PORTFOLIO PLANNING TEMPLATE
2004-2006
Portfolio: RMIT Business
Date: March 2004
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CONTENTS
Section of Planning
Template
Data Source
Frequency
Timeline
Linkages to other Processes
Section A: Executive
Summary
PVC, based on
SWOT analysis and
review of other
sections of plan,
including workplan
Annually
July/August
Informs Portfolio Planning
process (for academic portfolios)
Informs development of
University Strategic Plan and
University Business Plan
Informs Budget and
workplanning activities
Section B: Profile by Fund
Source (for academic
portfolios)
Section C: Operating
Budget
Section D: Scorecards

T&L

R&D

Organisation and
Management
OPIS
Annually
April
Outcome of Profiles Process
Business Warehouse
Management Report
Annually
October/
November
Outcome of Budget Process
Refer to template for
details
Annually
Ongoing
reporting
Updated
July/August
Section E: Portfolio
Workplan
Planning session/
facilitated input from
portfolio staff
Annually
September
Section F: Risk
Management Assessment
Internal Audit
University Risk Mngt
Strategy
Updated
Annually
Section G: Workforce
Profile
People Services
SAP
Updated
Annually
(3 year
forecast)
August
(forward to
Internal
Audit)
August
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Informs Profiles Planning
Informs Portfolio Planning
process
Forms the basis of regular VCE
reporting & EPS
Provides linkage to Strategic
Plan, Business Plan, T&L
Strategy, R&I Strategy, etc.
Used to inform PVC
workplanning. Sections based on
Profiles process template.
Used to inform University Risk
Management strategy
Used to inform
Portfolio/School/service group
workplanning initiatives
Resources available for assistance/Background
information

Planning Group staff to facilitate SWOT analysis and
planning sessions

Environmental Scanning Guide
(http://www2.rmit.edu.au/departments/planning/ircu/escan.p
hp)

Industry Dossiers (available through
http://www2.rmit.edu.au/departments/planning/ircu/industry.
php (login required)

Internal Review outcomes (e.g. Faculty reviews,
QART reviews, Schools Structure review)

AUQA report and Performance Portfolio
(http://www.rmit.edu.au/auqa)
OPIS
(http://www2.rmit.edu.au/departments/planning/planning.php)
Available through Finance Officer
Template for Annual Reports
Professional Accreditation reports

Student Feedback Top 10 Report
(http://www.rmit.edu.au/teachingandlearning/topten

Profile Planning Guidelines (see
http://www2.rmit.edu.au/departments/planning/ircu/profiles.
php login required)
Budget process
Planning Group available to facilitate planning sessions
Informed by Portfolio planning
Risk Management Strategy considered using AS4360
Internal Audit
Guidelines for AS/NZS Risk Management standard 4360
available at http://online.standards.com.au/online/autologin.asp
People Services (Senior Consultants)
Guidelines for workforce planning, available from
http://www.rmit.edu.au/ps/workplanning
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Important Note for the Reader:
The following should be noted:
1. The most recent and shorter version of the Business plan template has been used as advised by the Planning Group. Similarly the School
Business plan templates that accompany the Portfolio plan comprise the shorter version of the templates and that most recently provided by the
Planning Group.
2. The following document has been prepared within a short timeline and before the official profile planning exercise and detailed workforce
planning during the budget process. These major activities of budgetary forecasting and profiling have not yet occurred for 2005. Thus, what
follows within this plan must be read within this context and the reader should expect that the details contained within this document and the
accompanying school plans may vary as these vital planning activities inform our planning further. The 2005 Portfolio business plan will,
therefore, be more detailed and more certain in terms of planning than the plan submitted in 2004.
For instance, the portfolio’s share of the projected growth for research income is not realistic without careful strategic planning. If, for example,
the research strategy was supported financially to allow for the appointment of innovation professors and/or other research only positions, then
the projection might be more possible. One possibility might be that the SET portfolio, which has arguably greater capacity to meet the research
income targets, could make more than a proportionate contribution to this goal for the university, while the Business Portfolio might take over,
to a greater degree, the projections with respect to Internationalisation.
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SECTION A: EXECUTIVE SUMMARY
1.
PURPOSE AND DIRECTION OF THE PORTFOLIO
In keeping with the RMIT University Business Plan, our mission is to provide quality professional and vocational
education and training to individuals and enterprises on a regional and international basis; quality outcome-related
research and consultancy services that address real world issues.
In order to achieve this mission at Business we focus on students, enterprises and communities with respect to
three broad areas namely, teaching and learning, research and innovation, and organisation and management.
2.
MAIN PRIORITIES WITHIN THE PLAN
All the Portfolio’s priorities are informed by a consistent focus on Quality, Viability and Relevance
Teaching and
Learning
1.
2.
3.
4.
Research and
Innovation
Organisation
and
Management
1.
2.
3.
1.
2.
3.
4.
5.
6.
7.
1
Student choice: Models for “Business with everything” for TAFE and HE and a feasibility
study of offering a single B Bus degree with multiple streams commencing in 2006.
Student capabilities: Outcomes oriented staff development targeted at improving teaching
quality for capability and competence outcomes for students - 100% of core courses in HE
specialist streams and competence based TAFE courses revised through action learning
approach by 2005 (35% by end 2004).
Offshore Students - Integration of RMIT quality assurance and student feedback processes
for all offshore offerings.
Student employability: Differentiate RMIT Business though its Work Integrated Learning
(WIL) focus – plan to embed WIL explicitly in all Business programs, on and offshore,
TAFE and HE, FT and PT, 40% by 2004, 100% by end 2005.
Grow external income and consultancy through expanded research activity via the
targeting of a range of income streams (such as prestige grants, commercial research),
increasing ‘research active’ staff and the development of industry partnerships.
Improve HD Completions within DEST funded time.
Continue to improve the output of DEST weighted publications.
Student services: Improve quality of student services and integration as key support
systems to enhance learning.
Offshore Students: Appropriate integration of RMIT student services, policies, practices
and procedures for all offshore offerings.
Sessional staff capability: Develop sessional staff capability to support achievement of
Portfolio vision for student learning.
Student transition: Develop strategies for student transition appropriate to all major
student groups in RMIT Business.
Implement the new school of TAFE.
Establish a Graduate School of Business positioned strategically within the graduate
education market.
EQUIS Accreditation: Complete the self assessment phase and apply for accreditation.
Based on the RMIT T&L Strategy: Five objectives for Learning and Teaching in 2003 – 2006, the University
Business Plan Strategic initiatives for 2004, and the outcomes of the Portfolio’s T&L Planning Day 2004.
1
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BACKGROUND AND OVERVIEW

Brief overview of operating environment of the Portfolio
RMIT Business is one of the largest Business “Schools” in Australia and is based at 239 Bourke Street in
Melbourne’s Central Business District. Established in 1944 RMIT Business comprises approximately
500 staff working with approximately 18 600 students in Australia and overseas. RMIT Business earns
almost three-quarters of its annual revenue from non-Government sources and is highly entrepreneurial
and outward looking in its vision.
RMIT Business consists of six Schools, one Research Centre (Centre for Quality Management Research)
and involvement in three CRC (CRC for Construction Innovation, CRC for Smart Internet Technology
and the CRC Interactive Design) and the Office of the Pro Vice-Chancellor. Currently a Business
Graduate School is being established.
The Schools are as follows:

School of Accounting and Law

School of Business Information Technology

School of Economics and Finance

School of Management

School of Marketing

Business TAFE School
The schools as a whole offer a comprehensive and seamless range of education and training from short
courses and certificates through to research higher degrees. All courses, including Vocational Education
and Training programs (VET), are available to Australian and International students, either in Victoria or
at various overseas locations.
RMIT Business prides itself on its educational contribution to the global business community. Its
Melbourne campus is a popular destination for international students and the Portfolio is involved in
educational partnerships in a range of countries throughout South East Asia, including China, Hong
Kong, Malaysia, Singapore Thailand and Vietnam. A wide range of offshore degree programs, including
articulation arrangements, is offered in collaboration with local institutions.
RMIT Business aims to be accessible to a diverse range of communities, including those that are
geographically isolated. To this end it has developed a number of new initiatives, including a new
Bachelor of Commerce degree delivered entirely “On-Line”. Innovation and Entrepreneurship are at the
forefront of the RMIT Business strategy for the future.
For further information, please also see: www.rmit.edu.au/bus

Note main stakeholders/clients and their expectations
The main stakeholders/clients for RMIT Business include students, industry clients, the professions, DEST and
OTTE.
With respect to students, RMIT Business is one of the largest business “schools” in Australia, with approximately
12 300 higher education students and 6 300 TAFE students throughout Australia and the Asia Pacific Region.
Approximately 13 000 students are studying in the heart of Melbourne's central business district while almost
5600 students undertake programs off-campus in Rural Victoria, China, Singapore, Malaysia and Hong Kong.
RMIT Business has students studying in Melbourne from countries right around the world such as China, USA,
The Netherlands, Malaysia, Indonesia, Vietnam, Hong Kong, Thailand, India, Papua New Guinea, Switzerland,
and New Zealand.
The delivery of RMIT Business programs caters for a variety of students ranging from secondary school leavers to
business professionals working in the city. RMIT Business caters for a large enrolment in part time study, with
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most part-time students attending classes at the Bourke Street campus, with over 50% of classes conducted after
5.30pm or on weekends.
Broadly RMIT Business stakeholders expect excellence, student and staff capability, employability, relevance,
flexibility, on time deliverables, and clear communication channels. For instance, the Top Ten Report 2003 states
that students across RMIT expect flexible, effective and accurate administrative systems; a clean, well resourced
and appropriate learning environment; access to up to date reliable equipment that is well maintained; and a good
library collection including current books and journals (p. 3). RMIT Business students also value committed
academic/ teaching staff; the opportunity for Work Integrated Learning (WIL); opportunity to meet a diverse
group of people; and the easy online access in the library. Students want more formative and summative feedback
from staff, and advance notification of timetabling changes.
The School of Business Information Technology enjoys a strong association with the Australian Computer
Society, the national accrediting body for Information Technology professionals. The undergraduate Bachelor of
Business (Business Information Systems) is accredited with the ACS. The Head of School is a Fellow of the
society, and one of the School’s senior lecturers is a member of the State Executive. Two of the School’s
programs, the Bachelor of Business (Information and Knowledge Management) and the Graduate Diploma in
Knowledge Management are accredited with the Australian Library and Information Association.
The School of Management has recently established a very successful undergraduate degree for young
entrepreneurs, and is now totally revising and renewing its undergraduate degree in management.
The School of Accounting and Law has strong links with the professional accounting associations in Australia.
Two of its degrees are accredited by the associations: completion of either the Bachelor of Business in
Accountancy or the Master of Professional Accounting satisfies the academic requirements for membership. The
Chair of the Australian Accounting Standards Board is an Adjunct Professor of the School.
The School of Marketing has industry links with all the various disciplines in the School. The five undergraduate
programs in Marketing, Transport and Logistics Management, Hospitality, Tourism and International Business all
foster industry connections and the co-op placement for students in these programs brings industry related and
professional benefits to staff and students. The postgraduate programs in Marketing and in Logistics Management
are designed for practising professionals and much of the research carried out in the School focuses on practical
issues with real world relevance. The BRW Top 100 Fastest Growing Companies report for example is one of the
better known research outputs from this School.
The School of Economics and Finance has developed strong links with the financial services sector. The
undergraduate programs are accredited pathways for membership of the AIBF, the FPA and the professional
accountancy bodies. The Master of Finance is recognised by the FTA and the Master of Financial Planning is a
pathway for the CFP program as well as being recognised by ASIC as meeting PS146 requirements. Staff in the
School hold official positions with industry bodies such as the FPA and the ASFE, as well as providing consulting
services to a range of organisations. The School is well placed to contribute to the Victorian Government’s
strategy of establishing Melbourne as the premier location in Australia for financial services education and
training. The School of Economics and Finance has significant scholarship clusters in financial services,
empirical finance and economic modelling. The research capability associated with these scholarship clusters has,
over recent years, produced substantial research outputs across all DEST categories. Staff in the School also hold
editorial positions with significant refereed journals in the accounting, finance and economics areas.
The Business TAFE School delivers programs in Accounting, Legal Studies, Financial Services, Real Estate,
Marketing, Advertising, International Trade, Information Technology, Administration, Management,
Conveyancing, and Foundation studies. Through traineeships, commercial activities, New Enterprise Workplace
Activities and workplace student learning projects, the Business TAFE School has developed good industry links.
The Business TAFE School is the only Registered Training Organisation offering a conveyancing specific
program and the Program Coordinator presented at the industry state conference in March 2004. The Advertising
program has a strong relationship with the Advertising Institute of Australia and the Business TAFE School is
regarded by that industry as a leader in Advertising education and training. The internal and external research
environment expects increased research income, timely successful research completions, and DEST approved
publications, as well as increasing numbers of accredited research supervisors, research active staff and relevant
student capabilities.
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In addition to meeting profile targets, OTTE expects growth in commercial income, increased traineeship intakes,
delivery designed to meet priority student targets, improved completion rates, adherence to AQTF standards,
reduced invalid enrolment rates, quality improvement that aligns with client/student expectations, and programs
and services configured to enhance community and industry partnerships.

