Mission-Based Compact
Between:
The Commonwealth of Australia
and
University of South Australia
CONTENTS
Context
Part One:
Establishment of the Compact
The University’s Mission
Part Two:
Teaching and Learning
Performance Funding
Part Three:
Research, Research Training and Innovation
Part Four:
Compact Review
Part Five:
General Provisions
Attachments
A.
Indicative list of Commonwealth Funding provided to the University which is
administered by DEEWR and relevant to this Compact.
B.
List of Commonwealth Funding provided to the University which is
administered by DIISR and relevant to this Compact.
C.
University Confidential Information1.
D.
Terms and Conditions of Agreement between the Minister for Tertiary
Education, Skills, Jobs and Workplace Relations and the University about
Performance Funding.
E.
Copy of Commonwealth Grant Scheme Funding agreement between the
Minister for Tertiary Education, Skills, Jobs and Workplace Relations and the
University.
1
There will be an Attachment C only where the University provides commercially sensitive material. The
published version of a Compact will indicate the existence or otherwise of an Attachment C (University
Confidential Information) but will not include the content.
Page 2
Date
This Compact is made on __________________
between
The Commonwealth of Australia (Commonwealth) represented by and acting
through both:
The Minister for Tertiary Education, Skills, Jobs and Workplace Relations
Assisted by the Department of Education, Employment and Workplace
Relations (DEEWR)
ABN 63 578 775 294
Of
50 Marcus Clarke Street
Canberra ACT 2601
And
The Minister for Innovation, Industry, Science and Research
Assisted by the Department of Innovation, Industry, Science and Research
(DIISR)
ABN 74 599 608 295
Of
Industry House
10 Binara Street
Canberra ACT 2601
And
University of South Australia
ABN 31 191 313 308
A body corporate under the University of South Australia Act 1990
Of
55 North Terrace
Adelaide SA 5000
(University)
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CONTEXT
A.
The Purpose and Effect of this Compact
This Compact is an agreement between the Commonwealth and the University.
It demonstrates that 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 that 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,
research training and innovation, and includes information on funding provided by
the Commonwealth to the University.
Section 4 and Attachment D of this Compact together constitute the funding
agreement, for the purpose of section 30-25 of the Higher Education Support Act
2003 (HESA), for the grant of teaching and learning Performance Funding to the
University. Similarly, Attachment E of this Compact contains the funding agreement,
for the purpose of section 30-25 of HESA, for the provision of other Commonwealth
Grant Scheme funding to the University.
This Compact also refers to funding provided under DIISR's Collaborative Research
Networks (CRN) funding program. Any funding provided under that program is not
made under HESA and is separate to, but made within the framework of, this
Compact.
In addition, this Compact refers to a range of other funding that is provided by DIISR
and DEEWR to the University under various legislative and/or contractual funding
arrangements. The details of relevant DEEWR funding arrangements are set out in
Attachment A and the details of relevant DIISR funding arrangements are set out in
Attachment B.
By detailing Commonwealth funding commitments and reciprocal University
commitments, this Compact also contributes to creating a transparent and
accountable system of administration of Commonwealth funding. To support this
purpose, the Commonwealth and the University agree that this Compact will be
published on Commonwealth websites and may be published on the University
website.
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B.
The Principles of Commonwealth Funding Support
The principles under which Commonwealth funding for higher education is provided
are:
C.

opportunity for all, especially for those students from groups under-represented
in higher education;

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;

responsiveness to the economic and social needs of the community, region,
state, nation and the international community;

a sustainable higher-education sector; and

academic freedom and institutional autonomy.
The Commonwealth’s ambitions for Higher Education and Innovation
The Commonwealth’s vision for the higher education sector is set out in
Transforming Australia’s Higher Education System available at
http://www.deewr.gov.au
Higher education is central to achieving the key objectives for the nation’s future,
including:

A stronger Australia – boosting Australia’s share of high skilled jobs and
productivity growth will require a highly skilled workforce that can rapidly adapt
to meet future challenges; and

A fairer Australia – all Australians will benefit from widespread equitable
access to a diverse tertiary education sector that allows each individual to
develop and reach their potential. Society as a whole will benefit from the
widespread application of cutting-edge research.
In supporting these objectives, the Commonwealth's ambitions for higher education
include:

producing graduates with the knowledge, skills and understandings for full
participation in society and the economy;

providing opportunities for people from all backgrounds to participate to their full
potential and be supported to do so;

providing students with a stimulating and rewarding higher education
experience;

playing a pivotal role in the national research and innovation system through
generation and dissemination of new knowledge and through the education,
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training and development of world-class researchers across a wide range of
intellectual disciplines; and

being amongst the leading Organisation for Economic Co-operation and
Development (OECD) countries in terms of participation and performance.
The higher education system also plays a crucial role in supporting innovation. The
Commonwealth’s policy statement, Powering Ideas - An Innovation Agenda for the
21st Century http://innovation.gov.au is designed to build innovation skills, support
research to create new knowledge, increase business innovation and boost
collaboration.
For higher education research, research training and innovation, the
Commonwealth’s ambitions include:
D.

progressively increasing the number of research groups performing at worldclass levels;

boosting research collaboration by Australian universities;

significantly increasing the number of students completing higher degrees by
research over the next decade; and

building an innovation system that promotes economic growth and well being by
promoting linkages between Australian businesses, universities and publiclyfunded research agencies.
Structure of this Compact
Part One provides for the establishment of the Compact, its Term and the purpose
of the University’s Mission. Part One also contains the University’s Mission
Statement. Part One also provides for the Commonwealth to inform the University of
any actual or prospective changes to policy and for the University to inform the
Commonwealth of any actual or prospective changes to its Mission and for each to
consult the other about the possible effects of these changes.
Part Two provides for matters related to teaching and learning, which are matters
administered by DEEWR.
Part Three provides for matters related to research, research training and
innovation, which are matters administered by DIISR.
Part Four provides for review of the Compact.
Part Five provides for operational issues, including the general matters which the
two Departments will administer jointly, liaison between the Departments and the
University, privacy, confidentiality and information sharing, addresses for notices
and how the Compact may be varied and how it may be terminated. This Part also
includes the Dictionary.
The Attachments A to E form part of this Compact and are referenced and explained
in the relevant Parts of this Compact.
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PART ONE
1.
ESTABLISHMENT OF THE COMPACT
The Commonwealth and the University agree:
1.1.
This Compact consists of Parts One to Five and any Attachments.
1.2.
The term of this Compact is from 1 January 2011 until 31 December 2013, unless
terminated earlier in accordance with clause 10.7.
1.3.
In agreeing to this Compact for and on behalf of the Commonwealth each of the
Ministers is acting only to the extent of that Minister’s powers and functions under any
Commonwealth law, including under the terms of any relevant Appropriation.
1.4.
The University acknowledges that a policy underlying some or all of this Compact may
be subject to review by the Commonwealth from time to time. The Commonwealth and
the University agree that if the Commonwealth considers that it may need to change
the Compact because of such a review, the Commonwealth will notify the University of
this in writing and will consult with the University accordingly.
1.5.
Some or all of the funding arrangements set out in Attachments A and B may be
updated by DEEWR and DIISR from time to time. The Commonwealth will notify the
University of any such updates.
1.6.
Either party may propose changes to this Compact at any time. Except for any
changes pursuant to clause 1.5 above, clause 10.5 will apply to any variation proposed
by either party to the Compact.
2.
THE UNIVERSITY’S MISSION
2.1.
The purpose of the University’s Mission
2.1.1.
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 that the University's Mission may
evolve.
2.1.2.
The University and the Commonwealth recognise that the University is an
autonomous institution which is responsible for the determination of its Mission and
for its aspirations and strategies for their achievement.
2.2.
The University’s Mission statement
UniSA was founded in 1991. It has 37,000 students and 2,400 FTE continuing and fixed-term
staff. Of the academic staff, 65% hold doctorates, and in 2010 UniSA was amongst the top 10 in
Australia on this measure. The figure has risen from 32% in 2001. UniSA doubled its annual
research income between 2004 and 2009, from $26.5 million to $57.8 million. The University’s
forecast revenue for 2010 is $500.6 million. UniSA has a legislative responsibility to provide
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access to higher education for Indigenous Australians and a strong record of working with other
under-represented groups.
In 2008, UniSA commenced an in-depth review of its strategic directions. A new Vision, Mission
and Values statement (Table 1) was complemented by an internal position paper, New
Horizons—our aspirations, people and performance. New Horizons set out the challenges that
needed to be addressed if the university were to realise its vision and outlined, in broad terms,
strategies designed to improve individual and collective performance. The University’s 2009
AUQA audit report commented that ‘New Horizons enjoys widespread support and is favourably
referred to by internal stakeholders, who praised it for its inclusivity and for the clarity of
direction it offers.’
Table 1: UniSA’s Vision, Mission and Values
Vision
UniSA will be a leading contributor to Australia having the best higher education system in the
world, supporting the world’s best educated and most innovative, cohesive and sustainable
society.
Mission
UniSA educates professionals and citizens to the highest standards; creates and
disseminates knowledge; and engages with our communities to address the major issues of
our time.
Values
Scholarship - UniSA promotes and sustains open intellectual enquiry characterised by high
standards of ethics and integrity. Academic rigour, excellence and relevance underpin our
actions in research and its application, in teaching and learning and in engagement with our
communities.
Engagement - UniSA’s teaching and research connect strongly with the issues of our local,
national and international stakeholders—students, alumni, staff, partners, professions,
government, industry, academic peers and community groups.
Social justice - UniSA gives effect to reconciliation with Indigenous Australians and builds
social cohesion by achieving equitable educational access and outcomes across our diverse
student community, through research that aims to improve the quality of life and by acting
responsibly as a corporate citizen.
Sustainability - UniSA contributes to environmentally, economically, socially and culturally
sustainable development, and we aim to reduce our own environmental impact.
Innovation - UniSA anticipates change and acts quickly to seize opportunities and solve
problems.
Openness - UniSA is outward looking, welcoming diversity and the wide range of
perspectives it brings, international in outlook, collaborative, creative, agile and enterprising.
Horizon 2020
Based on this strong platform, Horizon 2020, launched in September 2010, defined the
institution’s aspirations for the next decade. Horizon 2020 was shaped by wide consultation
with staff, students and alumni, and was endorsed by University Council. It was released to the
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community on 29 September 2010. Horizon 2020 forms the framework for the University’s fiveyear corporate plan.
Horizon 2020 envisages that the UniSA of 2020 will be defined by:
• an outstanding student experience and exceptional graduates
• world-class research clusters and an exciting, research-intensive culture
• innovative solutions to social, economic, political and technological challenges
• a commitment to equity and excellence, reinforcing each other in an environment
characterised by uncompromising high standards.
This last point highlights one of the distinguishing features of UniSA. We not only aim to
broaden access to the highest quality education; we also aim to give the nation the benefit of
the talent and determination that is at present untapped due to a student profile that is skewed
towards economic and other advantage. Our UniSA College is an example of how we intend to
prepare students for success in university studies – a preparation without which many currently
disenfranchised members of the population are much less likely to succeed. Our proposal for a
medical school illustrates how Australia will benefit from our ambitions – areas that are
underserviced or unserviced will be able to attract highly skilled, interprofessionally trained
doctors who have grown up in those areas and who want to contribute to their communities.
The remainder of this text is taken directly from Horizon 2020. More information is available at
http://www.unisa.edu.au/horizon2020/default.asp .
Ambitions and strategic directions
In 2020, UniSA will be defined by its:

