have been incorporated into the Centre for the Support
and Advancement of Learning and Teaching (C-SALT) and expanded to offer the University more
mature functional and learning design support in a range of educational technologies.
In 2012 the University endorsed a ‘Blended Learning Statement’ which committed USC to
embedding the affordances of educational technologies to enrich the student learning
experience. This specifically relates to the integration of collaborative tools for interaction,
engagement and knowledge generation; advancing the use of mobile devices for learning;
developing protocols for pedagogically sound experiences in a multi-site context; use of
simulation based learning and visualisation technologies and, in partnership with ITS and Facilities
Management, a more innovative approach to design and management of learning spaces.
The planned evolution of USC’s blended learning approach will be supported by development of
an institutional strategy and road map including staff development, funded through the CFP, EIF
and the VC’s Strategic Initiative Fund to ensure whole-of-institution commitment and
participation.
Student Support and Interventions
Alongside rapid and substantial growth, USC has made progressive improvements to its retention
rate over the years and has improved and increased its strategies for supporting students. This
has largely been achieved through the activities of individual Faculties, departments and staff. In
order to enhance coordination of these efforts at the institutional level, the USC Student
Page 30
Retention Plan 2011-2013 was launched in 2011. A high-level Student Retention Steering
Committee was established to manage the Student Retention Plan. As part of an annual
evaluation process, a self- review was conducted and stakeholder feedback was gathered after
the Student Retention Plan’s first year of operation. The revised Student Engagement Program
(StEP) is the result of this review that incorporates USC’s activities to enhance student retention
in curricular and co-curricular areas and at a number of levels, from the efforts of individual units
to the whole of institution.
In order to capture the breadth and depth of the student learning journey over an entire program
of study, the University is investing in an ePortfolio product for student use. The ePortfolio will
enable students to record and reflect on significant learning experiences, both curricular and cocurricular, that they have developed while at University. The framework for this is the University's
Graduate Attributes or the Professional Standards of the accrediting authority, which have been
aligned to Graduate Attributes. Of particular interest are students' reflections on their work
integrated learning experiences, assessment experiences from throughout the program and
capstone course experiences that utilise the entire suite of the Graduate Attributes. Students will
begin their ePortfolio in the first year core course 'Communication and Thought' and each
program will develop artefacts in relevant courses as part of the learning experience. Phases 1
and 2 of the implementation have been completed, with two programs implementing the
ePortfolio (Bachelor of Occupational Therapy and Master of Midwifery) as early adopters.
The key performance measures of the Deliver high quality teaching, learning and graduate
outcomes Top Level Plan are:
Learning and Teaching
 Student satisfaction - top quartile (Course Experience Questionnaire)
 Graduate outcomes - same or above national average (Course Experience Questionnaire)
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 PELTHE10
program where the
University is the lead
institution
Number of active learning
and teaching projects
supported by the PELTHE11
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
10 Promotion
2
2
2
2
2
0
1
1
1
2
5
6
6
6
6
0
0
0
1
1
1
0
1
0
0
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.
11 See footnote 10 for definition.
Page 31
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.
4.3.2
University strategies
The USC Equity Policy articulates the University commitment to promoting equitable access to
higher education to a wide diversity of prospective students, and to promoting and supporting
opportunities for those who are at risk of, or experience, disadvantage through socioeconomic
circumstances. Priorities are driven by equity student enrolments and identified need. USC has
one of the highest participation rates of students with disabilities of all Australian universities
(6.4% in 2012) – above both national and state averages; the number of Aboriginal and Torres
Strait Islander student enrolments has increased annually (2.1% in 2012); and the number of
students experiencing financial hardship is reflected in increasing numbers of scholarship
applications to assist with educational and daily living expenses (19.1% low SES students in 2012).