Note challenges and opportunities from SWOT analysis undertaken as part of Portfolio’s planning
process, and the main impacts on the Portfolio’s operations (provide details in attachments as
appropriate)
The challenges as perceived through SWOT analysis include:
1. Financial sustainability;
2. The alignment of facilities/ resource/processes with planned growth;
3. Staff capacity and capability;
4. Growth in commercial activity (HEd and TAFE; on and off shore);
5. Re-assess, re-invigorate and market strengths vis-a vis competitors;
6. Implementation challenges- consultation between the centre and the portfolio and the development of integrated
systems;
7. Continuous improvement in quality of teaching;
8. Improved research performance;
9. Staff morale.
The opportunities as perceived through SWOT analysis include:
1. The use of the RMIT Business brand to leverage our local and our international reputation on/off shore;
2. The establishment of a Graduate School of Business;
3. Reinvigorate our strengths, such as work integrated learning, in terms of the market opportunities;
4. Exploit and expand our industry linkages and grow our industry connectedness.

Comment on student numbers (and projections) (See Profile by fund source template at Section E)
Whilst student growth is not anticipated in the Business TAFE sector, the Higher Education sector has projected
steady growth over the next 3 years, particularly in the international onshore and offshore undergraduate market.
Although the 2005 COG allocation is yet to be determined, the current tentative projection of the university
indicates a reduction in COG Business places over the next few years. Yet VTAC demand for undergraduate
business places remains high. In 2003 and 2004 Business had three of the top ten most popular programs
(Accountancy, Marketing and Business Administration). With common first year core courses and updating of
programs, the popularity of RMIT’s business programs is guaranteed with the undergraduate student market. This
unmet demand will most probably be met by other institutions, not in an improvement in AFP take up rates.
Slow growth is predicted for the undergraduate AFP market, as the community needs to undertake a culture
change to accept that education is on a “user pays basis”.
The predicted portfolio level growth in the Postgraduate AFP, International Onshore and Offshore markets may
prove challenging to achieve as the Post graduate sector is becoming increasingly competitive. Additionally,
recent DIMIA changes make the Business 18 month Masters programs less attractive to prospective international
students. The Portfolio will need to respond to this market need.
Note: The figures in the attached profile planning templates are what was submitted to the University during
the 2003 profile planning process, and may change when the 2005 – 2007 profile is reviewed during 2004.

Provide overview of resource context (Finance, Staff Capability, Facilities)
A major challenge exists in terms of the projected student growth that is in excess of our current capacity to
service. Thus, the current resource context (finance, staff capability, facilities) will need to grow if such
targets are to be realised. For instance, the facilities at Building 108, given the compressed time slot of most
classes (evenings, weekends), are at full capacity. Our computer facilities are in high demand. For example,
the room audit conducted by Property services in 2002 showed a 95% usage rate. Additional facilities, such
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as medium to large classrooms, corporate/executive facilities, computer centres and space for examinations,
are needed if we are to accommodate the intended development in student numbers. Further, we shall need to
expand our staff capability, through ongoing professional development, the furthering of higher
qualifications, and the enhancement of staff morale.

Provide overview of Portfolio’s contribution to relevant scholarship cluster (initiatives included in
workforce profile and profile by funding source)
The planning surrounding scholarship clusters began early in 2004. In February the Portfolio executive held a
planning day, of which one session was devoted to consideration of discipline or scholarship clusters. It is
intended that further work will occur during 2004 and into 2005 as part of the overall university goal to better
describe the distinctive features of the work that we do at RMIT. This planning session yielded a first draft in
terms of nominating that which we believe to be areas of strength, those areas that are emerging and those that we
need to consider further in terms of viability. From this work we will engage in further planning in the Portfolio in
connection with the university project emanating from People Services. The plan will need to analyse academic
areas within the Portfolio and map the discipline knowledge, qualifications and research capacity with respect to
Academic staff.
The planning day yielded some initial thinking with respect to our current strengths, our emergent or potential
areas of growth, and those areas that will need to be reviewed in terms of feasibility. While this initial thinking is
presented below, it must be recognised that further developmental work and review is needed.
RMIT Business is internationally recognised as a key player in the world of business education, and aims to
encompass the needs and demands of the information society in a lifelong learning context. The Portfolio aims to
produce graduates who have the capabilities to operate confidently and effectively in a technological global
environment.
The Business Portfolio is currently known for the quality of its educational programs in the following areas:

Accounting

People Management

Marketing

Financial Markets
The following areas are deemed as emergent or growing scholarship clusters within Business:

Entrepreneurship

Strategic Management

Transport and Logistics

Supply Chain Management

Business Analysts

Development Economics
The Portfolio has developed significant research capability and reputation within the areas of:

Organisational accountability

E-Commerce and Knowledge Management

Financial Markets

Practice Led Research

Health Services Management

Entrepreneurship and Innovation

Enterprise Learning Frameworks
The following areas were deemed as possible areas for development but in need of review in terms of feasibility:

Hospitality

Tourism

Development Economics
In 2003 scholarship triangles were developed for the School of Management, the School of Marketing and in the
area of financial markets (refer to attachment). Such work will be continued across all schools as part of the ongoing work related to scholarship cluster planning and review.
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It should be noted that the current operating budget will determine the ways in which we can contribute further to
scholarship cluster development. The plans noted in section E of this document will be constrained by the budget.
Ongoing plans will be maintained and any surplus will be devoted to key strategic goals such as the development
of capability-driven curriculum, and the growth of research income.
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SECTION B: PROFILE BY FUND SOURCE 2004-2006 (for Academic Portfolios only)
VET PROFILE
P Profile
2003
2003
Enrolled* Perf Agt
VET Programs (SCH)
L Profile
2004
2005
Profile
Profile
2006
2003
2003
Profile Enrolled* Perf Agt
1,084,112 953,388 969,388 969,388 969,388 92,908
79,337
2004
Profile
2005
2006
Profile Profile
85,923 85,923 85,923
Foundation Studies (EFTSU)
Fee for Service ($)
Australian Fee Paying
2003
2003
Enrolled* Perf Agt
VET Programs (SCH)
VET Programs (EFTSU)
Foundation Studies (EFTSU)
Fee for Service ($)
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2004
2005
2006
Profile
Profile
Profile
170,504 116,400 238,826 240,426
237
162
International Onshore
332
334
196,926
274
2003
2003
Enrolled* Perf Agt
2004
2005
2006
Profile
Profile
Profile
297,113 344,000 284,000 242,000 247,000
413
478
394
336
343
215
369
330
330
330
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VET PROFILE (cont’d)
International Offshore
2003
2003
Enrolled* Perf Agt
VET Programs (SCH)
VET Programs (EFTSU)
337
493
Fee for Service ($)
* Enrolment figure as at Feb 2004 = Confirmed
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2005
Profile
Profile
2006
315
333
2003
2003
2004
Profile Enrolled* Perf Agt Profile
242,690 355,000 227,000 240,000 265,000
Foundation Studies (EFTSU)
Source: OPIS
2004
Other Funds
368
9,355
13
0
2005
Profile
TOTAL
2006
2003
Profile Enrolled*
2003
2004
2005
2006
Perf Agt
Profile
Profile
Profile
1,896,682 1,848,125 1,805,137 1,777,737 1,764,237
2,634
2567
2,507
2,469
2,450
215
369
330
330
330
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HIGHER EDUCATION PROFILE
Commonwealth Operating Grant
International Onshore
Australian Fee Paying
2003
2003
2004
2005
2006
2003
2003
2004
2005
2006
2003
2003
2004
2005
2006
Actual*
Profile
Profile
Profile
Profile
Actual
Profile
Profile
Profile
Profile
Actual*
Profile
Profile
Profile
Profile
PG Res
66.2
75.5
37.4
19.2
10.0
30.5
29.9
23.1
26.2
29.0
22.0
22.9
20.1
31.8
44.7
PG CWK
24.0
14.3
6.8
2.2
0.7
721.3
745.7
673.1
753.8
791.6
330.4
408.2
358.7
407.5
432.5
UG
2708.1
2783.9
2,515.9
2,430.9
2,399.2
211.6
154.5
147.8
161.4
185.2
1,435.2
1498.3
1,585.5
1,687.7
1,830.4
Total
2,796.3
2873.6
2,560.1
2,452.3
2,409.9
963.5
930.0
844.0
941.4
1,005.8
1,787.6
1929.3
1,964.3
2,127.0
2,307.6
International Offshore
Total
Other
2003
2003
2004
2005
2006
2003
2003
2004
2005
2006
2003
2003
2004
2005
2006
Actual*
Profile
Profile
Profile
Profile
Actual
Profile
Profile
Profile
Profile
Actual*
Profile
Profile
Profile
Profile
PG Res
3.8
11.0
3.3
2.9
2.8
14.0
0
10.3
6.0
10.0
134.5
139.2
94.1
86.2
96.5
PG CWK
299.9
281.2
283.6
333.3
331.1
0.3
0
78.0
107.4
116.2
1,375.8
1449.3
1,400.2
1,604.2
1,672.2
UG
2751.6
2881.1
3,100.2
3,358.6
3,532.2
153.3
208.8
284.6
373.6
395.8
7,259.5
7529.5
7,634.2
8,012.1
8,342.7
Total
3055.2
3176.4
3,387.1
3,694.8
3,866.1
167.3
208.8
372.9
487.0
522.0
8,769.8
9118.1
9,128.5
9,702.5
10,111.4
Source: OPIS
Note that the above tables show the consolidated profile context incorporating the schools within Business as well as the figures within the Office of the PVC: Business. The
figures from the Office of the PVC: Business are attached separately, as are the Business plans for the six schools.
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SECTION C: OPERATING BUDGET 2004-2006
FINANCIALS ($'000)
2003 Actual
2004
Budget
2004
Forecast
(V8)
2,005
2,006
Commonwealth Operating Grants
19,093
14,329
13,895
13,760
Commonwealth Operating Grants - Other
State Government Grants
Aust Full Fee Paying
Tuition Fees - Onshore Overseas
Tuition Fees - Offshore Overseas
Full Fee Paying VET Award Fees
Other Student Fees & Charges
Total Student Related Income
2
7,844
10,119
28,735
15,108
1,250
2,536
84,687
0
5,721
7,657
18,945
16,132
1,059
2,618
66,461
0
0
5,721
8,588
19,238
17,237
1,071
2,610
68,359
0
5,721
9,019
20,453
18,029
878
2,862
70,721
1,162
87
3,974
9
1,179
6,411
1,876
52
4,110
0
1,530
7,568
0
2,400
1
4,326
0
1,747
8,473
3,044
1
4,526
0
1,922
9,493
TOTAL INCOME
91,098
74,029
0
76,832
80,214
Operating Expenses
Total Salaries
34,082
36,933
38,411
40,387
6,854
7,721
8,031
8,444
40,936
914
44,654
1,165
46,442
1,200
48,831
1,236
1,934
715
166
796
1,930
180
4,204
865
3,448
126
1,067
606
117
1,974
730
52
877
2,549
154
3,908
605
1,219
201
1,419
723
68
2,033
751
54
903
2,625
159
4,024
746
1,207
206
1,461
779
70
2,094
773
55
930
2,704
163
4,145
778
1,243
212
1,504
747
72
Total Other Operating Expenses
17,068
15,644
0
16,218
16,658
Total Direct Operating Expenses
58,004
60,298
0
62,660
65,489
Gross Contribution
33,094
13,731
0
14,172
14,726
Total University Overheads
TOTAL OPERATING EXPENSES
22,544
80,548
12,811
73,109
0
13,195
75,855
13,591
79,080
Operating Result
10,550
920
0
977
1,134
789
606
440
723
260
780
270
748
Research Grants/Income
Donations & Bequests
Other Income
Investment Income
Commercial Income
Total Other Income
Total Oncosts
Total Salaries & Oncosts
Consumable Materials
Minor Equipment Repairs & Hire
Communication Costs
Administrative Expenses
Marketing, Advert. & Public Relations
Travel & Motor Vehicle Expenses
Stocks & Materials
Staff Administrative Costs
Finance, Legal & Other
Facilities Related - Occupancy
Grants to Other Institutions
Staff & Student Related Expenses
Depreciation
Miscellaneous Expenses
Total Capital Expenditure
Add Depreciation
D:\106758834.doc
0
PLANNING TEMPLATE
Page 14 of 61
Notes on Financials
The Hybrid Model:
Care must be taken when comparing the financials from 2003 to 2004 as a change in the University’s methodology
occurred in 2004. In 2003 the model was profit centre accounting whereby all the gross revenue was distributed to
profit centres and University overheads were all charged as an expense below the gross contribution line. In 2004 this
has changed to a hybrid model whereby some University overheads and capital expenditure are funded off the top and
some other overheads are charged as expenses below the gross contribution line. This has resulted in reduced revenue
distributed to profit centres, which has lead to diminished operating results. The comparison from 2004 on is more
meaningful.
Assumptions used for 2005 and 2006:
The financials have been generated based on a status quo approach using currently available student profile data.
Tuition fee revenue forecasts has been aligned to the student profile movements; salaries and on-costs have been
increased by the proposed EB amounts, 4% in 2003 and 5% in 2004; and expenses have been increased by 3% per
annum to reflect CPI increases. This simplistic approach has been used as program reviews; student profile targets;
and detailed workforce planning are works in progress. The financial projections for 2005 and 2006 are only a first cut
snapshot and are subject to change.
Business TAFE School
The Business TAFE School’s financial projections show a decline in revenue due to the impact of the profile for 2005
and 2006, which was developed in 2003. The profile contains significant reductions in student contact hours from the
phasing out of old programs. These delivery reductions have yet to be reflected against the expenses. The TAFE
Schools financials are in the formation stage and therefore cannot be relied on to give an accurate indication of
projected performance.
D:\106758834.doc
PLANNING TEMPLATE
Page 15 of 61
SECTION D: SCORECARDS
LEARNING AND TEACHING SCORECARD
In consultation with other members of VCE, as appropriate, PVCs to select relevant indicators from Learning and Teaching, Regional and
Community and International (refer to Section 7) and develop targets, which will be agreed to by the Vice-Chancellor
Indicators in Strategic Plan
Teaching Quality
D:\106758834.doc
Measured by:
Data Source
CEQ good
teaching
agreement (HE)
CEQ
SOS good
teaching
instruction (VET)
SOS
Portfolio Performance
2003
Portfolio
Target
2004
Portfolio
Target
2005
Portfolio
Target
2006
38.9%
39%
41%
Above national
average of 46%
69.5%
70%
72%
Above state
average of
73.2%
Program
Leaders’ AR
(These reports
have not been
submitted to
the PVC)
Program
Leaders’ AR
(These reports
have not been
submitted to
the PVC)
Status
(Exceeding, On
target, unlikely
to meet)
Given the
lagging nature of
CEQ as an
indicator it is
unlikely that the
efforts of the
Portfolio in 2004
will result in
significant
improvement in
CEQ data until
2006 at the
earliest
PLANNING TEMPLATE
Indicators in Strategic Plan
Completion Rates
Page 16 of 61
Measured by:
Data Source
Planning
Group
2002 Only:
87.9%
88
90
Module Load
Completion Rate
(VET)
Planning
Group
80.2%
81
82
D:\106758834.doc
Unknown
Portfolio
Target
2006
92% -5% over
the national
average:
87% (2001)
81% - 5% over
the state
average:
76.1% (2002)
At or above
national
average within
relevant FoS
Students “at risk”
identified and
supported
Schools
Unknown
65%
80%
95%
% HE graduates
in full-time
employment
GDS and
SOSPlanning
Group
GDS and
SOSPlanning
Group
GDS and
SOSPlanning
Group
91%
91%
91%
77%
79%
80%
3%
3%
8%
91% - 5% over
the national
average:
86%
82% - 5% over
the state
average:
77%
13% - 5% over
the national
average:
8%
% VET graduates
employed
% of Graduates Involved in
Enterprise Formation
Portfolio
Target
2005
Student Load
Progress Rate
(HE)
Retention rates
year to year
% of Graduates Securing
Employment
Portfolio
Target
2004
Portfolio Performance
2003
% HE graduates
in selfemployment
Status
(Exceeding, On
target, unlikely
to meet)
On target
Exceeding
Given the
absence of
information on
current
performance it
may be difficult
to achieve 2006
target until the
scale of the gap
is addressed
TBD
On target
On target
Unlikely to be
met as this is not
something we
have focussed on
in the design of
our programs
PLANNING TEMPLATE
Indicators in Strategic Plan
Graduate Capability
D:\106758834.doc
Page 17 of 61
Measured by:
Data Source
Portfolio Performance
2003
Portfolio
Target
2004
Portfolio
Target
2005
Portfolio
Target
2006
% VET graduates
in selfemployment
GDS and
SOSPlanning
Group
3%
7%
11%
5% over the
state average:
11%
% of programs
implementing a
capability driven
curriculum (HE)
% of programs
implementing a
competency
based curriculum
(VET)
Program
approval
process
20%
35%
70%
90% of
programs
Program
approval
process
40%
60%
100% of core
courses
80%
80% of
programs
Status
(Exceeding, On
target, unlikely
to meet)
Unlikely to be
met as this is not
something which
is a major goal
in the
development of
competences set
out in the
National
Training
Packages
On target
On target for
those awards
offered by
Business TAFE
which are
competency
based
PLANNING TEMPLATE
Page 18 of 61
BUSINESS PORTFOLIO TEACHING AND LEARNING SCORECARD
T&L Priorities in Business
Portfolio Plan
Student choice: Models for
“Business with everything”
for TAFE and HE
Student capabilities:
Outcomes oriented staff
development
Offshore Students - Quality
assurance and student
feedback
D:\106758834.doc
Measured by:
Data Source
Enrolments of
students from
other portfolios
in Business
competences and
courses
AMS
Collaborative
teaching with
Business staff
involved in
delivery with
staff of other
portfolios
Participation of
staff in
workshops to redesign course
guides and
improve teaching
quality delivering
capability and
competence
outcomes for
students
Planning Unit
Student feedback
Partner feedback
SIM
Schools and
Academic
Development
Unit statistics
on course
guide
renewals and
staff
participation
rates
Audit reports
and student
and partner
feedback
Portfolio Performance
2003
Common stem and
stream architecture for
all Business degrees but
all run as separate
programs
Common core of
business competences
for TAFE programs
Two undergraduate
degrees and two
postgraduate degrees
fully renewed
Majority of TAFE
awards with Training
Package Implementation
plans developed
Patchy; characterised by
ad hoc approaches at
program level; no
consistency across all
offerings
Portfolio
Target
2004
Portfolio Target
2005
Portfolio
Target
2006
Plans for a
single B Bus
degree with
multiple streams
to commence in
2006
Cross portfolio
delivery with
Business
involvement in
teaching up 10%
on 2003
Cross portfolio
delivery with
Business
involvement up
50% on 2003
35% of core
courses in HE
specialist
streams and
competence
based TAFE
courses revised
through action
learning
approach
100% of core
courses in HE
specialist streams
and competence
based TAFE
courses revised
through action
learning
approach
100% of
programs
renewed to
have a
capability/
competence
focus
Development of
prioritised
action plan and
commence
implementation
Complete
implementation;
evaluate
effectiveness
Status
(Exceeding, On
target, unlikely
to meet)
On target
Models for
“Business with
everything” for
TAFE and HE
On target
On target
PLANNING TEMPLATE
Page 19 of 61
BUSINESS PORTFOLIO TEACHING AND LEARNING SCORECARD
T&L Priorities in Business
Portfolio Plan
Student employability:
RMIT Business and Work
Integrated Learning (WIL)
* * Status:
D:\106758834.doc
Measured by:
WIL related
course
enrolments
Data Source
AMS
●
▲
■
Portfolio Performance
2003
WIL much talked about;
co-op in almost all
undergrad degrees for
onshore FT students,
Professional Skills
Program available
onshore and FT only;
offshore and PT
equivalents to co-op and
PSP variable and patchy;
TAFE programs patchy
and especially weak
offshore
Portfolio
Target
2004
Plan to embed
WIL explicitly
in all Business
programs, on
and offshore,
TAFE and HE,
FT and PT, 40%
by 2004
- Current performance is tracking well
- Current performance is on target but requires attention
- Current performance indicates that urgent attention is required
Portfolio Target
2005
100% by end
2005
Portfolio
Target
2006
100%
Status
(Exceeding, On
target, unlikely
to meet)
On target
PLANNING TEMPLATE
Page 20 of 61
RESEARCH AND DEVELOPMENT SCORECARD
In consultation with other members of VCE, as appropriate, PVCs to select relevant indicators from Research and Development, Regional and
Community and International (refer to Section 7) and develop targets, which will be agreed to by the Vice-Chancellor
Indicator in
Strategic Plan
Measured by:
DEST
Reportable
Research Income
DEST audited
research income
by category ($
and % mix)
D:\106758834.doc
Data
Source
R&I
RDU
Portfolio Performance 2003
DEST
Category
Research Grant
– State Govt
CRC Research
Grants
Research Grants
- Other Govt
Research Grant
Non –Govt
Research Grant
– International
Research Grant
Non Govt
Donations
Research Grants
Non Govt
S’ships
Research Grants
Non Govt Coll.
ARC Large
Grants
ARC
Infrastructure
Block Grant
TOTAL
$
%
435,874
37.5
12,500
1.1
196,119
17
323,736
27.8
23,578
2
35,993
3.1
6,250
0.5
87,412
7.5
11,592
1
30,000
2.5
1,163,054
100
Portfolio Target 2004
DEST Category
CRC Research
Grants
Research Grants
- Other Govt
Research Grant
Non –Govt
Research Grant
– International
Research Grant
Non Govt
Donations
Research Grants
Non Govt Coll
ARC Large
Grants
ARC
Infrastructure
Block Grant
ARC APA
Industry
TOTAL
Portfolio
Target
2005
$
1,033,298
%
55.1
86,000
4.6
434,863
23.1
56,000
3.05
1,000
.05
30,000
1.6
89,091
4.7
77,221
4.1
68,533
3.7
$1,876,006
100
$2,400,000
Portfolio
Target
2006
(100%
increase on
2001 income:
$1,522,136)
TOTAL:
$3,044,272
Status
(Exceeding,
On target,
unlikely to
meet)
Unlikely to
meet target
for 2006.
2001 income
included TRC
research
income which
was closed in
2002. Needs
research
investment
strategy.
PLANNING TEMPLATE
Indicator in
Strategic Plan
DEST
Reportable
Research
Income
D:\106758834.doc
Measured by:
# of research
only staff
Page 21 of 61
Data
Source
RDU
# of research
active staff per
grant application
Supervisor
registration
# of research
active staff
(using ATN
definition)
Supervisor
registration
Portfolio Performance 2003
School
Marketing
Economics &
Finance
Management
RDU
CQM
BIT
Portfolio Office
TOTAL
#
3.6
2
7
7
1.5
1
1
23.1
1 application: 2 staff
School
Accounting
BIT
Economics &
Finance
Marketing
Management
Portfolio Office
TOTAL
60.9% academic staff
Portfolio Target 2004
School
Marketing
Economics &
Finance
Management
RDU
CQM
BIT
Portfolio
Office
TOTAL
#
2
21
27
12
111
Portfolio
Target 2006
Schools to
provide
data
300%
increase on
2001 (2001
data is not
available)
5
applications:
7 staff
200%
increase on
2001:
6
applications:
9 staff
On target
75% of
academic
workplans
recognising
research
activity
100% of
academic
workplans
taking into
account
research
activity
On target
2
9.5
1.5
2
1
Status