outstanding learning outcomes and the quality and richness of the student experience

graduates’ readiness for work, their adaptability and their contribution as global citizens

commitment to equity and excellence, reinforcing each other in an environment
characterised by uncompromising high standards

strong nexus between teaching and research

world-class research clusters and exciting, research-intensive culture

innovative solutions to social, economic, political and technological challenges

considerable and creative contribution to the prosperity and well-being of the nation

agility and adaptability in building and maintaining productive partnerships with industry,
business and the community

high-performing staff and prestigious national and international partners

enduring and mutually beneficial relationships with its global alumni
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
strong sense of collective purpose.
UniSA aims to build on its tradition of setting high ambitions and on a culture marked by
ingenuity, purposeful action, connectedness with its communities and collaborative endeavour
to create a university of global reach and impact.
UniSA’s graduates will have international experience and will be widely recognised for their
practical, professional and intellectual contribution to government, industry, business and
society. UniSA’s research will have impact and relevance and will be deeply engaged with the
individuals and organisations that make use of it. UniSA will be known for the quality and
responsiveness of its relationships with the many different communities it serves.
UniSA’s activities will be shaped and informed by intercultural and global relationships and
perspectives. The institution’s partnerships will enhance its reputation and contribute to the
achievement of key goals.
UniSA will be a university of the 21st century, maximising the creative interaction between
teaching and learning and research.
An outstanding student experience and exceptional graduates
UniSA’s students will develop the knowledge, skills and qualities to contribute positively and
creatively to the challenges of the future. UniSA’s programs will be innovative and informed by
research, and will balance international perspectives with national priorities.
UniSA graduates will be recognised for their outstanding ability to communicate effectively,
solve problems, think critically and embrace lifelong learning.
UniSA will work closely with its students to develop a holistic student experience that builds
social networks and connectedness, develops the leaders of the future and contributes to a
cohesive, sustainable society. Leading pedagogical practices will be supported by learning
spaces and technologies that promote rich and complex interaction and collaboration.
In 2020:

the UniSA educational experience will be defined by its real-world application, links to
leading international research, learning through external service and practice-based
education

UniSA students will have an international and intercultural educational experience
embracing collaborative enquiry and mutual respect and understanding

UniSA teachers, learning spaces, technology-rich approaches and social environment
will attract, motivate, challenge and excite students from a wide range of backgrounds

UniSA will be in the top quintile nationally for student progression, student satisfaction
and teaching and learning outcomes
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
UniSA graduates will represent and influence all sections of society

UniSA will be acknowledged by employers as one of the leading universities in Australia
for student internship, placement provision and graduate employability

UniSA will be by far the largest university in South Australia and the university of choice
for local and international students.
World-class innovation
UniSA’s multidisciplinary research concentrations will work with key partners to anticipate and
solve the complex problems that will face society in the decade to 2020 and beyond. UniSA
researchers will grapple with the ‘big’ issues of a changing world, including:

improving health and health care for all

protecting the planet’s natural resources

generating clever solutions to global energy needs

creating new designs and technologies for a changing world

enhancing the quality and productivity of working life

building just, resilient and inclusive democratic societies.
At UniSA there will be freedom to think, to work with bright minds and to engage with the global
academy. Research leaders and research-active academic staff will contribute to the work of
UniSA’s Research Institutes and Centres and to the strong teaching-research nexus that will
underpin the quality of the next generation of academic programs.
UniSA will generate research outputs of high quality, referenced to international benchmarks,
that lead to innovation, change and demonstrable improvements in the world around it.
By 2020 UniSA will:

have an international reputation for generating highly innovative solutions to research
questions of global significance

deliver ground-breaking research through the work of 20 world-class multidisciplinary
research concentrations with members from across the world and which engage with
regional, national and international end users to shape the future

have more than 1,500 research-active academic staff, drawn from among the best in
Australia and overseas, who are deeply engaged in the significant issues of the time

have more than 1,500 research students from different backgrounds, cultures and
countries working as members of our research concentrations at UniSA or with
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international research partners in research training environments of exceptional quality.
An innovative, exciting place to work
New goals and opportunities for achievement will provide a major incentive for UniSA staff to
develop and excel in their chosen discipline or profession. UniSA’s workplace culture will be
characterised by:

agility, creativity, excellence and impact

a strong sense of social purpose and collective engagement

recognition of, and reward for, endeavour

pride in individual and collective effort and achievement.
UniSA will continue to be recognised for a high level of innovation and for effective governance,
efficient organisation and good management.
Intelligent use of resources
UniSA’s physical and virtual resources will be shaped by the institution’s academic goals, the
imperative to provide an outstanding and holistic student experience and the composition of the
student body and workforce. UniSA will apply technology intelligently to its research, learning
environment and administration.
UniSA’s financial resources, including capital investment in facilities and information and
communications infrastructure, will be harnessed to deliver a rich and rewarding student
experience and to provide the best possible environment for the conduct of great research and
research training, while maintaining financial sustainability.
UniSA’s administration will be streamlined and efficient and will greatly facilitate academic work.
The institution will have a reputation as a leader in sustainable practice and for reducing the
environmental impact of its operations.
Investing in the future
Over the next decade UniSA will invest at least $1 billion in additional infrastructure, new
initiatives and improved services to achieve its ambitions and support a series of major
institutional developments. Among those developments, UniSA will:

consolidate its campuses to make better use of resources and strengthen services to
students

create a University College with a strong track record in assisting more students to gain
access to and succeed in our programs

seek to establish an innovative medical school that focuses on addressing the health
needs of disadvantaged populations and complements the institution’s already strong
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teaching and research in health-related disciplines

build a highly imaginative physical and virtual infrastructure that promotes the social
well-being and educational experience of all students, including a major building at the
City West Campus which will integrate smart learning spaces, learning resources and
student support services

