2014-16 Mission-based Compact
Between:
The Commonwealth of Australia
and
Curtin University of Technology
CONTENTS
4
Context
A. Policy Setting
4
B. The Purpose and Effect of this Compact
4
C. Establishment of the Compact
4
D. The Principles of Commonwealth Funding Support
4
E. The Structure of this Compact
5
Part One: Focus & Mission
6
Part Two: Aboriginal and Torres Strait Islander Access and Outcomes
10
Part Three: Innovation and Engagement
15
Part Four: Teaching and Learning
22
Part Five: Research and Research Training
33
Part Six: General Provisions
38
Page 2
This compact is between
The Commonwealth of Australia (Commonwealth) represented by and acting through:
The Minister for Tertiary Education, Skills, Science and Research
Assisted by the Department of Industry, Innovation, Climate Change, Science, Research and
Tertiary Education (DIICCSRTE)
ABN 77 599 608 295
Of
Industry House
10 Binara Street
Canberra ACT 2601
And
Curtin University of Technology
ABN 99 143 842 569
A body corporate under the Curtin University of Technology Act 1966
Of Western Australia
Kent Street, Bentley, Western Australia
(University)
Page 3
CONTEXT
A. Policy Setting
The Australian Government believes all Australians are entitled to a productive, fair and
prosperous life and our higher education system is crucial to achieving this. Universities impart
the skills and knowledge Australians need to realise their personal and professional aspirations
and contribute to the broad economic and knowledge base of our society including the cultural,
health and civic wellbeing of the community.
Over the term of this mission-based compact (compact), Australian universities will confront a
range of opportunities and challenges in fulfilling their social and economic remit. These
opportunities and challenges include, but are not limited to, changing national and international
educational markets, dynamic global financial arrangements including the rise of the Asian
Century, new approaches to teaching and learning, rapidly changing information technologies and
evolving priorities for research and innovation.
Australia’s universities are well equipped to harness the opportunities and meet these challenges
that lie ahead. The 2014-16 compact supports this process by articulating the major policy
objectives and the diverse approaches and commitments universities will adopt to achieve these
strategic goals over the term of the agreement.
B. The Purpose and Effect of this Compact
This compact is an agreement between the Commonwealth and the University. Entering into a
compact is one of the quality and accountability requirements which a higher education provider
must meet under the Higher Education Support Act 2003 (HESA) as a condition of receiving a
grant. Specifically, subsection 19-110(1) of HESA requires Table A and Table B providers must, in
respect of each year for which a grant is paid to the provider under HESA, enter into a mission
based compact with the Commonwealth for a period which includes that year.
The compact demonstrates the Commonwealth and the University have a shared and mutual
commitment to provide students with high quality educational experiences and outcomes and to
building research and innovation capabilities and international competitiveness.
The compact recognises the University is an autonomous institution with a distinctive mission,
operating within a state or territory, national and international higher education environment.
The purpose of this compact is to provide a strategic framework for the relationship between the
Commonwealth and the University. It sets out how the University’s mission aligns with the
Commonwealth’s goals for higher education, research, innovation, skills development,
engagement and Aboriginal and Torres Strait Islander access and outcomes.
The Commonwealth and the University agree this compact will be published on Commonwealth
websites and may be published on the University website.
C. Establishment of the Compact
The Commonwealth and the University agree the Term of this compact is from 1 January 2014
until 31 December 2016.
D. The Principles of Commonwealth Funding Support
The Commonwealth articulates its vision for the higher education sector, through Transforming
Australia’s Higher Education System (available at the DIICCSRTE website), and the role of
universities in driving our national innovation system, through Powering Ideas (available at the
DIICCSRTE website).
Page 4
In supporting Australia’s universities, the Commonwealth seeks to promote:

academic freedom and institutional autonomy;

a diverse and sustainable higher-education sector;

opportunity for all;

access to university based on merit;

world-class teaching and learning that advances the international standing of Australian
education;

world-class research and research training that advances knowledge, critical thinking and
Australia’s international standing; and

