Bond University

Mission-Based Compact

Between:

The Commonwealth of Australia and

Bond University

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 Information 1 .

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.

*

**

Does not apply to this Compact

Does not apply to this Compact

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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

Bond University Limited

ABN 88 010 694 121

Of

University Drive, Robina QLD 4229

(University)

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A.

CONTEXT

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.

* Does not apply to this Compact

**Does not apply to this Compact

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B.

C.

The Principles of Commonwealth Funding Support

The principles under which Commonwealth funding for higher education is provided are:

 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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D. 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:

 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.

1.3.

The term of this Compact is from 1 January 2011 until 31 December 2013, unless

terminated earlier in accordance with clause 10.7.

In agreeing to this Compact for and on behalf of the Commonwealth each of the

Ministers is acti ng 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.

1.5.

1.6.

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.

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.

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.

2.1.2.

2.2.

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.

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.

The University’s Mission statement

Bond University

Bond University opened 22 years ago as Australia’s first private university modelled on the traditions of the world’s most elite educational institutions. Since then Bond University has established itself as the leading independent, not-for-profit, private university in Australia,

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producing high quality, innovative graduates. The University mission statement is to produce

“uniquely identifiable graduates who are leaders and thinkers imbued with initiative, the spirit of free enterprise and a continuing quest fo r intellectual inquiry, challenge and opportunity.”

Bond University is relatively small facilitating a high focus on the engagement of the student body. The University had an average of 4,365 student bodies on campus in 2010

(approximately 6,500 EFTSL), made up of 66% domestic and 34% international students.

Student fees contribute more than 90% of the University’s total income. Over 16,000 students have been graduated since its establishment with minimal public funding. More than half of these (8,800) are Australian, providing the same benefits to society as publically funded graduates.

Bond University supports the State of Queensland’s priorities for higher education by contributing to the economic development of the State through provision of higher education, research and innovation, export earnings and the development of strong links with schools and local industry. An Economic Impact Study conducted in 2008 showed the University contributed

$308 million in output, $97 million in household income and 1,482 FTE jobs in the Gold Coast

Statistical Division in that year. This economic contribution includes strong links and partnerships with local businesses improving work experience and research opportunities.

Bond takes part in the State low SES schools initiative by providing academics to work with local schools in tutoring in mathematics, science and technology and by assisting with advice on tertiary entrance. Bond has a Memorandum of Agreement with the Gold Coast City Council under which the university and the Council are working to address low higher education participation rates and low aspirations of children in the Gold Coast region.

The annual planning process at Bond University requires all Faculties and Central

Administrative Offices to participate in University strategic planning. Within the context of the overall University Strategic Plan, detailed annual operational plans with key performance indicators (KPIs) are then prepared and implemented. All Faculties and Offices report on progress against their operational plans to the Senior Management Group and ultimately

Council in terms of financial sustainability and achievement of KPIs as part of the annual budget and quality review process.

The Australian Universities Quality Agency (AUQA) audited the University in April 2010 as part of the second cycle of audits with pleasing results. The number of recommendations was reduced to five, compared to 16 in the first cycle. The themes of the second audit were research, research management and internationalisation where Bond was commended on the internationalisation of the curriculum and growth in research income. Following this, Bond

University was selected as the international exemplar of Internationalisation of the Curriculum.

To have done so well in the second audit demonstrates the maturity and quality of Bond

University.

Teaching & Learning

Bond University offers high-quality teaching and learning, leading to outstanding graduate outcomes in the collegiate atmosphere of a small campus. Students consistently rate their experience and satisfaction with Bond University well above the national average. An exceptional student experience remains one of the pivotal features of the Bond University difference, attracting high quality students who recognise that Bond University will bring their ambition to life. This is further supported by excellent student retention rates and consistently high rankings in many leading independent surveys.

Teaching a genuine trimester year since its inception, the University optimises the use of its

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facilities and offers students a further choice in the structure and length of their study. This model means graduates can be delivered into the workforce in a substantially shorter timeframe than other universities. A standard undergraduate degree would take three years at another university but can be completed in only two years at Bond.

Part of the student experience is the culturally diverse community and lifelong international networking opportunities provided through the integration of international students. With students from over 70 countries represented, the composition of the international cohort is monitored ensuring a carefully balanced representation of no more than 10% of students from any one nationality.

Bond University strives to offer courses that are work place relevant working closely with industry to achieve this. The University is able to efficiently pilot, develop and introduce new programs to meet industry needs due to its small size and independence. All Faculties provide opportunities for career development such as internships or work placement. Bond’s small size also ensures new programs can be approved at university-level, thereby reducing turnaround time for approval and maintaining high standards of quality. From January 2011 The Soheil

Abedian School of Architecture opens with a new Bachelor degree in Architectural Studies including a strong emphasis on sustainable design.. In addition a number of new programs are now available to address the growing need for environmental management.

Research & Research Training

As a private university and reliant on tuition fees for funding, Bond University has not historically engaged in a strong research culture. Over the past few years this has changed with the

University now placing a high priority on developing its research profile. This focus has seen impressive growth in research outputs with a 46% increase in weighted publications over 2008-

2009 and an average increase of 39% for the last three years. Furthermore, HDR student numbers, research active staff numbers and research income are all increasing.

To capitalise on research areas which have greater concentrations of publications and grant success, the University has commenced a process of supporting a number of Research

Centres. There are seven University research centres and a significant number of other emerging areas of research strength that have been identified.

In 2010 two major grant successes will further improve the research profile. Bond University welcomed Professor Paul Glasziou from Oxford University to establish the Centre for Research in Evidence Based Practice (CREBP). Professor Glasziou is the recipient of a $4 million

Australia Fellowship from the NHMRC. The University was also successful in securing a $3 million grant, funded from private trust sources, to investigate macular degeneration. This research is lead by Professor Patrick Warnke who came to Australia from Germany to further his research, and has resulted in the formation of a University research centre.