develop research infrastructure that underpins major growth in the number of researchproductive staff and doctoral graduates.
Indigenous Australians
UniSA’s commitment to Indigenous Australians is enshrined in its founding legislation and
symbolised by its Statement of Reconciliation and by the Reconciliation Stones on each
campus. By 2020, this commitment will be given expression across the University's activities in
the curriculum of its educational programs, in improved graduate outcomes in a range of
professions where Indigenous people are currently under-represented, and in UniSA's staffing
profile, where Indigenous employees will be well represented among both academic and
professional staff.
Measuring success
UniSA’s ultimate success will be measured by the achievements of its graduates and staff and
their contributions as innovators, thinkers, employers, employees, citizens of the world and
leaders of society.
The University’s strategies and initiatives to realise its ambitions and directions are outlined in
the Corporate Plan 2011-2015. The institution will continue to measure its progress with suitable
performance indicators and against national and international benchmarks.
2.3.
2.3.1.
2.3.2.
Changes to the University's Mission
The Commonwealth acknowledges that the University may adjust its mission from
time to time. The University agrees that it will give the Commonwealth notice in
writing in advance of:
a.
any significant changes that it proposes to make to the Mission during the term
of the Compact; or
b.
any significant changes that it intends to make to its activities that could affect
either or both of the content and the practical application of its Mission.
If the Commonwealth receives notice from the University under clause 2.3.1 and
considers that the proposed changes would require a change to this Compact, the
Commonwealth will notify the University of this in writing and will consult with the
University accordingly.
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PART TWO
The Minister for Tertiary Education, Skills, Jobs and Workplace Relations, with
assistance from DEEWR, has Commonwealth responsibility for the matters set out
in this Part Two of the Compact.
3.
TEACHING AND LEARNING
3.1.
Quality
Quality: Commonwealth objectives
3.1.1.
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.
3.1.2.
A focus on quality is an essential element of a system where funding is driven by
student choice, and is essential for ensuring that the Commonwealth’s participation
and social inclusion ambitions are achieved without a risk to quality.
3.1.3.
The Commonwealth has made a commitment to provide more autonomy to
universities through the removal of funding caps on Commonwealth supported
places. In turn, the Commonwealth expects the University to participate in new
higher education quality arrangements which will be overseen by the Tertiary
Education Quality and Standards Agency. The new arrangements are designed to
support academic autonomy while ensuring that the achievement of minimum
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.
3.1.4.
The University also has obligations under the quality and accountability
requirements in Division 19 of HESA. This Compact does not change those
obligations.
Quality: University strategies
As outlined in section 2.2, Horizon 2020 articulates UniSA’s ambitions to deliver an outstanding
student experience. These ambitions will be realised through:
-
a curriculum that provides students with stimulating and rewarding learning
-
innovative environments that support active learning experiences
-
UniSA’s seven Graduate Qualities, which will produce graduates with the knowledge,
skills and understandings necessary for full participation in society and the economy
-
preparing students for university study through the establishment of UniSA College (see
section 3.2) to provide pathways and appropriate preparation for students aspiring to
participate in higher education
-
adopting excellence, equity and diversity as core priorities to support people from all
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backgrounds to participate to their full potential in higher education.
UniSA’s Corporate Plan 2011-2015 highlights priorities and objectives aligned with the
Commonwealth’s Quality objectives. The University is currently developing a Teaching and
Learning Strategy to deliver these ambitions, priorities and objectives, which are focused on the
interlinked themes of quality of teaching and learning, student engagement and student
outcomes.
The Quality of Teaching and Learning
The University plans to assure and enhance the quality of teaching and learning through a
variety of methods. In terms of assuring quality, the University’s teaching and learning
committees have terms of reference that enhance ownership and validation of academic
standards via analysis of data and external benchmarking.
In terms of enhancing and improving quality, the University has a number of plans. During 2011,
it will, for example, improve the systems and processes that it uses to collect, distribute and
analyse student feedback on teaching and learning. Student participation in committees will be
enhanced as will ways of closing the feedback loop to students. The University will also
continue to roll out a major investment in a new online learning environment, student placement
system and program and course management system.
The University recognises the contribution that its staff make to the quality of teaching and
learning and offers a number of rewards and incentives for quality performance. Over the period
of the Compact, the University will be reviewing and revising its recognition and reward
processes to ensure that performance is optimally aligned to University objectives in the area of
teaching and learning quality.
During the period of the Compact, the University will be designing and constructing
Participate@UniSA – a $95 million project with $30 million of Commonwealth support. The
centrepiece of the project will be a new learning centre which will provide students with state-of
the-art facilities and will be the focal point of a student-centred service delivery model.
Student Engagement
Based on evidence that engagement with a variety of academic and non-academic activities
improves both retention and performance for most students, during 2011 the University is
embarking on a major student engagement initiative called Experience Plus. In line with its
equity mission, the University also believes that it should provide all its students with
opportunities to enhance their social capital and life skills. Experience Plus provides
opportunities for students to engage in a range of activities that promote and build social
networks and provide leadership skills. It is also a mechanism through which students can
articulate the skills and experiences that they have acquired, and how these are transferable
into academic, employment and community settings.
Step 2010 is a four-year, $5.7 million project whose prime objective is to maximise students’
engagement in their learning by ensuring that all programs contain experiential learning
experiences. It is nearing completion and the University will continue to build on this initiative by
developing more learning opportunities that simulate real life and build student capabilities in
critical and creative thinking.
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Student Outcomes
During the Compact period UniSA will be undertaking initiatives to improve both academic
outcomes and employability. UniSA will develop a systematic approach to identifying students
who may need English language support. A range of English language proficiency interventions
will be offered, including access to individual support from language and learning advisors. An
early intervention strategy will help improve the academic outcomes for those at risk of
academic failure.
UniSA will enhance its relationships with business, industry, professional bodies and
government agencies with a view to improving employment outcomes for its students. This, and
Experience Plus, will be the centre piece of a new employability strategy to be developed during
2011–12.
The University hopes that by the end of the Compact period it will be in a position to plan for
campus consolidation. Improving teaching and learning, student engagement and student
outcomes are the prime motivating factors in seeking to consolidate metropolitan campuses.
Quality indicators*
Indicators to measure the institution’s progress against its priorities include:
 Performance Indicator 2A – Domestic undergraduate satisfaction with teaching (derived from the
overall satisfaction item and good teaching scale in the CEQ)
 Performance Indicator 2B – Domestic undergraduate experience (derived from the University
Experience Survey – pending development)
 Performance Indicator 3A – Domestic undergraduate satisfaction with generic skills (derived from the
CEQ)
 Performance Indicator 3B – Domestic undergraduate value-added generic skills (derived from the
Collegiate Learning Assessment – pending development)
 Performance Indicator 3C – Composite indicator of teaching quality (pending development)
 Retention rates
 Graduate employment rates and outcomes referenced against State-based employment outcomes.
* The university will revise its KPIs in 2011 in the light of changes to the sector and reserves the right to amend PIs selected for this compact.
3.2.
Equity
Equity: Commonwealth objectives
3.2.1.
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.
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3.2.2.
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 socioeconomic status (SES) backgrounds.
3.2.3.
The Commonwealth is also committed to enhancing participation and outcomes for
Aboriginal and Torres Strait Islander people in higher education.
3.2.4.
The Commonwealth funds a range of programs to encourage and support access to
and participation in higher education by people from low SES backgrounds,
Aboriginal and Torres Strait Islander people and other under-represented groups,
including the Higher Education Loan Program and Student Income Support.
3.2.5.
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 specific equity programs and income
support measures.
3.2.6.
The Commonwealth will monitor the University’s equity performance through the
existing reporting requirements attached to individual programs. The University’s
performance in meeting equity objectives will also be linked with teaching and
learning Performance Funding targets, as specified in the table under paragraph
4.14 of this Compact.
3.2.7.
Universities have obligations under the fairness requirements in Division 19 of
HESA. This Compact does not change those obligations.
Equity: University strategies
UniSA’s founding legislation includes obligations to:
“provide such tertiary education programmes as the University thinks appropriate to meet the
needs of the Aboriginal people”
“provide such tertiary education programmes as the University thinks appropriate to meet the
needs of groups within the community that the University considers have suffered
disadvantages in education.”
This legislative responsibility is expressed in the University’s value statement:
“UniSA gives effect to reconciliation with Indigenous Australians and builds social cohesion by
achieving equitable educational access and outcomes across our diverse student community,
through research that aims to improve the quality of life and by acting responsibly as a
corporate citizen.”
It is given shape in Horizon 2020 in the ambition that UniSA will be known for its
“commitment to equity and excellence, reinforcing each other in an environment characterised
by uncompromising high standards.”
The University has a long history of supporting access by under-represented groups and is
particularly well regarded for its activities in the northern suburbs of Adelaide, which include
areas with high levels of social disadvantage. Horizon 2020 sets out our ambition to expand and
Page 17
focus these activities through the UniSA College and the UniSA Medical School.
The University will continue its commitment in this area through priorities and objectives that
align with the Commonwealth’s Equity objectives.
UniSA College
UniSA will open UniSA College in 2011, offering:
-
pathways for under-represented and disadvantaged groups including Indigenous students
-
programs connected with schools, the community and industry
-
a model that supports students, builds confidence and prepares them for degree-level study.
As noted in the previous section, UniSA College provides one important foundation for quality
learning and teaching by ensuring that students are appropriately prepared for university study.
UniSA will offer Foundation Studies programs and introduce Diploma-level programs that blend
Foundation Studies with discipline content in arts and science and technology, leading to
admission into year two of undergraduate programs at UniSA.
The UniSA College will be the centrepiece of a broad-based and integrated schools outreach
strategy in target areas of metropolitan Adelaide, surrounding regions and rural and regional
areas.
Under the leadership of the UniSA College, the newly constructed Mawson Science and Maths
Centre will provide an opportunity for school students to maintain their interest in, and capacity
to study, science and mathematics to Year 12 and beyond. The Centre will provide a range of
experiential education programs that will expose students to, and engage them with, maths and
science resources not available in their high schools. It is expected that these experiences will
stimulate students’ understanding of and interest in the sciences and encourage continuation of
maths and sciences studies at senior secondary level. Located on the Mawson Lakes campus,
the Centre will host around 1000 secondary school students from the northern suburbs schools
each year and assist teachers in local schools to deliver mathematics and science curriculum.
Scholarships
UniSA will offer a revised set of scholarships to support under-represented or disadvantaged
students, will highlight special initiatives and improve the student experience. The UniSA
Student Scholarship Fund scheme will be extended to:
-
support student placements in rural and remote communities and in disadvantaged
communities
-
alleviate the significant financial burdens and barriers for students from Indigenous,
low-socioeconomic and/or rural backgrounds.
Indigenous Participation, Education and Employment
UniSA acknowledges that although there is congruence between the low-SES and Indigenous
equity groups and the challenges they face, there are particular issues affecting Indigenous
students which must be addressed through a separate policy approach.
The University’s commitment to Indigenous reconciliation is based firmly on the acceptance that
Page 18
educational institutions have a particularly valuable contribution to make to the process of
reconciliation by educating the Australian community about the cultures, languages, history and
contemporary experiences of Australia's Indigenous peoples. By virtue of its founding Act,
UniSA has a special responsibility to provide leadership in the areas of Indigenous research and
education.
The University's Indigenous Participation, Education and Employment Committee has prepared
a draft University Indigenous Education Action Plan 2011-2013, which identifies initiatives and
activities to be undertaken over the next three years. While the final document is yet to be
released, the key areas will include:
-
a stronger and more coordinated focus on Indigenous student recruitment
-
improving the retention rates of undergraduate and postgraduate Indigenous students
through a more coordinated tutoring/mentoring strategy
-
increasing the number of Indigenous staff employed by the University.
UniSA Medical School
UniSA will seek to establish an innovative medical school with a focus on communities where
participation in medicine has been historically low. The School will be known for its cooperation
across the community, schools, health systems and the tertiary sector.
UniSA will seek to launch a Bachelor of Medicine and Bachelor of Surgery in conjunction with a
strategy to engage the community, raise educational aspirations among students and families
and provide much-needed support for young Australians who have suffered significant social
disadvantage. UniSA’s medical school will not only support the entry of students from
disadvantaged backgrounds but will introduce a range of measures to ensure that these
students can succeed in their studies (for example, UniSA will accommodate the needs of
students who wish to study part-time for some or all of their program).
Australia’s ageing population and growing burden of chronic disease will place extraordinary
strains on the health care system unless we make radical changes to the way health care is
delivered. UniSA’s medical program will have a strong focus on interdisciplinary education, to
prepare doctors who can work effectively with other health professionals and are committed to
integrated team-based professional care. UniSA already offers a wide range of health programs
and is well prepared to train graduates to excel in inter-professional team-based patient care.
UniSA will also introduce a series of initiatives to overcome current pressures on the public
hospital system in terms of training places.
UniSA has excellent relationships with a wide range of public and private health providers and
with these partners we will offer a new type of medical program that produces medical
practitioners with the empathy and commitment to support the significant challenges of the
disadvantaged communities of Australia. Whilst the medical places we seek (120 places per
annum starting from 2013 or 2014) will be only a small fraction of the national training numbers,
in terms of the numbers of socially disadvantaged students who become medical doctors,
UniSA’s contribution will be substantial.
Page 19
The processes required for accreditation of a medical program and negotiation of clinical
training sites are significant. Through its long-standing track record of educating allied health
professionals and through its substantial health and medical research (see also recent ERA
results), UniSA is well prepared for such challenges and will commit significant resources to
make this happen as part of the Horizon 2020 vision. Minister Roxon has encouraged UniSA to
submit a formal proposal for establishing the medical school and this will be progressed during
2011, following wide consultation with key stakeholders.
Equity indicators*
Indicators to measure the institution’s progress against its priorities could include:

Performance Indicator 1A – Proportion of domestic undergraduate students from a low-SES
background

Performance Indictor 1B – Proportion of domestic undergraduate students belonging to one or more of
the DEEWR-defined equity groups (as per letter to DEEWR 21 January 2011)