responsiveness to the economic, social and environmental needs of the community, region,
state, nation and the international community through collaborative engagement.
To ensure Australia’s higher education system remains robust and of high quality in a globally
connected and competitive world, the Australian Government has adopted and implemented a
number of system-wide quality measures including establishing the Higher Education Standards
Framework, and the Tertiary Education Quality and Standards Agency (TEQSA).
E. The Structure of this Compact
Part One provides for the Commonwealth’s focus for the compact and a description of the
University’s Mission Statement and Strategic Priorities.
Part Two provides for matters related to improving access and outcomes for Aboriginal and Torres
Strait Islander people. It contains Commonwealth objectives, university strategies and
performance indicators and targets.
Part Three provides for matters related to innovation, industry and skills and engagement. It also
contains Commonwealth objectives, university strategies and performance indicators and targets.
Part Four provides for matters related to teaching and learning including student enrolments,
quality, equity and infrastructure. It contains Commonwealth objectives, university strategies and
equity targets.
Part Five provides for matters related to research and research training including research
performance and research capability. It contains Commonwealth objectives, university strategies,
performance indicators and targets.
Part Six provides for general provisions of the compact including compact review, privacy,
confidentiality and information sharing, changing the compact and notices.
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PART ONE: FOCUS & MISSION
The Commonwealth’s Focus for this Compact
The Commonwealth's ambitions for higher education include:

providing opportunities for people from all backgrounds to participate to their full potential and be
supported to do so. This includes supporting the aspirations of Aboriginal and Torres Strait Islander
people through improved access and support arrangements. The Commonwealth is committed to
ensuring the rate of Aboriginal and Torres Strait Islander people participating in undergraduate and
higher degrees by research (HDR), as well as staffing and academic representation, reaches
population parity;

providing students with a stimulating and rewarding higher education experience;

producing graduates with the knowledge, skills and understanding for full participation in society and
the economy;

better aligning higher education and research with the needs of the economy, and building capacity
to respond to future changes in skills needs;

increasing universities’ engagement with all parties and linkages between universities and Australian
businesses in particular;

playing a pivotal role in the national research and innovation system through the generation and
dissemination of new knowledge and through the education, training and development of world class
researchers across a wide range of intellectual disciplines;

improving knowledge transfer and commercialisation outcomes;

consistent with the Asian Century policy framework, ensuring education is at the forefront of
Australia’s engagement with Asia; and

being amongst the leading Organisation for Economic Co-operation and Development (OECD)
countries in terms of participation and performance.
In support of these objectives, the Commonwealth encourages universities to consider the following
important measures in their planning and delivery:

developing partnerships with schools and other organisations to improve the participation of people
from disadvantaged backgrounds in higher education;

working with business, industry and Vocational Education and Training (VET) providers to provide the
Australian economy with the graduates it needs;

the suite of performance measurement tools being developed through the Advancing Quality in
Higher Education initiative, work on quality in research training, and a feasibility study on research
impact assessment (including the possible implementation of a mechanism, separate from Excellence
in Research for Australia, to evaluate the wider benefits of publicly funded research);

applying the principles and procedures required to support a continuous improvement model for
intellectual property; and

