Mission-Based Compact
Between:
The Commonwealth of Australia
and
University of Southern Queensland
CONTENTS
Context
Part One:
Establishment of the Compact
The University’s Mission
Part Two:
Teaching and Learning
Performance Funding
Part Three:
Research, Research Training and Innovation
Part Four:
Compact Review
Part Five:
General Provisions
Attachments
A.
Indicative list of Commonwealth Funding provided to the University which is
administered by DEEWR and relevant to this Compact.
B.
List of Commonwealth Funding provided to the University which is
administered by DIISR and relevant to this Compact.
C.
University Confidential Information1.
D.
Terms and Conditions of Agreement between the Minister for Tertiary
Education, Skills, Jobs and Workplace Relations and the University about
Performance Funding.
E.
Copy of Commonwealth Grant Scheme Funding agreement between the
Minister for Tertiary Education, Skills, Jobs and Workplace Relations and the
University.
1
There will be an Attachment C only where the University provides commercially sensitive material. The
published version of a Compact will indicate the existence or otherwise of an Attachment C (University
Confidential Information) but will not include the content.
Page 2
Date
This Compact is made on ..................................
between
The Commonwealth of Australia (Commonwealth) represented by and acting
through both:
The Minister for Tertiary Education, Skills, Jobs and Workplace Relations
Assisted by the Department of Education, Employment and Workplace
Relations (DEEWR)
ABN 63 578 775 294
Of
50 Marcus Clarke Street
Canberra ACT 2601
And
The Minister for Innovation, Industry, Science and Research
Assisted by the Department of Innovation, Industry, Science and Research
(DIISR)
ABN 74 599 608 295
Of
Industry House
10 Binara Street
Canberra ACT 2601
And
University of Southern Queensland
ABN 40 234 732 081
A body corporate under the University of Southern Queensland Act 1998
Of
West Street
Toowoomba QLD 4350
(University)
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CONTEXT
A.
The Purpose and Effect of this Compact
This Compact is an agreement between the Commonwealth and the University.
It demonstrates that the Commonwealth and the University have a shared and mutual
commitment to provide students with high quality educational experiences and outcomes
and to building research and innovation capabilities and international competitiveness.
The Compact recognises that the University is an autonomous institution with a
distinctive mission, operating within a state or territory, national and international higher
education environment.
The purpose of this Compact is to provide a strategic framework for the relationship
between the Commonwealth and the University. It sets out how the University’s Mission
aligns with the Commonwealth’s goals for higher education, research, research training
and innovation, and includes information on funding provided by the Commonwealth to
the University.
Section 4 and Attachment D of this Compact together constitute the funding agreement,
for the purpose of section 30-25 of the Higher Education Support Act 2003 (HESA), for
the grant of teaching and learning Performance Funding to the University. Similarly,
Attachment E of this Compact contains the funding agreement, for the purpose of
section 30-25 of HESA, for the provision of other Commonwealth Grant Scheme funding
to the University.
This Compact also refers to funding provided under DIISR's Collaborative Research
Networks (CRN) funding program. Any funding provided under that program is not made
under HESA and is separate to, but made within the framework of, this Compact.
In addition, this Compact refers to a range of other funding that is provided by DIISR and
DEEWR to the University under various legislative and/or contractual funding
arrangements. The details of relevant DEEWR funding arrangements are set out in
Attachment A and the details of relevant DIISR funding arrangements are set out in
Attachment B.
By detailing Commonwealth funding commitments and reciprocal University
commitments, this Compact also contributes to creating a transparent and accountable
system of administration of Commonwealth funding. To support this purpose, the
Commonwealth and the University agree that this Compact will be published on
Commonwealth websites and may be published on the University website.
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B.
The Principles of Commonwealth Funding Support
The principles under which Commonwealth funding for higher education is provided are:
C.

opportunity for all, especially for those students from groups under-represented in
higher education;

access to university based on merit;

world-class teaching and learning that advances the international standing of
Australian education;

world class research and research training that advances knowledge, critical
thinking and Australia’s international standing;

responsiveness to the economic and social needs of the community, region, state,
nation and the international community;

a sustainable higher-education sector; and

academic freedom and institutional autonomy.
The Commonwealth’s ambitions for Higher Education and Innovation
The Commonwealth’s vision for the higher education sector is set out in Transforming
Australia’s Higher Education System available at http://www.deewr.gov.au.
Higher education is central to achieving the key objectives for the nation’s future,
including:

A stronger Australia – boosting Australia’s share of high skilled jobs and
productivity growth will require a highly skilled workforce that can rapidly adapt to
meet future challenges; and

A fairer Australia – all Australians will benefit from widespread equitable access to
a diverse tertiary education sector that allows each individual to develop and reach
their potential. Society as a whole will benefit from the widespread application of
cutting-edge research.
In supporting these objectives, the Commonwealth's ambitions for higher education
include:

producing graduates with the knowledge, skills and understandings for full
participation in society and the economy;

providing opportunities for people from all backgrounds to participate to their full
potential and be supported to do so;

providing students with a stimulating and rewarding higher education experience;

playing a pivotal role in the national research and innovation system through
generation and dissemination of new knowledge and through the education, training
and development of world class researchers across a wide range of intellectual
disciplines; and
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
being amongst the leading Organisation for Economic Co-operation and
Development (OECD) countries in terms of participation and performance.
The higher education system also plays a crucial role in supporting innovation. The
Commonwealth’s policy statement, Powering Ideas - An Innovation Agenda for the 21st
Century http://innovation.gov.au is designed to build innovation skills, support research
to create new knowledge, increase business innovation and boost collaboration.
For higher education research, research training and innovation, the Commonwealth’s
ambitions include:
D.

progressively increasing the number of research groups performing at world-class
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 publicly-funded
research agencies.
Structure of this Compact
Part One provides for the establishment of the Compact, its Term and the purpose of the
University’s Mission. Part One also contains the University’s Mission Statement. Part
One also provides for the Commonwealth to inform the University of any actual or
prospective changes to policy and for the University to inform the Commonwealth of any
actual or prospective changes to its Mission and for each to consult the other about the
possible effects of these changes.
Part Two provides for matters related to teaching and learning, which are matters
administered by DEEWR.
Part Three provides for matters related to research, research training and innovation,
which are matters administered by DIISR.
Part Four provides for review of the Compact.
Part Five provides for operational issues, including the general matters which the two
Departments will administer jointly, liaison between the Departments and the University,
privacy, confidentiality and information sharing, addresses for notices and how the
Compact may be varied and how it may be terminated. This Part also includes the
Dictionary.
The Attachments A to E form part of this Compact and are referenced and explained in
the relevant Parts of this Compact.
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PART ONE
1.
ESTABLISHMENT OF THE COMPACT
The Commonwealth and the University agree:
1.1
This Compact consists of Parts One to Five and any Attachments.
1.2
The term of this Compact is from 1 January 2011 until 31 December 2013, unless
terminated earlier in accordance with clause 10.7.
1.3
In agreeing to this Compact for and on behalf of the Commonwealth each of the
Ministers is acting only to the extent of that Minister’s powers and functions under any
Commonwealth law, including under the terms of any relevant Appropriation.
1.4
The University acknowledges that a policy underlying some or all of this Compact may
be subject to review by the Commonwealth from time to time. The Commonwealth and
the University agree that if the Commonwealth considers that it may need to change the
Compact because of such a review, the Commonwealth will notify the University of this
in writing and will consult with the University accordingly.
1.5
Some or all of the funding arrangements set out in Attachments A and B may be
updated by DEEWR and DIISR from time to time. The Commonwealth will notify the
University of any such updates.
1.6
Either party may propose changes to this Compact at any time. Except for any changes
pursuant to clause 1.5 above, clause 10.5 will apply to any variation proposed by either
party to the Compact.
2.
THE UNIVERSITY’S MISSION
2.1
The purpose of the University’s Mission
2.1.1
The University's Mission sets out its values and aspirations, what it does and how it can
best serve the interests of its students, staff and key stakeholders. The Commonwealth
and the University recognise that the University's Mission may evolve.
2.1.2
The University and the Commonwealth recognise that the University is an autonomous
institution which is responsible for the determination of its Mission and for its aspirations
and strategies for their achievement.
2.2
The University’s Mission statement
The purpose of the University’s Mission
The University's Mission sets out its values and aspirations, what it does and how it can best
serve the interests of its students, staff and key stakeholders. The Commonwealth and the
University recognise that the University's Mission may evolve.
The University and the Commonwealth recognise that the University is an autonomous
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institution which is responsible for the determination of its Mission and for its aspirations and
strategies for their achievement.
The University’s Mission statement
USQ is a multi-campus regional and outer metropolitan university which is widely recognised as
a global leader in open and flexible professional education; a provider of high levels of effective
student support, regardless of study mode; and increasingly as a lead player in strategically
focused multidisciplinary research and community capacity building programs.
Through its past achievements and future aspirations, USQ continues to demonstrate the broad
reaching mutual benefits of a modern, globally engaged, university genuinely embedded into
the regions that it serves. At the same time USQ strategically engages in pursuing the
opportunities and commitments and in addressing the challenges to which its regional and outer
metropolitan context gives rise. As USQ stated in its submission to the review of regional
loadings, “the role of regional universities in the sector involves some of the more
modestly funded universities taking a large responsibility for some of the more serious
learning & teaching challenges facing the Australian higher education sector.”
The Universities Australia commissioned KPMG EconTech research report released in April
2010 confirmed the substantial positive impact of funding higher education in underpinning a
healthy, diverse and sustainable national economy. The Report found an overall 14.1% rate of
return on funding higher education which means it is an investment, not a budget impost. The
rate of return compares with a good long-term investment return and suggests that full and
ongoing implementation of the increase in public funding and structural reform into the future
“will increase productivity by 5.6%, labour force by 0.8% and living standards (household
consumption) by 5.8% by 2040”.
With that backdrop, the University would argue a particular relevance of regional universities in
regional development; a recent independent report calculated that USQ contributed some $325
million pa to the local regional economy. Indeed, we suggest that the alignment of regional
universities, regional communities and development, and regional industries (which include
Australia’s largest sectors of mining, energy and agriculture) is a very powerful force. That
alignment presents a positive overlay on the Higher Education agenda that also intersects with
the current Higher Education Base Funding Review and the construction of a fair and equitable
funding system that supports excellence and innovation in regional universities.
USQ’s distinctive identity
Reflecting its capacity to connect together its widely distributed stakeholders to maintain a
markedly strong community-oriented culture, USQ increasingly identifies itself as The
University for the Connected Community. This identity is evident in the two principal themes
which provide a major influence on what USQ is and what it stands for as a university, thus
forming the basis for a distinctive USQ identity. These themes are:
•
providing open and flexible education that provides the basis for the USQ Brand
promise, “Fulfilling lives”: encompassing education that is ‘open’ in terms of it being
broadly accessible, and ‘flexible’ in terms of its ability to cater to the needs of a
diverse student constituency in a wide variety of geographical locations. This is
increasingly achieved through harnessing the potential of the digital platform.
•
promoting sustainability: by placing an emphasis on activities that support
sustainable development and futures for communities and regions locally, nationally
and globally, and by USQ itself operating as a socially responsible and eco-efficient
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organisation.
USQ’s Strategic Plan 2009-2013 has established the mission and goal framework in which the
University, through its annual planning process, determines its priorities (the Strategic
Implementation Plan) and identifies the applicable and feasible initiatives (the Operational and
Resource Management Plan) to address those priorities. As well as aligning with the aspirations
within the strategic goals, this planning process also draws on intelligence concerning the
changing circumstances in which the University operates.
USQ’s Mission is to enable broad participation in higher education and to make significant
contributions to research and community development. This will be achieved through
maintaining USQ as a viable enterprise that:

offers quality professional education opportunities that are accessible, flexible and
borderless;

creates fulfilling experiences for all students based on the commitment of skilled and
caring staff;

develops graduates who are positioned to meet the challenges of a rapidly changing
world;

pursues world-class research, innovation and practice in sustainable futures; and