Supporting Aspirations Through Community Partnerships
USC strategies supplemented through the Higher Education Participation and Partnerships
Program (HEPPP) seek to improve social inclusion by developing or supporting initiatives that
build aspiration, increase pathways for future students, and support current students. This is
achieved through collaborative activities with schools, TAFE, other universities and community
organisations, including broadening of the University’s partnership with The Smith Family to
support Learning for Life students in regional areas to access the campus. Schools-based activities
have expanded to the Fraser Coast , Darling Downs West, and regional schools including Tagai
State College, Thursday Island.
USC is also a partner in the Australian Indigenous Mentoring Experience (AIME) with USC students
volunteering as AIME mentors to Indigenous high school students in Years 7 to 12 who attend a
weekly program on campus targeting school retention and aspiration; Learning Centres and
visiting Tutor Squads are provided at AIME schools. USC student Ambassadors visit over 95
schools in the Moreton Bay to western Queensland regions, including state schools, Catholic or
Christian schools with large low SES and rural or isolated student cohorts, raising aspirations for
higher education and demystifying post-secondary study. Over 700 high school students in Years
9 to10 participate in Experience USC days on campus.
Page 32
Career development and advisory activities are delivered in the community in conjunction with
community agencies, schools and the Sunshine Coast Regional Council. Free careers guidance is
provided to build aspiration in low SES communities, and with disengaged youth. Outcomes are
measured through participant feedback, attendance figures, and the annual number of
workshops and community partnerships.
Disability Action Plan
USC’s Disability Action Plan 2011-2013, is lodged with the Australian Human Rights Commission.
The Disability Action Plan articulates the University’s commitment to providing equal access to
quality education for the whole community; to improving the teaching and learning environment
for students and staff; and to raising awareness of disability issues and responsibilities as a
foundation for good practice in equitable service provision.
Support for students with disabilities includes individual needs assessment and solution-focused
service provision; access plan development; liaison with faculties and other administrative areas;
conversion of print resources to alternative formats, and referral to adjunct services (e.g. Guide
Dogs Qld for orientation and mobility training) or sourcing of equipment and adaptive software.
Outreach activities include post-secondary pathways expos, to facilitate Sunshine Coast students
with disabilities’ transition to higher education and to inform teachers of the support structures
available. Peer support programs are also promoted including an Aspergers’ student self-help
network; Active Minds student mental health advocacy, education and awareness; and the Unify
program for students with chronic mental health conditions.
Equity Scholarships and Bursaries
Almost $1 million will be provided annually through equity scholarships and bursaries to over 860
students. This financial assistance contributes towards tuition fees, textbooks expenses,
equipment and accommodation or other general living expenses.
USC also observes the Queensland Government recognition of Australian South Sea Islander
people as an equity group. Partnership with Multicultural Affairs Queensland (Queensland
Government Department of Communities) has enabled scholarship and tuition support for
Australian South Sea Islander students enrolled at the university.
Alternative Entry Pathways
USC provides and promotes a number of alternative entry programs for students from equity and
diversity groups, including the Tertiary Preparation Pathway; Indigenous Alternative Entry
Scheme; Regional Preference Scheme; Headstart; and VET entry pathways. Outcomes are
measured by the number of students enrolled, and the expansion of community delivery of
preparatory programs.
Student Success Initiatives
Pre-semester study skills intensives are delivered prior to commencement of each semester to
support less prepared students in their transition to higher education, skills workshops are also
repeated throughout the year. Peer support programs for student-to-student networking and
learning opportunities are offered through Mentor and Peer Adviser (academic skills) programs
that assist students in the transition to University. Academic language support and conversation
groups are also available to students from non-English speaking backgrounds.
Other Equity Strategies
To foster a culturally competent campus community, workshops are conducted for students and
staff to explore the meaning of culture and how it affects perceptions and communication. The
USC Student Equity and Diversity Officer facilitates the Ally Network on campus, a multi-university
initiative to acknowledge and support sexuality and gender diversity on campus. All staff also
complete an online equity training program (EO Online) covering theoretical knowledge and
practical understanding of how to apply equal opportunity principles in work and study
environments. In 2012, over 80 staff attended presentations by the Anti-Discrimination
Commission Queensland, providing an introduction to anti-discrimination legislation, and
Page 33
information about direct and indirect discrimination, sexual harassment, victimisation, and
vicarious liability.