the National Research Investment Plan, including the need for a strategic outlook to address
Australian Government priorities and principles at a national level.
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1
THE UNIVERSITY’S MISSION AND STRATEGIC PRIORITIES
1.1
The purpose of the University’s Mission
The University's Mission sets out its values and aspirations, what it does and how it can best serve
the interests of its students, staff and key stakeholders. The Commonwealth and the University
recognise the University's Mission may evolve.
The University and the Commonwealth recognise the University is an autonomous institution
which is responsible for the determination of its Mission and for its aspirations and strategies for
their achievement.
1.2
The University’s Mission and Strategic Priorities
Curtin is Western Australia's largest university, with more than 50,000 students. Of these,
approximately 17,200 are offshore and onshore international students, and over 2,300 are
research students. The University takes its name from the 1941 to 1945 Prime Minister of
Australia, John Curtin, and its values reflect the leadership and strength associated with one of
Australia’s pre-eminent prime ministers.
A culturally diverse university, Curtin fosters tolerance and encourages the development of the
individual. A combination of first-rate resources, staff and technology makes Curtin a major
contributor to tertiary education, within Australia and internationally. Curtin offers a wide range
of undergraduate and postgraduate courses in business, humanities, health sciences, resources,
engineering and related sciences.
The University’s educational and research programs are divided across five areas. Each faculty
equips its graduates with the knowledge, skills and industry experience needed to excel in their
chosen profession.
 Centre for Aboriginal Studies
 Curtin Business School
 Health Sciences
 Humanities
 Science and Engineering
The University applies the philosophy of its namesake, former Prime Minister John Curtin, who
said:
“The great university … should look ever forward; for it the past should be but a preparation for
the greater days to be.”
During 2012 the University undertook a strategic planning process to develop its 2013 -2017
Strategic Plan which includes its 2030 Vision.
Curtin’s Strategic Plan 2013 - 2017
The Curtin vision is an aspirational and inspirational statement about the future of the University.
It places Curtin on the international stage as a leader in the provision of quality teaching and
research. Curtin’s mission identifies it as a strong research and teaching university committed to
innovation and excellence that works with the Western Australian, national and international
communities. The Curtin values underpin all activities undertaken by Curtin.
Vision 2030
A recognised international leader in research and education
Mission
To change minds, lives, and the world through leadership, innovation and excellence in teaching
and research
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Values
 Integrity – being consistently honest and trustworthy in all activities
 Respect – having regard for self and others
 Fairness – ensuring just decisions through open decision-making
 Care – acting to ensure the welfare of others
Strategic Plan
The Strategic Plan 2013-2017 was developed and approved during 2012 and commenced
implementation in 2013.
The Strategic Plan provides a framework for the development of key plans across teaching,
research and administrative areas. The strategies are further developed and elaborated in the
Research Management Plan, Teaching and Learning Plan, International Plan, the Valuing Curtin
Staff Plan and other university-level enabling plans. University-level enabling plans undergo
annual review and the initiatives are refined to reflect progress in implementation and changes in
the environment.
Curtin is pursuing its vision and mission in a challenging environment of increased competition,
global financial uncertainty, advances in technology and ambitious government targets. The
Strategic Plan presents strategies to position Curtin as a university of excellence, innovation and
sustainability in an ever-changing environment.
The 2013 – 2017 Strategic Plan outlines a series of strategic objectives under four themes. These
themes and strategic objectives provide the framework under which the University will progress
towards the achievements of its Vision and Mission:
People and Culture
Curtin will:
 evolve as an agile, responsive and versatile organisation, committed to leadership,
innovation and excellence
 excel through dynamic staff with shared values and a common purpose
 engage students and staff as partners in a flexible, inspiring and technologically advanced
environment.
Curtin’s people will be crucial to the realisation of our vision, and will embrace change and new
challenges creatively. Curtin will attract and retain staff who share our vision, values and
commitment to leadership, innovation and excellence. Our academic staff will be expected to be
leaders in the advancement of their professions and disciplines, and most will contribute towards
both research and teaching. Curtin will also provide a new and exciting career structure for
specialist educators, designed to help drive delivery of the highest quality courses and their
practical application in the real world. Professional staff will work in partnership with academics,
creating a Curtin Experience that revolutionises our University. This will ensure that staff,