engages with communities, business and government through ongoing and mutually
beneficial partnerships.
The three broad areas of USQ’s Principal Contributions strongly align with the Commonwealth's
higher education reform agenda and priorities:
a.
Supporting Australia as a socially inclusive society
A major component of USQ’s Mission, a critical plank of USQ’s Brand promise of
Fulfilling Lives, is to enable broad participation in higher education via the offering of
high quality and relevant education opportunities that are accessible, flexible and
engaging; supported by a student-success oriented environment that is sustained by
committed, skilled and supportive staff members.
USQ supports an extremely diverse student body, which encompasses full-time
domestic and international students based at USQ campuses, an international
cohort studying through partners and a high proportion (over 70%) of students
studying externally through open and flexible education across Australia and
overseas. The University has a high proportion of students from educationally
disadvantaged backgrounds who are first in family to attend university, or who are
entering higher education for the first time as adults. In 2008, USQ ranked second in
the sector for the proportion of students and fifth in the sector in terms of absolute
numbers of students from low socioeconomic status (SES) backgrounds, eighth in
the sector for the proportion of students from rural and remote backgrounds and
second in terms of absolute enrolments, and eleventh in the sector for the proportion
of students who identify as Indigenous. The introduction into the low SES calculation
of the Centrelink component does affect these rankings, unfairly impacting on USQ’s
unique student profile, particularly the significant proportion of non-school leaver and
geographically low SES students engaged in some form of employment or home
duties.
At USQ, low SES students generally, and Indigenous students specifically, perform
better than the Queensland and national group means and above the mean
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performance of the sector student body as a whole. This reflects the strength of
USQ's ability to educate and support students from diverse backgrounds. It follows
that USQ is well placed to meet the changing educational needs of Australians, and
to provide the highest quality educational experiences to students irrespective of
their location or lifestyle. The University is committed to achieving its Vision of being
recognised as a world leader in open and flexible higher education.
b.
Building Australia's skills base
USQ has a long tradition of providing work-ready professional graduates. By making
higher education readily accessible through open and flexible strategies and by
providing access to a responsive, diverse and vibrant suite of academic programs,
the University makes a major contribution to the building of Australia's social capital.
For instance, USQ provides flexible offerings in national priority areas such as
Education, Nursing and Engineering.
USQ is well placed to work with government, business and the professions to
address areas of recognised skills needs and to provide lifelong learning
opportunities for all learners through the deployment of cutting edge flexible and
technology-based educational strategies involving the smart use of local
infrastructure and educational/community networks.
c.
Progressing regional, national and global sustainability
A major element of the USQ Mission is to make significant contributions to research
and community development through the pursuit of world-class research, innovation
and practice in sustainable futures; and engaging with communities, industry and
government through ongoing and mutually beneficial partnerships in support of
sustainable regions. This provides a strong basis for focused research development
that builds on acknowledged strengths, creates a competitive and productive critical
mass through the building of multidisciplinary research teams and, in its emphasis
on relevant research and community development, helps support a fair deal for
regions.
The USQ Research Framework includes the four themes of Sustainable Systems,
Healthy Communities, Regional Advancement and Future Technologies, and Digital
Futures. By aligning the focus of its teaching and learning where appropriate with
these themes, USQ continues to strengthen its research and teaching nexus; for
instance, USQ was the first university in Australia to offer a degree in Accounting
and Sustainable Business and USQ’s research and development in Digital Futures
contributes to the ongoing evolution of its approach to teaching and learning.
Indeed, new proposals for program developments and discipline expansion will
emerge through these fields.
USQ’s future directions
In 2010, USQ management conducted a major “future visioning” exercise that laid the
foundation for university planning, critically informing USQ’s Structural Adjustment Fund Bid. Indepth analysis that fed into the visioning indicated that if USQ does not expand and enrich
student participation, it faces a depressed financial future as a result of the increased
competition in all of USQ’s traditional catchment areas, physical and virtual, anticipated arising
from deregulation. (The outcome of this internal analysis, detailed in USQ’s SAF bid, confirms
the predictions made by the Bradley Review of the negative impact of the deregulation on
regionally-based universities.) The emerging competitive environment for USQ can be
summarised as:
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



changing government policy enabling unprecedented growth by individual
institutions and therefore fostering increased competition;
changing government policy giving institutions targets that focus their attention on a
part of the market that is a source of demand for USQ;
changing technology enabling low cost leapfrogging by competitors in the provision
of online programs that serve the external market, further adding to competition; and
changing consumer behaviour and expectations (especially regarding technology
and interaction with the institution via technology), and the enhanced risk to brand of
negative word-of-mouth from the connected generation, has the potential to
undermine the University’s market-position and further increase risk.
In response to these circumstances, USQ plans to increase its student load markedly in a
manner that aligns with its strategic mission and to build on its existing strengths, particularly its
pervasive student-objective oriented culture. Major internal reviews and market research have
identified opportunities critical to achieving this objective and the consequent adjustment
elements needed to capitalise on these opportunities.
As a consequence of the future visioning and in-depth analysis, USQ has initiated a number of
key projects. This will enable these steps to ongoing sustainability and agility to be executed in
a critical timeframe. Combined, the project elements will significantly boost USQ’s capacity and
capability to:

expand student participation through:
o deployment of an extended range of delivery channels on-campus at the USQ
Springfield campus, and online and with local student support through colocation on TAFE QLD campuses across Queensland;
o development of a strengthened suite of personally and regionally relevant awards
including associate degrees developed in collaboration with TAFE QLD and
industry bodies;
o development of new programs and an expanded discipline base.

enrich student participation regardless of location via enhanced and digitally enabled
delivery of USQ’s quality teaching and learning and highly effective student services
and support; and

continue to evolve and improve expanded and enriched student participation
through the adaptation of applicable best practices.
Key projects are:
 an extension of USQ’s leadership in online education through the establishment of
USQconnected, a “digital first” core for all modes of study. USQconnected will
facilitate innovations and initiatives to increase productive student engagement and
effective student support. It will support quality assurance and the introduction of
efficiencies for academic staff. USQconnected will enable all students, on and off
campus, to share and mutually benefit from blended teaching and learning
experiences that will also prepare them for the increasingly digitally dependent
workplace and community more generally. USQconnected will utilise both
asynchronous and synchronous technologies and its on-going evolution will draw on
developments emerging from USQ’s research into Digital Futures. USQconnected
will underpin the other developments.
 an expansion within the Vocational Education and Training (VET) sector through a
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

mutually beneficial (equal) partnership with TAFE QLD (“QTEPnet”, the Queensland
Tertiary Education Participation network) to better access local markets by being
present in the local area through co-location on TAFE QLD campuses and by
ensuring there are strong and clear pathways;
a geographical expansion of the external market, which for USQ is currently largely
state-based, to a national level; and
enhancing growth in greater Western Brisbane and Ipswich by ensuring the total
campus experience offered at Springfield.
These projects build on, add strength to and are fully aligned with USQ’s existing strengths and
plans, such as USQ’s Social Justice Plan. Throughout all of this, USQ is committed to:
Equity
USQ intends to retain and indeed further strengthen its position at the forefront of
widening educational participation as a basis for supporting Australia’s goal to
achieve 40% education participation by 2025. As well as the initiatives outlined
above, USQ will also further widen its reach through:
 a range of “accessibility pathways”, notably on-campus and online through its
own Open Access College. These will help better prepare under-represented
students for progression through the University’s awards which will retain their
accredited academic standards; and
 an expanded range of accessible and relevant offerings, particularly in regionally
relevant disciplines.
Quality
Quality assurance and continuous improvement underpin USQ’s commitment to
developing, maintaining and regularly evaluating a teaching and learning
environment conducive to effective learning and excellent teaching. This is achieved
through a number of mechanisms, including professional development opportunities
facilitated by the Learning and Teaching Support, and peer-led Communities of
Practice. USQ also employs several institution-wide quality assurance processes to
ensure the ongoing quality of teaching and learning, such as the Course and
Program Review system, a tool which facilitates the regular monitoring and
evaluation of courses and programs in all modes and at all campuses.
While USQ has seen a steady increase in its level of investment and cash-backed reserves
over recent years, these remain comparatively modest. Consequently USQ has and will
continue to seek external funding for its strategic plans either on its own or as is often the case
through partnerships based on strong on-going relationships. USQ welcomes the opportunities
to pursue government funding from schemes under the Government’s Framework for
Transforming Higher Education and will continue to pursue corresponding funding where
appropriate, for instance:


USQ’s Social Justice Plan directs HEPP funding to a wide suite of initiatives to
reinforce USQ’s leadership in the equity area.
As indicated previously, USQ has submitted a Structural Adjustment Fund Bid in
order to provide resources to significantly fast-track the key elements of the future
vision plans outlines above. This bid has obtained strong regional and state support.

In support of expanding its offerings in the critically relevant area of health, USQ has
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made three successful bids to Health Workforce Australia’s Increased Clinic
Training scheme. Reflecting directions identified above, these initiatives include an
expansion of the successful Nursing program through online and regional outreach
initiatives and the introduction of a new postgraduate pathway to registration in
clinical psychology at Springfield.
Further commentary on these plans, projects and their intended outcomes, over the period of
this Compact, are provided in the relevant sections.
2.3
Changes to the University's Mission
2.3.1 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.
2.3.2 If the Commonwealth receives notice from the University under clause 2.3.1 and
considers that the proposed changes would require a change to this Compact, the
Commonwealth will notify the University of this in writing and will consult with the
University accordingly.
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PART TWO
The Minister for Tertiary Education, Skills, Jobs and Workplace Relations, with
assistance from DEEWR, has Commonwealth responsibility for the matters set out in
this Part Two of the Compact.
3
TEACHING AND LEARNING
3.1
Quality
Quality: Commonwealth objectives
3.1.1 A focus on teaching and learning quality underpins the Commonwealth’s vision for
Australia to be one of the most highly educated and skilled nations in the world.
3.1.2 A focus on quality is an essential element of a system where funding is driven by student
choice, and is essential for ensuring that the Commonwealth’s participation and social
inclusion ambitions are achieved without a risk to quality.
3.1.3 The Commonwealth has made a commitment to provide more autonomy to universities
through the removal of funding caps on Commonwealth supported places. In turn, the
Commonwealth expects the University to participate in new higher education quality
arrangements which will be overseen by the Tertiary Education Quality and Standards
Agency. The new arrangements are designed to support academic autonomy while
ensuring that the achievement of minimum standards can be demonstrated and that
there is a strong focus on enhancing the quality of teaching and learning while
expansion of the higher education system meets national participation ambitions.
3.1.4 The University also has obligations under the quality and accountability requirements in
Division 19 of HESA. This Compact does not change those obligations.
Quality: University strategies
Note: This section has been written without reference to the structural adjustments identified in USQ
SAF bid. These adjustments, if funded, will enable USQ to significantly and rapidly expand on the
existing foundation of USQ’s well-established institutional commitments and practices with respect to
the quality of teaching and learning and student encouragement and outcomes. The alignment of the
proposed structural adjustments with this foundation constitutes a powerful synergism.
The quality of teaching and learning
Across its strategic planning and operational practices USQ has an ongoing whole of institution
commitment to quality as commended by:
a)
USQ’s 2009 AUQA audit:
AUQA commends USQ for its ongoing commitment to continuous improvement
through the strategic leadership of Council and senior management.
http://www.auqa.edu.au/files/reports/auditreport_usq_2009.pdf
b)
The Panel for the 2010 Global Learning Division Strategic Review chaired by
Professor Kirkpatrick, Pro Vice-Chancellor, Learning Teaching & Quality, Open
University, UK:
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... the Review Panel has resolved a number of commendations through its
deliberations:
The exemplary commitment to quality which was repeatedly demonstrated by all of
the staff we met and was evident in the tabled documents we received.
https://intranet.usq.edu.au/review/gldrevimp/Shared%20Documents/GLD%20Panel
%20Report%20FINAL.pdf
USQ’s commitment to quality is systematically exercised through an ongoing, reiterative
process employing USQ’s quality methodology, ADRI: Approach, Deploy, Review and Improve.
http://www.usq.edu.au/planqual/quality/qualman.
Each proposal for a new program is required to pass through a series of committee steps that
are intended to ensure that it is not accredited (approved for introduction) unless, amongst other
aspects, its academic integrity (quality) and stakeholder relevance have been demonstrated.
After initial accreditation, the sustained quality and performance of a program has to be
demonstrated every 5 years through a re-accreditation process.
Further to this, USQ is currently deploying an additional institution-wide approach to ensuring
the ongoing quality of teaching and learning at USQ through the Course and Program Review
(CPR) system. This functionality has been specifically designed as a tool to facilitate staff in the
review and improvement of courses and/or programs. CPR stems from the University’s quality
intention which requires regular evaluation of its teaching and learning, courses and programs
in all modes and at all campuses, using student and other stakeholder feedback as appropriate.
Consequently, CPR is composed of two review processes, namely:
 the Course Quality Review (CQR) which supports the required evaluation and
monitoring by the course offering delivery team once a year; and

the Program Quality Review (PQR), which supports a review by the “home” faculty
of the academic performance of each program at the mid-point of its term of
accreditation.
Both of these review processes use a multiplicity of quality evaluation data streams to provide a
comprehensive “snapshot” of performance within a comparative context which, through an
accountability feedback loop, assists to readily identify issues that have to be addressed. For
instance, the course review process feeds into the identification of courses that are to be
“revitalised”.
The proportion of programs and of courses achieving satisfactory performance measures
according to the specified benchmarks is a key measure of progress with respect to the ongoing quality of teaching and learning.
Accompanying the above-mentioned systematic monitoring of teaching and learning quality,
USQ expends significant resources on a wide range of support, development and delivery
approaches, in order:

To enhance the quality of teaching and learning performance across all of USQ
For instance, as well as more structured approaches, such as the provision of teaching
and learning professional development opportunities and of support staff, such as for the
development and production of learning resources, USQ has been very proactive in its
support of Communities of Practice (CoPs). These self-managed “horizontal” networks
provide a regular informal opportunity for staff members to engage in conversations
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around their professional areas of interest. USQ’s 2009 AUQA panel commended USQ
for its “excellent examples of CoPs” noting that “the CoPs provide an effective means for
encouraging and supporting the individual efforts of staff researching their own teaching
practices.”
(http://www.auqa.edu.au/files/reports/auditreport_usq_2009.pdf)

To enable USQ to identify and if appropriate to implement (mainstream) teaching
and learning innovations
USQ is in the process of extending its internationally acknowledged leadership in the
provision of open and flexible education to a leadership in the provision of digital first,
blended learning for all students regardless of study mode through a comprehensive
long-term initiative titled USQconnected. For instance, in order to achieve a better fit with
its USQconnected objectives, USQ is currently responding to the outcomes of a major
external review of its key teaching and learning innovation and support division, the
Global Learning Division (GLD). Professor Gilly Salmon, an acknowledged leading
expert in the area, has recently commenced as Executive Director of the Australian
Digital Futures Institute (ADFI), the research and development “arm” of the GLD.
Student engagement and outcomes
USQ already effectively engages with a high proportion of students (such as USQ’s “local
heroes”) who are frequently in some form of employment (or engaged in home duties) and
therefore:
- are part-time while still requiring student support and services;
- are often of lower socio-economic background but not accessing Centrelink; and
- are often amongst first of family (or even community) higher education students.
It is not clear that the current metrics used in the Compact adequately take into account the
diversity of USQ’s student cohorts.
USQ is engaged in initiatives to further widen its reach through:

a mutually respectful and beneficial multi-sector collaboration with TAFE QLD
(“QTEPnet”);

a range of “accessibility pathways”, notably through its own Open Access College;
and

an expanded range of accessible and relevant offerings particularly in regionally
relevant disciplines associate degrees.
These initiatives will be facilitated by the “optimally online” USQconnected core. These
developments, identified as crucial components of USQ’s SAF bid, will proceed without that
funding but at an evolutionary pace based on limited resource availability. Through the flexibility,
accessibility and relevance that they engender, taken in combination, these developments are
intended to further enhance USQ’s demonstrated capability to productively engage with a wide
diversity of student cohorts.
USQ’s commitment to the teaching and learning quality and enhancement initiatives outlined
above is driven by the University’s dedication to facilitating a student experience that is
consistent with USQ’s Brand “Fulfilling Lives”. This is evident both in management approaches,
such as the introduction of the Student Relationship Officers (”SROs”) when the Student
Management Division was established in 2009, and in the student-objective-oriented culture
Page 16
pervasive across all of USQ.
As well as the approaches outlined above, USQ intends to continue to monitor student
engagement and outcomes more broadly and, where possible, to pursue comprehensive
(academic and non-academic) initiatives to build on current achievements. For instance, one
data stream that USQ uses to monitor the quality of the broader interactions of students with the
University is the Australasian Survey of Student Engagement (AUSSE), administered by the
Australian Council for Educational Research. AUSSE enables USQ to monitor students'
experiences of university services and university life which are key non-academic influences on
student engagement and outcomes and, where appropriate, to fine-tune services to students.
Late last year, the University convened an institution wide Retention Summit, in order to
consolidate into a systematic framework, the wide variety of approaches and actions, outside of
teaching and learning, undertaken to assist students achieve their enrolment objectives and to
identify any issues needing attention. A draft retention action plan is now under consideration.
3.2
Equity
Equity: Commonwealth objectives
3.2.1 The Commonwealth is committed to a fair and equitable higher education system that
provides equal opportunity for people of all backgrounds to participate to their full
potential and the support to do so.
3.2.2 In particular, the Commonwealth has an ambition that by 2020, 20 per cent of higher
education enrolments at the undergraduate level will be people from low socio-economic
status (SES) backgrounds.
3.2.3 The Commonwealth is also committed to enhancing participation and outcomes for
Aboriginal and Torres Strait Islander people in higher education.
3.2.4 The Commonwealth funds a range of programs to encourage and support access to and
participation in higher education by people from low SES backgrounds, Aboriginal and
Torres Strait Islander people and other under-represented groups, including the Higher
Education Loan Program and Student Income Support.
3.2.5 The Commonwealth expects all universities to play a part in meeting the
Commonwealth's higher education participation ambitions, consistent with the objectives
and regulatory requirements of specific equity programs and income support measures.
3.2.6 The Commonwealth will monitor the University’s equity performance through the existing
reporting requirements attached to individual programs. The University’s performance in
meeting equity objectives will also be linked with teaching and learning Performance
Funding targets, as specified in the table under paragraph 4.14 of this Compact.
3.2.7 Universities have obligations under the fairness requirements in Division 19 of HESA.
This Compact does not change those obligations.
Page 17
Equity: University strategies
Access and participation
Throughout its 40 year history, USQ and its antecedent institutions have been in the forefront of
widening educational participation as a basis for Australia’s transition from elite to mass higher
education. Within the University’s overarching vision, objectives and strategies, USQ will aim to:


increase the enrolment, retention and integration of low SES students;


maintain the current high levels of individualised service of students with a disability;

build university-school engagement activities, particularly in under-serviced regional
and outer metropolitan areas of Queensland.
increase the aspirations of low SES and Indigenous people to participate in higher
education;
strengthen pathways and partnerships between the University, VET and schools as
a priority for social inclusion; and
In January 2011, the University formally approved a whole of university Social Justice Plan. The
focus of activity in 2011 will be on the implementation of this plan. The plan is structured around
an articulated series of strategies designed to maintain and enhance the University's
performance in a range of areas involving disadvantaged students: extending and improving
participation of students, including recruiting and supporting students from diverse backgrounds;
improving retention and progression rates of students already in the system; and forming
partnerships with other sectors involved in education, including other providers such as schools
and other universities in Queensland. In 2012 and beyond, particular emphasis will be placed
on the retention and progression of students.
Underpinning this will be the efficiencies and flexibility derived from two key initiatives: the
unified blended mode delivery approach and streamlining of policies, procedures and practices
(USQconnected); and a strong framework for opening up pathways for TAFE QLD students with
localised support facilitating transitions to study through USQ (QTEPnet). These practices will
be deployed across USQ to enhance the attraction and accessibility of tertiary education
pathways, particularly from under-represented groups.
The University has identified a number of areas and activities where it can develop new
partnerships and maintain and grow existing partnerships. These include Indigenous and nonIndigenous mentoring programs with low SES schools across its three campus catchment
areas:
 the extension of USQ’s successful Tertiary Preparation Program to students in a
number of high schools;
 the provision of effective support for students who are offenders in custody and the
extension of recruitment and support to prisoners in systems outside Queensland;

a mentoring and aspiration building program for female school students, including
those in low SES schools, interested in pursuing studies in the Faculty of
Engineering & Surveying.
The Student Management Division has also received social justice funding to build new
partnerships with low SES schools through the development and implementation of the
Page 18
following outreach programs:




low SES early intervention program for school students years 3 - 7;
low SES intervention program for years 8 - 10;
low SES parent engagement program; and
Indigenous Connections Project, which consists of Dhuuluu-Yala-Two-Daya and
Deadly Motivators, two culturally-attuned, low SES school Indigenous outreach
events.
Plans to improve outcomes for students from underrepresented groups
The outcomes for low SES students continue to benefit from USQ’s overall approach to
teaching and learning quality, student engagement and outcomes (refer sections 3.1.5 and
3.1.6). This is particularly the case given USQ’s existing high participation rate for low SES
students which, for domestic undergraduate low SES students, using the Postcode Indicator,
are consistently above the national average. During 2009, low SES enrolments were 35.2%
compared to 18.4% for the sector as a whole. Positive outcomes are already evident in USQ’s
retention rate of 76.8%, using the Census Collection Districts indicator, which compares
favourably to the benchmark and State figures. USQ’s attainment rate of 27.37% remains well
above the benchmark at 21.58% and 13% above the sector.
Along with the institution-wide approach to teaching and learning and equity, specific initiatives
of USQ that contribute to positive outcomes for disadvantaged students include the Open
Access College, Disability Resources and refugee support.
Open Access College
The Open Access College (OAC) was established in 2008, building on over two decades of
experience in enabling students. It provides English language, preparatory and foundation
programs and courses which will qualify both international and Australian students to articulate
directly into USQ undergraduate and postgraduate programs. OAC programs equip prospective
students with the skills, knowledge and affective attitudes to ensure their success with higher
education. The College has a strong commitment to social justice and initiates and facilitates
activities which foster greater social inclusion in higher education. The College particularly
targets persons from social and cultural groups who are under-represented and will tailor
programs of instruction and learning support to assist these students.
Enrolments are very buoyant, especially in the Tertiary Preparation Program, which is the
largest distance preparatory program offered by any Australian university and which has an
increasingly significant on-campus offering as well. The English for Academic Purposes program
(EAP) enrols students from non English-speaking backgrounds who have an IELTS of at least 5
and brings them up to University entry whilst ELICOS targets students who have an IELTS score
less than 5. The recent development of discipline-specific Foundation Diplomas provides
another flexible pathway into USQ’s undergraduate programs in Business, Engineering & Spatial
Science, Science and Social Studies.
Students with a Disability
Disability Resources works in schools and community organisations to increase the awareness
of supports offered to students with disabilities who may otherwise consider tertiary education
out of their reach. USQ will continue to maintain the current high levels of individualised and
timely service of students with a disability, for example, alternative formatting, examination
accommodations, advocacy, and disability support workers in order to provide the opportunity
Page 19
for success and progression in student's studies.
Refugee Support
A Refugee Student Support Officer has been in place at USQ since 2006. This position provides
support in all aspects of refugee student recruitment, enrolment, academic progression and
retention. The position liaises extensively with the refugee community, as well as administrative
and academic staff of the University, and acts as a negotiator when a need arises. The position
also convenes weekly study sessions, a basic computing group, an online community site as
well as directing students to the various specialised support services of the University.
Plans to improve outcomes for Aboriginal and Torres Strait Islander people
On top of the broader support for positive student outcomes is the goal of maintaining
Indigenous Australian representation at 2% of the student body. Over the life of the Compact,
USQ will coordinate a range of outreach, recruitment and marketing strategies directed at high
schools, Indigenous community based organisations, public and private sector employers, and
TAFE QLD Institutes across the three regional campus locations to promote USQ programs to
Indigenous men and women and school leavers.
Centre for Australian Indigenous Knowledges
The Centre for Australian Indigenous Knowledges (CAIK) encourages and supports the further
education of Aboriginal and Torres Strait Islander students and delivers a number of Indigenous
courses and programs. These include:

Indigenous Higher Education Pathways Program (IHEPP), a bridging program
designed to give Indigenous students the necessary skills to succeed in
undergraduate programs offered by USQ;

Indigenous Studies Courses, a suite of courses which are designed to acquaint
USQ students with a number of aspects of lndigenous culture, social structure,
identity and knowledge;