(Exceeding,
On target,
unlikely to
meet)
18
3 applications: 5 staff
#
14
21
16
Portfolio
Target
2005
School
Accounting
BIT
Economics &
Finance
Marketing
Management
Portfolio Office
TOTAL
54.7% academic staff
#
13
20
15
16
27
14
105
PLANNING TEMPLATE
Indicator in
Strategic Plan
Research
Publications
Measured by:
Page 22 of 61
Data
Source
Portfolio Performance 2003
Portfolio Target 2004
% of HDR
completions
within DEST
funded time
R&I
RDU
Not available – pending Research
Master
Not available – pending Research
Master
% of staff on
academic
supervisor
register
Supervisor
Register
School
#
%
Accounting
13
6.8
BIT
20
10.4
Economics &
15
7.8
Finance
Marketing
16
8.3
Management
27
14.1
Portfolio
14
7.3
Office
TOTAL
105 54.7
Total academic staff March 2004
(FTE): 191.7
DEST Weighted
R&I
RDU
School
#
%
Accounting
14
7.7
BIT
21
11.5
Economics &
16
8.8
Finance
Marketing
21
11.5
Management
27
14.8
Portfolio
12
6.6
Office
TOTAL
111 60.9
Total academic staff March 2003
(FTE): 182.4
210 confirmed publications
10% increase on previous year
(12 publications have been
referred to the Expert Panel set up
by R&I for review)
% of academic
staff generating
publications
D:\106758834.doc
R&I
RDU
47% academic staff
(86 staff plus 22 research students
and 3 visiting fellows)
60% of academic workplans taking
into account DEST research activity
Portfolio
Target
2005
Portfolio
Target 2006
Not
available –
pending
Research
Master
100%
completion
within time
50% of
academic
staff on
supervisor
register
participating
in
supervision
50% of
academic
staff on
supervisor
register
participating
in
supervision
10%
increase on
previous
year
At national
average in
terms of
publications
per research
active staff
100% of
academic
workplans
recognising
research
activity
75% of
academic
workplans
recognising
research
activity
Status
(Exceeding,
On target,
unlikely to
meet)
Not available
– pending
Research
Master
On target
On target
On target
PLANNING TEMPLATE
Indicator in Strategic Plan
Page 23 of 61
Measured by:
Data Source
Portfolio
Performance
2003
Portfolio
Target 2004
Portfolio
Target 2005
Portfolio
Target 2006
Uptake of Research Outcomes
Including Returns from
Commercialisation
% return to RMIT from
commercialisation
R&I
RDU
$5,000
$15,000
$20,000
$0
Impact Through Partnerships
% of research active staff
engaging in research with
industry/community/other
universities/CRCs
CRC Linkage,
ARC Industry
funded projects
(via SAP 1st
category)
10.3%
14.3%
18.6%
11.5 research
active staff.
Total academic
research active
staff: 111
15 research
active staff
Total academic
research active
staff: 105
75% increase
2001
(2001 data not
available)
* * Status:
D:\106758834.doc
●
▲
■
- Current performance is tracking well
- Current performance is on target but requires attention
- Current performance indicates that urgent attention is required
Status
(Exceeding, On
target, unlikely
to meet)
2001 income
included sales
from VATS data.
As data set ages
it becomes less
useful. DOI will
be collecting
own data in
2005.
2001 data not
available
PLANNING TEMPLATE
Page 24 of 61
ORGANISATION AND MANAGEMENT SCORECARD
In consultation with other members of VCE, as appropriate, PVCs to select relevant indicators from Staffing and Resources (refer to Section 7) and
develop targets, which will be agreed to by the Vice-Chancellor
Indicator in Strategic Plan
Measured by:
Data Source
Performance
2003
Highly effective and responsive
student support services
% and speed of
resolution of
formal student
complaints
People Services
Business: 82%
overall resolved.
(Details not kept
on time frame of
resolution)
% of Staff Initiated Turnover
(not vdp’s)
Staff Initiated
Turnover (not
vdp’s)
% of academic/
teaching staff
with industry
activity included
within the
workplan
Number of
applicants who
meet key
selection criteria
per position
To be
determined
Fully
implemented OH
& S strategy
People Services
12%
Return on Revenue
Health and Safety
D:\106758834.doc
To be
considered
as part of the
development of
the staff profile
in 2004
Collected by
People Services
Data not held
centrally
Chair OH & S
Committee:
currently
Damian Barry
Portfolio
Target 2004
Portfolio
Target 2005
Portfolio
Target 2006
85% resolved
within 1
fortnight,
remainder
resolved within
1 month of
submission
10%
90% resolved
within 1
fortnight,
remainder
resolved within
1 month of
submission
10%
95% resolved
within 1 week,
remainder
resolved within
1 month of
submission
Status
(Exceeding, On
target, unlikely
to meet)
Likely
Less than 10%
p.a.
More than 80%
TBD
Unknown
30% p.a.
30% p.a.
30% p.a.
TBD
Unknown
TBD
TBD
TBD
TBD
Processes will
be put in place
Date to be
confirmed:
consistent with
People Services
processes
TBD
TBD
TBD
PLANNING TEMPLATE
Page 25 of 61
BUSINESS PORTFOLIO ORGANISATION AND MANAGEMENT SCORECARD
Organisation and
Management Priorities in
Business Portfolio Plan
Measured by:
Student services: Improve
quality of student services and
integration as key support
systems to enhance learning
Related
improvements in
CEQ scores over
time
SSC to advise
Unknown
Offshore Students:
Appropriate integration of
RMIT student services,
policies, practices and
procedures for all offshore
offerings
Sessional staff capability:
Develop sessional staff
capability to support
achievement of Portfolio
vision for student learning
Student transition: Develop
strategies for student transition
appropriate to all major
student groups in RMIT
Business
Student feedback
Annual
program
reports
Extremely varied and
different from one
program to another and
one partner to another
Implement the new school of
TAFE
D:\106758834.doc
Data Source
Partner feedback
Portfolio Performance
2003
Portfolio
Target
2004
Metrics agreed
and current
levels of student
satisfaction
understood
Portfolio Target
2005
3% improvement
over 2004
Portfolio
Target
2006
5%
improvement
over 2004
Status
(Exceeding,
On target,
unlikely to
meet)
TBD
TBD
Audit reports
Participation of
sessional staff in
workshops
Records of
participation
Virtually no PD for
sessionals other than
induction
Student feedback
Student
completions –
module and
course and
program
Student
completions –
module and
course and
program
Increasing collaboration
on Orientation under
Student Services
leadership
Student
satisfaction
TBD
TBD
TBD
PD designed and
piloted
Participation by
at least 40% of
sessional staff
teaching at least
10 hours
Participation by
at least 80% of
sessional staff
teaching at
least 10 hours
TBD
On target
Complete
implementation
PLANNING TEMPLATE
Establish a Business Graduate
School
Page 26 of 61
TBD
TBD
TBD
Complete
planning phase
Application for
EQUIS
accreditation
completed
* * Status:
D:\106758834.doc
●
▲
■
- Current performance is tracking well
- Current performance is on target but requires attention
- Current performance indicates that urgent attention is required
PLANNING TEMPLATE
Page 27 of 61
SECTION E: PORTFOLIO WORKPLAN
The Portfolio workplan section should be structured using the following sections (as per the Strategic Plan)
o Learning and Teaching
o Research and Development
o Organisation and Management
Strategies should be categorised as per the Budget management process
o 2004 Identified University Strategic Activities
o Change Activities (support a move from existing policy or practice to new policy/practice)
o Core Operational Activities (support achievement of operational targets)
IMPLEMENTATION
Clear responsibilities, timeframes and resources should be allocated to the strategies within the workplan, which will
inform individual staff workplans and performance reviews to ensure that staff are aware of their responsibilities. Key
milestones and achievements should be reported and celebrated along the way.
D:\106758834.doc
PLANNING TEMPLATE
1.
Page 28 of 61
LEARNING AND TEACHING
RMIT BUSINESS PRIORITY ACTION FOR 2004: To improve teaching quality and the relevance and viability of programs.
Key Result
Outcome
Strategies
Area
Identified University Strategic and Change Activities
Enrolments
Build and enhance connections between Business portfolio and other portfolios, and
Academic
of students
interpret and translate policies and strategic directions to staff
linkage and
from other
coportfolios in
Models for “Business with everything” for TAFE and HE (Also see below - Plan for a
coordination
Business
single B Bus degree with multiple streams to commence in 2006)
competences
Relates to
Business T&L and courses
Priority
Collaborative
teaching with
Student
Business staff
choice:
involved in
Models for
delivery with
“Business
staff of other
with
portfolios
everything”
for TAFE and
HE
Program
Quality and
Relevance
Relates to
Business T&L
Priority
Student
capabilities:
Outcomes
oriented staff
development
D:\106758834.doc
Participation
of staff in
workshops to
re-design
course guides
and improve
teaching
quality
delivering
capability
and
competence
outcomes for
students
Program renewal and Training Package implementation planning in selected areas
Staff development on capability / competence (through workshops on revising their
course guides) - Course redevelopment in all specialist streams and core competences to
redevelop assessment and revise course guides to embed capability / competence focus
through educational design and assessment
Continue work on common core and linkages to B Bus suite of programs and to improve
TAFE articulation
Timeframe
Develop
strategic
paper
setting out
issues and
approaches
leading to
adoption by
Business
and other
Academic
Portfolios
Portfolio of
an agreed
action plan
by
November
2004
List
approved
by
Programs
committee
completed
for delivery
in 2005
35% of HE
and TAFE
courses
developed/
renewed by
end 2004,
100% by
end 2005
Overall
Responsibility
Resources
Required
PVC
Dean Ac
HoS
Assistance
from other
portfolios:
Academic
T&L
Students
PVC
Dean Ac
HoS
Assistance
from other
portfolios:
Academic
T&L
(especially
CID Group)
Students
(especially
Registrar’s
Office)
Planning
and Quality
Unit
PLANNING TEMPLATE
Key Result
Area
Viability:
Common
Architecture
Relates to
Business T&L
Priority
Outcome
Enrolments
of students
from other
portfolios in
Business
competences
and courses
Student
choice:
Models for
“Business
with
everything”
for TAFE and
HE
Collaborative
teaching with
Business staff
involved in
delivery with
staff of other
portfolios
Work
Integrated
Learning
WIL related
course
enrolments
Relates to
Business T&L
Priority:
Student
employability:
RMIT
Business and
Work
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Strategies
Explore optimising economies of scale by offering one undergraduate degree for whole
Portfolio with multiple streams
Develop an open architecture approach for TAFE and HE awards to enable students to
integrate “Business with everything”
Work integrated learning focus in priority programs for both FT and PT students
Run a one-day conference for co-op students (in School of Marketing) to present their
reflections on their placements to employers, year 2 students about to commence co-op,
and academic staff. Conference to be organised professionally eg call for papers,
selections of abstracts, poster sessions etc
Investigate potential to implement peer review procedures to increase linkages to practice
based research industry focussed outcomes
Timeframe
60% of
academic
staff
trained in
2004,
remainder
by end
2005
Plan with
key
milestones
and
deadlines
by
November
2004
Relevant
University
approvals
for
approval
for single
degree by
key dates in
2005 (eg
VTAC)
WIL
component
in all B Bus
degrees, on
and
offshore,
and FT and
PT, by end
2004
Pilot Co-op
conference
Overall
Responsibility
Resources
Required
PVC
Dean Ac
HoS
Assistance
from other
portfolios:
Academic
T&L
Students
PVC
Staff in OPVC
Dean Ac
Dean R&I
Ho S Marketing
School of
Marketing
ADU / WIL
Unit
Support and
advice
required
from
OPVC,
WIL Unit
and advice
also
required
from
relevant
staff in
other
PLANNING TEMPLATE
Key Result
Area
Integrated
Learning
(WIL)
Outcome
Proposed
crossdisciplinary
initiatives
(double
degrees, dual
awards,
service
teaching,
course
sharing)
Enrolments
of students
from other
portfolios in
Business
competences
and courses
Relates to
Business T&L
Priority
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Strategies
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Overall
Responsibility
in
September
Collaborative
teaching with
Business staff
involved in
delivery with
staff of other
portfolios
Cross portfolio project with Engineering on double degree development, delivery and
academic service delivery – aiming to develop
- Streamlined pathways for double degree options
- Evolution of minor specialist streams in Business for rapid inclusion on other degrees
- Ways to make the double degree experience more coherent and integrated eg shared
projects, a capstone course, etc. and ways which provide students with the sense they
are welcome in both Portfolios
- Single set of rules governing for example the award of a faculty pass
- Ways to address practical difficulties for students - logistics of schedules and
students' convenience to be considered
- School of Management and relevant SET schools to work together on course
revisions to have assessments of business related capabilities embedded into
engineering design projects and assessed jointly by Business and Engineering staff
Some
shared
projects
and cross
SET –
Business
teaching
and
assessment
in existing
double
degrees in
Semester 2
2004
Enrolments
of students
Completion of electronic resources for flexible delivery of MBA into Vietnam, China and
other offshore locations, with content available to be incorporated as support for local
End of
2004
Resources
Required
Schools
PVC: Business
Dean Ac
Head of School
of Management
HoS
Support
from
Marketing
Unit for use
of web site
for
promotion
and from
WIL Unit
for generic
brochure
Assistance
from other
portfolios:
Academic
especially
SET
T&L
Students
(student
Services
and
Registrar’s
office)
Property
Services (re
timetabling)
Business Online
T&L
Assistance
from other
Issues
paper by
August
2004
Student
choice:
Models for
“Business
with
everything”
for TAFE and
HE
Flexible
delivery
Timeframe
PLANNING TEMPLATE
Key Result
Area
initiatives
Relates to
Business T&L
Priority
Student
choice:
Models for
“Business
with
everything”
for TAFE and
HE and
Offshore
Students Quality
assurance and
student
feedback
Dissolving the
Boundaries
Relates to
Business T&L
Priority
Student
choice:
Models for
“Business
with
everything”
for TAFE and
HE
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Outcome
Strategies
Timeframe
Overall
Responsibility
HoS
Management
HoS TAFE
ADU
from other
portfolios in
Business
competences
and courses
offerings and industry short courses.
Collaborative
teaching with
Business staff
involved in
delivery with
staff of other
portfolios
The development of online resources for the following in Vietnam: the Bachelor of
Finance, the Bachelor of Marketing and the Bachelor of Logistics.
2004
TBD
Likely ADU
Partner
feedback
Alberton Management College:
Implementation of an improvement strategy of issues identified in the AUQA report
Completion
by end of
2004
PVC:Business
Dean Ac
Enrolments
of students
from other
portfolios in
Business
competences
and courses
Systematic approach to granting and evaluating advanced standing
Collaborative
teaching with
Business staff
involved in
delivery with
staff of other
portfolios
Plan to develop associate degrees for offshore delivery in 2005
Review of electronic flexible resources exiting for common core courses in both Diploma
of Business and Bachelor of Commerce, with a view to increasing usage across all
offerings.
Resources
Required
Portfolios:
IECD
T&L
Some initial
resources
have been
designated.
Further
resources
will need to
be sought.
Student
feedback
Clearly documented articulation pathways between TAFE and HE
Analyse and address problems with advanced standing
Develop a record of current articulation arrangements for Melbourne, RIUV and
Singapore
Assoc Deans
International
Ho S TAFE
HoS HE
Dean Ac
Assistance
from other
portfolios:
IECD
Students
PLANNING TEMPLATE
Key Result
Area
Regional and
International
Activity
Page 32 of 61
Outcome
Business
Development
Strategies
Hong Kong
 Role of Transport & Logistics at HKMA
 Implementation of travel cost project at HKMA
 Proposal to articulate an HKMA Assoc Degree into RMIT fulltime programs.
 Property Specialisation at HKMA
 Investigate role in PRC with HKMA
China
 Implementation of articulation arrangements at China partners.
 Consolidate operations at South China Normal University
 Decision on WUST diploma pathway.
 Investigate Master of Commerce at SCNU and/or WUST with IELTS of 6.0 or REW
pathway with 4 courses in China and 8 courses at RMIT.
 Develop list of target universities in line with China strategy.
 Implement the SUFE Master by Research project from China and elsewhere.
Singapore
 Clear articulation pathway to SIM and English language entrance requirements.
 All undergraduate programs contracts expire in December 2004. There is a need to
review and introduce changes.
 Implementation of travel costs project
 BB (Marketing) scheduled to start in January 2005 at SIM