students, alumni and other stakeholders enjoy an engaging, seamless and effective interaction
that supports achievement and encourages lasting partnerships with the University.
Research
Curtin will:
 strengthen as a research-intensive university
 attract and retain iconic scholars to undertake world-leading research in areas of global
significance
 change lives in Western Australia, the nation and the world through high-impact research.
Curtin’s status as a research-intensive university will be determined by the quality, scale and
significance of its research, as assessed against national and international benchmarks. The
University will focus its resources to invest in areas of high-quality research and creative
production that truly matter, generating outputs that have relevant and significant impact on
communities. It will lead through the discovery and practical application of knowledge that
addresses real-world issues and changes lives. It will also excel in thought-leadership through
Page 8
creative expression and through our influence on public debates, changing the minds of decisionmakers at all levels on issues that matter to society. By increasing its investment in areas of
strategic significance Curtin will be home to a growing number of world-class researchers who will
deliver research of greater global impact than ever before.
Teaching and Learning
Curtin will:
 lead in innovative education globally
 provide a richly interactive and personalised learning experience
 provide opportunity for graduates, equipping them with skills for the future.
To be the destination of choice for students, Curtin will offer an educational experience that is
richly interactive, engaging and fully prepares students for the complex environments in which
they will live and work. Central to this will be a personalised learning experience in which
students from diverse backgrounds will learn in ways that suit them best. This means providing
opportunities for individual and collaborative learning, and the flexibility to access learning
materials from anywhere, at any time and on any device. Combined with superb physical facilities
at our campuses and purposeful engagement with staff, personal learning will make the Curtin
Experience rewarding for our students. Curtin’s unique network of international partnerships will
provide invaluable opportunities for developing cross-cultural awareness through International
Engagement and Student Mobility Programs, while the embedding of Work-integrated Learning in
the curriculum and the Curtin Leadership Program will develop skill-sets that define our careerready graduates.
Engagement and Impact
Curtin will:
 address the major challenges facing society and meet the needs of the communities we serve
 expand its international outreach with globally relevant networks and partnerships in both
teaching and research
 change the world and its workforce through our research and our graduates.
The University’s connectedness to the world around us is vitally important. Its networks and
partnerships with industry, government and the broader community will be at the heart of its
activities. These connections will help to drive priorities and strategies to ensure our graduates
advance the needs of industry, and our research addresses issues of real-world significance.
Curtin has for many years enjoyed a strong profile and presence internationally, with its
graduates already influencing change in countries around the world. As technologies bring the
global community ever closer, Curtin will continue to build bridges to Asia, increasing its impact
through alumni networks and through the development of partnerships in both teaching and
research.
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PART TWO: ABORIGINAL AND TORRES STRAIT ISLANDER ACCESS AND
OUTCOMES
2
ABORIGINAL AND TORRES STRAIT ISLANDER ACCESS AND OUTCOMES
Part Two recognises the important role universities play in supporting Aboriginal and Torres Strait
Islander people’s personal and professional aspirations through the provision of accessible and
supportive higher education programs. Increasing Aboriginal and Torres Strait Islander higher
education participation and success is important given the direct benefits for Aboriginal and
Torres Strait Islander individuals and communities and broader economic and social benefits for
all Australians.
Universities are asked to detail their strategies and targets to improve Aboriginal and Torres Strait
Islander access and outcomes over the compact period in this section. Principal Performance
Indicators are compulsory and institutions may voluntarily nominate Optional Performance
Indicators and targets considered reflective of individual institutional goals.
The Commonwealth recognises that universities have diverse missions and, consequently, targets
and performance will vary between institutions. Each university should develop performance
indicators and targets to reflect its individual performance and strategic direction.
2.1
Commonwealth Objectives
The Commonwealth is committed to enhancing the participation and outcomes for Aboriginal and
Torres Strait Islander people in higher education consistent with the Closing the Gap initiative
addressing Aboriginal and Torres Strait Islander disadvantage.
In realising this objective, the Commonwealth has set an aspirational national parity target for
Aboriginal and Torres Strait Islander students and staff in higher education. The parity target
equates to the proportion of the population aged between 15 and 64 years which is currently
2.3%.
To help achieve this aspirational national target, the Commonwealth has introduced a new focus