Environment & Infrastructure

Bond University prides itself on first rate modern learning facilities. Facilities such as the Legal

Skills Centre with two full-scale electronic moot courts, present an ultra-contemporary courtroom setting that replicates the very latest technology used in the High Court of Australia, the

Macquarie Trading Room with live ASX streaming and state of the art trading room facilities, and the Balnaves Foundation Multimedia Learning Centre with next generation technology, allow Bond students to gain practical experience in real-world settings. Technology enhances the learning experience and underpins the superior teaching and learning environment the

University aims to create.

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Leading the nation in sustainable building design, the Bond University Mirvac School of

Sustainable Development building is the first in Australia to achieve a 6 Star Green Star

Education PILOT Certified Rating for design by the Green Building Council of Australia. It has won many awards at the local, state, national and international level in recognition of its architecture and green credentials including:

 October 2009: World’s Best in Carbon-Friendly and Sustainable Design by the Royal

Institution of Chartered Surveyors (RCIS) representing professionals from 140 countries



June 2010: World Environment Day Szencorp Green Building Award recognising the best non-residential building project demonstrating innovation and initiative in implementing green building practices

 November 2010: National Master Builders Australia ‘Boral Environment and Energy

Efficiency Building Award’

These facilities put Bond University, and Australia, at the forefront of world’s best practice in sustainability. The University is utilising the lessons learned in planning other new buildings on the campus and in improving the sustainability of existing facilities.

Benchmarking

Bond University undertakes extensive benchmarking activities in order to measure competitiveness and relative performance at a Faculty, national and international level. This informs policy and strategic planning and a range of strategies to constantly improve the functioning of the University.

At the macro level, the University has formal benchmarking agreements with three other universities: one other private institution in Australia, a leading private university in South East

Asia and the other, an Ivy League university in the USA. Information from all three institutions is gathered, collated and discussed and recommendations made for improvement. This process has led the University, for example, to restructure its senior management to facilitate fundraising activity and to allow for a greater focus on research and community outreach.

The University also undertakes benchmarking at functional and micro levels. At the functional level of analysis, the university has joined formal benchmarking consortia to compare data on issues such as human resource management, information technology, libraries and the management of building and grounds infrastructure. In addition, efforts are now being taken to monitor and learn from ongoing micro benchmarking, such as between academic staff at Bond, with their colleagues in other universities and overseas. The emphasis of these activities is primarily on facilitating institutional learning, improvement and development rather than simply on collecting data.

Aspirations for the short to medium term

Bond University aims to be recognised leading independent teaching and research institution of world standing distinguished by the Bond student experience and characterised by its closeness to industry and the professions. The University strategic plan for 2010-2012 sets four overarching goals:

1. B uild research, creativity and teaching achievement

2. O ptimise infrastructure, financial strength and diversity of funding

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3. N urture the Bond student experience through student support & teaching & learning excellence

4. D evelop and enhance partnerships with internal and external stakeholders including employers

The University supports the Government’s goal for 40% of 25-34 year olds to be degree qualified by 2025. This goal is particularly important for Bond University as it is located in the midst of the Gold Coast region which has low higher education participation rates illustrated by data from the 2006 census that indicates only 18% of the Gold Coast population aged 25-34 were degree qualified compared to the national average of 29%.

The region also performs poorly in obtaining Research and Development (R&D) funding. In

2006 R&D funding per capita was less than a third of the national average. Bond University would like to see the Gold Coast economy mature to become a centre for excellence in education and research to complement the existing industries of tourism and construction. On current projections, the city is expected to become Australia’s 4th largest by 2050 and accordingly substantial investments in education and R&D infrastructure will be needed in the region.

In 2009 Bond University signed an official Memorandum of Agreement with the Gold Coast City

Council to facilitate collaboration towards building the ambition of children to obtain tertiary education and to facilitate growth of research and development in the Gold Coast region. A partnership committee meets bi-annually to monitor progress, discuss future collaboration and initiate new projects. The Gold Coast City Council funds a Chair of Sustainable Development at the University.

Benchmarking with peer institutions in Australia and overseas reveals Bond has a relatively high reliance on tuition fees for income. As a result , one of the University’s strategic goals is to diversify earnings through community engagement, philanthropic commitment, exploration of various investment opportunities and increased research funding. The recent establishment of the Development Office in 2008 aims to generate income in these areas.

Increasing Student Enrolments

In order to maintain its high standing in graduate outcome and satisfaction rankings the

University aims to remain relatively small and quality-focussed maintaining a low student to staff ratio while increasing the total student population over the next three years by about 15% from the 2010 base. These enrolments ordinarily convert to completions 1.5 times faster than public universities owing to Bond’s accelerated degree programs. In 2010 enrolments grew by 6.4% relative to the prior year and EBITDA rose by 12% to $37.9 million. As a not for profit institution, any surplus is invested back in the University in the provision of services to students and supporting infrastructure.

To ensure a continued high quality student experience, the University created the position of

Pro Vice-Chancellor (Students and Academic Support) in June 2009 to focus on a cohesive provision of student services aimed at the individual needs of students. A key performance target going forward is to retain Bond’s low student to staff ratio (maintained at about 10:1).

Growing Research & Research Training

The University seeks to grow its research outputs substantially and the University Council has approved targets for growth in research outputs over the next few years. The results of the latest Higher Education Research Data Collection (HERDC) show Bond University is already

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improving in this area with an average weighted publication to research active staff ratio of 1.3, equal to the national average.

In line with the national focus on providing more academics for future-proofing skills in the higher education sector, the University is encouraging more students to continue into postgraduate study and especially to undertake higher degrees in research (HDR). To this end the Bond University Graduate School of Research (BUGSR) was established in January 2010.

The HDR student load in 2009 was 2.8% of average enrolments and in 2010 the proportion rose to 3.6%.


The efficient utilisation of infrastructure is important in optimising value for money and this is closely monitored using a range of KPIs. Investment in cutting edge Information and

Communication Technologies will continue to attract students and lead to increased efficiencies and effectiveness in business processes.

Bond University is committed to development of infrastructure that will meet the triple bottom line of economic, social and environmental sustainability. The Mirvac School of Sustainable

Development is a shining example of this commitment. The University is a signatory to the

Talloires Declaration agreeing to undertake a ten-point action plan to incorporate sustainability and environmental literacy in teaching, research, operations and outreach. Bond University has a Sustainability Committee (formed in 2008) to enable the development of appropriate policies and procedures to institutionalise sustainability throughout the University. It is currently working towards the development of an Environmental Management System (EMS) that complies with

ISO 14001.