2004
2005
2004
June 2004
2004
2004
Business development at Informatics:
Bachelor of Education in Early Childhood Education
Diploma in Fashion
Expansion of current program to Hong Kong and to Karachi
Malaysia
 Review RMIT Business in Malaysia strategy
Indonesia
Possible implementation of SUPRA diploma pathway for articulation to SIFT, SIM or
Melbourne
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Timeframe
2004
2004
Overall
Responsibility
Assoc Deans
International
Resources
Required
Within
existing
resources
PLANNING TEMPLATE
Key Result
Area
Outcome
Strengthen
current
procedure
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Strategies
General
 Exchange rate risk management approach by RMIT as part of broader business risk
management strategy.
 Insurance issues to be looked at by People Services
 Improve connectivity to RMIT infrastructure
 Operations manual
 International study experience (student exchange, study tours, offshore students
studying in Melbourne comprising over 500 students): consolidation
Timeframe
2004
Overall
Responsibility
Resources
Required
PLANNING TEMPLATE
Key Result
Area
Regional and
International
Activity
Page 34 of 61
Outcome
Strengthen
current
procedures
Strategies





Commercial
Strategy
Moderation manuals
English language entrance requirements to be further clarified and communicated
Assistance to partners in areas of articulation including visits to sources of students
Offshore teaching improvements projects
- conditions for offshore teachers
- service teaching costs project
- pay rates for offshore teaching
Portfolio role in co-ordinating RMIT and Portfolio study tours
Developing Partnerships
 Make an assessment of current relationship building rather than focus on tenders
 Create a steering committee for commercial relationships in the Portfolio including
Schools, Business Direct and Centres, and so on. Focus on using the most appropriate
people to meet the needs of the client rather than an internal focus
 Develop a university commitment to partnerships and rewards for staff. Seek to
develop links, alliances, etc
Reputation
 Use the launch of the Graduate School of Business to reinvigorate marketing
including the website and to provide a focus point for the outside world on RMIT
Business
 Carry out perceptions survey using Alumni, Post Graduate Programs, Program
Advisory Committees and corporate clients
Infrastructure
 Develop new career paths at RMIT recognising research, teaching and commercial
activity plus an associated performance management system
 Improve contract processing time – appoint a Portfolio Manager for contracts
 Begin process of developing 2 or 3 areas of cross business/industry expertise
(curriculum, research and practice) supported by 15-20 active business people
working in these areas as part time staff, on joint appointments and RMIT staff in
positions in Business
D:\106758834.doc
Timeframe
2004
2004
Overall
Responsibility
Assoc Deans
International
PVC: Business
HOS
Associate Deans
Resources
Required
Within
existing
resources
PLANNING TEMPLATE
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2.
RESEARCH AND DEVELOPMENT
Outcome
Key Result Area
(Dot points provide example
issues for consideration)
(Relevant KPI
from Scorecard)
Strategies (What)
(Broad actions to achieve the
outcomes)
Timeframe
(By When)
Overall
Responsibility
(Who)
(note where others
involved)
Resources Required
Dean (R&I)
Portfolio Research
Committee
Dean (R&I)
Portfolio Research
Committee
Within existing RDU Budget
Dean (R&I)
Portfolio Research
Committee
Within existing RDU Budget
(Note whether Additional or Within
existing Budget and Staff
resources)
Identified University Strategic Activities
Monitoring of research supervision:
quality
AUQA R&D
recommendations
Nelson Review
To be
determined
Research Growth
DEST
Reportable
research income