on Aboriginal and Torres Strait Islander reporting in the compact as recommended by the Review
of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People.
Universities should report high level Aboriginal and Torres Strait Islander student and staffing
plans and strategies in this part of the compact including performance targets for student
enrolments, completions and numbers of general and academic staff. Universities may also report
on Aboriginal and Torres Strait Islander initiatives under the Innovation and Engagement,
Teaching and Learning and Research and Research Training parts of the compact.
2.2
University Strategies
Curtin acknowledges the significance of reconciliation between Indigenous and non-Indigenous
Australians, and recognises the importance of the learning and consultation process necessary to
move towards a future of true equality and understanding. Curtin has a long standing
commitment to Indigenous education and culture, and has already taken a number of significant
steps towards reconciliation.
Curtin values the presence of indigenous peoples from across Australia as part of its community
and commits itself wholly to a vision of "a united Australia, which respects this land of ours;
values the Aboriginal and Torres Strait Islander heritage; and provides justice and equity for all".
Curtin reaffirms its commitment to cultural diversity including an informed respect for indigenous
peoples, and the observance of the principles of ethics and social justice, affirmed in the
Statement of Reconciliation and Commitment endorsed by the Vice-Chancellor and Council on
behalf of the entire University.
To achieve the Key Performance indicators in its Strategic Plan 2013 – 2017 and this Mission
Based compact Curtin is committed to implementation of the following strategies and initiatives
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Governance
 The Centre for Aboriginal Studies, as an Indigenous-led and managed academic school in its
30th year continues to be the most important focal point in the university in relation to
Aboriginal and Torres Strait Islander Access as outlined in Strengthening Indigenous
Outcomes at Curtin.
 The recommendations of the ‘Strengthening Indigenous Outcomes’ Report are currently
being implemented. The Report draws on the earlier work of Universities Australia and the
Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander
People Final Report (Behrendt, July 2012)
 The university is committed to the appointment of a senior Aboriginal Executive academic
appointment at PVC level by 2014, in keeping with the recommendations of Universities
Australia;
 Further recommendations being implemented relate to indigenous student retention and the
retention of aboriginal staff employed at Curtin.
 The Nyungar Welcome to Country given at Curtin staff inductions;
 The acknowledgment of the Traditional Owners of the Land at all official occasions and
conferences;
 Flying the Aboriginal and the Torres Strait Islander Flags permanently on flag masts outside
the Centre for Aboriginal Studies and flying the Aboriginal Flag at all times on one of the four
main flag masts together with the national and state flags;
 The operation of the Curtin Indigenous Policy Committee;
 The monitoring and continued advancement of Curtin’s Reconciliation Action Plan.
Access, Teaching, Learning and Support
 Embedding Aboriginal Cultural Competency into curriculum for all undergraduate students
through the Comprehensive Course Review process commencing 2014
 The continuing appointment of an Indigenous Equity Officer ;
 The continuing appointment of an Indigenous Customer Service Officer in Student Central;
 Kamberang Day is aimed to raise the educational aspirations of young Indigenous students.
The day is presented by Curtin’s Centre for Aboriginal Studies (CAS). Students are treated to
a range of activities and enjoy interactive activity sessions and provided with insights into the
many university degrees available. This motivational program hopes to inspire young
Indigenous students to commit to their studies and set goals for entry into tertiary
education;
 Curtin LinkUp program aims at linking High School students with Curtin. We offer an exciting
and innovative program from year 8 to year 12 aimed at helping students to consider
university as an option when they leave school. All students in the Curtin LinkUp program
visit the CAS and are addressed by Aboriginal staff and students.
 The continuation of the highly successful partnership between the Centre for Aboriginal
Studies and the Health Sciences Faculty co-teaching an Indigenous culture and health unit
delivered to all first year health students;
 The inclusion of Indigenous perspectives in units in the areas of Education and Social Work;
 The Curtin Bridging Course is specifically designed to assist Aboriginal students gain access to
a range of university courses after successful completion of the course. This course has been
delivered continuously since 1976.
 The development of a Pre-Engineering course for Indigenous students as a pathway into
Engineering;
 The development of a Pre-Law course for Indigenous students as a pathway into Law;
 • A partnership between Polytechnic West (VET provider), the South West Aboriginal Land
and Sea Council (local Native title body) and Curtin to deliver an undergraduate course in
Indigenous Leadership to commence 2014;
 A partnership with CAS and the WA School of Mines to deliver an undergraduate course for
Indigenous Australians in mining to commence 2014;
Page 11