Bond University believes an overarching philosophy of sustainable development will:

1. Continue to improve teaching and learning facilities for students, staff and visitors by building a healthy and environmentally sustainable setting

2. Improve the University’s finances by reducing operating costs in the long term and preserving long term economic viability

3. Maintain a balanced social atmosphere that is conducive to productive learning, teaching and research

Plans to support Bond University goals

Teaching & Learning

Bond University has the potential to be a strong contributor to the Government’s ambition to increase higher education participation at a low cost to government. The intake of students will be increased over the next five years and with the University remaining committed to ensuring the delivery of a consistently high quality teaching and learning experience. Emphasis on a high quality of the teaching and learning experience is a strong identifying character of Bond

University reflected in excellent results from student surveys and the low student to staff ratio.

The University will be particular about retaining these results throughout this projected growth.

Bond University has a generous annual scholarship program comparing favourably to Go8 universities. A total of 10% of fee revenue is redirected to fee scholarships and a range of corporate and foundation-funded scholarships are being developed in addition to this. These scholarships are merit-based and are awarded on a need-blind basis. The scholarships

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therefore support access and equity to students who might otherwise not be able to afford a place by helping them gain admittance on the basis of merit.

Bond University has partnered with the Indigenous Land Corporation to provide three full scholarships, each covering full tuition fees, accommodation and meals for a two year undergraduate program in Tourism Management. The Faculty of Law provides two Indigenous

Scholarships funded through a philanthropic trust..

Research & Research Training

In line with the high priority which the University has placed on enhancing its research profile, the University Council has approved additional funding allocated to support research and the realising of challenging research targets.

As a result of increased research activity and with the aim of improving research data management, Bond University purchased Research Master in 2010. This software is a specialised research management system intended to improve the data integrity, collection and collation of all data relating to research. This system will enable linking of all aspects of research activity from research outputs to HDR students to grant administration in a way that was not previously possible. Initial rollout has begun with the personnel, publications and HDR modules live and other modules to follow throughout 2011.


In 2010 The University completed a rollout of a wireless network that covers core student areas.

Associated learning content will continue to be developed in 2011. Rollout of Research Master will continue in 2011 and the University is investing in a data warehousing system that will store all electronic data in a single place for retrieval dramatically reducing data duplication, errors and costs.

The University has approved several major capital projects in the 2011 budget to be completed over the next three years. For example, a review of the student administrative processes has lead to a decision to redevelop the interface with students into a “one stop” service where students are the focus and centre of activity. Another major capital project is an extension to the

Institute of Sustainable Development and Architecture as a result of expansion including the establishment of the new Soheil Abedian School of Architecture.

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

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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.

3.1.

TEACHING AND LEARNING

Quality

Quality: Commonwealth objectives

3.1.1.

3.1.2.

3.1.3.

3.1.4.

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.

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 Commonwealt h’s participation and social inclusion ambitions are achieved without a risk to quality.

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.

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

Quality Teaching and Learning

Bond University remains committed to ensuring the delivery of consistently high quality teaching and learning experience across the University. Emphasis on the quality of the teaching and learning experience is a strong identifying character of Bond University and is reflected in excellent results from independent student surveys. This ‘Bond Experience’ continues to be the primary focus for Bond University and is the result of numerous carefully planned initiatives. A key factor is Bond’s emphasis on retaining small class sizes that allow students to engage more readily in the learning experience. Bond has a student to staff ratio lower than any other

Australian university and is dedicated to maintaining exceptional opportunities for student and staff interaction.

Bond’s Teaching and Learning Committee as a Standing Committee of Academic Senate promotes university-wide procedures, processes and expectations for advancement of Bond

University’s aspirations and strategic priorities in enhancing excellence in teaching and learning.

Sub-committees of the Teaching and Learning Committee are appointed from time-to-time to address specific issues such as university-wide assessment practices and changes to the current Student Evaluation System (TEVALS).

The Office of Quality Teaching and Learning (QTL) support Bond University staff and students in their pursuit of excellence in teaching and learning. Bond University provides assistance and academic guidance to all students in the improvement of academic skills and capabilities needed for successful study in undergraduate and postgraduate courses. The Student

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Learning Support area of Quality, Teaching, and Learning provides free support through a range of approaches in a relaxed and supportive environment. Events are organised throughout the year to support staff in the enhancement of quality, teaching and learning.

The recent establishment of the Office of Student Experience will enhance Bond’s ability to further build student engagement on all levels. The Student Learning Support and Cultural

Liaison Support Officer are examples of the high level of student support offered at Bond. These officers will assist in the achievement of excellent graduate outcomes, student satisfaction and increased student engagement.

Maintaining high student satisfaction requires the provision of up to date facilities and technologies to ensure the best learning experience. The development of creative learning spaces and Information and Communication Technology driven by pedagogy and teaching innovation are a high priority. In December 2010 the University was the first in Australia to introduce the mobile application to its online learning platform, iLearn@Bond. The implementation is the subject of a study commencing in January 2011 to establish whether the mobile application does improve learning opportunities or whether it is merely moving the way content is delivered away from face-to-face contact.

Bond University maintains partnerships with a range of Universities, industry and alumni that enhance all aspects of the Bond University learning experience. These partnerships enable the provision of research partnerships, internships, scholarships and graduate placements with a number of the world’s leading blue-chip organisations. Bond is committed to providing superior career advice and assistance, meeting industry expectations ensuring graduates have workplace ready skills.

Key Performance Indicators



Maintain high student survey ratings and external rankings, especially indicators relating to teacher satisfaction in subject evaluations



Increase in retention and re-enrolment rates



Student to staff ratio



Increase in number of networking opportunities available to students



Increase in number of programs providing work-related training activities



Funding level and participation rates for staff development programs

3.2. Equity

Equity: Commonwealth objectives

3.2.1.

3.2.2.

3.2.3.

3.2.4.

The Commonwealth is committed to a fair and equitable higher education system that provides equal opportunity for people of all backgrounds to participate to their full potential and the support to do so.