The USC Student Engagement Program (StEP), promotes a supportive academic and social
environment in which students from all backgrounds can achieve their full potential. In particular,
it facilitates initiatives for the early identification of students at risk. Outcomes are measured by
student retention data; the targeted development of university-wide online learning support that
encourages independent learning; and achieving inclusive pedagogies, cross-cultural and diversity
awareness, through induction and staff workshops.
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
4.4
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
-
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
The USC Strategic Asset Management Plan (SAMP) is a key resourcing document that provides an
operational platform for the development and management of the physical and virtual
infrastructure of the University. It is a five-year plan that is reviewed yearly and approved by the
University Council for implementation in the following year.
The SAMP is guided by, and supports, the priorities and objectives of the University’s:
 Strategic Plan 2011 - 2015;
 Campus Master Plan 2012;
 Four top level Plans, being;
Teaching, Learning and Graduate Outcomes Plan,
Page 34


Build Research Productivity and Output Plan,
Develop USC for a Sustainable Future Plan,
Enable Access to the USC Experience Plan
Space Management – Managerial Policy
Long Term Maintenance Plan for Buildings and Infrastructure 2013 - 2037
The SAMP sets out the capital infrastructure priorities, both new build and refurbishment, for the
ensuing five-year period, and budgets are established accordingly. The process to review the
SAMP, and the development of the final document, involves consultation with key University
stakeholders and analysis of future space requirements to ensure that University facilities meet
teaching and research needs and student and staff expectations.
To improve space utilisation, USC will be purchasing a replacement Space Management System
(software) in 2013 to assist with more effective planning and decision-making. USC Facilities
Management (responsible for space management) is currently redeveloping the ‘Space
Management – Managerial Policy’ and has commenced the development of ‘Space Planning
Guidelines’ and ‘Space Planning Procedures’.
The review and development of these Policies and Procedures, and purchase and utilisation of an
integrated space and asset management system, will provide:
 opportunity for greater utilisation of existing space, including identification of potentially
under-utilised areas for redevelopment;
 a reduction in recurrent operating and capital costs; and
 provision of appropriate solutions and appropriate guidelines to adhere to.
Additionally, USC refers to the Tertiary Education Facilities Management Association (TEFMA)
2009, ‘Space Planning Guidelines, Edition 3’, when planning for spaces in new capital projects and
refurbishments. Facilities Management works closely with the Centre for Advancement of
Learning and Teaching (C-SALT) and other key stakeholders in the development of learning space
to ensure they best support the pedagogical objectives of the University. Recent planning of new
teaching spaces has resulted in the inclusion of teaching spaces of varying sizes, from 10-seat
meeting/teaching spaces to larger 35+ capacity seminar-type venues. This results in USC having a
range of capacity teaching spaces, from 10 to 45, that provides more opportunity for timetabling
staff to match class size with room capacity and therefore increase utilisation rates.
Space utilisation and allocation is monitored and forms the basis of a report to the University’s
internal Planning & Resources Committee. The University also carries out audits of teaching
space, both physical and desktop audits, to determine actual utilisation – the results of these
surveys are then used to benchmark with the sector as part of the annual CAMS and TEFMA
surveys, and to inform the SAMP planning process.
The USC Long Term Maintenance Plan (LTMP) for Buildings and Infrastructure 2013 – 2037 has
been prepared by external, independent consultants, to facilitate the management and
performance of the University’s Estate. It provides Life Cycle Cost analysis for each of USC
buildings and infrastructure, the results of which provide a maintenance programme for
individual building and infrastructure components. It also provides a long term maintenance plan
for the25 year period.