New Grants (domestic,
international)
Commercialisation initiatives
Research consultancies
Core Operational Activities
Research Management





Research completions
Supervisor training
HDR support
Progress
Internal reviews
Research Income



Grants Management
Publications
Income generation
D:\106758834.doc
Ongoing
Await decision re. Nelson.
TBD
Contribute to discussions.
Consider models.
The allocation of resources and other
actions are subject to decision.
Change Activities
Mentoring ARC grant applications
Ongoing 2005
Review the positioning of CRCs in
terms of the portfolio, and the
engagement of CRCs in partnerships
Within existing RDU Budget
HDR
completions
within DEST
funded time
Student facility
Student support fund
Supervisor registration
Supervisor training & development
Ongoing 2005
Dean (R&I)
Portfolio Research
Committee
Within existing RDU Budget
DEST
Reportable
income
Research
publications
Mentoring ARC grant applications
Positioning in CRCs
Publications audit
Staff workplans
Ongoing 2005
Dean (R&I)
Portfolio Research
Committee
Within existing RDU Budget
PLANNING TEMPLATE
Teaching/Research Nexus

Research into teaching and
learning
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TBD
A plan for the development of links
between teaching and learning as
well as research and innovation will
be developed.
Research seminars.
Opportunities for scholarship on
teaching and learning/research will
be sought.
Plan developed
2004
Dean (R&I)
Portfolio Research
Committee
Implementation of the plan will
depend on budget.
Seminars can occur within budget.
Conferences and other major
events will be constrained by
budget.
PLANNING TEMPLATE
3.
Page 37 of 61
ORGANISATION AND MANAGEMENT
Key Result Area
(Dot points provide example
issues for consideration)
Outcome (Relevant
KPI from Scorecard)
Strategies (What)
(Broad actions to achieve the
outcomes)
Timeframe
(By When)
Overall
Responsibility
(Who)
(note where others
involved)
Resources Required
(Note whether Additional or
Within existing Budget and Staff
resources)
Identified University Strategic and Change Activities
Academic Portfolio
Implementation
Nelson – HE positioning &
reform implementation
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Establishment of a
TAFE school
The merging of TAFE staff from
five schools into one separate
school is currently being managed
by the Associate Director Business
TAFE.
Refinement of the implementation.
Project manager has been
appointed.
Monitor, review and project
management cycle.
2004
PVC: Business
Associate
Director/HOS
Business TAFE
Establishment of a
Graduate school
The Business Graduate School:
consultative process/project is in
action.
New Head to begin in semester 1
who will manage the planning and
implementation according to the
findings of the project report (due
end of May).
A formal plan will then be
constructed for implementation.
Plan to be presented to VCE.
Planning
completed by
2004
PVC: Business
Head of the
Graduate School
Business Direct
Implementation of review
recommendations
Implementation
completed by the
end of 2004
PVC: Business
Within existing resources
School of Marketing
Completion and implementation of
review recommendations
Implementation
completed by the
end of 2004
PVC: Business
HoS: Marketing
Within existing resources
To Be Determined
Await decision re. Nelson.
Contribute to discussions.
Consider models.
The allocation of resources and
PVC: Business
Director of
Academic Services
The PVC: Business Office will
identify needs and the adequacy
of resources (both existing and
planned) in order to meet these
new initiatives.
PLANNING TEMPLATE
Key Result Area
(Dot points provide example
issues for consideration)
Page 38 of 61
Outcome (Relevant
KPI from Scorecard)
Strategies (What)
(Broad actions to achieve the
outcomes)
Timeframe
(By When)
Overall
Responsibility
(Who)
(note where others
involved)
Resources Required
(Note whether Additional or
Within existing Budget and Staff
resources)
other actions are subject to decision.
Change Activities
Staff Capabilities



Refer to research growth and
program development/
commercialisation initiatives
Capital Growth

End 2004
The service
integration project
in conjunction with
key managers in
the Business
portfolio
Meet targets in
projected budgets
Actively seek to further develop
industry research partners,
consultancy opportunities,
opportunities for commercialisation
both locally and internationally
2004
PVC: Business
Within existing resources
Relocation of
Business in 20062008
Planning towards the relocation of
Business in 2006-2008
Prior to 2006
PVC: Business
Within existing resources
Effective
Communication
Bullying Awareness: training has begun.
A program of input to staff will be
developed.
End of 2004
PVC: Business
Within existing resources
Development of both informal and
formal
networks/
groups/seminars
within Schools and centres
On-going
Modelling by PEG members
Ongoing
Staff Development
initiatives (including
upgrading qualifications)
Research/Teaching
Appointments
Staff Planning (refer to
Workforce Profile)
Revenue Growth

A three year staff profile forecast
and recruitment plan will be
developed.
TBD
Major equipment purchases,
leases
Core Operational Activities
Staff Culture
Growth in Team Work/
Collective Recognition
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Within schools and
centres
PVC: Business
PEG members
Within existing resources
PLANNING TEMPLATE
Key Result Area
(Dot points provide example
issues for consideration)
IT and Infrastructure


IT initiatives
Laboratories, teaching
facilities, etc. maintenance
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Outcome (Relevant
KPI from Scorecard)
Strategies (What)
(Broad actions to achieve the
outcomes)
Timeframe
(By When)
Overall
Responsibility
(Who)
(note where others
involved)
Resources Required
Director IT:
Tony Woolham
Within existing resources
(Note whether Additional or
Within existing Budget and Staff
resources)
High student and staff
satisfaction with level
of service: student
survey
Employ project-planning methodologies
to ensure timely deployment of IT
infrastructure in student laboratories.
Also to assist all IT projects to be
implemented on time and within budget.
June 2004
High student and staff
satisfaction with level
of service: student
survey
Seek adequate technical resource from
within the Portfolio to meet project
objectives and timelines.
End 2004
25% reduction in lease
penalties
Document a process to monitor leased
equipment returns to avoid penalties and
duplication charges for staff & student
pc’s
July 2004
Within existing resources
10 % savings in
acquisition costs
Prepare and have a policy ratified to
have IT equipment purchases
countersigned by the Portfolio IT
Manager
June 2004
Within existing resources
Note that prime
responsibility for this
is likely to be
transferred out of the
Portfolio in 2004 as
part of the service
integration project
Additional resources required
PLANNING TEMPLATE
Key Result Area
(Dot points provide example
issues for consideration)
Student Support (and
Portfolio Implementation)
Relates to Business
Organisation and
Management Priority:
Page 40 of 61
Outcome (Relevant
KPI from Scorecard)
Related
improvements in
CEQ scores over
time
Student services: Improve
quality of student services
and integration as key
support systems to enhance
learning
Strategies (What)
(Broad actions to achieve the
outcomes)
Timeframe
(By When)
Develop Service agreement with
Student Services group to ensure
student centred approach developed
for delivery at local Portfolio level
Service
agreement with
Student Services
by June 2004
Ensure that functions that require
particularly localised
student-centred approaches, e.g.
pastoral care, specialist technical
services, and some student
administration are delivered at the
School level.
Timetabling
review report by
August 2004
Improve student-staff access to
staff. Advise of action taken in
response to feed back. Timetabling
and room bookings Review to be
initiated in conjunction with staff in
Schools
Photos of staff in
each School
Reception by
August 2004
More welcoming signage in
Building 108:
- photos and consultation times
with extension listings
- School names on doors from
stairwell
- list of Schools/floors in lifts
Implementation of
the HUB at 108
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Successful implementation in
collaboration with PVC (students)
Enhanced student services through
the provision of another Universitywide HUB [A]
Overall
Responsibility
(Who)
(note where others
involved)
HoS
PVC
Facilities Manager
Dean Ac
Assoc Deans
International
Signage in lifts
and stair wells
by August 2004
2004
End of May
2004
PVC: Business
PVC: Students
Resources Required
(Note whether Additional or
Within existing Budget and Staff
resources)
Assistance required from other
Portfolios:
Students
IECD
PLANNING TEMPLATE
Student Support and
Services (Viability and
quality)
Relates to Business
Organisation and
Management Priority:
Offshore Students:
Appropriate integration of
RMIT student services,
policies, practices and
procedures for all offshore
offerings
Student Support and
Services
Relates to Business
Organisation and
Management
Priority:Sessional staff
capability:Develop sessional
staff capability to support
achievement of Portfolio
vision for student learning
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Page 41 of 61
Student feedback
Partner feedback
Assess costs and benefits to RMIT
Business, offshore partners and the
RMIT students of operating
different academic calendars at the
same partner and of operating
different academic calendars at
different partners in the same
offshore location
Common operational manual to be
developed to ensure consistency of
RMIT policies and students
administration across all programs
and all partnerships. Priority areas
to focus on implementation of
University policies on assessment,
appeals and complaints.
Develop a CD for RMIT students
offshore to include: Instructions for
accessing the RMIT Library, the
DLS, the RMIT student email
account, RMIT Business Writing
Guidelines, DLS Online tutorial on
referencing as part of educational
element in the prevention of
plagiarism
PD designed and piloted to develop
sessional staff capability to support
achievement of Portfolio vision for
student learning
Ensure sessional staff have e-mail,
voicemail. Tell sessionals if they are
expected to be available for
consultation time; specify
acceptable timeframe for them to
respond to student queries
Report by
September 2004
Assoc Deans
International
PVC
Dean Ac
Assistance required from other
Portfolios:
Students including LSU and
registrar’s Office
T&L (especially Library)
IECD
FBS
Dean Ac
HoS
Assistance from other Portfolios
T&L
Operations
manual first
edition by
October 2004
CD by October
2004
Pilot completed
by Sept 2004
Improved
services for
sessional staff by
Sept 2004
PLANNING TEMPLATE
Key Result Area
(Dot points provide example
issues for consideration)
Student Support and
Services
Relates to Business
Organisation and
Management Priority:
Page 42 of 61
Outcome (Relevant
KPI from Scorecard)
Strategies (What)
(Broad actions to achieve the
outcomes)
Timeframe
(By When)
Student completions
– module and course
and program
Closer links to Orientation Planning
coordinated by Student Services
Ongoing in 2004
Student satisfaction
Student transition: Develop
strategies for student
transition appropriate to all
major student groups in
RMIT Business
Overall
Responsibility
(Who)
(note where others
involved)
PVC: Business
Dean Ac
HoS
Resources Required
PVC: Business
Manager: Finance &
Resources
PVC: Business
Within existing resources
Business Mentor Scheme being
expanded based on successful
earlier scheme in Accounting and
Law
(Note whether Additional or
Within existing Budget and Staff
resources)
Assistance from other Portfolios
Students
T&L
IECD
Peer Assisted Learning Scheme
piloted in 2003 being integrated
with enhanced Mentoring Program
Implementation of Student
Leadership courses and
opportunities in association with
Student Services
Continued work on concurrent
English support and development
for students of non-English
speaking background with REW
and IECD
Budget Management