Number of commencing Indigenous students

Number of Indigenous student completions

Graduate outcomes for students belonging to an equity group.
* The university will revise its KPIs in 2011 in the light of changes to the sector and reserves the right to amend PIs selected
for this compact
3.3.
Infrastructure
Infrastructure: Commonwealth objectives
3.3.1.
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.
3.3.2.
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.
3.3.3.
The Commonwealth anticipates that the University will focus not only on developing
new University-owned and operated buildings but also on optimising the use of
existing facilities, refurbishing and adequately maintaining existing infrastructure,
investing in e-learning and other information and communications technologies
(ICT), and utilising space owned by, or shared with, other education providers.
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3.3.4.
The Commonwealth will monitor the University's infrastructure programs, and their
alignment with the Commonwealth's infrastructure objectives, through the
Institutional Performance Portfolio Information Collection.
Infrastructure: University strategies
UniSA has a strong track record in linking infrastructure development with national priorities in
research and teaching and learning. Recent projects include the Centre for Environmental Risk
Assessment and Remediation ($20 million, completed in 2009), the Mawson Institute ($14
million, completed in 2010) and the Materials and Minerals Science Learning Research Hub
($50 million, to be completed in 2011).
UniSA’s resources will continue to be harnessed to deliver a rich and rewarding student
experience and provide the best possible environment for the conduct of first-class teaching.
The University’s priorities and objectives align with the Commonwealth’s Infrastructure
objectives.
The Personal Learning Environment (PLE)
The $9.8 million PLE project will deliver state-of-the art capabilities for online learning to
students and staff. UniSA will implement learnonline, UniSA’s learning management system, to
provide improved student interactivity in online teaching and learning. The institution will invest
in automated lecture recording and retrieval, virtual classroom capability and e-portfolios. The
Program Course Management System will provide a single authoritative data source for UniSA
programs and courses, improving the quality assurance mechanisms of the University. The new
Student Placement System will facilitate the management of student placements in industry and
promote real-world, practice-based learning.
Participate@UniSA
The $95 million Participate@UniSA project is the outcome of a successful Education Investment
Fund bid, with $30 million of Commonwealth EIF funding. It will create a hub for student learning
and co-located student services at City West campus. The project will benefit around 15,000
students and is designed to improve retention and success by promoting active learning
experiences and peer-to-peer networking and engagement. The new learning centre will
provide learning spaces that incorporate new and emerging technologies, access to adaptive
technologies to support students with special learning needs, integrated support services and
spaces for social and recreational activities. Improved spaces will accommodate health science
clinics and simulation labs and provide a permanent presence for the UniSA College.
Consolidate UniSA Campuses
In the longer term UniSA aims to consolidate its metropolitan campuses from four to three,
increasing the number of students at key locations and reducing the costs of multi-campus
operations.
Campus consolidation will involve the development of new learning spaces at the two CBD
campuses to support active learning, resulting in a better student experience and hence
Page 21
improved student learning and retention.
Campus consolidation will improve UniSA’s financial sustainability by reducing operating costs
and avoiding capital investment required to upgrade existing aged facilities. It will enable
reinvestment in teaching and learning improvements and research growth and support
increased retention and widened student participation.
Regional Engagement
UniSA provides regional areas with access to higher education through on-campus delivery (at
Whyalla and Mt Gambier), online delivery and blended delivery. UniSA’s Centre for Regional
Engagement, based at Whyalla campus, is a locus of this activity, which increasingly requires
state-of-the-art IT infrastructure to support developments in online learning. Whyalla’s success
is currently limited by slow IT connections (10Mbps and based on relayed microwave radio
technology that is susceptible to atmospheric conditions). The roll-out of the National
Broadband Network and the Adelaide to Perth backbone capacity project (part of the $37 million
National Research Network project) provide possibilities for future high-speed fibre connections
from the Whyalla campus that would overcome this limitation in capacity.
3.4.
Student enrolments
Commonwealth objectives
3.4.1.
The Commonwealth is committed to the expansion of a high quality higher
education sector, to provide opportunities for all capable people to participate to
their full potential.
3.4.2.
An expanded higher education sector will educate the graduates needed by an
economy based on knowledge, skills and innovation.
3.4.3.
The Commonwealth has announced its ambition for growth in higher education
attainment, so that by 2025, 40 per cent of all 25 to 34 year olds will hold a
qualification at bachelor level or above.
University student enrolment planning
UniSA is, and plans to remain, the largest university in South Australia for local and international
students. Domestic student enrolments are expected to continue to grow through a combination
of strategies to:
-
increase student participation in areas of state and national need, including providing
access to students from disadvantaged backgrounds
-
improve student retention and success.
Student enrolments are planned to increase in Foundation Studies (with the establishment of
UniSA College), health (particularly with the establishment of a medical school) and in
postgraduate coursework programs. UniSA’s ability to meet its growth ambitions is however
currently constrained by Commonwealth policy settings.
Page 22
Increasing Participation in Higher Education Through Foundation Studies
The establishment of the UniSA College (refer section 3.2) will improve access to and
preparation for university study for people who have aspirations for university entry, but who do
not have traditional entry credentials. UniSA College’s Foundation Studies program is one of a
number of strategic initiatives to improve access and participation in higher education.
Enrolments in Foundation Studies are expected to increase significantly but will be constrained
by current limitations on Commonwealth funding for enabling load.
Increasing Participation in Heath
UniSA has experienced strong student demand in allied health and has responded to state and
national workforce needs with the establishment of a new school (School of Population Health)
and new programs (e.g. Dietetics). UniSA is also planning the establishment of an innovative
medical school (refer section 3.2). These developments will see an increase in student
enrolments in both undergraduate and postgraduate health and medical programs.
Postgraduate Enrolments
UniSA recognises the need to further increase postgraduate enrolments as a result of:
-
the need to professionalise the future workforce, increase the skills base and respond to
South Australian population demographics. Although the three SA higher education
institutions have seen growth in postgraduate load this remains 2% behind the national
average of 11%. At UniSA, growth has been uneven but there has been particularly strong
demand for health-related programs, evidenced by a 21% preference increase during
2010-11.
-
movement in the sector for some professional specialisations to shift to the 3+2 Bologna
model, and recent changes to the AQF creating professional Masters degrees.
Within the postgraduate enrolments category, demand for Commonwealth Grant Scheme
supported places is expected to grow in discipline areas where fee-paying places are a
deterrent to demand (e.g. health). The health profession currently has shortages in many
discipline areas, including nursing and allied health, and is working towards models of
interdisciplinary and advanced practice in order to support the evolving health needs of the
growing Australian population. In 2008 the University shifted a number of fee‐paying
postgraduate programs into CGS load in order to meet demand for a higher skill base in public
sector agencies, including nursing, allied health and social care. We have raised these issues
formally with DEEWR and are keen to arrive at arrangements that encourage rather than deter
students from disadvantaged backgrounds to further educate themselves through postgraduate
degrees.
3.5.
Other key teaching and learning priorities: University strategies
International Students
Page 23
An appropriate number and mix of international students will enhance the experience of all
students and allow the University to pursue its objectives more effectively. The University is
currently reviewing its international strategy and is concerned that immigration regulations and
processes may inhibit this important income stream, and would in turn damage its capacity to
invest in the student experience.
Metrics will be developed during 2011 to align with the University’s international strategy.
4.
PERFORMANCE FUNDING
Commonwealth objectives
4.1
Higher education Performance Funding will provide incentives for universities to
improve outcomes for students.
4.2
To be eligible for Performance Funding, the University must:
(i) be a Table A provider (see paragraph 30-1(1)(a)(i) of the Act); and
(ii) be a provider for which the Minister has allocated a number of Commonwealth
supported places to the provider for that year under section 30-10 (see
paragraph 30-1(1)(b) of the Act); and
(iii) be a provider which has entered into a funding agreement with the
Commonwealth under section 30-25 in respect of a period that includes that year
(this being the 2011-2013 Compact).
4.3
Performance Funding has two components:
(i) Facilitation Funding; and
(ii) Reward Funding for achieving university performance targets
Facilitation Funding
4.4
Facilitation Funding acknowledges both the diverse missions of universities and the
commitment to the Australian Government’s learning and teaching goals.
4.5
The Australian Government will provide Facilitation Funding to universities
commencing in 2011.
4.6
Facilitation Funding will be paid as a formula driven share of the available funding.
Each university’s Facilitation Funding payment will be calculated on their proportional
share of Commonwealth Grant Scheme Basic Grant Amount (section 33-5 of the
Act) and the Grants to Support National Institutes specified in the Other Grants
Guidelines (item 4 of subsection 41-10 of the Act). Refer to the Performance Funding
Technical Guidelines for further details.
4.7
As a condition of the Facilitation Funding component of Performance Funding, in
accordance with this agreement, the University must:
Page 24
(i) inform the Australian Government of strategies and goals for achieving the
University’s teaching and learning mission described under clauses 3.1, 3.2 and
3.4; and
(ii) agree to the performance targets relating to specific Australian Government
goals contained in clause 4.14.
4.8
Once a 2011-2013 Compact has been agreed, the University will be paid the 2011
Facilitation Funding amount, plus any indexation, each year of the Compact period.
4.9
The Commonwealth and the University agree to annual review, under Section 9 of
this Compact, of the effectiveness of implementation of the strategies and goals for
achieving the University’s teaching and learning mission described under clauses
3.1, 3.2 and 3.4.
Reward Funding
4.10
From 2012, the Australian Government will introduce Reward Funding for
universities that achieve performance targets.
4.11
As a condition of the Reward Funding component of Performance Funding, in
accordance with this agreement, the University must:
(i) agree performance targets as outlined in clause 4.14;
(ii) supply performance data to the Commonwealth for relevant indicators as per the
requirements set out in section 2 of the Performance Funding Technical
Guidelines; and
(iii) achieve the relevant targets as outlined in clause 4.14.
4.12
Each university’s maximum possible Reward Funding payment will be calculated on
their proportional share of Commonwealth Grant Scheme Basic Grant Amount,
consistent with the focus of Performance Funding being on improvement of teaching
and learning.
HESA Funding Agreement
4.13
This section 4, together with the terms and conditions set out at Attachment D to this
Compact, constitute the HESA Funding Agreement for the provision of Performance
Funding to the University.
University performance targets
4.14
The University’s performance targets are in the table below.
(i) Performance targets refer to the year of payment.
(ii) Progress targets represent progress towards achievement of aspirational goals.
Reward Funding for achievement against the 2014 and 2015 progress targets
and aspirational goals would be the subject of a future Compact.
Page 25
University performance categories and targets
Performance Category 1: Participation and Social Inclusion
Performance indicator 1A: Proportion of domestic undergraduates who are from a low SES
background.
Baseline for improvement target: 19.48% (2009 data)
2012
Reward Payment
2013
Reward Payment
2014
Progress target
2015
Progress target
(target for 2011
students)
(target for 2012
students)
(target for 2013
students)
(target for 2014
students)
Excellence Target
Improvement
Target
N/A
N/A
19.73%
20.13%
20.73%
21.33%
Outcome
Performance indicator 1B: Proportion of domestic undergraduate students who are
Indigenous or have a disability or are from a non-English speaking background or are
from a regional or remote area