Page 35
Specifically, the LTMP shows:
 annual maintenance needs by building and element;
 statutory and preventative maintenance;
 backlog maintenance;
 infrastructure;
 capital renewal;
 capital replacement;
 routine maintenance.
The LTMP is included in the Strategic Asset Management Plan, creating a fully encompassing
capital planning and management document.
The LTMP is submitted annually as part of the Facilities Management budget and has been
accepted as the requirement to keep Backlog Maintenance as low as it could reasonably be
expected.
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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
USC is a young University that is building its research profile from a low base. Over the past 5
years, USC’s research productivity, as gauged by its annual research income and publications, is
on an upward trajectory. The appointment of the inaugural Pro Vice-Chancellor (Research) in
2011, and an unambiguous priority in the new Strategic Plan, clearly demonstrates USC’s intent to
increase its research performance over the coming years.
With limited resources for investment in research, USC has developed a strategy of focused
activity aimed at building research concentrations of high performing staff. To date, the
University has established three University research foci, namely the Genecology Research
Centre, entailing research in applied genetics in the fields of forestry and aquaculture, the
Sustainability Research Centre, undertaking research into integrated coastal sustainability and the
Forest Industries Research Centre undertaking applied research in Forestry in partnership with
Government and Industry.
Under the revised research centres and institute policy, USC has set up three new emerging
research clusters: 1) allied health; 2) inflammatory disease; 3) human and computer interaction.
These clusters have established detailed business cases to develop into internationally
competitive research centres, and will be given targeted and strategic University resources such
as research infrastructure, doctoral scholarships, research-focussed fellows under the auspices of
our newly created USC Research Fellowship scheme, University supported ARC and NHMRC
Fellowships, and leverage funding. Via the recruitment of several outstanding academics from
Monash and QUT under the auspices of the USC Research Fellowship scheme along with ARC and
NHMRC grants, the University has also established an internationally competitive research
concentration in accident research or USCAR.
Together with the existing research centres, these new clusters will build significant research
capacity that will elevate the performance of these research focus areas to an internationally
Page 37
competitive level. This is critical as a university’s ability to maintain sustainable research capacity
in its fields of research foci is underpinned by its ability to procure diverse research revenues (i.e.
national competitive grants, state and commonwealth government grants, and direct industry
funding), as well as produce outcomes that are internationally competitive.
It is important to note that USC’s existing and emerging research focus areas are aligned with the
Queensland State push to build a four-pillar economy based on agriculture, resources,
construction and tourism.
The new University Research Fellowships Scheme and the revised Research Centres policy are key
enabling policy initiatives that underpin USC’s research targets. Each of these policies serves to
explicitly support the concentration of research effort. Importantly, these initiatives are
supported by investment of strategic research funding.
USC recognises the need to build its research from the base up. Accordingly, USC has
implemented a Research Fellowship scheme. The stated purpose of the Fellowship scheme is to
enhance the research capabilities of existing and emerging areas of research strength within USC
through the recruitment, retention and development of high quality researchers through early
career and senior research fellow appointments.
These Research Fellows have a research-focused role entailing a staged progression from
research-only to a tenured teaching/research position after five years. They are helping USC to
build significant capacity in its research focus areas linking with, and capitalising on, the existing
expertise and infrastructure of the USC research areas. Furthermore, these academics give a new
dimension of pure research to the applied research capability of USC’s existing research focus
areas, providing an important connectivity between applied and pure research. Such a problemoriented approach to fundamental research is providing innovative tools and approaches for
implementation in the solution of real-world problems.
In partnership with QUT via the Centre for Leadership in Research Development (part of the CRN)
an ECARD program is under development. The program aims to develop a connected cohort
model for newly recruited researchers, thereby providing targeted opportunities for professional
development, providing individual career coaching, as well as identifying and fostering career
mentoring. This facilitates significantly the career development and growth in productivity of
emerging academic researchers.