Graduate Certificate in Indigenous Mental Health and Well-being, an innovative
program designed for both non-Indigenous and Indigenous health workers in order
to improve their care of Indigenous clients.
CAIK will continue to administer the Centre's Individual Tailored Student Support Program to
ensure all enrolled Indigenous students' academic and personal study needs are met in a timely
and appropriate manner.
Other strategies
USQ has put in place a number of other strategies to improve outcomes for Aboriginal and Torres
Strait Islander people:



extend the IHEPP program to secondary schools;

fund an Indigenous Postdoctoral Fellowship from 2012.
implement a mentoring program for Indigenous secondary school students;
appoint an Indigenous Executive Officer at both Springfield campus and Fraser Coast
campus; and
Faculty initiatives
USQ’s Indigenous nursing program has developed a reputation for quality and success and, in
2010, USQ graduated the highest number of Indigenous nursing students nationally.
Page 20
Queensland Health has funded two additional staff members to assist Indigenous Health
Lecturer, Lyn Stuart, in supporting Indigenous nursing students to successfully complete their
program. USQ’s support strategies and embedded Indigenous perspectives contribute to a high
retention rate.
USQ is further strengthening its reputation as a leader in Indigenous education with the
employment of an Indigenous Nurse Research Fellow, funded by Queensland Health who will
work in the University’s Centre for Rural and Remote Area Health (CRRAH) where she will
conduct research into the health issues facing Indigenous communities.
USQ is pursuing initiatives in other faculties to emulate the success of the Bachelor of Nursing
program. Indigenous student scholarships are offered in the disciplines of Engineering and
Psychology and the Faculty of Engineering & Surveying, in partnership with Engineers Without
Borders, holds an annual Indigenous Engineering High School Student Day at the Springfield
campus. USQ will continue to promote opportunities across all of its disciplines to foster a
strong support network with its current and future Indigenous students in order to facilitate the
transition from school to university and, eventually, their chosen career.
3.3
Infrastructure
Infrastructure: Commonwealth objectives
3.3.1 The Commonwealth is committed to the development of world class higher education
infrastructure. A contemporary, technology rich, well designed and equipped campus
environment has a positive influence on staff and student performance and satisfaction.
3.3.2 While the responsibility for capital infrastructure development and maintenance rests
with the University, the Commonwealth’s commitment is demonstrated through programs
such as the Education Investment Fund. Universities also utilise Commonwealth Grant
Scheme funding for capital works.
3.3.3 The Commonwealth anticipates that the University will focus not only on developing new
University-owned and operated buildings but also on optimising the use of existing
facilities, refurbishing and adequately maintaining existing infrastructure, investing in
e-Learning and other information and communications technologies (ICT), and utilising
space owned by, or shared with, other education providers.
3.3.4 The Commonwealth will monitor the University's infrastructure programs, and their
alignment with the Commonwealth's infrastructure objectives, through the Institutional
Performance Portfolio Information Collection.
Infrastructure: University strategies
Note: This section has been written without reference to the structural adjustments identified in
USQ’s SAF bid. This funding request involves funding for three infrastructure initiatives: one major
one that relates to the Springfield campus and two more minor ones, one of which is internal, namely,
a more rapid adjustment of ICT’s infrastructure to support the digital first, blended learning approach
of USQconnected, while the other is external and involves fit-outs for co-located Distributed Learning
Centres on TAFE campuses throughout Queensland to support QTEPnet, TAFE QLD and USQ’s
Page 21
multi-sector collaboration.
Buildings and capital assets
At 31 December 2009, insurance valuations (asset replacement values) for USQ’s buildings and
infrastructure totalled $293.6m. Building stock across USQ’s campuses varies in age from over
30 years old to more recent construction, with the majority being in the 15-25 years age bracket.
Buildings represent a variety of architectural styles ranging from multilevel, brick clad,
reinforced concrete structures to single level, fibrous sheeting clad steel framed modular
buildings. All buildings are structurally sound; many have undergone or are targeted for some
upgrading or refurbishment. The University has a comprehensive insurance policy. Emergency
response, business continuity and disaster recovery plans and procedures are also in place.
To support the University’s items of strategic significance and strategic themes, a Campus
Master Plan guides both the strategic and operational development of the built environment
across a 25 year window. Subordinate to the Campus Master Plan is the Capital Asset
Management Plan (CAMP) which is revised annually. Progress against this plan is an
applicable measure of outcomes. In recent years, the University has markedly reduced its
deferred maintenance listing through its Major Refurbishments project and Minor Works
Programme. The University’s deferred maintenance was estimated at $1.25m as at April 2009
and it is intended that this will continue to be reduced via the CAMP.
Teaching and learning infrastructure
All teaching and learning infrastructure developments at USQ are guided by its ambitions to be
a leading provider of accessible, engaging, relevant education for a wide diversity of student
cohorts including a distinctively high percentage of low socio-economic, first of generation,
mature-aged or under-represented students.
All infrastructure developments at USQ are subject to appropriate governance, stakeholder
communication, financial management and contractual processes in order to ensure a well
developed planning regime and risk management framework that produces a desired result in
an agreed timeframe.
Given its limited physical and financial resources, USQ is continuing to actively pursue external
funding in support of its strategic objectives. Outcomes of these bids will significantly determine
future infrastructure developments.
Key teaching and learning infrastructure developments currently under way that will continue
over the period of this Compact are:
USQ Springfield
USQ recognises the importance of its outer metropolitan campus on the Education City precinct
at Springfield in enabling the University to establish itself as a comprehensive higher education
provider for one of the fastest growing but still low tertiary participation population areas
nationally. In response to beneficial commercial developments, the University is currently
finalising the purchase of the six storey building it previously rented at Springfield. Additionally it
is also purchasing a suitable area of surrounding land that will significantly reduce potential
inhibitors to key future developments for which, at the appropriate time, external funding
opportunities will be sought.
Page 22
Learning Commons and Quadrangle “Revitalisation”, USQ Toowoomba
USQ is currently undertaking a comprehensive revitalisation of the heart of its Toowoomba
campus, namely the main quadrangle and buildings that face it. A key component of this is the
remodelling of the interior of the “student services” R Block to create a new Learning
Commons environment connecting the library, quadrangle and the refectory to create a
diverse range of technology enhanced, vibrant social and study spaces. These spaces will
service both on-campus students and external students who can choose to come onto campus
for study purposes or come on campus for intensive residential schools. USQ has committed
$1.8M to this project plus Capital Development Bid funding of $2.7M, making a project total of
$4.5M.
Faculty of Sciences Refurbishment, USQ Toowoomba
Drawing together $3M originally obtained for new laboratory build from the Capital Development
Pool, $2.5M from the Learning and Teaching Performance funding and its own funding, USQ is
undertaking an innovative refurbishment exercise to optimally reuse existing “elderly” spaces to
create teaching and learning spaces suited to the future directions of teaching in sciences
especially health sciences. These directions include flexible, multidiscipline use, laboratories,
provision for remote access laboratory activities and enhanced provision for higher degree
research students. This project is reaching the end of its design phase.
Note: There is currently a concern that the impact of the immense effort to rebuild the region
after the recent devastating extreme weather events may lead to possible delays for the above
projects due to the unavailability of contractors and materials.
Information and communication technologies
USQ is committed to facilitating its mission by ongoing investment in highly available and
accessible online teaching and learning solutions. Key information and communication
technology developments currently under way that will continue over the period of this Compact
are:
Learning Management System
USQ currently is upgrading its Learning Management Systems, with an emphasis on enhancing
support for electronic assessment submission and open publishing and content repository
management. The greater use of interoperable repositories is designed to alleviate the need for
the storage of multiple files across different systems and to enhance the opportunity for
students to have a greater (seamless) access to their teaching materials. It will also provide the
opportunity for the university to implement a regime whereby students can create for
themselves personal learning environments (PLEs) aligned with their student learning journey.
Technology Enhanced Learning Laboratory
USQ’s Technology Enhanced Learning Laboratory (TELL) has been established in a
repurposed and refurbished facility. The first iteration of this facility was created on a lightweight
budget relying predominantly on the updating or relocating of existing infrastructure, hardware
and software. In 2010, $494,000 was acquired as part of an Australian Government’s DEEWR
Teaching and Learning Capital Fund (Higher Education) Project and dedicated to the upgrade
of the TELL. The vision for the TELL is to enable creative experimentation in an accessible
laboratory environment to guide meaningful technology uptake to support learning, teaching and
research.
Page 23
TELL has recently been adopted by the Australian Digital Futures Institute to enable it to share
the results of scanning the environment for the future of learning, teaching, research and
creative expression by inspiring all members of USQ, its partners and networks to imagine and
create viable and preferred futures.
3.4
Student enrolments
Commonwealth objectives
3.4.1 The Commonwealth is committed to the expansion of a high quality higher education
sector, to provide opportunities for all capable people to participate to their full potential.
3.4.2 An expanded higher education sector will educate the graduates needed by an economy
based on knowledge, skills and innovation.
3.4.3 The Commonwealth has announced its ambition for growth in higher education
attainment, so that by 2025, 40 per cent of all 25 to 34 year olds will hold a qualification
at bachelor level or above.
University student enrolment planning
In providing future plans for student enrolments (non research), USQ is committing to the
expansion of the higher education sector by strategically targeting key programs focusing on
Commonwealth priorities.
Overall, USQ is planning a total increase of students within the Compact agreement from 2010
to 2013 equal to 9% (13250 to 14501). The sector is expected to continue to be volatile over
this time in the international offshore sector with a 12% decrease in load.
Within these categories, postgraduate research is expected to gradually improve from 146 to
184 which is an increase of 26% on small numbers. The Commonwealth supported sector is
predicted to show a 17% increase over the same period with the undergraduate (UG) increase
expected to be 19%, a solid projection from 7468 to 8861. Domestic fee paying students will
also taper off with an expected 15% decrease from 653 to 557.
Within the Broad Fields of Education, the expected trends follow a mixture of patterns in each
profile. A summary of these is as follows:
 Research Training Schemes (RTS) are expected to provide significant increases in
Engineering and related technologies (74%). The Creative Arts discipline is expecting a
major decrease of 76% based on already low numbers.
 Commonwealth supported numbers will increase in Education by 34% and Society and
Culture will increase by 30%. Mixed field programs will have an 18% decrease in
demand.
 Domestic fee paying is estimated to increase in Engineering and related technologies by
111% on small numbers with major decreases in Information Technology (61%) and
Education (78%). This market is putting greater pressure on this sector.
 International fee paying in Education will potentially experience a 6% drop overall with
large drops in Creative Arts (79%) and only a small increase in Information Technology
Page 24
(16%).
Given these predictions, USQ is confident it will address key areas for the Commonwealth
through innovative and strategically aligned programs.
Online delivery
The strategy for new program identification and deployment aligns with the outcomes of the
major institutional future visioning with respect to online education. It has the capacity to attract
additional new students to the sector and provides USQ with the capacity to expand to serve
the national market. Both of these initiatives will increase USQ’s student load significantly.
The viability and attractiveness of fully online programs has been clearly demonstrated, for
example, USQ’s Faculty of Education offering of its Bachelor of Education. Fully online, this
program saw a 50% growth for the 2010 first semester first preferences when compared with
the 2009 first semester first preferences. Overall this resulted in the Faculty achieving more
than 30% over its first semester student load target. Subject to accreditation, USQ plans to offer
the Bachelor of Nursing online from first semester 2012. The quality of these programs will be
underpinned and enabled by the technology which USQ will harness through its unified digital
environment, USQconnected.
Accessibility
USQ is already moving to increase its own offerings at the diploma and associate degree levels
in order to provide flexible pathways for its diverse cohort of students. These offerings are
expected to be a key component of its multi-sector engagement with TAFE campuses form a
network across Queensland, many being in areas that can only be currently served with
external Higher Education (HE) studies. Building on its strong relationship with TAFE QLD and
in collaboration with its component institutes, USQ will develop an extended range of regionally
relevant awards, particularly associate degrees, which will target skills needs and contribute to
community capacity building, for example, addressing the growing Engineering and Community
Health demands in the Surat Basin. Furthermore, to facilitate a positive transition to HE study,
USQ will provide local support through blended mode delivery on a number of selected colocated Distributed Learning Centres on TAFE QLD campuses across Queensland.
USQ Springfield expansion
Subject to available resources, USQ intends to expand its offerings of regionally relevant
programs through its Springfield campus in 2011. Reflecting student demand and workforce
needs, it has already introduced a Bachelor of Construction and anticipates introducing new
awards in Sport, Health & Physical Education, Engineering & Construction Management, Social
Work, IT Management, Finance and Nursing.
In extending its offerings, USQ will carry out complementary initiatives to ensure student access
and engagement with these awards. As well as the pivotal contributions of QTEPnet and
USQconnected, current projects to improve orientation and retention of students will assist also.
For example, the support practices inherent in USQ’s success in graduating Indigenous nurses
will be extended to the new offerings, particularly in Health and Engineering.
Page 25
3.5
Other key teaching and learning priorities: University strategies
USQ aspires “to be recognised as a world leader in open and flexible higher education” and, in
so doing, builds on its existing strengths, particularly its pervasive student-success oriented
culture. This requires USQ to attract and provide appropriate access pathways for new students
in higher education and to provide them with enhanced learning experiences that meet their
particular needs in order to ensure their successful progression to graduation, employment and
lifelong learning.
Key to achieving this goal is the extension of offerings of new programs. This extension will
occur through three key dimensions; through an expansion of USQ’s current award structure
(from foundation studies diplomas to associate degrees nested within undergraduate as well as
postgraduate programs); through an extension of discipline offerings and through blended mode
delivery of its programs to offer accessible and flexible higher education opportunities.
Expansion of current award structure
Over the life of the Compact, USQ will collaborate with its partners, notably TAFE QLD, to
identify the suitability of key associate degree offerings in strategic locations with local support,
particularly in the Surat Basin and regional Queensland. Key disciplines to extend offerings into
associate degree programs include Engineering, Health, Applied Media and Human Services.
Potential key programs to be offered solely online have been identified and include Nursing,
Agricultural Science, Community Health and Social Work. New programs to be offered oncampus in Springfield include Bachelor of Education (Sport, Health & Physical Education),
Bachelor of Construction Management, Masters of Engineering Science, Bachelor of Social
Work, Bachelor of Arts (Journalism), Bachelor of Nursing, and a suite of majors in the Bachelor
of Health program.
Extension of discipline offerings
In extending its offerings, USQ will carry out complementary initiatives to ensure student access
and engagement with these awards. Current projects to improve orientation and retention of
students will assist also. For example, the support practices inherent in USQ’s success in
graduating Indigenous nurses will be extended to the new offerings, particularly in Health and
Engineering.
Blended delivery of teaching and learning
The development of an online environment to facilitate best practice blended delivery of
teaching and learning will contribute to increased student participation, particularly in USQ’s
outer metropolitan, regional, rural and remote catchment areas. Given the population profile of
these areas, this will significantly broaden educational opportunities for individuals currently
under-represented in higher education and who may have experienced social and economic
disadvantage, such as those from low SES backgrounds. The improved delivery of course
experiences and student support will extend seamlessly to all pathway programs offered directly
by USQ or through partnerships, whether on-campus or online.
Page 26
PERFORMANCE FUNDING
Commonwealth objectives
4.1
Higher education Performance Funding will provide incentives for universities to improve
outcomes for students.
4.2
To be eligible for Performance Funding, the University must:
(i)
be a Table A provider (see paragraph 30-1(1)(a)(i) of the Act); and
(ii)
be a provider for which the Minister has allocated a number of Commonwealth
supported places to the provider for that year under section 30-10 (see paragraph
30-1(1)(b) of the Act); and
(iii) be a provider which has entered into a funding agreement with the Commonwealth
under section 30-25 in respect of a period that includes that year (this being the
2011-2013 Compact).
4.3
Performance Funding has two components:
(i)
Facilitation Funding; and
(ii)
Reward Funding for achieving university performance targets
Facilitation Funding
4.4
Facilitation Funding acknowledges both the diverse missions of universities and the
commitment to the Australian Government’s teaching and learning goals.
4.5
The Australian Government will provide Facilitation Funding to universities commencing
in 2011.
4.6
Facilitation Funding will be paid as a formula driven share of the available funding. Each
university’s Facilitation Funding payment will be calculated on their proportional share of
Commonwealth Grant Scheme Basic Grant Amount (section 33-5 of the Act) and the
Grants to Support National Institutes specified in the Other Grants Guidelines (item 4 of
subsection 41-10 of the Act). Refer to the Performance Funding Technical Guidelines for
further details.
4.7
As a condition of the Facilitation Funding component of Performance Funding, in
accordance with this agreement, the University must:
(i)
inform the Australian Government of strategies and goals for achieving the
University’s teaching and learning mission described under clauses 3.1, 3.2 and 3.4;
and
(ii)
agree to the performance targets relating to specific Australian Government goals
contained in clause 4.14.
4.8
Once a 2011-2013 Compact has been agreed, the University will be paid the 2011
Facilitation Funding amount, plus any indexation, each year of the Compact period.
4.9
The Commonwealth and the University agree to annual review, under Section 9 of this
Compact, of the effectiveness of implementation of the strategies and goals for
Page 27
achieving the University’s teaching and learning mission described under clauses 3.1,
3.2 and 3.4.
Reward Funding
4.10
From 2012, the Australian Government will introduce Reward Funding for universities
that achieve performance targets.
4.11
As a condition of the Reward Funding component of Performance Funding, in
accordance with this agreement, the University must:
(i)
agree performance targets as outlined in clause 4.14;
(ii)
supply performance data to the Commonwealth for relevant indicators as per the
requirements set out in section 2 of the Performance Funding Technical Guidelines;
and
(iii) achieve the relevant targets as outlined in clause 4.14.
4.12
Each university’s maximum possible Reward Funding payment will be calculated on their
proportional share of Commonwealth Grant Scheme Basic Grant Amount, consistent
with the focus of Performance Funding being on improvement of teaching and learning.
HESA Funding Agreement
4.13
This section 4, together with the terms and conditions set out at Attachment D to this
Compact, constitute the HESA Funding Agreement for the provision of Performance
Funding to the University.
University performance targets
4.14
The University’s performance targets are in the table below.
(i)
Performance targets refer to the year of payment.
(ii)
Progress targets represent progress towards achievement of aspirational goals.
Reward Funding for achievement against the 2014 and 2015 progress targets and
aspirational goals would be the subject of a future Compact.
Page 28
University performance categories and targets
Performance Category 1: Participation and Social Inclusion
Performance indicator 1A: Proportion of domestic undergraduates who are from a low SES
background.
Baseline for improvement target: 23.30% (2009 data)
Excellence Target
Improvement
Target
2012
Reward Payment
2013
Reward Payment
2014
Progress target
2015
Progress target
(target for 2011
students)
(target for 2012
students)
(target for 2013
students)
(target for 2014
students)
19.39%
19.39%
N/A
N/A
N/A
N/A
Outcome
Performance indicator 1B: Proportion of domestic undergraduate students who are Inidgenous
Baseline for improvement target: 1.99% (average of 2008/09 data)
Improvement
Target
2012
Reward Payment
2013
Reward Payment
(target for 2011 students)
(target for 2012 students)
2.05%
2.16%
Outcome
Page 29
University performance categories and targets
Performance Category 2: Student Experience
Performance indicator 2A: Domestic undergraduate satisfaction with teaching
(Measured using data from the Australian Graduate Survey – Course Experience
Questionnaire (CEQ) [Good Teaching Scale and Overall Satisfaction Item])
2012
Reward Payment
2013
Reward Payment
N/A
Participate in 2013 CEQ* (2012 final
year students) to establish baseline
performance
Participation
Outcome
N/A
* the 2012 CEQ report refers to students whose final year of study was in 2011 and who participated in
the CEQ survey in 2012 and where performance was reported in 2013.
Performance indicator 2B: Domestic undergraduate experience
(Measured using data from the University Experience Survey [UES])
2012
Reward Payment
2013
Reward Payment
N/A
Participate in the development of the
UES to establish baseline
performance
Participation
Outcome
N/A
Page 30
University performance categories and targets
Performance Category 3: Quality of Learning Outcomes
Performance indicator 3A: Domestic undergraduate satisfaction with generic skills
(Measured using data from the Australian Graduate Survey – Course Experience
Questionnaire (CEQ) [Generic Skills Scale])
2012
Reward Payment
2013
Reward Payment
N/A
Participate in 2013 CEQ* (2012 final
year students) to establish baseline
performance
Participation
Outcome
N/A
* the 2012 CEQ report refers to student whose final year of study was in 2011 and who participated in
the CEQ survey in 2012 and where performance was reported in 2013.
Performance indicator 3B: Domestic undergraduate value added generic skills
(Measured using data from the Collegiate Learning Assessment (CLA))
2012
Reward Payment
2013
Reward Payment
N/A
Participate in the development of the
CLA to establish baseline
performance
Participation
Outcome
N/A
Performance indicator 3C: Composite Teaching Quality Indicator (TQI)
2012
Reward Payment
2013
Reward Payment
N/A
Participate in development of
composite indicator (including
providing data) to establish baseline
performance
Participation
Outcome
N/A
4.15 Section 3 of the Performance Technical Funding Guidelines provides detailed
information on the calculation and assessment of the above indicators. Section 4.2.2 of
Page 31
the Performance Funding Administrative Guidelines also provides information on
implementation of new performance indicators.
4.16 The Australian Government undertakes to consult the higher education sector on the
development and enhancement of indicators for the purposes of Performance Funding.
5.
COMMONWEALTH GRANT SCHEME
5.1
Attachment E contains the current HESA Funding Agreement for the provision of
Commonwealth Grant Scheme funding to the University for the 2009 to 2011 calendar
years.
5.2
Attachment E becomes part of this Compact on execution of the Compact.
5.3
The Commonwealth anticipates that any future HESA Funding Agreements for the
provision of Commonwealth Grant Scheme funding to the University will also form part of
this Compact.
6
OTHER FUNDING PROVIDED BY DEEWR
6.1
A list of key programs and funding allocations under which the Commonwealth, through
DEEWR, provides support to the University is set out at Attachment A. This list may be
updated from time to time, including if the University is successful in applying for any
new and/or additional Commonwealth funding.
Page 32
PART THREE
The Minister for Innovation, Industry, Science and Research, with assistance from
DIISR, has Commonwealth responsibility for the matters set out in this Part Three of the
Compact.
7
RESEARCH, RESEARCH TRAINING AND INNOVATION
A range of research, research training and innovation performance indicators and
targets are proposed in this section. Principal Performance Indicators are compulsory
and institutions may voluntarily nominate Additional Performance Indicators and targets
considered reflective of individual institutional goals.
The Commonwealth recognises that universities have diverse missions and,
consequently, targets and performance will vary between institutions. Universities should
develop performance indicators and targets to reflect their individual performance and
strategic direction.
7.1
Research performance and research capability: Commonwealth objectives
7.1.1 The Commonwealth encourages excellence in research performance and the
strengthening of research capability. Particular objectives are to:
a.
progressively increase the number of research groups performing at world class
levels, as measured by international performance benchmarks; and
b.
promote collaboration, including collaboration between researchers within Australia
and internationally.
7.1.2 The Commonwealth, through DIISR, may provide funding to the University to assist the
University achieve these Commonwealth research performance and research capability
objectives, including through the Sustainable Research Excellence in Universities (SRE)
program, the Research Infrastructure Block Grants (RIBG) scheme and, where relevant,
the Collaborative Research Networks (CRN) program.
7.1.3 If the University is provided with funding from DIISR under the Collaborative Research
Networks (CRN) program, the University will be required to enter into a legally binding
CRN funding agreement with DIISR. That legally binding agreement will not be made
under HESA and will be separate from, but made within the framework of, this Compact
from the date of its execution.
7.1.4 Other Commonwealth funding to assist the University achieve these Commonwealth
objectives may also be provided outside of this Compact by the Australian Research
Council (ARC), the National Health and Medical Research Council (NHMRC), the
International Science Linkages program, the Australia-India Strategic Research Fund,
and research infrastructure funds such as the Education Infrastructure Fund, Super
Science Initiative and the Cooperative Research Centres (CRC) program.
7.1.5 The Commonwealth, through the ARC, will implement the Excellence in Research for
Australia (ERA) initiative which will evaluate research undertaken at Australian
universities against international benchmarks. ERA will be used in the future to assist in
Page 33
determining funding in some research programs (for example, the Sustainable Research
Excellence in Universities [SRE]) administered by the Commonwealth.
Research performance and research capability: University strategies
Research strategy
USQ's research strategy has been developed in line with the University's Strategic Plan and
focuses on two key themes on which the University will build its profile through the development
of strategic alliances: Sustainable Futures and Digital Futures. Under these two overarching
themes, four subthemes drive our research agenda: Sustainable Systems (agriculture, energy
and environment); Healthy Communities; Technology Innovation and Regional Advancement;
and Digital Futures.
Strategies implemented by the University to meet these objectives included the establishment of
a number of research centres which were created following an internal application and external
review process. Research groups seeking designation as a Centre are required to demonstrate
research capability and performance to a pre-determined level. Strategic funding for the support
of Research Centres is identified in the research budget. Annual allocations to Centres are on
the basis of performance-related funding using traditional research indicators of income,
publications and supervisions.
Centres established at USQ are: Australian Centre for Sustainable Business and Development;
Australian Centre for Sustainable Catchments; Centre of Excellence in Engineering Fibre
Composites; Centre for Rural and Remote Health; Centre for Systems Biology; Computational
Engineering and Science Research Centre; and the National Centre for Engineering in
Agriculture. The University has also recognised the contribution of history and the creative arts
to its community and supports the Public Memory Research Cluster. The recruitment of an
academic leader with an international reputation to direct the Australian Digital Futures Institute
(ADFI) reflects the importance that USQ places on this ninth research focus.
Research and regionality
Like all regional universities, a major challenge for USQ is the establishment of a critical mass
of researchers in any field, even in core areas of focus. Regional universities are required to
support staff across a breadth of disciplines to meet program delivery requirements. However,
the number of staff that can be supported in any discipline is limited by the realities of the
budget, arising from the fact that the number of students enrolled in each discipline is
significantly lower than in metropolitan universities. Thus, the development of a 'critical mass' of
researchers is a challenge and is compounded by (and in some ways the cause of) the
difficulties in attracting and retaining top academics.
USQ has recognised these factors and has already adopted the model of scale and focus as
the appropriate route to an enhanced research profile and effective outcomes from its research
activity. A formal document confirming an Alliance between USQ and ANU has been in place
since 2009. The recent CRN bid led by USQ builds on this existing relationship to provide a
framework to develop research capacity around Digital Futures, one of the two major themes for
USQ. Recently, a research workshop between the two institutions was held with the specific aim
of fostering research collaborations and partnership, developing research career pathways, and
increasing awareness of USQ's research strengths. The workshop was focused around the
themes of Sustainability (including rural and remote health) and Digital Futures, and included
Page 34
sessions that could build on the CRN.
USQ has involvement in two successful Collaborative Research Networks (CRN): as lead
institution on the bid for a Digital Futures network (partnering with ANU and UniSA), and as a
partner on a bid for Murray Darling Basin Futures (led by the University of Canberra). USQ has
an international reputation for online learning and the provision of access to higher education to
students across Australia and internationally. The Digital Futures CRN aims to strengthen
research to underpin this reputation for teaching and learning to provide international best
practice across the wider domain of technology impacts on society, on access to higher
education, and on the impact of technology-rich environments. The explicit aim of the Digital
Futures CRN is to build critical mass and a 20% increase in research outcomes for USQ. The
proposal for the Digital Futures CRN included specific strategies to perform a gap analysis of
capability in the core topics of the CRN, to develop research leadership and the organisation of
an annual conference for Early Career Researchers, all designed to increase research activity
and research outputs.
USQ is instituting a series of strategies to improve the quality of research grant writing, including
mandated internal peer review of applications, recruitment of an external academic reviewer
and the delivery of a mentoring and grant development program.
ERA/SRE
USQ is delighted to have four areas which have been ranked as performing at world standard or
better through the 2010 ERA exercise, and that these recognised the quality of work in the core
areas of focus listed above. The University is also pleased that, although a number of
assessable areas achieved only a ranking of 2, the majority of these areas were ranked at the
national averages between 2 and 3. USQ views this outcome as providing a platform for further
growth (eg in Public Health, Law) and this will be reflected in the University's research strategy.
Nevertheless, USQ believes that ERA’s emphasis on assessment through classification by two
or four-digit FOR codes appears unsupportive of the University’s strategic research objectives
which aim to promote multidisciplinary research which is difficult to categorise by FOR code. For
example, FOR categorisation across the activities included in the CRN bid for a Digital Futures
network covers 6 two-digit groups. The lack of critical mass, referred to above, also limits the
University's ability to reach assessable volumes in some of the areas in which there is active
research. For example, one area that suffered significantly in the 2010 ERA exercise was
Information and Computing Sciences, largely due to the structure of the exercise and USQ’s
lack of critical mass in terms of outputs.
The University does not accept that it should be penalised by virtue of its regional location and
smaller size, nor that its academics, who are required to meet the University’s commitment to its
community, should be prevented from being fully engaged in relevant research. Creative Arts
has a strong history of practice within USQ and is critical in the University's relationship with its
community. USQ was encouraged by the ranking achieved by research in this cluster and will
be seeking to invest in the development of a vibrant research culture and performance in the
creative and performing arts disciplines. Activities to build areas performing at the world
standard will include a renewed emphasis on relationships with established partners such, as
ANU, and an emphasis on building research careers through the identification and
implementation of peer review of grant applications, development of grant writing expertise, and
mentoring through the development of appropriate pathways into a research career. Investment
will also be made into appropriate support systems to provide management data for reporting
Page 35
requirements.
Grant income, particularly Category 1 income, has long been a proxy for research performance
and this is reinforced by the SRE program. Lower ACGR income is often associated with
relatively limited research infrastructure. The aim of SRE funds is to contribute to the
development of strategic infrastructure and research capability. Hence, to reduce an institution's
opportunities for accessing funds designed to improve research infrastructure is
counterproductive to the achievement of the express aims of the SRE. It would seem more
effective to provide significant assistance to those universities with lower levels of ACGR
income to allow the development of a sustainable level of research activity and income. That is,
universities like USQ should be entitled to the performance component of SRE, even though the
resulting sums may be small compared with larger metropolitan institutions.
Research performance and research capability: Performance indicators and targets
7.1.6
The purpose of the research performance and research capability performance
indicators and targets is to assist the University and Commonwealth monitor the
University's progress against the Commonwealth's objectives and the University's
strategies for research performance and research capability.
The University will aim to meet the research performance and research capability performance
indicators and targets set out in the following table.
Baseline2
Target
20133
Number of disciplines, as defined by two-digit Fields of
Research (FoR), performing at world standard or above (3, 4
or 5)
3
5
Number of disciplines, as defined by four-digit FoR, performing
at world standards or above (3, 4 or 5)
1
2
Principal Performance Indicators
(Required)
Disciplines the university commits to demonstrating substantial
improvement in as defined by two-digit FoR and/or four-digit
FoR
3
Table Notes