Baseline for improvement target: 25.77% (average of 2008/09 data)
Improvement
Target
2012
Reward Payment
2013
Reward Payment
(target for 2011 students)
(target for 2012 students)
26.04%
26.57%
Outcome
Page 26
University performance categories and targets
Performance Category 2: Student Experience
Performance indicator 2A: Domestic undergraduate satisfaction with teaching
(Measured using data from the Australian Graduate Survey – Course Experience
Questionnaire (CEQ) [Good Teaching Scale and Overall Satisfaction Item])
2012
Reward Payment
2013
Reward Payment
Participation
N/A
Participate in 2013 CEQ* (2012 final
year students) to establish baseline
performance
Outcome
N/A
* the 2012 CEQ report refers to students whose final year of study was in 2011 and who participated in
the CEQ survey in 2012 and where performance was reported in 2013.
Performance indicator 2B: Domestic undergraduate experience
(Measured using data from the University Experience Survey [UES])
2012
Reward Payment
2013
Reward Payment
Participation
N/A
Participate in the development of the
UES to establish baseline
performance
Outcome
N/A
Page 27
University performance categories and targets
Performance Category 3: Quality of Learning Outcomes
Performance indicator 3A: Domestic undergraduate satisfaction with generic skills
(Measured using data from the Australian Graduate Survey – Course Experience
Questionnaire (CEQ) [Generic Skills Scale])
2012
Reward Payment
2013
Reward Payment
Participation
N/A
Participate in 2013 CEQ* (2012 final
year students) to establish baseline
performance
Outcome
N/A
* the 2012 CEQ report refers to student whose final year of study was in 2011 and who participated in
the CEQ survey in 2012 and where performance was reported in 2013.
Performance indicator 3B: Domestic undergraduate value added generic skills
(Measured using data from the Collegiate Learning Assessment (CLA))
2012
Reward Payment
2013
Reward Payment
Participation
N/A
Participate in the development of the
CLA to establish baseline
performance
Outcome
N/A
Performance indicator 3C: Composite Teaching Quality Indicator (TQI)
2012
Reward Payment
2013
Reward Payment
Participation
N/A
Participate in development of
composite indicator (including
providing data) to establish baseline
performance
Outcome
N/A
4.15
Section 3 of the Performance Technical Funding Guidelines provides detailed
information on the calculation and assessment of the above indicators. Section 4.2.2 of
Page 28
the Performance Funding Administrative Guidelines also provides information on
implementation of new performance indicators.
4.16
The Australian Government undertakes to consult the higher education sector on the
development and enhancement of indicators for the purposes of Performance Funding.
5.
COMMONWEALTH GRANT SCHEME
5.1
Attachment E contains the current HESA Funding Agreement for the provision of
Commonwealth Grant Scheme funding to the University for the 2009 to 2011
calendar years.
5.2
Attachment E becomes part of this Compact on execution of the Compact.
5.3
The Commonwealth anticipates that any future HESA Funding Agreements for the
provision of Commonwealth Grant Scheme funding to the University will also form
part of this Compact.
6.
OTHER FUNDING PROVIDED BY DEEWR
6.1
A list of key programs and funding allocations under which the Commonwealth,
through DEEWR, provides support to the University is set out at Attachment A. This
list may be updated from time to time, including if the University is successful in
applying for any new and/or additional Commonwealth funding.
Page 29
PART THREE
The Minister for Innovation, Industry, Science and Research, with assistance from
DIISR, has Commonwealth responsibility for the matters set out in this Part Three of
the Compact.
7.
RESEARCH, RESEARCH TRAINING AND INNOVATION
A range of research, research training and innovation performance indicators and
targets are proposed in this section. Principal Performance Indicators are
compulsory and institutions may voluntarily nominate Additional 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. Universities
should develop performance indicators and targets to reflect their individual
performance and strategic direction.
7.1.
Research performance and research capability
Research performance and research capability: Commonwealth objectives
7.1.1.
The Commonwealth encourages excellence in research performance and the
strengthening of research capability. Particular objectives are to:
a.
progressively increase the number of research groups performing at world class
levels, as measured by international performance benchmarks; and
b.
promote collaboration, including collaboration between researchers within
Australia and internationally.
7.1.2.
The Commonwealth, through DIISR, may provide funding to the University to assist
the University achieve these Commonwealth research performance and research
capability objectives, including through the Sustainable Research Excellence in
Universities (SRE) program, the Research Infrastructure Block Grants (RIBG)
scheme and, where relevant, the Collaborative Research Networks (CRN) program.
7.1.3.
If the University is provided with funding from DIISR under the Collaborative
Research Networks (CRN) program, the University will be required to enter into a
legally binding CRN funding agreement with DIISR. That legally binding agreement
will not be made under HESA and will be separate from, but made within the
framework of, this Compact from the date of its execution.
7.1.4.
Other Commonwealth funding to assist the University achieve these Commonwealth
objectives may also be provided outside of this Compact by the Australian Research
Council (ARC), the National Health and Medical Research Council (NHMRC), the
International Science Linkages program, the Australia-India Strategic Research
Fund, and research infrastructure funds such as the Education Infrastructure Fund,
Super Science Initiative and the Cooperative Research Centres (CRC) program.
Page 30
7.1.5.
The Commonwealth, through the ARC, will implement the Excellence in Research
for Australia (ERA) initiative which will evaluate research undertaken at Australian
universities against international benchmarks. ERA will be used in the future to
assist in determining funding in some research programs (for example, the
Sustainable Research Excellence in Universities [SRE]) administered by the
Commonwealth.
Research performance and research capability: University strategies
During the last 5 years, UniSA has focussed on growing its research capacity through the
attraction and retention of research leaders and research-active academic staff who can
contribute to the work of its multidisciplinary Research Institutes and Centres and ensure that a
strong teaching-research nexus underpins the quality of academic programs. UniSA has
demonstrably improved its absolute and relative performance and is now ranked 14th of
Australian universities for research performance based on total research income. UniSA’s
national competitive grant income has increased from $8.4 million in 2005 to $16.7 million in
2009 and in 2009 UniSA was ranked number five in Australia for funding derived from
Commonwealth grants to Cooperative Research Centres.
The University’s Corporate Plan 2011-2015 and Building World-class Research and Innovation:
UniSA 2011-2015 (the University’s research strategic plan) are focused on delivering the key
ambition expressed in Horizon 2020 for UniSA to emerge as a major force in the Australian
research landscape. Priorities and objectives align with the Commonwealth’s Research
Performance and Research Capability objectives. The next phase of UniSA’s development
as a contemporary research-intensive institution (2011-2015) will be to attract and develop firstclass research active staff, build strong relationships with international ‘first-class’ research
partners, increase the number of research concentrations performing at a world-class level (as
defined by international measures of research quality and innovation), and generate an increase
in the number of high-quality research outputs and HDR graduates.
Attract and Retain First-class Research-active Staff
UniSA will continue to develop its active recruitment strategy for potentially externally funded
research fellows and research-competitive academic staff and to promote practical strategies to
build the internationalisation of research careers in its Early Career Research Programs and
Research Leadership Development Programs. UniSA will review and support attendance by
researchers at different academic levels at international conferences and/or engagement with
international collaborators.
Build World-class Research Concentrations
UniSA has implemented the ‘ReNEW’ strategy, which sets out a clear framework for the
establishment, review and funding of supported Research Institutes and Centres and requires
the development of a ‘Framework of Cooperation’ between Research Institutes and supporting
Schools to support a strong teaching-research nexus. Each Institute will identify a network of
first-class international research partners in relevant discipline areas and develop strategies to
form strong collaborative and productive relationships with at least one of their first-class
Page 31
partners during the next 3 years. There will be an alignment of institutional internationalisation
strategies to support engagement between research concentrations and their nominated
networks of first-class international partners to achieve high-calibre research and research
training outcomes, including internationally co-authored research outputs.
Doing First-class Work
Internal research performance funding allocations will recognise both the quality and volume of
research outputs, including internationally co-authored research publications. University,
Division and Institute resources will be harnessed to develop competitive grant writing and
publication skills for researchers at all academic levels. UniSA will harness externally
benchmarked measures of disciplinary excellence (e.g. ERA, international benchmarks) to
inform and support academic performance review and career development.
Excellence in Research for Australia (ERA)
UniSA will review the contribution of each School, Research Institute and Centre to the
performance of the institution at the 2 and 4 digit Field of Research (FOR) code level in the
2010 ERA exercise. This will help to identify the recruitment strategies required to build on
emerging or new areas of world-class performance and to map areas where succession
planning for key research leaders will be required to support existing world-class research
performance.
UniSA has a significant capacity to increase the numbers of academic staff who are research
active within the next decade and this will build the quality of performance in those targeted
areas already performing at world standard. Such areas include chemical sciences,
engineering, environmental and health sciences and disciplines within the fields of law and legal
studies, marketing and languages, communication and culture. Furthermore the University has
moved to make strategic recruitments in areas in which UniSA was assessed at below world
standard in the 2010 ERA exercise and which are important to the institution. These include
human movement and sports science, education and information and computing science. We
will also put forward submissions in areas such as journalism and professional writing where
research-led teaching will support major undergraduate programs.
The institution will continue to develop its business intelligence systems to ensure that up-todate research performance data (including national and international comparator data where
relevant) are available for review by senior managers and Research Institute and Centre
directors. The DVC: Research and Innovation and Divisional Pro Vice Chancellors will continue
to embed ERA-related performance measures in Research Performance Dashboards and work
with Heads of Schools and Research Institute and Centre Directors to determine how areas
have built capacity during 2005-2010 to generate high-quality research outputs within specific
areas of existing or emerging strength for the 2012 ERA exercise. The institution will chart the
growth in volume and quality of research activity (referenced to the number of staff FTE)
between the 2010 and 2012 ERA reference periods and consider the impact of past and future
recruitment and staff development strategies on building world-class research in specific
disciplinary areas.
Horizon 2020 maintains a commitment to build multidisciplinary world-class research
concentrations in areas of global significance and national importance. ERA will inform progress
Page 32
towards building disciplinary platforms of world-class performance but the institution will ensure
that research concentrations will maintain a focus on addressing questions which may require
the input of more than one discipline. Measures of engagement and innovation will also be used
to ensure high-quality research and innovation outputs are each valued within the institution.
Research performance and research capability: Performance indicators and targets
7.1.6.
The purpose of the research performance and research capability performance
indicators and targets is to assist the University and Commonwealth monitor the
University's progress against the Commonwealth's objectives and the University's
strategies for research performance and research capability.
7.1.7.
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
(Required)
Baseline2
Target
20133
Number of disciplines, as defined by two-digit Fields of
Research (FoR), performing at world standard or above (3,
4 or 5)
10
11
Number of disciplines, as defined by four-digit FoR,
performing at world standards or above (3, 4 or 5)
25
28
Disciplines the university commits to demonstrating substantial improvement in as defined by
two-digit FoR and/or four-digit FoR
2 digit FOR
Baseline
Target 2013
08 Information and Computing Sciences
2
3
09 Engineering
3
4
20 Language Communication and Culture
3
4
Baseline
Target 2013
1106 Human Movement and Sports Science
2
3
1505 Marketing
2
3
n/a
2/3
3
4
4 digit FOR