A mapping of USC’s research trajectory based on recent data for research income and research
publications per capita demonstrates that an influx of a planned four new Research Fellows per
annum over the next ten years, with each person performing above the baseline income and
publication per capita rates for existing researchers in USC’s research focus areas, will enable a
growth in research by about 30% per annum. This will enable USC to jump to a ranking of near
the middle grouping of Australian Universities based on research existing performance measures
by 2023. This has been set as one of USC’s strategic targets over the next ten years, and it is
worth noting that USC’s Collaborative Research Networks (CRN) initiative, which involved a
significant injection of human capital into its research foci, has also augmented the elevation in
USC’s research performance.
For a young and aspirational University like USC, the “hubs and spokes” model where the
University builds productive partnerships with research-intensive organizations is critical to both
its short-term and long-term viability as a significant research provider.
USC’s CRN grant is a key element of USC’s strategy to build its research partnerships and research
infrastructure, so as to ramp up its research productivity in its research focus areas, and general
research capacity and capability, over the next five years. This significant research activity entails
collaborative research linkages with Griffith University (Griffith) in water, sustainability and
forestry, as well as joint research with the University of Tasmania (UTas) in aquaculture, forestry
and sustainability, and collaboration with Queensland University of Technology (QUT) as a senior
partner in the Centre for Leadership in Research Development (CLRD).
Page 38
USC is strongly committed to the development of sustainable research linkages with the
metropolitan Universities in Brisbane. For example, through the Smart Water Research Centre at
Griffith, USC gains access to research capability and expertise in water research otherwise not
available within the University, while in partnership with the University of Queensland (UQ) and
QUT, USC is accessing jointly acquired research infrastructure linking the research of USC to
several of the leading research groups at the partnering Universities. Furthermore, USC has
subscribed to major State and National infrastructure such as the Queensland Cyber
Infrastructure Foundation (QCIF), the Australian Synchrotron (AS) and the Australian Institute of
Nuclear Science and Engineering (AINSE). These new linkages are expected leading to cutting
edge research opportunities in new fields of collaboration at USC.
In the forestry and aquaculture fields, USC already has important partnerships with the
Queensland Department of Agriculture, Fisheries and Forestry (DAFF) and the Commonwealth
Scientific Industrial Research Organization (CSIRO) with several joint appointments of DAFF and
CSIRO staff on USC’s Sippy Downs campus. USC has already established a joint research centre in
the field (i.e., Forest Industries Research Centre), so as to provide a critical mass (i.e. over 30) of
researchers and key research infrastructure in this area of strategic and economic importance to
the State of Queensland, and we intend to formalize these arrangements in the next 3 years. As
already noted, USC research in these fields is strongly aligned with the Queensland State
imperative to build a pillar of the economy in agriculture.
An exciting opportunity for the University will be the establishment of the Sunshine Coast
University Hospital, which is due to open in 2016. This facility is valued at about $2 billion
incorporating an associated $60 million Skills, Academic and Research Centre (SARC) involving a
collaboration between Queensland Health, USC, Sunshine Coast TAFE, and another university
with a medical school. Although the primary focus of this activity will be the education of medical
and allied health professionals for the Sunshine Coast region, there will be a great opportunity for
USC to engage in collaborative research with accomplished researchers in medical and allied
health from the other partner university. Such a “hub and spoke” arrangement has the potential
to lead to joint NHMRC grant applications, as well as prestigious publications and jointly
supervised medical and allied health higher degree by research (HDR) students across USC and
the other partner university. Accordingly, USC has made health research a research priority area
for investment over the next 10 years.
In summary, USC is investing in the sustainable development of its research capacity (systems),
capability (workforce) and leadership. This involves key strategies such as appointing academics
with research track records; developing early and mid-career researchers; strategic appointments
of senior researchers; strengthening the connections between teaching and research; and
developing strategic research partnerships.