USQ expects to see 3 more codes reach assessable volume and hopes to improve scores on 3 others for ERA 2012

The CRNs cannot influence ERA 2013 but the effects will be realised in ERA #3 and beyond
2
Baseline data is collected in 2010 but will generally refer to an earlier period. For example, the baseline for
Category 1 income is collected through the 2010 HERDC data collection but refers to income in 2009.
Similarly, the targets relate to the year in which the data is collected.
3
Target refers to data collected in the previous year. For more information, see definition of baseline data.
Page 36
Principal Performance
Indicators
(Required)
Category 1 income
Number of jointly supervised
PhD students with other
universities and research
organisations
in Australia & overseas
Progressive
Target 20115
Progressive
Target 2012
Target
20136
$1.7M (2010)
$2.0M (2011)
10% HDRs
with external
supervisors
by end 2011
12% HDRs
with external
supervisors
by end 2012
$2.125M
(2012)
14% HDRs
with external
supervisors
by end 2013
Baseline4
$1.97M
(2009)
8% PhDs
had external
supervisors
(2010)
Table Notes

USQ does not currently collect data on joint research grants.

USQ feels that a target on joint supervision is appropriate because of its commitment to building capacity through linkages
with ANU and the success of such collaborations as the CRNs

These should be seen in the context of an increase in the total number of HDRs

In 2009 42.5% of USQ publications were in collaboration with at least one external author (both nationally and
internationally) and the number will rise with the increase of collaborative HDR supervisions and with successes of
collaborative schemes such as CRNs.
Additional Performance
Indicators
No of reportable publications/FTE
External funding/FTE
Progressive
Target 2011
1.14 (2009) 1.3
Baseline
$16.2k
(2009)
$17.9k
Progressive
Target 2012
1.4
Target
2013
1.5
$18.5k
$19k
Table Notes

USQ has used performance indicators per FTE (excluding teaching only and casual staff) as it is a more robust measure and
a better comparison with other universities

For external funding USQ has not included Research Block Grants, but has now also included some HDR student income as
per the HERDC return for 2010