In particular, the Commonwealth has an ambition that by 2020, 20 per cent of higher education enrolments at the undergraduate level will be people from low socio-economic status (SES) backgrounds.

The Commonwealth is also committed to enhancing participation and outcomes for

Aboriginal and Torres Strait Islander people in higher education.

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.

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3.2.5.

3.2.6.

3.2.7.

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.

The Commonwealth will monitor the University’s equity performance through the existing reporting requirements attached to in dividual 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.*

*Does not apply to this Compact

Universities have obligations under the fairness requirements in Division 19 of

HESA. This Compact does not change those obligations.

Equity: University strategies

Access and Participation

Bond University has a generous annual scholarship program which compares favourably to the

Go8 universities. A total of 10% of fee revenue is redirected to fee scholarships and a range of corporate and foundation-funded scholarships are being developed in addition to this. These scholarships are awarded on a needs-blind basis and support access and equity to students who might otherwise not be able to afford a place by helping them gain admittance on the basis of merit.

Bond University has consistently sought access to various forms of Commonwealth funding to promote equity but has been unsuccessful to date. The University hopes the Commonwealth will see its way clear to provide equity funding to allow low SES and underrepresented groups to attain and experience a Bond education. This would appear to be in accordance with the

Commonwealth’s stated equity objectives.

FEE-HELP has been beneficial in allowing access to students who otherwise might not be able to afford to pay the tuition at Bond. However, the University does find a number of students who find difficulty in meeting living costs. To that end a number are employed in the University in Faculties, administrative units and in the food and beverage area as a means for them to supplement their finances.

Student support services are made available equally to all students and the basis on which fees are charged are the same for both national and international students stemming from a belief inbuilt since opening in 1989 that the needs of all students have equal status.

Low SES students

The percentage of University students classified as low socio-economic status is 6% of enrolments, which while comparable to some public universities is well below the average of

15% at Queensland universities and the government’s goal of 20% of university enrolments by

2020. Bond University is located in the midst of the Gold Coast with relatively low higher education participation rates. Low aspirations are a contributing factor. Consequently the

University is very well placed organisationally and geographically to contribute substantially to improving higher education participation rates. The University is proactively working with local government and businesses to formulate steps towards achieving greater participation.

Bond University has recently offered to take a limited number of low SES students through scholarships funded by Commonwealth schemes, provided the students can access FEE-HELP to pay the balance of the Bond fee but the Commonwealth has not been receptive to this offer.

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Indigenous students

Bond University has partnered with Indigenous Land Corporation to provide three full scholarships, each covering full tuition fees, accommodation and meals for a two year undergraduate degree program. The scholarships are in Tourism Management providing the opportunity for three indigenous students to complete either a Bachelor of Tourism

Management degree or a Bachelor of International Hotel and Resort Management. The scholarships will provide students with an understanding and appreciation of the tourism industry, financial acumen and asset management to operate a successful tourism business, and leadership skills to motivate and lead a team. Indigenous scholarships will help indigenous communities and groups to build profitable and sustainable businesses. This ensures young indigenous people have access to an education that helps them build a secure and sustainable future. The tourism industry has a bright future and offers indigenous people a wide range of training and employment opportunities. Indigenous tourism is a growing industry which is injecting millions of dollars into local communities and the wider Australian economy.

Bond University also provides two Indigenous scholarships in the Faculty of Law. The scholarships provide 100% tuition remission and partial living costs. The scholarships have been provided in partnership with the Sunland Foundation and through the donation of a student who is currently studying at the university. The current recipient of the Sunland scholarship is an active member of the Bond community as well as engaging and providing support to Indigenous students who are currently undertaking their secondary school studies.

Indigenous students have recently established the Bond Indigenous Awareness Society (BIAS).

The University would like to facilitate access for more indigenous students but is significantly handicapped by an inability to access Commonwealth funds to support such students. If Bond

University does encourage participation by these groups then it must be able to ensure that students are given adequate specialised support to minimise risk of failure. The appointment of two staff members to support Aboriginal and Torres Strait Islander students would make a genuine difference but without Commonwealth funding to support these positions, it would be necessary for Bond to fund these positions itself. This is not possible at present.

Outcomes

Every effort is made to assist disadvantaged students and to provide them with the highest quality of education. While Bond is largely self funded through the fees paid by students and ineligible to apply for Commonwealth funds to support underrepresented groups, small class sizes enable the provision of more personalised support all our students particularly in the critical first year of enrolment. Policies are in place to quickly identify students that are at-risk and provide support measures. The University is also exploring appropriate support mechanisms to support successful educational outcomes for the new Indigenous scholarships recipients.

3.3. Infrastructure

Infrastructure: Commonwealth objectives

3.3.1.

3.3.2.

The Commonwealth is committed to the development of world class higher education infrastructure. A contemporary, technology rich, well designed and equipped campus environment has a positive influence on staff and student performance and satisfaction.

While the responsibility for capital infrastructure development and maintenance rests with the University, the Commonwealth’s commitment is demonstrated

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3.3.3.

3.3.4. through programs such as the Education Investment Fund. Universities also utilise

Commonwealth Grant Scheme funding for capital works.

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.

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

Major capital works

Bond University is committed to the development of infrastructure that will meet the triple bottom line of economic, social and environmental sustainability. The efficient utilisation of infrastructure is important in optimising value for money and is monitored using a range of KPIs.

A healthy environment is an important factor effective in teaching and learning. The University has several major capital projects planned for 2011-2013 including the following:

Student Centre

In 2009 delegations visited targeted universities in the USA known to have established best practice in the delivery of the student central “one stop” service. This has lead to the approval of a major capital work for the construction and refurbishment of areas in order to provide an integrated and student oriented service facility creating an environment where students are the focus and centre of activity. The works for this project have commenced with two new Centres for Student Experience and Career Development complete. Further development is being considered.

Upgrade to Sports Fields

An upgrade to the sports playing fields has been approved in principle and will be executed over

2011-12. This project has generated strong student interest with added relevance due to the much larger student population coupled with opportunities to pursue collaborative arrangements across sports sciences and sports medicine through the creation of dedicated facilities within a sporting precinct.