1903 Journalism and Professional Writing
2002 Cultural Studies
2
Baseline data is collected in 2010 but will generally refer to an earlier period. For example, the baseline for Category 1 income is collected
through the 2010 HERDC data collection but refers to income in 2009. Similarly, the targets relate to the year in which the data is collected.
3
Target refers to data collected in the previous year. For more information, see definition of baseline data.
Page 33
Principal Performance
Indicators
(Required)
Category 1 income
Number of joint research grants
with other universities and
research organisations*
 in Australia
 overseas
Number of jointly supervised
PhD students with other
universities and research
organisations
 in Australia
 overseas
Progressive
Target 20115
Progressive
Target 2012
Target
20136
$16.60m
$17.5m
$20.0m
174
183
193
204
137
57
144
60
150
63
160
67
189
72
117
200
74
126
208
78
130
215
80
135
Baseline4
$16.59m
Table Notes
* the count of Australian and overseas joint research projects do not add up to the total joint research grants due to
instances where there are two collaborators ie. one from Australia and one from overseas
Additional
Performance
Indicators
Baseline
1.31
Weighted
publications per
academic staff
headcount
(teaching and
research/research
only )
Progressive
Target 2011
1.33
Progressive
Target 2012
1.35
Target
2013
1.38
4
Baseline data is collected in 2010 but will generally refer to an earlier period. For example, the baseline for Category 1 income is collected
through the 2010 HERDC data collection but refers to income in 2009. Similarly, the targets relate to the year in which the data is collected.
5
Progressive target refers to data collected in the previous year. For more information, see definition of baseline data.
6
Target refers to data collected in the previous year. For more information, see definition of baseline data.
Page 34
7.2
Research training
Research training: Commonwealth objectives
7.2.1
The Commonwealth encourages excellence in the provision of research training.
Particular objectives are to:
a.
Support research excellence and develop an internationally competitive
research workforce in Australia through high quality research training; and
b.
Significantly increase the number of students completing higher degrees by
research over the next decade.
7.2.2
The Commonwealth, through DIISR, may provide funding to the University to assist the
University achieve these Commonwealth objectives, including through the Research
Training Scheme (RTS), Australian Postgraduate Awards (APA), and International
Postgraduate Research Scheme (IPRS).
7.2.3
Other Commonwealth funding to assist the University achieve these Commonwealth
objectives may also be provided outside of this Compact by the ARC, NHMRC,
DEEWR and DIISR, for example through the Cooperative Research Centres (CRCs)
program.
Research training: University strategies
In 2011 the new UniSA Graduate Research Centre (GRC) became operational. The GRC is
responsible for:
-
increasing recruitment of high-calibre research students to contribute to an increased
research capacity in UniSA Research Institutes and Centres
-
increasing the quality of research training and therefore the quality of graduates and
their ability to contribute to national innovation and development
-
focusing research student recruitment and training in areas of research strength to
maximise the quality of the research training experience and outcomes.
The University’s Corporate Plan 2011-2015 and Building World-class Research and Innovation:
UniSA 2011–2015 include an explicit focus on growing the next generation of research and
innovation leaders. The University is delighted that the most recent Postgraduate Research
Experience Questionnaire (PREQ) results currently place the institution at the top of the ATN
universities and above the national average for the measure of overall satisfaction. A key goal
for UniSA (2011-2015) is to ‘grow the next generation of research and innovation leaders with a
focus on the recruitment of first-class students and the delivery of first-class research training’.
Recruit First-class Students
UniSA aims to retain high-achieving students from undergraduate programs and transition them
into research degree programs. UniSA will actively encourage students to consider Honours
study by providing opportunities to engage in research and critical thinking activities during their
undergraduate career through internships or vacation work in Research Centres and Institutes.
Extensive promotion of UniSA research concentrations will highlight the pathways for
Page 35
prospective Honours, Masters and HDR students. The University will develop a suite of
rewards for undergraduate high achievers, including scholarships, awards and accelerated
completion, and incentives for those going onto postgraduate study, and enhance systematic
tracking of high grade point average students to target invitations to encourage Honours,
Masters or HDR aspirations.
In 2011, UniSA will continue the development of an expanded institutional HDR recruitment and
scholarship strategy balancing requirements to recruit students from first-class international
institutions and to build regional research capacity.
Provide First-class Research Training, First-class Careers
In 2011, UniSA will:
-
Develop a systematic approach to the establishment of collaboratively supervised PhDs,
including opportunities for hosting visiting HDR students from international institutions,
formal joint supervision by UniSA staff of HDR students enrolled through an international
institution, and jointly-badged PhDs
-
Begin the development of the UniSA Engaged PhD - a doctoral degree that provides a
rigorous research apprenticeship and also builds complementary skills that improve
students’ value both to the research realm and to Australian industry and society more
broadly. The Engaged PhD will build into research training programs opportunities that
allow students to engage appropriately with one or more activities which extend their
training beyond that provided by their immediate research environment. Activities may
include including work with partners in industry, first-class national and international
organisations, and government and community agencies, and engagement in
undergraduate teaching. Opportunities will be provided to enrol in courses that facilitate
international collaboration, such as languages and cultural studies. In this context UniSA
is a strong contributor to the ATN proposal for the establishment of an ATN Industry
Doctoral Training Centre in the area of Mathematics and will be participating in the ATN
Symposium to develop this proposal further in early 2011. We also welcome the
announcement of the ARC Linkage Research Training Awards Scheme (LRTAS), part of
the Government's Clean 21 initiative, which will embed 200 of Australia’s best and
brightest research students in industry settings
-
As articulated in the UniSA ReNEW strategy, place first-class students with
research-active supervisors in research concentrations that reflect UniSA’s areas of
disciplinary strength. Students will continue to be required to engage actively in
research education support activities that include presentations and workshops, and
successful completion of these will remain a prerequisite for student progression.
UniSA has implemented a new register of active research supervisors which requires
supervisors to meet defined criteria in relation to research activity, supervisory experience and
participation in ongoing professional development activities. UniSA will continue to monitor
factors which affect completion rates noting that our current average time to completion (around
4 years) is consistent with comparator national data.
Page 36
Research training: Performance indicators and targets
7.2.4
The purpose of the research training performance indicators and targets is to assist the
University and Commonwealth monitor the University's progress against the
Commonwealth's objectives and the University's strategies for research training.
7.2.5
The University will aim to meet the research training performance indicators and targets
set out in the following table.
Principal Performance
Indicators
(Required)
HDR Student load (EFTSL)
HDR Student completions
(headcount) by level of degree*
 masters
 doctorates
Baseline7
Progressive
Target 20118
Progressive
Target 2012
Target
20139
814
(2009)
136 (total
2009)
13
123
831
862
879
155
170
175
14
141
14
156
16
159
Table Notes
*Note: UniSA’s consumed load completion rate for full-time HDR is consistent with sector-wide average performance on this
metric
Additional Performance
Indicators
(May be proposed by the
University)
Postgraduate Research Experience
Questionnaire – Quality of HDR
Supervision
7.3
Baseline
Progressive
Target 2011
Progressive
Target 2012
Target
2013
77%
78%
79%
80%
Innovation
Innovation: Commonwealth objectives
7.3.1
The Commonwealth encourages innovation and seeks to build an innovation system
which contributes to economic growth and wellbeing by promoting links between
Australian businesses, universities and publicly-funded research agencies.
7.3.2
The Commonwealth, through DIISR, may provide funding to the University to assist the
University achieve this Commonwealth objective, including through the Joint
Research Engagement (JRE) program. Details of any funding provided by DIISR to
the University to encourage innovation are set out in Attachment B.
7
Baseline data is collected in 2010 but will generally refer to an earlier period. For example, the baseline for Category 1 income is collected
through the 2010 HERDC data collection but refers to income in 2009. Similarly, the targets relate to the year in which the data is collected.
8
Progressive target refers to data collected in the previous year. For more information, see definition of baseline data.
9
Target refers to data collected in the previous year. For more information, see definition of baseline data.
Page 37
7.3.3
Other Commonwealth funding to assist the University to achieve this Commonwealth
objective may also be provided outside of this Compact including through
Commercialisation Australia, the CRC and Enterprise Connect programs, and by
AusIndustry and the ARC.
Innovation: University strategies
UniSA has a clear focus on delivering research of high quality with the capacity to deliver firstclass innovative solutions to our partners. One indicator of UniSA’s engagement with end user
partner organisations is the recent increase in Cooperative Research Centre (CRC) funding
attributed to the university. The University’s national ranking for CRC funding has risen from 13
to 5 over the past three years.
The University continues to invest in infrastructure to house concentrations where education
and research opportunities can be harnessed to address complex questions that are inspired by
the needs of end users. Recent examples include the Centre for Environmental Risk
Assessment and Remediation ($20 million, completed in 2009), the Mawson Institute ($14
million, completed in 2010) and the Materials and Minerals Science Learning Research Hub
($50 million, to be completed in 2011). This approach is consistent with UniSA’s broad focus on
engagement and participation.
By 2020 UniSA will be delivering ground-breaking research through the work of 20 world-class
multidisciplinary research concentrations with members from across the world and which
engage with regional, national and international end users to shape the future. UniSA
researchers will grapple with the ‘big’ issues of a changing world, including:
-
improving health and health care for all
-
protecting the planet’s natural resources
-
generating clever solutions to global energy needs
-
creating new designs and technologies for a changing world
-
enhancing the quality and productivity of working life
-
building just, resilient and inclusive democratic societies.
Effective and purposeful engagement with external partners is critical in ensuring that UniSA’s
research leads to innovative outcomes which add value to the economic, social and
environmental health of the region and Australia.
The University’s Corporate Plan 2011-2015 and Building World-class Research and Innovation:
UniSA 2011-2015 are focused on delivering first-class innovative solutions to UniSA’s partners.
Priorities and objectives align with the Commonwealth’s Innovation objectives. A key goal for
the University is to deliver innovative solutions to a range of end user partner organisations.
Delivering Innovative Solutions
UniSA has developed an annual Engagement and Innovation Performance Dashboard. The
intent is for the Dashboard to be used by Divisions, Senior Business Development Managers
and Deans of Research and of External Relations to inform the shaping and outcome of the
Divisional and University engagement strategy. The Dashboard is a ‘business intelligence’ tool
that enables each area of the University to improve its understanding of the current level and
Page 38
type of engagement with non academic partners and the outcome of this engagement.
Doing Business Better
During 2011 the University will improve the capacity of its business development network to
target and increase engagement with end users of research. This will include enhancing the
presentation of the University as a business partner through the university web site, thematic
‘UniSA Listens’ events and proactive industry engagement events combined with the practical
strategies required to identify new business opportunities. This includes the promotion of
opportunities for early and mid-career researchers and HDR students to engage in CRCs.
Building Large Multidisciplinary Projects
One of the major challenges for the University is to initiate and build large cross-Divisional,
multidisciplinary projects. UniSA will test using a specialised and skilled team to develop and
manage large major opportunities. The team will include business development, financial and
legal support drawn from within the relevant Divisions and Research Office.
ITEK Pty Ltd is the wholly owned commercialisation company of UniSA and its role is to support