For reportable publications above USQ has used the ‘actual number of’ and not HERDC scores
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:
4
Baseline data is collected in 2010 but will generally refer to an earlier period. For example, the baseline for
Category 1 income is collected through the 2010 HERDC data collection but refers to income in 2009.
Similarly, the targets relate to the year in which the data is collected.
5
Progressive target refers to data collected in the previous year. For more inofmraiton, see definition of
baseline data
6
Target refers to data collected in the previous year. For more information, see definition of baseline data.
Page 37
a.
Support research excellence and develop an internationally competitive research
workforce in Australia through high quality research training; and
b.
Significantly increase the number of students completing higher degrees by
research over the next decade.
7.2.2 The Commonwealth, through DIISR, may provide funding to the University to assist the
University achieve these Commonwealth objectives, including through the Research
Training Scheme (RTS), Australian Postgraduate Awards (APA), and International
Postgraduate Research Scheme (IPRS).
7.2.3 Other Commonwealth funding to assist the University achieve these Commonwealth
objectives may also be provided outside of this Compact by the ARC, NHMRC, DEEWR
and DIISR, for example through the Cooperative Research Centres (CRCs) program.
Research training: University strategies
Supervision
The University has implemented a number of strategies recently to improve the quality of
research training. Supervisors are now required to be accredited. Accreditation is approved only
for staff who can demonstrate research activity above a specified level. They must attend
mandatory workshops which are designed to ensure supervisors understand their roles and
responsibilities, and they must have received instruction on developing a positive relationship
with the student and have also considered ways in which to assist students to achieve a
dissertation of a high academic level. A program of further workshops is being developed for
trialling during 2011. To ensure proper and timely supervision of students, academic staff are
given a workload allocation of 100 to 120 hours per research higher degree (HDR) student,
which naturally displaces other formal duties.
Professional development of Research Higher Degree students
To complement the program for supervisors, the University is creating a Professional
Development Program for HDR students. This program is designed to improve the quality of the
research student experience by providing regular opportunities for HDR students to come
together to hear presentations by staff or external speakers on matters that are relevant to
them. The subject matter will range from general lifestyle matters, such as how to find relevant
support to developing a research career, to what is understood by research integrity. This
program will be run alongside a more formal program of orientation and introduction to USQ. It
is intended that these regular opportunities will provide students with an avenue to develop a
'community of practice', initiated and organised by students themselves, with support from the
University when necessary.
Performance management of student progress
The University has progressively introduced a process to manage the performance of HDR
students through their postgraduate enrolment. Considerable attention is given to monitoring
progress on a semester basis and students who are deemed, on the basis of a semester
progress report, not to be making satisfactory progress are required to meet with their
supervisory team and relevant administrators to discuss possible revisions to their project or
timeline to ensure the student is able to complete their project within their candidature time. This
is in addition to the regular supervision meetings students have with their supervisors.
Page 38
Incentives to attract students
One strategic decision USQ has made to increase the number of students enrolled in higher
degree by research programs is to offer a number of USQ-funded scholarships each year.
Furthermore, the University provides top-up allowances to all APA scholarship winners to a total
of $25,000pa and some disciplines top up be a further $5,000 to a total $30,000. The core
scholarships and allowances are made possible through an allocation from the central research
block grant funding.
Recent growth
Enrolment in USQ research higher degree programs has been steady over the last few years:
2009 saw an increase of 63% over 2008 figures and 2010 saw an increase of 43% over 2009
enrolments. Enrolment numbers for 2011 are so far on a par with 2010 figures but with several
weeks before enrolments close, these numbers are expected to show a continued increase.
Similarly, graduations in 2010 showed an increase of 40% over graduations in 2009.
Collaboration
The geographic location of USQ makes collaboration with other universities on research training
difficult. There are no other universities with research infrastructure located close by. However,
the University has a relationship with the University of Louisville in Kentucky, USA, to facilitate
teaching, learning and research in astronomy and stellar astrophysics through USQ's Mt Kent
Observatory. The Commercialisation Training Scheme (CTS) is offered through an agreement
with the Queensland University of Technology.
The USQ/ANU Alliance provides a Summer Research Scholarships program which is aimed at
students enrolled in a final year of an undergraduate program or in an Honours year and
designed to give senior students experience within a focused research environment. Students
from each university are offered opportunities to spend 6 - 8 weeks over summer working with a
particular research team at the partner university.
There has been a steady growth in the number of international full-fee paying research higher
degree students, many as a result of formal partnerships that the University has with institutions
in Vietnam, China and the Middle East. These partnerships specifically include collaboration in
teaching and research in areas of mutual interest with the exchange of academic staff and
research students and postdoctoral mentoring of staff.
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.
Page 39
Principal Performance
Indicators
(Required)
Baseline7
Progressive
Target 20118
Progressive
Target 2012
Target
20139
HDR Student load
247.1 (2009)
315.3 (2011)
327.3
339.3
HDR Student completions by
level of degree
 masters
 doctorates
Masters: 12
Doctorates:
40 (2009)
69 (Masters &
Doctorate)
73 (Masters &
Doctorate)
75 (Masters
&
Doctorate)
Progressive
Target 2012
Attrition rate:
0.115
3.7 (up to
2011)
Target
2013
Attrition
rate: 0.112
3.7 (up to
2012)
Additional Performance
Indicators
HDR student attrition rate
Average FTE time to complete
for doctoral students
7.3
Baseline
Attrition rate:
0.14 (2009)
3.9 years (up
to 2009)
Progressive
Target 2011
Attrition rate:
0.12
3.75 years
(up to 2010)
Innovation
Innovation: Commonwealth objectives
7.3.1 The Commonwealth encourages innovation and seeks to build an innovation system
which contributes to economic growth and wellbeing by promoting links between
Australian businesses, universities and publicly-funded research agencies.
7.3.2 The Commonwealth, through DIISR, may provide funding to the University to assist the
University achieve this Commonwealth objective, including through the Joint Research
Engagement (JRE) program. Details of any funding provided by DIISR to the University
to encourage innovation are set out in Attachment B.
7.3.3 Other Commonwealth funding to assist the University to achieve this Commonwealth
objective may also be provided outside of this Compact including through
Commercialisation Australia, the CRC and Enterprise Connect programs, and by
AusIndustry and the ARC.
Innovation: University strategies
The University of Southern Queensland is committed to supporting regional economic
development and commercial outcomes with partners through access to innovation, and
applying innovative commercial solutions. In detail:
7
Baseline data is collected in 2010 but will generally refer to an earlier period. For example, the baseline for
Category 1 income is collected through the 2010 HERDC data collection but refers to income in 2009.
Similarly, the targets relate to the year in which the data is collected.
8
Progressive target refers to data collected in the previous year. For more information, see definition of
baseline data.
9
Target refers to data collected in the previous year. For more information, see definition of baseline data.
Page 40
Major innovation funding
As foreshadowed in Section 2, USQ is committed to working within the Government’s
Transforming Higher Education Framework, and will seek funding through its major schemes for
the University’s main strategic agenda. USQ welcomes the identification of a special “Regional
EIF” fund to support establishment of major facilities within regional universities. It is essential
that these be used to support much needed facilities in regional universities, rather than as
nodes of metropolitan institutions, due to the consequential positive impact on regional
development more broadly, a point recognised by the Federal Department of Regional
Development Australia.
USQ will seek funds to build its capacity under the innovation themes listed in Section 2, such
as the “airshed” environmental measurement and monitoring radar system, a facility unique in
the southern hemisphere. USQ has an active CRC strategy which aligns directly with those
themes. Collaboration is in place to bid in 2011 for a CRC in Climate and Weather Risk
Technologies, for example, and the University has become a participant in the CRC for
Advanced Composites Structures.
Commercialisation
USQ established an Office of Commercialisation in 2005, which subsequently developed into a
more broadly-scoped USQ Office of External Relations (OER). This unit is responsible for
community, industry and government interaction leading to mutually beneficial outcomes of a
(largely) commercial nature. The Office manages Alumni and Advancement, Community
Engagement, Government Relations, IP Transfer, Collaborative Research partnerships, and
Consulting and Commercial projects.
Collaborative partnerships
Specific collaborative partnerships include those with Surat Basin Energy and Resource
Organisations that support research projects, student scholarships, student internships, fee for
service consulting assignments and executive professional development. USQ has long held
relationships with the agricultural sector and these continue. The University continues to build
relationships with industry players, for example, in advanced materials science through the
Centre of Excellence in Engineered Fibre Composites and water resources through the
Australian Centre for Sustainable Catchments. Co-operative relationships with TAFE QLD
support Workforce Skills Development and Articulation pathways to assist Surat Basin and
Upper Murray Darling Basin regional growth.
Regional capacity building and community wellness
The development of the energy industry in the Surat Basin and south-west Queensland region
provides USQ with new opportunities in teaching, research and engagement, with the potential
to provide significant research funds for USQ and to fuel new program developments to meet
industry needs and assist in knowledge transfer. The population growth of the region also has
the potential to expand our student market. Some of the new programs may be in energy and
construction related disciplines but the regional population growth is likely to see an increase in
demand for professionals in several areas, including Allied Health. As such, USQ is well
positioned as a leading contributor to regional capacity building and wellness.
USQ is also committed to working with all the major stakeholders in the region and recognises
that, as the local university, it has a particular leadership and extension role to play in assisting
community information, engagement and empowerment in resolving the complexities of
Page 41
sustainable regional development. It continues to build its profile with respect to contract
research and consulting with industry, government and other bodies. USQ sees this as the
means by which it contributes to both knowledge transfer and broader community wellbeing.
This is evidenced through community research services, such as the Community and
Organisational Research Unit, which encompasses a team of researchers whose primary
interest is to enhance individual, organisational and community well-being through providing
psychological services and interventions, and the Queensland Smart Home Initiative, a
research and development facility aimed to support frail elderly, chronically ill and disabled
people who choose to live independently.
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.
Principal Performance
Indicators
(Required)
Baseline10
Progressive
Target 201111
Progressive
Target 2012
Category 3 research income
Number of active collaborations13
and partnerships14 with industry
and other partners:
 in Australia
 overseas
$715,145
Data not
currently
collected
$881,442
$975,000
Target
201312
$1, 200,000
Table Notes

These category 3 figures do not include any HDR income
10
Baseline data is collected in 2010 but will generally refer to an earlier period. For example, the baseline
for Category 1 income is collected through the 2010 HERDC data collection but refers to income in 2009.
Similarly, the targets relate to the year in which the data is collected.
11
Progressive target refers to data collected in the previous year. For more information, see definition of
baseline data.
12
Target refers to data collected in the previous year. For more information, see definition of baseline
data.
13
Collaboration involves activities where two or more parties work together and each contributes
resources such as intellectual property, knowledge, money, personnel or equipment, to address a shared
objective with a view of mutual benefit
14
Research and development collaborations with industry or other partners with a commercial intent:
include active ongoing research projects or partnerships activated through a written agreement (eg
contract or signed letter of intent) between the university and either Australian or overseas industry
partners. Activities could include, joint research/development projects with industry or arrangements with
firms to commercialise research outcomes, other non-teaching activities, or other collaborations).
Page 42
Principal Performance Information1516
(Required)
Number of patent and plant breeder’s rights
families filed, issued and held
Number of licences, options or assignments
(LOAs)17 executed and income derived
Number and value of research contracts and
consultancies executed
Investment in spin-out companies during the
reporting year and nominal value of equity in
spin-outs based on last external
funding/liquidity event or entry cost
7.3.6
Baseline
Filed: 0
Issued: 1
Held: 8
No. 2
Value($) 0
No. 57
(consultancies only)
Investment ($) 0
Value($) 782K
Value($) 0
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.
Additional Performance
Indicators
Baseline18
Progressive
Target 201119
Progressive
Target 2012
Table Notes