New building for School of Architecture

In 2011 the Soheil Abedian School of Architecture opens offering a Bachelor of Architectural

Studies and additional academic offerings within the School of Sustainable Development. This expansion has resulted in the requirement for a major capital project to extend the Institute of

Sustainable Development and Architecture. The development will be built in keeping with sustainable design principles. Completion is due in early 2012.

Future plans

A review of the (former) Faculty of Business Technology and Sustainable Development in 2009 highlighted a need for additional built space. Redevelopment of the School of Business is under active consideration and will include the integration of the School of Information Technology.

It is recognised that appropriate postgraduate research work space is needed in order to cope with enrolment growth in this area and could be accommodated within space vacated by the

School of Business. An EIF funding application was made to the Commonwealth for the provision of this space in 2009 but was unsuccessful and alternative funds have not yet been

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identified.

The University has submitted an Expression of Interest to the current ElF regional priorities round for the further development of the Faculty of Health Sciences and Medicine by the introduction of a School of Allied Health. This will include the addition of two levels to the main

Faculty building, a simulated learning environment and an allied health services clinic available to the public. The potential for this new School was identified in the Faculty's 2011-2015 Master

Planning Report.

The University has made significant investments in the creation of innovative teaching and learning spaces, in particular the $3.4 million Balnaves Multimedia Learning Centre made possible by a $1.5 million contribution by a private donor and the refurbishment of central library spaces in 2010 funded under the University’s major capital works program. These areas are heavily utilised and forward planning will include the consideration of additional spaces.

Information and Communications Technology (ICT)

Bond University is committed to the use of cutting edge ICT and recognises the benefits in attracting high quality students and maximising their experience at Bond. ICT underpins the innovative and superior teaching and learning environment the University aims to create. It is also crucial to business processes and connections with students, staff, alumni and the community.

To this end the University completed a rollout of a wireless network in 2010 covering core student areas. Associated learning content includes the introduction of Blackboard Mobile Learn as iLearn@Bond Mobile in December 2010; the first University in Australia to do so. Additional content identified for mobile devices for development in 2011 are iTunes University and access to reference collections. Enhancement of the student experience will be supported through the upgrade of teaching and learning software and web conferencing solutions in iLearn, student support technologies, and teaching and learning space.

Other technological advancements include the purchase of Research Master in 2010 due to research growth and an identified need to systematise the storage of information relating to research. Rollout of modules will continue in 2011.




Percentage of classroom utilisation



Annual ratio of Useable Floor Area (UFA) to Gross Floor Area (GFA)



Decrease in environmental impact by reduction in energy and water consumption



Increase in satisfaction levels from client satisfaction surveys



Number of new technologies of communications implemented

3.4. Student enrolments

Commonwealth objectives

3.4.1.

3.4.2.

3.4.3.

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.

An expanded higher education sector will educate the graduates needed by an economy based on knowledge, skills and innovation.

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

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Broad enrolment strategy

Bond University plans to increase enrolments to 5000 EFTS* (8,000 EFTSL) by 2020 with 800

EFTS (1280 EFTSL) of this increase to occur over the life of this Compact. The University is committed to maintaining the student to staff ratio at 10:1 (measured as EFTS/academic staff

FTE) in the face of this growth as part of a strategy to ensure continuation of the very high quality of teaching and engagement of students. This will be monitored internally and results reported in independent publications. The Gold Coast has a low percentage of 25-34 year olds with undergraduate degrees. Bond University can assist in improving higher education provision through its generous scholarship program; FEE-HELP is also available. Study at

Bond will enable students to get a job and start earning one year earlier than their peers at public universities.

Balance of students

Currently the ratio of domestic to international students is 66:34. The number of domestic enrolments has steadily risen since the introduction of FEE-HELP in 2007. The University will continue to strive for a student cohort that consists of 50% domestic and 50% international students. The international cohort is managed carefully to ensure the maximum number of students from any one country makes up no more than 10% of international full degree enrolments. The University believes this mix of students enables domestic, and especially local, students have access to study at Bond while providing a culturally diverse community with lifelong international networking opportunities.

New discipline areas

As a result of new offerings in 2011 in the field of sustainable development, the former Faculty of Business Technology and Sustainable Development has been renamed as the Faculty of

Business. The new Faculty includes the Business School and the School of Information

Technology. The School of Sustainable Development and the new School of Architecture now sit with the recently formed Institute of Sustainable Development and Architecture (ISDA). The vision for ISDA is to combine teaching excellence with practical experience to deliver top class sustainability graduates.

The Institute is currently housed in the Mirvac School of Sustainable Development with plans for another building to house the School of Architecture. As the first educational building in

Australia to achieve a 6 Star Green Star

– Education PILOT Certified Rating for design by the

Green Building Council of Australia, the institution is at the forefront of facilitating environmental change. The new degrees offered from 2011 are Bachelor of Architectural Studies with an emphasis on sustainable design, a Bachelors degree in Environmental Science and Masters in

Building Surveying, with a Master of Construction Law beginning with the May 2011 intake.

* EFTS (Equivalent Full Time Students) is a measure of the normal full time student load at Bond University. It is used for strategic planning purposes and for calculation of the Student: Staff ratio. A load of one EFTS in most courses is 40 credit points per semester. Taking into account the three semester term at Bond University, this converts to 1.5 EFTSL per year in most courses. In postgraduate coursework however a student enrolled in 30 credit points is considered to be full-time. In some courses e.g. MBBS students can take more than 40 credit points per semester. The overall EFTS to EFTSL conversion rate is 1.6.

4. PERFORMANCE FUNDING

Does not apply to this Compact

5. COMMONWEALTH GRANT SCHEME


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6. OTHER FUNDING PROVIDED BY DEEWR


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PART THREE

7.

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.

RESEARCH, RESEARCH TRAINING AND INNOVATION

7.1. Research performance and research capability

Research performance and research capability: Commonwealth objectives

7.1.1.

7.1.2.

7.1.3.

7.1.4.

7.1.5.

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.

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.

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.

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.

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.

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.