Meet budget targets
Monitor monthly: intervene; seek
alternate revenue resources; ensure
achievement of budget targets
1.Leadership/integration
of Health & Safety into
management structure
& processes
2. Systems for
managing Health &
Safety
3. Safe equipment &
safe facilities
4. An active safety
culture
All direct reports to be accountable for
achieving this in their own work area
Processes to monitor and
review budget
Health and Safety
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PVC accountable for achieving this in
‘portfolio office’
On-going
As per statistics
forming part of
quarterly
Report
Speed of taking
corrective action
where required
Within existing resources
PLANNING TEMPLATE
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PLANNING TEMPLATE
Page 44 of 61
SECTION F: RISK MANAGEMENT ASSESSMENT
Portfolio Risk Management
During 2003 all PVCs were involved in developing the Enterprise Risk Management Strategy for
RMIT.
The major risks identified as being critical for RMIT to manage over the period to 2008 are:
 Decentralised operations leading to major inefficiencies and high overheads
 Inability to respond to market demand in order to grow revenue and meet financial targets
 High level of dependence on South east Asia and China to achieve growth targets
 Inability to fund future infrastructure spending that will support growth
 Variability of teaching and research quality across RMIT
 Lack of financial, commercial and relationship management expertise within certain parts of
RMIT
 Costly and unsustainable enterprise IT systems which will not be supportable in the future
 Inability to attract, develop and retain the right people to achieve RMIT’s vision
 Inability to recover from a disaster in a timely manner
 Physical harm to students and staff.
In taking the RMIT’s risk management obligations forward, all Portfolios are now required to complete
risk assessments as part of their business planning for 2004. The Portfolio risk assessment is to focus
on the active identification and management of the risks that may prevent, or impede, the Portfolio
from achieving its business goals. This will require the explicit monitoring, reporting and management
of the Portfolio’s risk by the Portfolio.
Approach
RMIT have adopted AS/NZ4360:1999 as a base, and from that have developed a methodology which
will be available through the RMIT website. It is crucial that this approach be adopted when
completing the Portfolio risk assessment. A template for the Risk Register is contained in this section,
together with criteria for categorising Likelihood and Consequences. Ensuring that all risk registers are
formatted using this template will enable the integration of cross-portfolio risk management into an
RMIT-wide risk assessment for Council.
The Role of Internal Audit & Risk Management
Internal Audit staff are available to provide guidance on the process for effectively developing a risk
management assessment for each portfolio, and are obliged to oversight the process to ensure that risk
assessment is undertaken and that the outcomes meet the requirements of RMIT. If necessary,
appropriate consultants can be identified, and assistance provided in engaging them to facilitate
development of the risk assessment. It is crucial that the consultant be prepared to utilise the RMIT
methodology and adopt the format of output.
A risk assessment training program will be developed and made available through the Open Program.
Staff involved in developing the risk assessment for your Portfolio should attend the training.
Deadline
The RMIT-wide risk assessment will commence in September 2004. This means that all Portfolio risk
assessment work must be made available to Internal Audit & Risk Management, in the specified
format, during August 2004.
The Business Portfolio
The Portfolio of Business is planning to appoint a staff member within the Office of the PVC: Business
to develop, manage and monitor an ongoing Risk Management strategy. The timing of the appointment
is subject to budgetary constraints but the intention is that the appointment can occur within the first
half of 2004 so that the abovementioned university timelines can be met.
.
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PLANNING TEMPLATE
Page 45 of 61
RISK REGISTER
Risk Title
5.1 From a commercial and financial management perspective, RMIT operates under a silo mentality leading to major
inefficiencies across the organization.
Risk Rating
Extreme
Likelihood *
Almost Certain
Consequence *
Major
Risk Treatment
Activity
Responsibility
Expected
Completion
Date
Dealt with through the establishment of the
Major Change Group to simplify and standardise
business processes across RMIT.
Major Change
Group
(Malcolm
McCormick)
June 04
Status *
Post Treatment
Risk Rating
Likelihood
Consequence
* The risk assessment of ‘Likelihood’ and ‘Consequence’ from AS/NZ4360:1999 are described in the following pages
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RISK ASSESSMENT CRITERIA
LIKELIHOOD
The following definitions should be used to describe the likelihood of the risk occurring.
5.
Almost Certain
4. Likely
3. Possible
2. Unlikely
1. Rare
The event is expected to occur in most circumstances
Risk has more than a 75% chance of occurring
Will occur within the next six months
The event will probably occur in most circumstances
Risk has 50-74% chance of occurring
Will occur within 18 months
The event could occur at some time
Risk has 25-49% chance of occurring
Will occur within 36 months
The event is unlikely to occur
Risk has less than 25% chance of occurring
May occur within 48 months
The event may only occur in exceptional circumstances
Not likely to occur within next five years
To determine both the likelihood and consequence of each risk, consideration will be given to the
current controls in place to minimise or manage risks.
CONSEQUENCES
The following definitions have been used to describe the consequences of a risk occurring
5.
Catastrophic
4. Major
3. Moderate
2. Minor
1.
Insignificant
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Financial impact exceeds $10 million where risk is covered by
insurance (insurance cover up to $10 million)
Very high client sensitivity
Irreparable damage to University’s image and reputation
Cessation of business due to non-compliance with regulations
Business and Strategic objectives unable to be achieved
Financial impact exceeds $1.5 m where risk is not covered by
insurance
Financial impact between $5 million to $10 million where risk is
covered by insurance
Significant client sensitivity
Significant damage to University’s image and reputation
Restriction of business due by regulators
Significant impact on Business and Strategic objectives
Financial impact exceeds $1 m where risk is not covered by
insurance
Financial impact between $2 million to $5 million where risk is
covered by insurance
Moderate client sensitivity
Medium damage to University’s image and reputation
Fines and penalties by regulators (e.g. delay in payment to client)
Moderate impact on Business and Strategic objectives
Financial impact exceeds $500,000 where risk is not covered by
insurance
Financial impact less than $2 million where risk is covered by
insurance
Low impact on client sensitivity
Minimal damage to University’s image and reputation
Censure by regulators
Minimal impact on Business and Strategic objectives
Financial impact exceeds $250,000 where risk is not covered by
insurance
Risk consequences are dealt with by routine operations
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SECTION G: WORKFORCE PLAN
To support implementation of the initiatives, a 3 year forecast workforce profile should be aligned to
the directions of the plan. Workforce planning involves identifying future organisational demands and
supplies of staff and planning the steps necessary to ensure that the right number and type of
individuals are available at the right time to fulfil organisational needs. A workforce profile:
identifies the skills and desired staffing profile required to achieve the school/area’s plan
provides an objective basis for planning staff development
assists in achieving an appropriate staffing mix
assists in maximising notice periods for not issuing further fixed-term contracts.
Guidelines for developing a staff profile are available from People Services. The University’s staff
profile is at http://www.rmit.edu.au/ps/statistics
Changes in Business
Objectives or Key
Activities Planned
Strategies to address
changing of workforce
needs
recruitment, training &
development,
retraining,
redeployment,
relocation, replacement
planning, restructuring,
union negotiations,
redundancy, career
planning, change
management
Cost/Resources
This work is to be completed in 2004.
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Target Completion
Date
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SCHOLARSHIP TRIANGLES
Scholarship Triangle – Head - Graduate School of Business
The Head of the Graduate School could potentially be in any of the five identified
current and emerging research concentration areas of the Portfolio:





E-commerce / Knowledge Management
Financial Markets
Health Services Management
Organisational Accountability
Entrepreneurship and Innovation
The Head of the Graduate School would enhance the number of research active
scholars (band 2) in a particular triangle, the number of research students (band 5) in
a particular triangle and the amount of research income earned (band 9) in a
particular triangle. These accountabilities are described in the position description.
Thus by way of illustration, consider the following example of the Head of Graduate
School being in the financial markets area, although it should be noted that a
comparable analysis could be presented in other areas.
CURRENT FINANCIAL MARKETS SCHOLARSHIP TRIANGLE
The current scholarship triangle for the financial markets research concentration is shown on
the following page. Following are comments on the triangle.
1) Industry & Community Need
The research output has been shown to be of national significance and there is significant
national demand for research in financial markets.
Ratio = 85%.
2) Research Active Scholars 7/12 = 58.3%.
Robert Brooks
Sinclair Davidson
Tony Naughton
Michael McKenzie
Heather Mitchell
Tim Fry
Richard Henney
The research concentration currently has the following associations:
Academic journals: Accounting Research Journal, Accounting and Finance, Studies in
Economics and Econometrics.
Academic Association: Asia-Pacific Finance Association.
Industry Links: JB Were, Capital Partners, Sigma Ltd, Institute of Banking and Finance,
Commonwealth Bank, ANZ Bank, NAB, Westpac, Zurich Financial Services, AXA, Bio Diem.
At this time the research concentration is involved in various tenders and grants that will
leverage these relationships into earned finance.
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FINANCIAL MARKETS
SCHOLARSHIP TRIANGLES
CURRENT 2003
1 (85%)
2 (59%)
3 (100%)
4 (71%)
5 (71%)
6 (2%)
7 (100%)
8 (80%)
9 (77%)
10 (100%)
3) Research Assistants/Post Doctorals = 3 = 100%
Required Ratio = 1 per three scholars. We have 7 scholars, we should have 2.33 Research
Assistants.
4) Teaching Scholarship and Potential Research Active Scholars = 14. Desired ratio = 2
per scholar = 71.4%
Amalia di Iorio
Terry Hallahan
Thomas Josev
Sveta Risman
Magdy Stephan
Stuart Thomas
Lisa Yong
Hoa Nguyen
Vikash Ramiah
Mark Stewart
5) Research Students
Desired ratio = 6 EFTSU per scholar
The desired EFTSU = 42 EFTSU, Actual EFTSU =30
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Ratio = 71%
6) UG students in the relevant courses engaged in the scholarship area and doing fieldwork
contributing to research.
In principle all students over the period of their UG studies will be engaged in research
activity. This, however, can only be quantified by examining the Co-operative education year
where students are required to undertake a project. The project component comprises 20%
of the year. There are 100 co-op students and this is measured as 20%*100 = 20. Total UG
EFTSU = 690.79 + 201.64 = 892.43.
Ratio = 20/892.43 = 2%.
(If we include ALL students, both UG and PG) the ratio = 18%.
7) Undergraduate underpinning
HE Academic Staff
HE Students*
Staff/student
Student/Staff
University
963
25094.21
0.038375
26.05837
School
31
1063.16
0.029158
34.29548
* = EFTSU
Ratio = 100%.
The concentration currently has 1063 EFTSU studying in the scholarship area at
undergraduate level.
8) Facilities, Equipment and Research Infrastructure
The concentration has a deficiency in office space that places a physical constraint on
appointments, especially at the associate professor and professor levels.
Ratio = 80%.
9) Earned Finance
Robert Brooks
Sinclair Davidson
Michael McKenzie
Heather Mitchell
Tim Fry
Richard Heany
Tony Naughton
Average/Total
Time % Basic Salary Research Allocation
10
97109
9710.9
67
77942
52221.14
60
68359
41015.4
20
60693
12138.6
50
97109
48554.5
50
97109
48554.5
20
97109
19421.8
220000.0
Budgeted Earned Finance = $170,000
Ratio = 170000/220,000 = 77%
10) Finances Allocated
The research concentration has substantial COG underpinning plus in excess of 20% FFP
students.
POTENTIAL FINANCIAL MARKETS SCHOLARSHIP TRIANGLE
The current scholarship triangle reveals gaps at band 2 around the number of
research active scholars and at band 9 around finances earned. These new
appointment would help in this regard. In addition it is also expected that the position
would help as regards research student recruitment (band 5 of the scholarship
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triangle). Thus, this appointment could be expected to produce a new triangle, shown
on the next page.
The following comments highlight the bands where changes will be made as a result of the
new position.
2) Research Active Scholars 8/12 = 66%
FINANCIAL MARKETS
SCHOLARSHIP TRIANGLES
NEW 2004
1 (85%)
2 (66%)
3 (100%)
4 (100%)
5 (75%)
6 (2%)
7 (100%)
8 (80%)
9 (95%)
10 (100%)
5) Research Students
Desired ratio = 6 EFTSU per scholar
The desired EFTSU = 48 EFTSU, Actual EFTSU after recruitment due to appointments = 36
Ratio = 75%
9) Earned Finance
Robert Brooks
Sinclair Davidson
Michael McKenzie
Heather Mitchell
Tim Fry
Richard Heany
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Time % Basic Salary Research Allocation
10
97109
9710.9
67
77942
52221.14
60
68359
41015.4
20
60693
12138.6
50
97109
48554.5
50
97109
48554.5
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Time % Basic Salary Research Allocation
Tony Naughton
20
97109
19421.8
Head, Graduate School
20
97109
19421
Average/Total
240000.0
Budgeted Earned Finance = $240,000
Ratio = 230,000/240,000 = 9567%
Positions expected to earn research income. This is an illustrative example but the same
type of effects are expected in all scholarship areas.
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SCHOLARSHIP TRIANGLES
Scholarship Triangle – School of Management
CURRENT ORGANISATIONAL ACCOUNTABILITY (SCHOOL OF MANAGEMENT)
SCHOLARSHIP TRIANGLE
The current scholarship triangle for the organisational accountability research concentration is
shown on the following page. Following are comments on the triangle.
1) Industry & Community Need
The research output has been shown to be of national significance and there is significant
national demand for research in organisational accountability.
Ratio = 85%.
2) Research Active Scholars 6/12 = 50%.
Carlene Boucher
James Latham
David Kimber
Chris Selvarajah
Julie Wolfram-Cox
Ian Woodruff
The research concentration currently has the following associations:
Academic Association: Academy of Management (USA), Australian and New Zealand
Academy of Management, Australian Business Ethics Network
Industry Links: St James Ethics Centre, Northern health network, Royal Melbourne Hospital,
Western Hospital.
At this time the research concentration is involved in various tenders and grants that will
leverage these relationships into earned finance.
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FINANCIAL MARKETS
SCHOLARSHIP TRIANGLES
CURRENT 2003
1 (85%)
2 (50%)
3 (100%)
4 (75%)
5 (42%)
6 (2%)
7 (100%)
8 (100%)
9 (100%)
10 (100%)
3) Research Assistants/Post Doctorals = 2 = 100%
Required ratio = 1 per three scholars
.
4) Teaching Scholarship and Potential Research Active Scholars = 8. Desired ratio = 2
per scholar = 75%
Paul Gibson
Tim O’Shannessy
Georgina Caillard
Margaret Heffernan
Marianne Gloet
Mark Rose
Grant Walters
Elizabeth Creese
5) Research Students
Desired ratio = 6 EFTSU per scholar
The desired EFTSU = 36 EFTSU, Actual EFTSU = 15
Ratio = 42%
6) UG students in the relevant courses engaged in the scholarship area and doing fieldwork
contributing to research.
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7) Undergraduate underpinning
HE Academic Staff
HE Students*
Staff/student
Student/Staff
University
963
25094.21
0.038375
26.05837
School
39
2110.1
0.01848
54.1051
* = EFTSU
Ratio = 100%.
.
8) Facilities, Equipment and Research Infrastructure
None.
Ratio = 100%.
9) Earned Finance
Time % Basic Salary Research Allocation
30
77942
23383
50
54485
27243
20
77942
15588
20
77942
15588
30
77942
23383
70
68359
47851
Carlene Boucher
James Latham
David Kimber
Chris Selvarajah
Julie Wolfram-Cox
Ian Woodruff
Total
153036
Budgeted Earned Finance = $180,000
Ratio = 180000/153036 = 118%
10) Finances Allocated
The research concentration has substantial COG underpinning plus 10 FFP DBA students.
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SCHOLARSHIP TRIANGLES
Scholarship Triangle – Schools of Marketing
The Head of the School of Marketing (HSoM) could potentially be in any current or emerging
research concentration areas of the Portfolio, including E-commerce/ Knowledge
Management, Financial Markets, Organisational Accountability, and Entrepreneurship and
Innovation, however an argument exist for the HSoM to have a strong background in
Marketing. This view was expressed quite clearly during the SoM Planning Day in December
2003.
The HSoM would enhance the number of research active scholars (band 2) in a particular
triangle, the number of research students (band 4) in a particular triangle, and the amount of
research income earned (band 9) in a particular triangle. These accountabilities are
described in the position description.
MARKETING SCHOLARSHIP TRIANGLE
The current scholarship triangle for the marketing-related research concentration is shown on
the following page. Below, comments on the triangle are outlined.
1) Industry & Community Need
The research output is of national significance and there is significant national demand for
research. An international research presence is demonstrated in the family business area. A
critical goal is to establish solid research relationships with Industry Partners, particularly in
marketing, supply chain management, transport and logistics, and international business.
Basically, only 2 established active research scholars are undertaking investigations with
industry partners. Notwithstanding, a number of academics have established industry links
(e.g., media), which have not been translated into research quantum.
Ratio = 35%.
2) Research Active Scholars (8/27 = 29.6%)
1. Professor Kosmas Smyrnios (Marketing)
Fast Growth Firms, Development of Marketing Tools, Family Business
2. Associate Professor Booi Kam (Logistics)
Designing Liveable Suburbs, Melbourne’s Housing Market, Transport
Sustainable Cities, Freeway Development and Travel Behavior
3. Dr Anthony Lowe (Marketing)
The Effects of Culture and Cultural Value on Purchasing Behavior
4. Associate Professor Michael Schwartz (Marketing)
Ethics in Organizations
5. Dr Hernan Riquelme (Marketing)
Marketing on the Internet, and e-government
6. Dr Dave Wilson (Logistics)
Geographic Analysis, Inventory Mgt, Transport & Logistics Systems Modeling
7. Associate Professor David Foster (Hosp & Tourism)
Hospitality & Tourism
8. Dr Robert Inbakaran (Hosp & Tourism)
Tourism
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







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RESEARCH AREAS OF CONCENTRATION
Electronic Marketing and Management of Service Organizations
Family Business (Small-To-Medium Enterprises); Fast Growth Firms
Housing Market Dynamics and Transport-Land Use Interactions
Cross-Cultural and International Marketing of Food
Macro Marketing: Marketing Ethics and Historiography
Marketing Development, Opportunities and Strategy Within Professional Sport
Relationship Marketing
Consumer Brand Equity, Brand Image, Brand Loyalty, Brand Personality, &
Brand Management
Supply Chain Operations (e.g., in the Ports and Agricultural Sector)
The research concentration currently has the following associations:
Academic journals: Family Business Review, Academy of Management, Research in
Ethical Issues in Organizations, Journal of Business Ethics.
Industry Links: In 2003, industry partners included: Boyd Partners, BDO Nelson, BRW,
Australian Music Association, the Department of Natural Resources and Environment, and
Australian Association for Professional & Applied Ethics.
The research concentration continues to be involved in grant applications [ARC (Discovery),
ARC (Linkage), Industry-based] leveraging relationships into generating further funding and
academic publications.
Emerging Researchers
1. Dr Bill Callaghan (Marketing)
2. Gill Stainforth (Marketing)
3. Charles Lau (Logistics)
4. Kate Westburg (Marketing)
5. Con Stavros (Marketing)
6. Shahadat Khan (Logistics)
7. Brad Wilson (Logistics)
8. Raju Mulye (Marketing)
9. Kathy Griffith (Marketing)
10. John Odgers (Logistics)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Potential Researchers
Julie Mclaren (Marketing)
Roger Oakden (Logistics)
Geoff Rigby (Logistics)
Elsie Hooi (Logistics)
Bernadette Harrison (Hosp & Tourism)
Michael Bailey (Hosp & Tourism)
Heather Mallinson (On Leave)
Christopher Vaz (Hosp & Tourism)
Margaret Melrose (Hosp & Tourism)
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3) Research Assistants/Post Doctoral = 0.8 = 30%
Required Ratio = 1 per three scholars. We have 8 scholars; therefore we should have 2.66
Research Assistants.
4) Teaching Scholarship and Emerging and Potential Research Active Scholars = 19.
Desired ratio = 2 per scholar (i.e., 16) = 79%
5) Research Students
Desired ratio = 6 EFTSU per scholar. The desired EFTSU = 48 EFTSU, Actual
EFTSU =17 Ratio = 35%
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SCHOOL OF MARKETING
SCHOLARSHIP TRIANGLES
CURRENT 2003
1. Industry & Community Needs
2. Scholars
1. (35%)
2. (30%)
3. Research Assistants / Post Docs
3. (30%)
4. Potential Scholars
5. Research Students
6. Senior UG Research /
Fieldwork
7. UG underpinning
4. (79%)
5. (35%)
6. (%)
8. Facilities,
Equipment
7. (%)
9. Finances
(grants)
8. (50%)
10. Finances
(COG)
9. (60%)
6) UG students in the relevant courses engaged in the scholarship area and doing
fieldwork contributing to research.
In principle all students over the period of their UG studies will be engaged in research
activity. This, however, can only be quantified by examining the Co-operative education
year where students are required to undertake a project. The project component comprises
20% of the year. There are 345 co-op students and this is measured as 20%*345 = 69.
Total UG EFTSU = 2450
Ratio = 69/2450= 2.8%. (If we include ALL students, both UG and PG) the ratio = 14%
7) Undergraduate underpinning
University School
HE Academic Staff
963
27
HE Students*
25094
2770
Staff/student
0.04
.01
Student/Staff
26.06
102.6
* = EFTSU; Ratio = 100%.
The concentration currently has 2770 EFTSU studying in the scholarship area at
undergraduate level.
8) Facilities, Equipment and Research Infrastructure
The concentration has a deficiency in office space that places a physical constraint on
appointments, especially at the Associate Professor and Professor levels.
Ratio = 50%.
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10. (100%)
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9) Earned Finance
Academic
Time %
Kosmas Smyrnios
50
Booi Kam
20
Anthony Lowe
20
Michael Schwartz
50
Hernan Riquelme
50
Dave Wilson
41.6
David Foster
50
Robert Inbakaran
52.7
Average/Total
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Basic Salary
97109
88539
85813
88539
76961
76961
88539
64702
667163
Research Allocation
48554
17707
17707
44270
38480
32016
44270
34097
277101
Budgeted Earned Finance for 2003 = $150,000
Ratio = 90/150000 = 60%
10) Finances Allocated
The research concentration has substantial COG underpinning.
Conclusion
The current scholarship triangle reveals gaps in all except band 10. There is a clear
need to enhance deficiencies in the relevant bands, including international and
national scholars, number of research active scholars, numbers of research
assistants and postdoctoral fellows, number of research students, research partners
and clients, and finances earned. This new professorial appointment would help in
this regard.
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