the commercialisation of University research through the formation of spin-off companies,
licensing and the sale of intellectual property. During 2011 ITEK will play an increased role in
the development of University research with commercial potential.
Facilities and Infrastructure
UniSA continues to support research concentrations being housed in joint facilities, with the
presence of researchers from other universities and publicly funded research agencies (e.g.
DSTO).
Innovation: Performance indicators and targets
7.3.4
The purpose of the innovation performance indicators and targets is to assist the
University and Commonwealth monitor the University's progress against the
Commonwealth's objectives and the University's strategies for innovation.
7.3.5
The University will aim to meet the innovation performance indicators and targets set out
in the following table.
Page 39
Principal Performance
Indicators
(Required)
Category 3 research income
Number of active collaborations13
and partnerships14 with industry
and other partners:
 in Australia
 overseas
Baseline10
Progressive
Target
201111
Progressive
Target 2012
Target
201312
$11.37m
$10.00m
$10.70m
$11.50m
224
229
234
240
166
58
170
59
173
61
178
62
10
Baseline data is collected in 2010 but will generally refer to an earlier period. For example, the baseline for
Category 1 income is collected through the 2010 HERDC data collection but refers to income in 2009. Similarly, the
targets relate to the year in which the data is collected.
11
Progressive target refers to data collected in the previous year. For more information, see definition of
baseline data.
12
Target refers to data collected in the previous year. For more information, see definition of baseline data.
13
Collaboration involves activities where two or more parties work together and each contributes resources
such as intellectual property, knowledge, money, personnel or equipment, to address a shared objective with
a view of mutual benefit
14
Research and development collaborations with industry or other partners with a commercial intent: include active
ongoing research projects or partnerships activated through a written agreement (eg contract or signed letter of
intent) between the university and either Australian or overseas industry partners. Activities could include, joint
research/development projects with industry or arrangements with firms to commercialise research outcomes, other
non-teaching activities, or other collaborations).
Page 40
Principal Performance Information1516
(Required)
Number of patent and plant breeder’s rights
families filed, issued and held
Number of licences, options or assignments
(LOAs)17 executed and income derived *
Number and value of research contracts and
consultancies executed *
Investment in spin-out companies during the
reporting year and nominal value of equity in
spin-outs based on last external
funding/liquidity event or entry cost ^
Baseline
Filed
2
Issued
Held
2
13
No.
Value($)
7 executed in 2009
$190,956
40 total active
agreements
No.
Value($)
511
$ 79,591,258
Investment ($)
Value($) ^
$0 UniSA
$2.0 million
$0.37 million equity
raisings
Table Notes
* These figures replicate those submitted to the National Survey of Research Commercialisation (NSRC) in 2009 as per note 16
below.
^ Values based on the current accounting policy in UniSA’s audited financial statements ie investments valued at fair value except
where no relevant or reliable fair value can be determined, in which case the valuation basis reverts to original cost adjusted for
impairment.
7.1.8.
The set of performance information on patents and other research
commercialisation activities does not require targets. Universities should advise their
baseline performance here. Annual reporting on future performance against these
indicators will be in the context of the Institutional Performance Portfolio Information
Collection commencing in 2011.
15
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 2011. 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 (ie trade marks).
16
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
17
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.
Page 41
Additional Performance
Indicators (May be proposed by
the University)
Externally sponsored HDR
students (non-APA)
8
Baseline18
Progressive
Target 201119
Progressive
Target 2012
Target
201320
106
111
117
124
FUNDING FOR RESEARCH AND RESEARCH TRAINING PROVIDED BY DIISR
8.1
Attachment B sets out the University’s Commonwealth funding allocations for 2011
from Commonwealth research and research training programs administered by
DIISR. This list may be amended from time to time, including if the University is
successful in applying for any new and/or additional Commonwealth funding.
18
Baseline data is collected in 2010 but will generally refer to an earlier period. For example, the baseline for
Category 1 income is collected through the 2010 HERDC data collection but refers to income in 2009.
Similarly, the targets relate to the year in which the data is collected.
19
Progressive target refers to data collected in the previous year. For more information, see definition of
baseline data.
20
Target refers to data collected in the previous year. For more information, see definition of baseline data.
Page 42
PART FOUR
9
COMPACT REVIEW
9.1
This Compact will be reviewed annually by both the Commonwealth and the
University. This review will be a mechanism for considering progress made towards
agreed goals outlined in this Compact. It will aim to ensure that the Commonwealth
and the University will continue to focus on key objectives and strategies.
9.2
The review will create an opportunity to consider any developments that may have
occurred in the previous year, and whether these may impact on the Compact or
trigger a need to amend the Compact.
9.3
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.
Page 43
PART FIVE
10 GENERAL PROVISIONS
10.1
Administration of the Compact by the Departments
10.1.1
DEEWR will administer Part Two of this Compact and DIISR will administer Part
Three of this Compact, in accordance with their respective Ministers’ legislative
responsibilities under the Administrative Arrangements Orders as in force from time
to time. The other Parts of this Compact may be administered by one or both
departments
10.1.2
In administering the Compact, employees of each Department will make decisions in
accordance with any relevant instruments of delegation or authorisation in force from
time to time.
10.2
10.2.1
10.3
10.3.1
10.4
10.4.1
Departmental Meetings and Liaison
Employees of the Departments will collaborate to streamline as far as practicable the
Commonwealth’s interactions with the University.
Part 2-2 HESA Funding Agreements
To the extent that this Compact contains Part 2-2 HESA Funding Agreements, the
University acknowledges that each such Part 2-2 HESA Funding Agreement is
subject to specific legislative and other requirements and that the University will need
to meet all such requirements.
Privacy, confidentiality and information sharing
Subject to clause 10.4.2 below, the University acknowledges and agrees that any
information it provides to either DEEWR or DIISR for the purposes of this Compact,
or for any Part 2-2 HESA Funding Agreement contained in this Compact, may be
accessible under the Freedom of Information Act 1982 and may also be:
a.
published by the Commonwealth in any manner in accordance with any legislative
requirement;
b.
used by a Department for any purpose of the Commonwealth, including dealings with
other Commonwealth agencies;
c.
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
d.
disclosed where the Commonwealth is required or permitted by law to do so.
10.4.2
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.
10.4.3
The Commonwealth recognises that the University’s Confidential Information has
commercial value to the University and may disadvantage the University if it is
disclosed. Accordingly, the Commonwealth will not publish or otherwise disclose the
Page 44
University’s Confidential Information unless required by law to do so, or unless the
University consents in writing prior to such disclosure.
10.5
Variation
10.5.1
Subject to clause 10.5.2 below, except for action that either the Commonwealth or
the University is expressly authorised to take elsewhere in this Compact, any
variation to this Compact is to be in writing and signed by the University's, and both
of the Commonwealth’s Representatives.
10.5.2
A variation to:
a.
any provision of Part Two only or to any Attachments to this Compact that arise
solely under a provision of Part Two must be in writing but needs only to be
signed by the Commonwealth's DEEWR Representative and the University.
b.
any part of this Compact that forms part of a Part 2-2 HESA Funding Agreement
may only be made under this clause 10.5.2 if that funding agreement does not
contain variation provisions specific to that funding agreement;
c.
any provision of Part Three only or to any Attachments to this Compact that
arise solely under a provision of Part Three must be in writing but needs only to
be signed by the Commonwealth's DIISR Representative and the University.
Either DEEWR or DIISR as the case requires will send the other Department notice
of any variation made in accordance with paragraph (a) to (c) above.
10.6
10.6.1
Notices
A party wishing to give notice under a provision of this Compact:
a.
must do so by sending it to each of the other Representatives set out in
clause 10.6.3; and
b.
must, if a response is required to the notice, set out the time in which the
response is to be given;
10.6.2
Notices required to be sent by the University to the Commonwealth under this
Compact are to be sent to both the DEEWR and DIISR Representatives set out in
clause 10.6.3.
10.6.3
The Representatives are:
a.
University Representative
Professor Peter Høj
Vice Chancellor and President
University of South Australia
GPO Box 2471
Adelaide SA 5001
E: peter.hoj@unisa.edu.au
T: +61 8 8302 0500
F: +61 8 8302 0501
Page 45
b.
DEEWR Representative
Group Manager
Higher Education Group
Department of Education, Employment and Workplace Relations
GPO Box 9880
Canberra ACT 2601
OR
compacts@deewr.gov.au
c.
DIISR Representative
Head of Division
Research Division
Department of Innovation, Industry, Science and Research
GPO Box 9839
Canberra ACT 2601
OR
compacts@innovation.gov.au
10.7
10.7.1
Termination/Transition Plan
If for any reason, either or both of the Commonwealth or the University reasonably
believes that it is not possible to continue the operation of this Compact:
a. The Commonwealth and/or the University, as the case requires, will give the
other notice of that belief;
b. The Commonwealth and the University will negotiate in good faith to resolve
any issues in bringing this Compact to an end; and
c. The Commonwealth and the University will implement an agreed transition out
plan to bring the Compact to an end.
10.7.2
Notwithstanding clause 10.7.1, if:
a.
the University ceases to exist as a body corporate; or
b.
the University ceases to be approved as a higher education provider under
HESA,
the Commonwealth shall have the right to terminate this Compact immediately by
giving the University Representative written notice.
10.7.3
Except to the extent of any rights the University has under a Part 2-2 HESA Funding
Agreement contained in this Compact, the University is not entitled to compensation
for any loss, damage or claim arising from or in connection to the early termination of
this Compact by the Commonwealth.
Page 46
10.7.4
These termination and transition out provisions are without prejudice to and do not
alter any other rights or obligations of the Commonwealth and the University
pursuant to their funding arrangements.
10.7.5
Rights and obligations of the Commonwealth and the University under the Funding
Agreement at Attachment E that exist as at the date of termination of the Compact
survive the termination of the Compact
10.8
Order of precedence
10.8.1
In this Compact:
a. each HESA Funding Agreement contained in this Compact operates as a
separate agreement between the Minister for Tertiary Education, Skills, Jobs
and Workplace Relations and the University.
b. In the event of an inconsistency between the terms of a HESA Funding
Agreement contained in this Compact and the Operational Provisions in this
Part Five, the term of the HESA Funding Agreement will prevail for the
purpose of that agreement.
10.9
Counterparts
10.9.1
This Compact may be signed in any number of counterparts and all counterparts
together constitute one instrument.
10.10 Dictionary
10.10.1
In this Compact, unless the contrary intention appears:
‘Appropriation' means a law, or provision in a law, that authorises the expenditure of
money by the Commonwealth.
‘DEEWR’ means the Commonwealth Department of Education, Employment and
Workplace Relations or any successor.
‘Department’ means either or both of DEEWR or DIISR as the case requires.
‘DIISR’ means the Commonwealth Department of Innovation, Industry, Science and
Research or any successor.
‘Tertiary Education Minister’ means the Minister administering Part 2-2 of HESA.
‘HESA’ means the Higher Education Support Act 2003 and includes any subordinate
legislation or Ministerial determination made under that Act.
‘HESA Funding Agreement' means a funding agreement:
a.
that is made under section 30-25 of HESA by the Minister for Tertiary
Education, Skills, Jobs and Workplace Relations and the University for the
provision of a grant of funding to the University under Part 2-2 of HESA; and
b.
with which the University is required to comply under section 36-65 of HESA.
Page 47
‘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 either or both of the Tertiary Education Minister and the Research
Minister.
‘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.
‘Research Minister’ means the Minister administering the Australian Research
Council Act 2001.
‘TEQSA’ means the Tertiary Education Quality and Standards Agency.
‘University’ means the University of South Australia ABN 37 191 313 308]
‘University’s Confidential Information’ means the information referred to at
Attachment C to this Compact as 'University Confidential Information' or that the