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Research performance and research capability: University strategies

Research at Bond University

The research culture at Bond University has been actively encouraged and increasingly purpose funded over the past few years. The University Council acknowledges research as a high priority area. The University currently supports a number of high performing research groups where there is evidence of a strong research profile and prospects for innovative future research outcomes. Strongly supported are researchers with well established track records, new and innovative research, developing HDR students and early career researchers to meet future academic needs and collaboration in strategic research partnerships.

There are several initiatives in place to support development of research at Bond including:



Every research enabled academic who is a continuing appointment is entitled to one non-teaching semester each year to allow time to be set aside for pursuing research and to encourage involvement in projects.

 The Vice Chancellor’s Research Grants are an initiative to provide seed funding in support of pilot research projects. The total pool is $100,000 and grants are funded to a maximum of $15,000 and awarded annually.



In 2011 the University will provide $160,000 in funding to strategic research centres.

There are currently seven University research centres supported under this scheme.



The 2011 budget includes $1 million to be spent on supporting and enhancing research at Bond.

The following are some examples of initiatives within individual Faculties at Bond University aimed at supporting and supplementing research, some of which are funded from

Commonwealth block funding.

Backpacker Journalism

In the Faculty of Humanities and Social Sciences Commonwealth funding is routinely used to fund collaborative research programs. In 2009 five academic journalists, with some crossdiscipline elements, pursued a project “Backpacker Journalism” that resulted in international publications.

ECR mentoring scheme

In 2011 a new mentoring scheme is proposed for early career researchers (ECRs) in the

Faculty of Business and the Institute of Sustainable Development and Architecture (ISDA). This will involve a partnership between a senior research active academic and an ECR, defined as someone who completed his or her PhD within the last five years. If approved the scheme will provide an annual $5,000 seed fund each year for each ECR academic, to be expended during that year on an approved research project, and conditional on one journal paper being drafted and submitted for peer review to a journal and a Faculty seminar towards the end of the year.

Employ high profile research professor(s) attached to each research centre

In the Faculty of Business and ISDA it is proposed to seek opportunities to recruit, on a semester or part-time basis, high profile research professors attached to research centres.

Fun ding to support such opportunities will be separate from the Centres’ budget, and may be aligned with a sabbatical or other secondment opportunity. The role of visiting researchers is to collaborate with Bond staff and provide mentorship in preparing journal papers, grant applications and dealing with reviewer comments.

Visiting program for high profile researcher

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It is proposed that Departments in the Faculty of Business and ISDA will endeavour to invite high profile researchers for shorter-term visits or sabbatical placements. The role of the visiting program will be to establish research collaborations with staff and the provision of mentorship in the preparation of journal papers, grant applications and dealing with reviewer comments.

Within Bond University the Office of Research Services allocates the Commonwealth Block

Funding to the Graduate School of Research and to Faculties. Each Faculty is required submit an expenditure budget and a Research Management Plan to the Office of Research Services.

Funding allocations to Faculties are proportional to their reportable endeavours in research activities.

Within each of the Faculties, Commonwealth funding is to be used strategically to support their discipline specific HDR candidates and their research, and associated infrastructural needs.

Each Faculty has an Associate Dean of Research who is responsible to the Dean for the allocation of funds and for all approvals related to their appropriate use.


Existing KPIs for improvement in research are to:



Improve the number of Research Active staff as a percentage of total staff FTE



Increase the number of grants applied for and awarded



Increase the number of high level academic staff holding PhD qualifications



Increase the number of HERDC outputs



Increase in collaborative research



Increase funding for research infrastructure and equipment.

The University’s results for the ERA 2010 submission exceeded expectations with 13 fields of research reaching threshold at the 4-digit level and 11 at the 2-digit level. The results of ERA were very pleasing. Bond achieved a world class rating of 3 or higher in 25% of the fields of research assessed. This is an efficient performance when compared to the amount of block funding received although there is much room for improvement.

Research performance and research capability: Performance indicators and targets

7.1.6.

7.1.7.

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.

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)

Number of disciplines, as defined by twodigit Fields of Research (FoR), performing at world standard or above (3, 4 or 5)

Number of disciplines, as defined by fourdigit FoR, performing at world standards or above (3, 4 or 5)

3

3

Baseline 2

3

4

Target

2013 3

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.

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Disciplines the university commits to demonstrating substantial improvement in as defined by two-digit FoR and/or four-digit

FoR

Principal Performance

Indicators

(Required)

Baseline 4

1117 Public Health and Health Services

17 Psychology and Cognitive Sciences

1701 Psychology

Progressive

Target 2011 5

Progressive

Target 2012

Target

2013 6

Category 1 income $886,597

(2009)

$975,257 $1,072,782 $1,180,061

Number of joint research grants and jointly supervised PhD students with other universities and research organisations



in Australia



overseas

Grants #

AU: 14

O/S: 4

PhD +

AU: 11

O/S: 2

(2010)

Grants

AU: 15

O/S: 4

PhD

AU:12

O/S:2

Grants

AU: 15

O/S: 4

PhD

AU:12

O/S:2

# Jointly held grants sourced from the Bond University Office of Research Services Grant Register

+ Jointly supervised PhD students sourced from BUGSR

Grants

AU: 16

O/S: 5

PhD

AU:13

O/S:2

Additional Performance

Indicators

(May be proposed by the

University)

Examples of possible indicators include: research income per research active FTE; the share of joint publications co-authored with researchers from other

Australian institutions and the share co-authored internationally

Baseline

(2009)

Progressive

Target 2011

Progressive

Target 2012

Target

2013

(To be provided by Bond University when a review of research strategy, currently in progress, is complete)

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

4


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


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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

Higher Degree Research

In 2010 Bond University enrolled an average of 144 HDR students across the year which represents an increase of 20% on the average of 120 students in 2009. By the end of 2010 there were 14 successful HDR completions representing an increase of 12% over 2009. These results are in keeping with plans to increase the proportion of HDR student cohort to help address the looming shortage of academic staff into the future. Only 1% of Bond’s HDR students are feepaying and all of these are international students. Almost all of Bond’s HDR students are in receipt of fee-waiver scholarships.

The Bond University Graduate School of Research (BUGSR) was established in January 2010.

In February 2011 an independent review of the School was carried out covering progress to date, policy and procedure, management and roles of supervisors, and look at the future direction of the School. The results of the review will help the University to continue to develop the best possible support to all HDR students.