USQ has previously cited total income /FTE at 7.1.10
15
This set of performance information does not require targets. Universities will be asked to advise their
baseline performance and will report on their future performance in the context of the Institutional
Performance Portfolio Information Collection commencing in 2011. Patent and plant breeder right family
refers to a group of patent or plant breeder rights applications or grants emanating from a single filing.
Note: this question only concerns patent and plant breeder rights families, and is not in reference to
families of other forms of registered IP (ie trade marks).
16 Please use the definition of contracts and consultancies utilised in the National Survey of Research
Commercialisation (NSRC). A copy of the survey is available at this URL:
http://www.innovation.gov.au/Section/Innovation/Pages/TheNationalSurveyofResearchCommercialisation.
aspx
17 A LICENCE agreement formalises the transfer of technology between two parties, where the owner of
the technology (licensor) grants rights to the other parties (licensee). An OPTION agreement grants the
potential licensee a time period during which it may evaluate the technology and negotiate the terms of a
licence agreement. An option agreement is not constituted by an Option clause in a research agreement
that grants rights to future inventions, until an actual invention has occurred that is subject to that Option.
An ASSIGNMENT agreement conveys all right, title and interest in and to the licensed subject matter to
the named assignee.
18 Baseline data is collected in 2010 but will generally refer to an earlier period. For example, the baseline
for Category 1 income is collected through the 2010 HERDC data collection but refers to income in 2009.
Similarly, the targets relate to the year in which the data is collected.
19 Progressive target refers to data collected in the previous year. For more information, see definition of
baseline data.
20 Target refers to data collected in the previous year. For more information, see definition of baseline data.
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Target
201320
8
FUNDING FOR RESEARCH AND RESEARCH TRAINING PROVIDED BY DIISR
8.1
Attachment B sets out the University’s Commonwealth funding allocations for 2011 from
Commonwealth research and research training programs administered by DIISR. This
list may be amended from time to time, including if the University is successful in
applying for any new and/or additional Commonwealth funding.
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PART FOUR
9
COMPACT REVIEW
9.1
This Compact will be reviewed annually by both the Commonwealth and the
University. This review will be a mechanism for considering progress made towards
agreed goals outlined in this Compact. It will aim to ensure that the Commonwealth and
the University will continue to focus on key objectives and strategies.
9.2
The review will create an opportunity to consider any developments that may have
occurred in the previous year, and whether these may impact on the Compact or trigger
a need to amend the Compact.
9.3
To facilitate this review the Commonwealth will produce an annual Institutional
Performance Portfolio and the University agrees to contribute to the annual Institutional
Performance Portfolio Information Collection (IPPIC). The Commonwealth will consult
with the higher education sector on the information collection requirements and any
issues arising from the IPPIC process.
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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 recognises that the University’s Confidential Information has
commercial value to the University and may disadvantage the University if it is
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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.
10.5
Variation
10.5.1
Subject to clause 10.5.2 below, except for action that either the Commonwealth or the
University is expressly authorised to take elsewhere in this Compact, any variation to
this Compact is to be in writing and signed by the University's, and both of the
Commonwealth’s Representatives.
10.5.2
A variation to:
a.
any provision of Part Two only or to any Attachments to this Compact that arise
solely under a provision of Part Two must be in writing but needs only to be signed
by the Commonwealth's DEEWR Representative and the University.
b.
any part of this Compact that forms part of a Part 2-2 HESA Funding Agreement
may only be made under this clause 10.5.2 if that funding agreement does not
contain variation provisions specific to that funding agreement;
c.
any provision of Part Three only or to any Attachments to this Compact that arise
solely under a provision of Part Three must be in writing but needs only to be
signed by the Commonwealth's DIISR Representative and the University.
Either DEEWR or DIISR as the case requires will send the other Department notice of
any variation made in accordance with paragraph (a) to (c) above.
10.6
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
b.
must, if a response is required to the notice, set out the time in which the response
is to be given;
10.6.2
Notices required to be sent by the University to the Commonwealth under this Compact
are to be sent to both the DEEWR and DIISR Representatives set out in clause 10.6.3.
10.6.3
The Representatives are:
a.
University Representative
Vice-Chancellor
University of Southern Queensland
West Street
Toowoomba QLD 4350
E: vc@usq.edu.au
T: (07) 4631 2168
F: (07) 4631 2782
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b.
DEEWR Representative
Group Manager
Higher Education Group
Department of Education, Employment and Workplace Relations
GPO Box 9880
Canberra ACT 2601
OR
compacts@deewr.gov.au
c.
DIISR Representative
Head of Division
Research Division
Department of Innovation, Industry, Science and Research
GPO Box 9839
Canberra ACT 2601
OR
compacts@innovation.gov.au
10.7
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:
10.7.2
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.
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.
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10.7.4
These termination and transition out provisions are without prejudice to and do not alter
any other rights or obligations of the Commonwealth and the University pursuant to
their funding arrangements.
10.7.5
Rights and obligations of the Commonwealth and the University under the Funding
Agreement at Attachment E that exist as at the date of termination of the Compact
survive the termination of the Compact
10.8
Order of precedence
10.8.1
In this Compact:
a.
each HESA Funding Agreement contained in this Compact operates as a separate
agreement between the Minister for Tertiary Education, Skills, Jobs and Workplace
Relations and the University.
b.
In the event of an inconsistency between the terms of a HESA Funding Agreement
contained in this Compact and the Operational Provisions in this Part Five, the
term of the HESA Funding Agreement will prevail for the purpose of that
agreement.
10.9
Counterparts
10.9.1
This Compact may be signed in any number of counterparts and all counterparts
together constitute one instrument.
10.9.2
Dictionary
10.9.3
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.
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‘Institutional Performance Portfolio’ (IPP) is a report which provides an historical record of
a university's performance based on information provided by the university and an
analysis of the Higher Education Data Collections. An IPP will be prepared by the
Commonwealth for the University annually using the latest available data.
‘Institutional Performance Portfolio Information Collection’ (IPPIC) is a set of
Commonwealth instructions requesting that universities provide a submission to the
Commonwealth, endorsed by the university's chief executive, that includes student, staff,
financial and research information needed for the preparation of an Institutional
Performance Portfolio for that university.
‘Minister’ means either or both of the Tertiary Education Minister and the Research
Minister.
‘Mission’ means the University’s Mission set out at Part One of this Compact as
amended in accordance with the variation provisions in this Compact from time to
time.
‘Research Minister’ means the Minister administering the Australian Research
Council Act 2001.
‘TEQSA’ means the Tertiary Education Quality and Standards Agency.
‘University’ means University of Southern Queensland ABN 40 234 732 081
‘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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SIGNED for and on behalf of the UNIVERSITY OF SOUTHERN QUEENSLAND
by
……………………………………………………..
Professor W J Lovegrove
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
.....................................................................................
Full name and occupation or profession of witness (Please print)
SIGNED for and on behalf of
THE COMMONWEALTH OF AUSTRALIA
by
……………………………………………………..
Signature
Anne Baly
the Head
of Research Division
of the Department of Innovation, Industry, Science and Research
a Delegate of the Minister for Innovation, Industry, Science and Research
In the Presence of:
.....................................................................................
WITNESS
.....................................................................................
Full name and occupation or profession of witness (Please print)
Page 51
ATTACHMENT A
INDICATIVE LIST OF COMMONWEALTH FUNDING PROVIDED TO THE
UNIVERSITY BY DEEWR AND RELEVANT TO THE COMPACT
DEEWR provides a range of funding to the University under various legislative and/or
contractual funding arrangements. The following is an indicative list of that funding. The
table will be updated from time to time.
Funding to be delivered during the Compact ($m)
2011
Commonwealth Grant Scheme
-
Cluster funding
-
Regional loading
1.519
-
Enabling loading
1.206
-
Transitional loading (Maths/Science)
2.126
-
Advance payment for estimated over enrolment
7.808
-
Facilitation Funding
1.584
73.229
Higher Education Partnerships and Participation Program
-
Participation component
3.050
-
Partnership component
0.356
Disability Support Program
-
Additional support for students with disabilities
Not Yet Known
-
Performance based funding
Not Yet Known
Indigenous Support Program
0.937
Commonwealth Scholarships Program
2.315
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ATTACHMENT B: LIST OF COMMONWEALTH FUNDING PROVIDED TO THE UNIVERSITY BY DIISR
AND RELEVANT TO THE COMPACT
University of Southern Queensland – Research Block Grant Funding for 2011
Research Training Scheme (RTS)
$2,340,347
Australian Postgraduate Awards (APA)
$877,590
International Postgraduate Research Scholarships (IPRS)
Research Infrastructure Block Grants Scheme (RIBG)
Joint Research Engagement (JRE)
$79,041
$276,090
$1,180,925
Commercialisation Training Program (CTS)
$0
Sustainable Research Excellence (SRE) Base
$30,561
Sustainable Research Excellence (SRE) Threshold 1
$281,401
Sustainable Research Excellence (SRE) Threshold 2
$0
University of Southern Queensland – Collaborative Research Networks Funding for 2011
Collaborative Research Networks (CRN)
$1,806,180
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ATTACHMENT C
UNIVERSITY CONFIDENTIAL INFORMATION
Not applicable.
Page 54
ATTACHMENT D
TERMS AND CONDITIONS OF PART 2-2 HESA FUNDING AGREEMENT FOR
THE PROVISION OF PERFORMANCE FUNDING
Terms and Conditions of Funding Agreement between the Commonwealth and the University
for the purposes of grants in respect of Performance Funding under section 30-25 of HESA
1.
2.
3.
4.
Agreement
1.1
Pursuant to clause 4.13 of the Compact, section 4 of the Compact together with the
terms and conditions in this Attachment D of the Compact constitute the HESA
Funding Agreement entered into by the Minister or his or her delegate (on behalf of
the Commonwealth) with the University under section 30-25 of HESA, for the
provision by the Commonwealth of Performance Funding to the University.
1.2
These terms and conditions apply only to Performance Funding and do not apply to
any other agreement between the Commonwealth and the University entered into
for the purposes of section 30-25 of HESA or for the purposes of any other
legislative provision.
Eligibility
2.1
The University meets the requirements of subparagraph 30-1(1) (a)(i) or
subparagraph 30-1(1)(a)(ii) of HESA.
2.2
It is a precondition to funding being provided under this agreement that the
University does and will continue to meet the requirement in paragraph 30-1(1)(b) of
HESA in each of the Grant years during the term of this agreement.
2.3
Entering into this agreement is a requirement under paragraph 30-1(1)(c) of HESA
for a grant to be payable to the University under Part 2-2 of HESA for Performance
Funding.
Term and Grant years
3.1
The term of this agreement is the same as the term of the Compact.
3.2
This agreement is made in respect of the Grant years 2011, 2012 and 2013.
Conditions additional to the HESA
4.1
Subject to subsections 30-25 (2A) and 30-25 (2B) of HESA, this agreement
specifies conditions to which the grant is subject that are additional to the conditions
to which the grant is subject under Division 36 of HESA.
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5.
Publication
5.1
6.
The Compact, of which this agreement forms part, will be tabled in Parliament in
accordance with subsection 30-25(4) of HESA.
Preconditions to receiving Performance Funding
6.1
Facilitation Funding
As a condition of the Facilitation Funding component of Performance Funding, in
accordance with this agreement, the University must:
(a) inform the Commonwealth of strategies and goals for achieving the university’s
teaching and learning mission described under clause 4.7 of the university’s 2011-13
Compact; and
(b) agree to the performance targets relating to specific Commonwealth goals contained
in clause 4.14 of the 2011-2013 Compact.
6.2
Reward Funding
As a condition of the Reward Funding component of Performance Funding, in accordance
with this agreement, the University must:
(a) agree performance targets as outlined in clause 4.14 of their 2011-2013 Compact
agreement;
(b) supply performance data to the Commonwealth for all indicators as per the
requirements set out in section 2 of the Performance Funding Technical Guidelines;
and
(c) achieve the relevant excellence or improvement targets as outlined in clause 4.14 of
their 2011-2013 Compact agreement.
7.
University’s Grant Amount
7.1
Facilitation Funding
The University’s grant amount for the Facilitation Funding component of Performance
Funding will be calculated in accordance with the Commonwealth Grants Scheme
Guidelines Chapter 12 as in force from time to time during the term of this Agreement.
7.2
Reward Funding
The University’s grant amount for the Reward Funding component of Performance
Funding will be calculated in accordance with the Commonwealth Grant Scheme
Guidelines as in force from time to time during the term of this Agreement.
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7.3
Performance Funding Grant Amount
The University’s total grant amount for Performance Funding in each Grant year (that is,
the total of the amounts in that Grant year for Facilitation Funding and for Reward
Funding) will be the University’s ‘Performance Funding Grant Amount’ for the purposes of
Subsection 33-1(1A) of HESA.
8.
Payment of Grant Amounts
8.1
Facilitation Funding
Subject to the University’s compliance with this agreement and with HESA, the
Commonwealth will pay the Facilitation Funding Grant Amount to the University in
accordance with the following timeframes and conditions:
(a) Facilitation Funding will be paid to eligible universities fortnightly commencing in 2011
and ending in December 2013, with the amount to be paid as per the calculations
outlined in the Technical Guidelines.
(b) In accordance with section 164-5 of the Act, Facilitation Funding payments will be
paid in such a way as the Minister determines, and at such times as the Secretary
determines.
8.2
Reward Funding
Subject to the University’s compliance with this agreement and with HESA, the
Commonwealth will pay the Reward Funding Grant Amount to the University in
accordance with the following timeframes and conditions:
(a) Reward Funding will be paid to eligible universities in one instalment in the second
half of each of 2012 and 2013, with the amount to be paid as per the calculations
outlined in the Technical Guidelines.
(b) In accordance with section 164-5 of the Act, Reward Funding payments will be paid in
such a way as the Minister determines, and at such times as the Secretary
determines.
The University is not entitled to be paid any instalment of its Reward Funding Grant unless
and until the Commonwealth is satisfied that the requirements for paying that instalment
have been met.
9.
Waiver
9.1
9.2
If either party does not exercise (or delays in exercising) any rights under this
agreement, that failure or delay does not operate as a waiver of those rights.
Any waiver by either the Commonwealth or the University of any provision or right
under this Agreement:
Page 57
(a) must be in writing signed by that party’s representative;
(b) is effective only to the extent set out in the waiver; and
(c) does not prevent the further exercise of any right.
10.
Dispute resolution
10.1 Subject to clause 10.3, the parties agree not to commence any legal proceedings in
respect of any dispute arising under this agreement, which cannot be resolved by
informal discussion, until the procedure provided by this clause 19 has been used.
10.2 The parties agree that any dispute arising during the course of this agreement is
dealt with as follows:
(a) the party claiming that there is a dispute will send the other party a written notice
setting out the nature of the dispute;
(b) the parties will try to resolve the dispute through direct negotiation by persons who
they have given authority to resolve the dispute;
(c) the parties have 10 business days from the receipt of the notice to reach a resolution
or to agree that the dispute is to be submitted to mediation or some alternative dispute
resolution procedure; and
if:
(a) there is no resolution of the dispute;
(b) there is no agreement on submission of the dispute to mediation or some alternative
dispute resolution procedure; or
(c) there is a submission to mediation or some other form of alternative dispute resolution
procedure, but there is no resolution within 15 business days of the submission, or
extended time as the parties may agree in writing before the expiration of the
15 business days,
then, either party may commence legal proceedings.
10.3 This clause 10 does not apply if:
(a) either party commences legal proceedings for urgent interlocutory relief;
(b) action is taken by Us under clause 20; or
(c) an authority of the Commonwealth, a State or Territory is investigating a breach or
suspected breach of the law by the University.
10.4 Despite the existence of a dispute, both parties must (unless requested in writing by
the other party not to do so) continue to perform their obligations under this
agreement.
11.
Termination for default
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11.1 The Commonwealth may immediately terminate this agreement by giving written
notice to the University of the termination if:
12.
(a) the University fails to fulfil, or is in breach of any of its obligations under this
agreement, and does not rectify the omission or breach within 10 business days of
receiving a notice in writing from the Commonwealth to do so; or
(b) the University is unable to pay all its debts when they become due;
Notices
12.1 Notices under this Agreement must be sent to the addresses and in accordance with
the procedures set out at clause 10.6 of the Compact.
13.
Reports
13.1 The University must, during the term of this agreement, provide the Commonwealth
with the following reports by the due dates set out below:
(a) a report on the provision of performance data by 31 December of each year.
13.2 The University owns the intellectual property rights in the reports and grants to the
Commonwealth (or must arrange for the grant to the Commonwealth of) a
permanent, irrevocable, free and non-exclusive license (including a right of
sublicense) to use, publish or disclose the reports in any of the ways set out in
subclause 10.4.1 of the Compact.
14.
Applicable law and jurisdiction
14.1 The laws of the Australian Capital Territory apply to the interpretation of this
agreement.
14.2 The parties agree to submit to the non-exclusive jurisdiction of the courts of the
Australian Capital Territory and any courts which have jurisdiction to hear appeals
from any of those courts in respect to any dispute under this agreement.
15.
Entire agreement, variation and severance
15.1 This agreement records the entire agreement between the parties in relation to its
subject matter.
15.2 Except for action the Commonwealth is expressly authorised or required to take
elsewhere in this agreement or HESA, no variation of this agreement is binding
unless it is agreed in writing and signed by the parties.
15.3 If a court or tribunal says any provision of this agreement has no effect or interprets
a provision to reduce an obligation or right, this does not invalidate, or restrict the
operation of, any other provision.
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16.
Interpretation
16.1 Words used in this Part D that are defined in HESA or in the Commonwealth Grants
Scheme Guidelines have the same meaning in this Part D as they do in the
document in which they are defined.
16.2 In this Part D:
‘Compact’ means the Mission Based Compact between the Commonwealth and the University
of which this Attachment D forms part;
‘Grant year’ means a calendar year in respect of which the University has entered into this
agreement;
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ATTACHMENT E
PART 2-2 HESA FUNDING AGREEMENT BETWEEN THE COMMONWEALTH
AND THE UNIVERSITY FOR THE PROVISION OF THE COMMONWEALTH GRANTS
SCHEME FUNDING
Page 61