The outcomes of ERA 2012 validate the thinking behind USC’s overall research strategy and its
CRN Project. That is, the designated research centre in Genecology is performing at or above
world standards. However, USC also needs to galvanise the very good research in emerging areas
such as health and humanities, so that it can perform consistently at world class levels. Hence,
further investments are planned to further grow the University’s existing and emerging research
focus areas.
The key performance measures for research are:
 Category 1 grants: exceed the $2.5m threshold
 Number of high level plans to collaborate with external research providers: >3
 Number of designated research centres: 4
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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)
Number of disciplines, as defined by four-digit FoR,
performing at world standards or above (3, 4 or 5)
Disciplines the University commits to
demonstrating substantial
improvement in as defined by twodigit FoR and/or four-digit FoR
0
2
3
0
0
2
Disciplines nominated in
2011–13 Compact
07 Agricultural and Vet
Sciences
11 Medical and Health
Sciences
Disciplines nominated in
2014–16 Compact
0702 Forestry Sciences
11 Medical and Health
Sciences
1110 Medical microbiology
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
$315,695
$2,323,277
$2,800,000
$3,600,000
$3,800,000
Category 2 Income
Number of joint
research grants in
Australia
Number of joint
research grants
overseas
Number of jointly
supervised PhD
students in Australia12
Number of jointly
supervised PhD
students overseas13
$1,174,789
18
$2,544,570
23
$1,200,000
27
$1,502,000
30
$1,800,000
35
5
7
8
10
12
8
6
8
12
16
1
1
2
3
5
Note: All calendar year references below refer to the previous year’s data collection.
Optional Performance
Baseline
Progressive
Progressive
Progressive
Indicators
2012
Target 2013
Target 2014
Target 2015
research income per
$18,300
$40,000
$37,000
$40,000
research active FTE;
12
Target
2016
$44,000
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).
13 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 40
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
In a University, HDR students are the “engine room” of research capacity. Accordingly, USC is
committed to increasing significantly the number of HDR enrolments and completions by 2016.
The University is growing at a rapid pace with student enrolments currently due to increase from
8,000 in 2011 to 12,000 by 2015. With such a rapid growth trajectory in a small and young
University, it is crucial that HDR enrolments are aligned with the University’s capacity to supervise
new students, as well as its ability to accommodate HDR students in appropriate facilities.
Accordingly, the USC strategy continues to involve a staged growth in HDR enrolments, so as to
allow time for the establishment of the necessary staffing levels as well as the implementation of
buildings and research infrastructure to support these new HDR students.
A rate-limiting factor for the development of USC’s HDR student cohort is the size of its HDR
scholarship pool. Accordingly, USC has substantially increased investment in University funded
scholarships with a focus on positioning students in designated research concentrations. Central
University scholarship selection processes, as well as assignment of students to supervisors, is
linked to advantaging students fitting into designated areas of research strength and/or high level
research activity.
With the input of 4 new HDR scholarships per annum to coincide with 4 new Research Fellow
appointments per year, the plan is to roll out 12 new scholarships each year. With the targeted
recruitment of HDR students into research focus areas and the recruitment of new Research
Fellows, this expansion will increase substantially the research capacity of USC’s research
concentrations.
Although HDR student completion targets may be ambitious, they are current best estimates
based on an existing cohort of students allowing for all students to complete in maximum
completion time (i.e. four years for full-time PhD).
A myriad of approaches, several of which are already in place or in train, will be implemented to
ensure the quality of research supervision of USC HDR students:
 Creation of student cohorts in research focus areas where there is a strong and vibrant
research culture, as well as excellent environment for the conduct of internationally
competitive research.
 Provision of a unified HDR financial support package to ensure that students have access to
essential facilities such as consumables, computing equipment, office space, workshop
facilities, and so on.
 Provision of a minimum standard for “Research Active Supervisors” to ensure that they have
the skills and experience needed for the successful supervision of HDR students to
completion.
 Requirements for HDR supervisors to undertake regular professional development to ensure
a currency in knowledge of research supervision matters, so as to maintain membership as a
USC Registered Supervisor.