BUGSR is committed to ensuring the best outcomes for Bond University HDR students. The first year of operation has seen the instigation of processes to support outcomes. Every HDR supervisor at Bond University must be registered with BUGSR. Conditions of accreditation for supervisors include being research active under the University’s policy definition and the completion of fIRST supervisor training. BUGSR is currently formulating a survey that will assess the satisfaction of candidates with their BUGSR experience and seek help in future directions for research training. It will be administered annually to all HDR candidates.

The Head of BUGSR is a member of the Council of Deans and Directors of Graduate Studies in

Australia (DDOGS). The HDR Administrator is a member of the Council of Australasian

Research Training Administrators (ARTA). These organisations are closely aligned and enable and encourage professional development in the promotion of excellence in HDR training, research and scholarship.

Commonwealth Funding

The Graduate School of Research receives funding from the RTS scheme for support of HDR students. These monies are used to directly support the research activities of HDR candidates as well as training functions throughout their candidature. Some examples of the schemes supported are:



An orientation day held once per semester for new students.



Completion scholarships can be applied for that provide a three month stipend based on the standard APA rate to support students while completing their thesis. A condition of the scholarship is the student must not work to support themselves; they must be dedicating their time to writing.



Publication awards are a one month stipend awarded (at the APA rate) to support

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students who have recently completed their thesis while they complete a research output for publication.



Eligible students can apply for up to $2,000 (for full time and $1,000 for part time) under the HDR Support Scheme for special items such as conference attendance or books related to their research. Each application is considered by the Bond University

Higher Research Education Committee to determine whether the item will add value to the HDR student’s research.



Courses are provided on an as required basis for groups of HDR students on topics such as software training (e.g. SPSS), academic writing and ethics. Each year a very popular course is organised by BUGSR and presented by Flinders University called

“Seven secrets of success for PhD students and their supervisors”.

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.


Indicators

Baseline 7

Progressive Progressive Target

Target 2011 8 2013 9

(Required)

Target 2012

HDR Student load 102 #

HDR Student completions by level of degree



masters



doctorates

M: 1 #

PhD: 8 #

# Numbers sourced from DEEWR 2009 student data

109

M: 1

PhD:10

117

M: 2

PhD: 12

124

M: 2

PhD: 14


Indicators

(May be proposed by the

University)

Baseline

Progressive

Target 2011

Progressive

Target 2012

Target

2013

Examples of possible indicators include HDR student attrition rate, student satisfaction with quality of research training experience e.g. Postgraduate Research


7


Category 1 income is collected through the 2010 HERDC data collection but refers to income for 2009. Similarly, the targets relate to the year in which the data is collected.

8


9


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Experience Questionnaire, measures of enhanced focus on international students etc.

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7.2.6.

7.3. Innovation

Innovation: Commonwealth objectives

7.3.1.

7.3.2.

7.3.3.

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.

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.

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

Innovation at Bond

Bond University is in the process of building the research efforts of research enabled academics. Although progress has been very good over the past few years, research has not yet matured to the point of commercialisation. The small size of the University and the three teaching semesters make it difficult at times to find time for research. There are several initiatives to support this within the University including the establishment of the Office of

Research Services in 2005. Several areas of promising research have been identified and some successes to date are described specifically below. More recently the University established its Industry and Community Engagement Committee. The purpose of the

Committee is to determine and implement practical ways to engage the community and industry in the University’s activities including social functions and research and development.

The University is committed to continuing the development of research and has strategies and goals in place to achieve this and build research further.

Education and the Gold Coast Economy

The Gold Coast City is over reliant on the tourism and property development industries. This dependence has seen the region impacted heavily by the global financial crisis with property construction and sales affected, tradespeople out of work and potential interstate and international visitors saving money and staying away from the beach and theme parks.

These issues have been recognised by local government and business groups and progress is being made towards addressing this with education being recognised as an industry that could provide some stability to the economy. In 2009 Bond University signed a Memorandum of

Agreement with the Gold Coast City Council that aims to “recognise and build on the existing relationship between the parties for mutual benefit and to work together to achieve the sustainable development of Gold Coast City. Specifically it aims to maximise opportunities to increase the City’s higher education and R&D capacity”. The University is working closely with business groups to discuss how the education sector might be strengthened including the primary, secondary and tertiary sectors.

Innovative Research

The following paragraphs highlight some of the University’s recent innovative research

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activities.

Review of neuraminidase inhibitors for influenza

Bond University researchers took a lead role in a controversial literature review of neuraminidase inhibitors (including oseltamivir, Tamiflu , and zanamivir, Relenza ) which were being widely administered by governments worldwide in the wake of the 2009 swine flu outbreak.

Professor Chris Del Mar from the Faculty of Health Sciences and Medicine was awarded an

$83,000 grant through the National Health and Medical Research Council (NHMRC) to review all the trials that had been conducted on these medications and update our national knowledge on the best methods to stop the person-to-person transmission of the H1N1 (swine flu) virus.

Partnering with senior researchers from Italy, the UK and Japan, the project involved a

Cochrane Review of the evidence as to whether these anti-viral medications are effective in preventing influenza. When the results of the review were published in the December 2009 issue of the BMJ and, more extensively, in the January 2010 Cochrane Library, questions were raised in both Westminster and the European Parliaments.

The study has consequently led to a re-think of policy for several countries with more funding for a review of unpublished trials, from the WHO Geneva, and the Health Technology Assessment

(HTA) in the UK with the same team. This is on-going, although it is attracting attention even in the working stages. It may lead to a new way of undertaking systematic reviews in the future, requiring all raw data from trials to be made publically available.

Chronic Fatigue Syndrome

Associate Professor Sonya Marshall-Gradisnik is establishing herself as a world class researcher with several successful grants and a provisional patent. In 2010 she was awarded the Women in Technology Biotech Rising Star Award for her research into developing early diagnostic biomarkers for Myalgic Encephalomyelitis, more commonly known as Chronic

Fatigue Syndrome (CFS).

This research involves collaboration with several Australian universities, Queensland Health and industry. Most recently she was awarded a grant from the Alison Hunter Memorial Fund to expand her research into specific manifestations of CFS, in this case, severely affected, bedbound cases. The aim of the project is to discover whether the biomarkers for CFS change with different forms or severity of the disease.