Commonwealth otherwise agrees in writing is 'University Confidential Information',
but does not include information that is or becomes public knowledge, except due to
non-compliance with this Compact.
Page 48
SIGNED for and on behalf of the UNIVERSITY OF SOUTH AUSTRALIA
by
……………………………………………………..
Signature
Professor Peter Høj
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
David de Carvalho
the Group Manager
of Higher Education Group
of the Department of Education, Employment and Workplace Relations
a Delegate of the Minister for Tertiary Education, Skills, Jobs and Workplace Relations
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
Anne Baly
the Head
of Research Division
of the Department of Innovation, Industry, Science and Research
a Delegate of the Minister for Innovation, Industry, Science and Research
In the Presence of:
.....................................................................................
WITNESS
.....................................................................................
Full name and occupation or profession of witness (Please print)
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ATTACHMENT A
INDICATIVE LIST OF COMMONWEALTH FUNDING PROVIDED TO THE
UNIVERSITY BY DEEWR AND RELEVANT TO THE COMPACT
DEEWR provides a range of funding to the University under various legislative and/or
contractual funding arrangements. The following is an indicative list of that funding. The
table will be updated from time to time.
Funding to be delivered during the Compact ($m)
2011
Commonwealth Grant Scheme
-
Cluster funding
-
Regional loading
0.098
-
Enabling loading
0.350
-
Transitional loading (Maths/Science)
5.280
-
Advance payment for estimated over enrolment
-
Facilitation Funding
135.912
14.164
2.869
Higher Education Partnerships and Participation Program
-
Participation component
-
Partnership component
3.757
0.356
Disability Support Program
-
Additional support for students with disabilities
-
Performance based funding
Not Yet Known
Not Yet Known
Indigenous Support Program
1.096
Diversity and Structural Adjustment Fund
Capital Development Pool
1.520
2.051
Commonwealth Scholarships Program
2.698
Education Investment Fund
37.978*
*This figure is an instalment for the projects ‘Materials and Minerals Science Learning and Research Hub’
(EIF Round 1 – total grant $40m) and ‘Participate@UniSA’ (EIF Round 3 – total grant $30m).
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ATTACHMENT BLIST OF COMMONWEALTH FUNDING PROVIDED TO THE UNIVERSITY BY DIISR
AND RELEVANT TO THE COMPACT
University of South Australia – Research Block Grant Funding for 2011
Research Training Scheme (RTS)
$11,700,272
Australian Postgraduate Awards (APA)
$4,058,461
International Postgraduate Research Scholarships (IPRS)
$419,201
Research Infrastructure Block Grants Scheme (RIBG)
$2,711,901
Joint Research Engagement (JRE)
$7,283,889
Commercialisation Training Program (CTS)
$144,244
Sustainable Research Excellence (SRE) Base
$300,183
Sustainable Research Excellence (SRE) Threshold 1
$472,100
Sustainable Research Excellence (SRE) Threshold 2
$922,156
University of South Australia – Collaborative Research Networks Funding for 2011
Collaborative Research Networks (CRN)
0
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ATTACHMENT C
UNIVERSITY CONFIDENTIAL INFORMATION
Not applicable.
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ATTACHMENT D
TERMS AND CONDITIONS OF PART 2-2 HESA FUNDING AGREEMENT FOR
THE PROVISION OF PERFORMANCE FUNDING
Terms and Conditions of Funding Agreement between the Commonwealth and the University
for the purposes of grants in respect of Performance Funding under section 30-25 of HESA
1.
2.
3.
4.
Agreement
1.1
Pursuant to clause 4.13 of the Compact, section 4 of the Compact together with the
terms and conditions in this Attachment D of the Compact constitute the HESA
Funding Agreement entered into by the Minister or his or her delegate (on behalf of
the Commonwealth) with the University under section 30-25 of HESA, for the
provision by the Commonwealth of Performance Funding to the University.
1.2
These terms and conditions apply only to Performance Funding and do not apply to
any other agreement between the Commonwealth and the University entered into
for the purposes of section 30-25 of HESA or for the purposes of any other
legislative provision.
Eligibility
2.1
The University meets the requirements of subparagraph 30-1(1) (a)(i) or
subparagraph 30-1(1)(a)(ii) of HESA.
2.2
It is a precondition to funding being provided under this agreement that the
University does and will continue to meet the requirement in paragraph 30-1(1)(b) of
HESA in each of the Grant years during the term of this agreement.
2.3
Entering into this agreement is a requirement under paragraph 30-1(1)(c) of HESA
for a grant to be payable to the University under Part 2-2 of HESA for Performance
Funding.
Term and Grant years
3.1
The term of this agreement is the same as the term of the Compact.
3.2
This agreement is made in respect of the Grant years 2011, 2012 and 2013.
Conditions additional to the HESA
4.1
Subject to subsections 30-25 (2A) and 30-25 (2B) of HESA, this agreement
specifies conditions to which the grant is subject that are additional to the conditions
to which the grant is subject under Division 36 of HESA.
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5.
Publication
5.1
6.
The Compact, of which this agreement forms part, will be tabled in Parliament in
accordance with subsection 30-25(4) of HESA.
Preconditions to receiving Performance Funding
6.1
Facilitation Funding
As a condition of the Facilitation Funding component of Performance Funding, in
accordance with this agreement, the University must:
(a) inform the Commonwealth of strategies and goals for achieving the university’s
teaching and learning mission described under clause 4.7 of the university’s 2011-13
Compact; and
(b) agree to the performance targets relating to specific Commonwealth goals contained
in clause 4.14 of the 2011-2013 Compact.
6.2
Reward Funding
As a condition of the Reward Funding component of Performance Funding, in accordance
with this agreement, the University must:
(a) agree performance targets as outlined in clause 4.14 of their 2011-2013 Compact
agreement;
(b) supply performance data to the Commonwealth for all indicators as per the
requirements set out in section 2 of the Performance Funding Technical Guidelines;
and
(c) achieve the relevant excellence or improvement targets as outlined in clause 4.14 of
their 2011-2013 Compact agreement.
7.
University’s Grant Amount
7.1
Facilitation Funding
The University’s grant amount for the Facilitation Funding component of Performance
Funding will be calculated in accordance with the Commonwealth Grants Scheme
Guidelines Chapter 12 as in force from time to time during the term of this Agreement.
7.2
Reward Funding
The University’s grant amount for the Reward Funding component of Performance
Funding will be calculated in accordance with the Commonwealth Grant Scheme
Guidelines as in force from time to time during the term of this Agreement.
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7.3
Performance Funding Grant Amount
The University’s total grant amount for Performance Funding in each Grant year (that is,
the total of the amounts in that Grant year for Facilitation Funding and for Reward
Funding) will be the University’s ‘Performance Funding Grant Amount’ for the purposes of
Subsection 33-1(1A) of HESA.
8.
Payment of Grant Amounts
8.1
Facilitation Funding
Subject to the University’s compliance with this agreement and with HESA, the
Commonwealth will pay the Facilitation Funding Grant Amount to the University in
accordance with the following timeframes and conditions:
(a) Facilitation Funding will be paid to eligible universities fortnightly commencing in 2011
and ending in December 2013, with the amount to be paid as per the calculations
outlined in the Technical Guidelines.
(b) In accordance with section 164-5 of the Act, Facilitation Funding payments will be
paid in such a way as the Minister determines, and at such times as the Secretary
determines.
8.2
Reward Funding
Subject to the University’s compliance with this agreement and with HESA, the
Commonwealth will pay the Reward Funding Grant Amount to the University in
accordance with the following timeframes and conditions:
(a) Reward Funding will be paid to eligible universities in one instalment in the second
half of each of 2012 and 2013, with the amount to be paid as per the calculations
outlined in the Technical Guidelines.
(b) In accordance with section 164-5 of the Act, Reward Funding payments will be paid in
such a way as the Minister determines, and at such times as the Secretary
determines.
The University is not entitled to be paid any instalment of its Reward Funding Grant unless
and until the Commonwealth is satisfied that the requirements for paying that instalment
have been met.
9.
Waiver
9.1
If either party does not exercise (or delays in exercising) any rights under this
agreement, that failure or delay does not operate as a waiver of those rights.
9.2 Any waiver by either the Commonwealth or the University of any provision or right
under this Agreement:
(a) must be in writing signed by that party’s representative;
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(b) is effective only to the extent set out in the waiver; and
(c) does not prevent the further exercise of any right.
10.
Dispute resolution
10.1 Subject to clause 10.3, the parties agree not to commence any legal proceedings in
respect of any dispute arising under this agreement, which cannot be resolved by
informal discussion, until the procedure provided by this clause 19 has been used.
10.2 The parties agree that any dispute arising during the course of this agreement is
dealt with as follows:
(a) the party claiming that there is a dispute will send the other party a written notice
setting out the nature of the dispute;
(b) the parties will try to resolve the dispute through direct negotiation by persons who
they have given authority to resolve the dispute;
(c) the parties have 10 business days from the receipt of the notice to reach a resolution
or to agree that the dispute is to be submitted to mediation or some alternative dispute
resolution procedure; and
if:
(a) there is no resolution of the dispute;
(b) there is no agreement on submission of the dispute to mediation or some alternative
dispute resolution procedure; or
(c) there is a submission to mediation or some other form of alternative dispute resolution
procedure, but there is no resolution within 15 business days of the submission, or
extended time as the parties may agree in writing before the expiration of the
15 business days,
then, either party may commence legal proceedings.
10.3 This clause 10 does not apply if:
(a) either party commences legal proceedings for urgent interlocutory relief;
(b) action is taken by Us under clause 20; or
(c) an authority of the Commonwealth, a State or Territory is investigating a breach or
suspected breach of the law by the University.
10.4 Despite the existence of a dispute, both parties must (unless requested in writing by
the other party not to do so) continue to perform their obligations under this
agreement.
11.
Termination for default
11.1 The Commonwealth may immediately terminate this agreement by giving written
notice to the University of the termination if:
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12.
(a) the University fails to fulfil, or is in breach of any of its obligations under this
agreement, and does not rectify the omission or breach within 10 business days of
receiving a notice in writing from the Commonwealth to do so; or
(b) the University is unable to pay all its debts when they become due;
Notices
12.1 Notices under this Agreement must be sent to the addresses and in accordance with
the procedures set out at clause 10.6 of the Compact.
13.
Reports
13.1 The University must, during the term of this agreement, provide the Commonwealth
with the following reports by the due dates set out below:
(a) a report on the provision of performance data by 31 December of each year.
13.2 The University owns the intellectual property rights in the reports and grants to the
Commonwealth (or must arrange for the grant to the Commonwealth of) a
permanent, irrevocable, free and non-exclusive license (including a right of
sublicense) to use, publish or disclose the reports in any of the ways set out in
subclause 10.4.1 of the Compact.
14.
Applicable law and jurisdiction
14.1 The laws of the Australian Capital Territory apply to the interpretation of this
agreement.
14.2 The parties agree to submit to the non-exclusive jurisdiction of the courts of the
Australian Capital Territory and any courts which have jurisdiction to hear appeals
from any of those courts in respect to any dispute under this agreement.
15.
Entire agreement, variation and severance
15.1 This agreement records the entire agreement between the parties in relation to its
subject matter.
15.2 Except for action the Commonwealth is expressly authorised or required to take
elsewhere in this agreement or HESA, no variation of this agreement is binding
unless it is agreed in writing and signed by the parties.
15.3 If a court or tribunal says any provision of this agreement has no effect or interprets
a provision to reduce an obligation or right, this does not invalidate, or restrict the
operation of, any other provision.
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16.
Interpretation
16.1 Words used in this Part D that are defined in HESA or in the Commonwealth Grants
Scheme Guidelines have the same meaning in this Part D as they do in the
document in which they are defined.
16.2 In this Part D:
‘Compact’ means the Mission Based Compact between the Commonwealth and the University
of which this Attachment D forms part;
‘Grant year’ means a calendar year in respect of which the University has entered into this
agreement;
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ATTACHMENT E
PART 2-2 HESA FUNDING AGREEMENT BETWEEN THE COMMONWEALTH
AND THE UNIVERSITY FOR THE PROVISION OF THE COMMONWEALTH GRANTS
SCHEME FUNDING
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