Page 41



Provision of a supervisor mentoring scheme where experienced supervisors must be involved
in the supervision of HDR students by novice supervisors, so that the HDR supervision can be
managed more effectively.
USC HDR student uptake in the global exchange programs to provide USC HDR students with
the opportunity to spend significant time in a world-class research setting at an overseas
university, so as to internationalise USC’s HDR programs.
Implementation of a conference travel funding scheme to enable all HDR students to attend
either two local international conferences, or one overseas international conference, so as to
internationalise USC’s HDR programs.
USC continues to focus on ways to improve the research training experience to support our
research students. We offer a number of research training opportunities to HDR candidates at
USC including the eGrad School online workshops throughout the year, online workshops and
seminars including specialist software workshops (NVivo and SPSS), one-on-one academic writing
and research methods consultations, on-campus workshops including presentation skills, getting
published, research ethics, intellectual property management and the annual trans-Tasman Three
Minute Thesis. Formal research methods training coursework is available for candidates admitted
to an HDR from a non-traditional pathway. Faculties also conduct regular research seminar days
and HDR candidates are encouraged to participate to meet their candidature milestones such as
confirmation of candidature and thesis submission presentations.
The University is also extending its partnerships to enable USC students to experience a period of
time at partner organisations both domestically (Australian Institute of Sport, CSIRO, Q-DAFF and
domestic partner institutions) and internationally (for example at the Karolinska institute in
Sweden and Tokyo University of Marine Science and Technology). These partnerships have
extended to Joint PhD arrangements including an existing arrangement with Leuphana University
of Luneberg and negotiations for a new Joint PhD program are in progress with the German
Sports University.
The University will seek to recruit at least one indigenous HDR student annually by offering a
targeted HDR scholarship for an indigenous student undertaking research within a designated
area of research within the University. To support this recruitment strategy USC will also be
seeking to include an indigenous researcher on the supervision panel for indigenous students.
Furthermore, the incubation of a new research group in Indigenous research within the
Sustainability Research Centre also comprising USC’s targeted academic fellow in indigenous
studies will provide an intellectually stimulating and supportive environment for indigenous HDR
students.
It is important to note that USC’s CRN project incorporates important elements in the area of
research training. Moreover, it includes strategies to enhance the quality of research training and
HDR student experience through the CLRD. Also, the CRN will lead to an increase in the number
of students undertaking and completing HDR studies, along with an increase in research training
across the collaborating organizations of the CRN network, together with a focus of new research
training opportunities within USC’s existing research focus areas.
The key performance measures for research training are:
 Number of joint HDR candidates
 Number of HDR contributions to high quality and high impact papers
 Internationalisation of the USC HDR experience
 60% of HDR candidates directly linked to designated research centres and clusters
Page 42
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
Baseline
Progressive
Progressive
Progressive
Performance
2012
Target 2013
Target 2014
Target 2015
Indicators
HDR student load
115.8
136.8
150
160
HDR student
8
1
2
9
completions by
masters
HDR student
12
21
24
27
completions by
doctorates
Note: All calendar year references below refer to the previous year’s data collection.
Optional Performance Baseline
Progressive
Progressive
Progressive
Indicators
2012
Target 2013
Target 2014
Target 2015
Proportion of candidates
in research centres and
clusters
Page 43
47%
50%
54%
58%
Target
2016
175
2
35
Target
2016
60%
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 Birgit Lohmann
Deputy Vice-Chancellor
University of the Sunshine Coast (ML3)
Locked Bag 4
Maroochydoore DC QLD 4558
E: blohmann@usc.edu.au
F: (07) 5459 4467 T: (07) 5459 4465
Page 44
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 the Sunshine Coast, ABN 28 441 859 157
Page 45
Signed for and on behalf of the University of the Sunshine Coast
by
……………………………………………………..
Signature
…………………………
Date
Professor Greg Hill
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 46