In December 2010 Assistant Professor Marshall-Gradisnik held a two day symposium focussing on CFS and as a result an International Myalgic Encephalomyelitis Collaborative Research

Centre is currently being formed. She has also been invited to speak in 2011 at a two day symposium on CFS being hosted by the National Institute of Health (USA).

The provisional patent registered in 2010 is due for renewal in September 2011 and consideration is being given to re-register the patent but expand its scope to include the possibility that other biomarkers might exist.

Performance Enhancing Drug Detection

Dr Bon Gray, Associate Professor Sonya Marshall-Gradisnik and Dr Lotti Tajouri conducted a project in 2008-2009 on Immunological Transcriptional Profiling for the detection of Growth

Hormone. A provisional patent was granted in March 2010 based on the results from the project. The data were sent to the World Anti-Doping Agency (WADA) for independent validation. . WADA has responded confirming the high quality of the results and Bond

University has been invited to apply for a grant, the outcome of which is expected to be known by October 2011.

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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.


Indicators

(Required)

Baseline

(2009)

10

Progressive

Target

2011 11

Progressive

Target 2012

Target

2013 12

Category 3 research income $693,101 $727,756 $764,144 $802,351

Number of active collaborations 13 and partnerships 14 with industry and other partners:



in Australia



overseas

AU: 47

O/S: 8 #

AU: 49

O/S: 8

# Sourced from Bond University Institutional Performance Portfolio

Principal Performance Information 1516

(Required)

Number of patent and plant breeder’s rights families filed, issued and held

Filed

2 ‡

AU: 52

O/S: 9

Baseline (2009)

Issued

0

AU: 54

O/S: 9

Held

0

10


Category 1 income is collected through the 2010 HERDC data collection but refers to income for 2009. Similarly, the targets relate to the year in which the data is collected.

11


12


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 (e.g. 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).

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/Innovation/ReportsandStudies/Pages/NationalSurveyofResearchCommercialisation.aspx

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32

Number of licences, options or assignments

(LOAs) 17 executed and income derived

No.

0

Value($)

0

Number and value of research contracts and consultancies executed +

No. Value($)

13 $131,126

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

Investment ($)

$20,000

Value($)

0

‡

Provisional patents filed

+ Definitions for contracts and consultancies from the National Survey of Research Commercialisation:



Contract research usually involves a bilateral relationship between a research institution and an external client where the institution provides a research service with objectives dictated by the client.



Consultancy on the other hand is the innovative application of existing knowledge and can often provide more immediate solutions for clients in need of knowledge other than formal contract research.

* Sourced from National Survey of Research Commercialisation Return 2010

7.3.6. 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.


Indicators (May be proposed by the University)

Baseline 18

Progressive

Target 2011 19

Progressive

Target 2012

Target

2013 20

Examples of possible indicators include the number of contracts and grants awarded to support

Category 3 research income,

Category 2 or 4 income etc.


8.

8.1

FUNDING FOR RESEARCH AND RESEARCH TRAINING PROVIDED BY DIISR

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.

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.

18


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


20


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33

PART FOUR

9. COMPACT REVIEW

9.1

9.2

9.3

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.

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.

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.

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34

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 Departmental Meetings and Liaison

10.2.1 Employees of the Departments will collaborate to streamline as far as practicable the

Commonwealth’s interactions with the University.

10.3 Part 2-2 HESA Funding Agreements

10.3.1 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.

10.4 Privacy, confidentiality and information sharing

10.4.1

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 recog nises 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

University’s Confidential Information unless required by law to do so, or unless the

University consents in writing prior to such disclosure.

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35

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. e. 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; f. 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 Notices

10.6.1 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

g. 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 Garry Marchant

Deputy Vice Chancellor & Provost

Bond University QLD 4229

Email Executive Assistant: kelly_mcdonald@bond.edu.au 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

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36

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 Termination/Transition Plan

10.7.1 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.

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

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37

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.

‘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.

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38

‘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 Bond University ABN 88 010 694 121

‘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.

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39

SIGNED for and on behalf of BOND UNIVERSITY by

……………………………………………………..

Signature

Professor Robert Stable

the Vice Chancellor and President

In the Presence of:

.....................................................................................

WITNESS

.....................................................................................

Full name and occupation or profession of witness (Please print)

SIGNED for and on behalf of

THE COMMONWEALTH OF AUSTRALIA by

……………………………………………………..

Signature

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

.....................................................................................


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

.....................................................................................


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40

ATTACHMENT A INDICATIVE LIST OF COMMONWEALTH FUNDING PROVIDED TO THE

UNIVERSITY BY DEEWR AND RELEVANT TO THE COMPACT

Does not apply to this Compact.

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41

ATTACHMENT B : LIST OF COMMONWEALTH FUNDING PROVIDED TO THE UNIVERSITY BY DIISR

AND RELEVANT TO THE COMPACT

Bond University – Research Block Grant Funding for 2011

Research Training Scheme (RTS)

Australian Postgraduate Awards (APA)

International Postgraduate Research Scholarships (IPRS)

Research Infrastructure Block Grants Scheme (RIBG)

Joint Research Engagement (JRE)

Commercialisation Training Program (CTS)

Sustainable Research Excellence (SRE) Base

Sustainable Research Excellence (SRE) Threshold 1

Sustainable Research Excellence (SRE) Threshold 2

Bond University – Collaborative Research Networks Funding for 2011

Collaborative Research Networks (CRN)

$678,220

$292,786

$61,633

$181,274

$343,060

$0

$20,065

$184,762

$0

$0

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42

ATTACHMENT C UNIVERSITY CONFIDENTIAL INFORMATION

Not applicable.

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43

ATTACHMENT D TERMS AND CONDITIONS OF PART 2-2 HESA FUNDING AGREEMENT FOR

THE PROVISION OF PERFORMANCE FUNDING


Page

44

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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45

Bond University - Department of Industry, Innovation and Science

Mission-Based Compact

Between:

The Commonwealth of Australia and

Professor Robert Stable

David de Carvalho

Anne Baly

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