The development of online Indigenous Tertiary enabling courses (6 months) that upon
completion an Indigenous student gains entry to a range of undergraduate courses;
The Centre for Aboriginal Studies together with Curtin LinkUp has been developing a
strategic alliance with Clontarf Aboriginal College which is close proximity to the Bentley
Campus of Curtin.
Expansion of the Curtin Mentorship program for 1st-4th year to be expanded with an
indigenous stream.
Commencement of the AIME program at Curtin to provide mentorship of indigenous
schoolchildren and facilitate their enrolment at university.
A range of scholarships:
 Aileen Plant Memorial Scholarship is for an Indigenous student who has demonstrated an
interest in health sciences, particularly in Australian Indigenous public health issues.
 BHP Billiton Indigenous Scholarship Program is for Indigenous students who demonstrate
academic potential and financial hardship. This scholarship program is for Curtin’s enrolled
Indigenous students or who have received an offer in an associate or bachelor degree at
Curtin across all faculties.
 Chris Lewis Scholarships is for Indigenous students who have demonstrated commitment to
the Indigenous community and show academic potential across all faculties of Curtin.
 Curtin Business Indigenous Australian Scholarship is for an Indigenous Australian committed
to pursuing a career in business.
 Curtin Star Awards are for students who can demonstrate financial hardship. Factors taken
into consideration will be applicant’s socio-economic status, cultural, geographic and
personal circumstances that might otherwise prevent them from undertaking university
studies.
 Lillian Passmore Donovan Scholarship is for an Indigenous Australian committed to pursuing
a career in social work.
 Mediserve Training Scholarship is for an Indigenous Australian committed to pursuing a
career in nursing.
 B and E Donohue Scholarship is for an Indigenous female studying at post graduate level.
Other scholarships offered through external agencies but are available when studying at Curtin
are:
 Aboriginal and Torres Strait Islander Pharmacy Scholarship for students who demonstrate an
understanding of rural health issues.
 Centrelink Indigenous Cadetship Program will be determined by DEEWR if students are
eligible after registration.
 Eveline Rosina Henty Scholarship for students who demonstrate financial hardship, academic
merit and other related factors.
 Gloria Brennan Scholarship for students who demonstrate academic merit in their university
studies.
 Indigenous Youth Leadership Program Tertiary Scholarship Students must be enrolled or have
accepted their offer to study from a higher education institute.
 Neville Bonner Memorial Scholarship for students who demonstrate academic merit in their
university studies and undertake an honours topic relevant to Indigenous studies.
 Puggy Hunter Memorial Scholarship Scheme selection is based on interest and experience in
Aboriginal and Torres Strait Islander health, leadership qualities and financial need.
Research
 The development of a university wide Indigenous Research Network coordinated through
ORD.
 Appointment of Indigenous Curtin Research fellows to jointly mentor and build capacity of
Indigenous staff and students.
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Human Resources
 Cultural awareness and competency training available to all university staff through the
“Ways of Working” program run by the Centre for Aboriginal Studies. This cultural training
has been completed by all university executive staff and is available to all staff as part of their
professional development and compulsory for all new staff as part of the corporate induction
program.
 The continuing appointment of an Aboriginal person within the Heath Sciences Faculty to coordinate the first year Indigenous Culture and Heath unit;
 In 2013 the appointment of an Aboriginal person within Curtin Teaching and Learning to
impact the imbedding of Aboriginal Cultural Competency into the curriculum across all
undergraduate courses.
Community Engagement
 The continued work and relationship with the Martu people of Wiluna with the Health
Sciences Faculty and the Centre for Aboriginal Studies. This cultural immersion activity will
be undertaken by all university executive staff.
 The Curtin Volunteers working on the Laverton project with the Wongutha people.
 The appointment of an Elder in Residence.
 Formal relationship with the South West Aboriginal Land and Sea Council with the Indigenous
Leadership program.
 Nyungar community assistance in the delivery of Ways of Working.
2.3
Performance Indicators and Targets
The purpose of the Aboriginal and Torres Strait Islander performance indicators and targets is to
assist the University and the Commonwealth in monitoring the University’s progress against the
Commonwealth’s objectives particularly its contribution to reaching national parity.
The University will aim to meet the Aboriginal and Torres Strait Islander targets set out in the
following tables.
Note: All calendar year references below refer to the previous year’s data collection.
Principal Performance Baseline Progressive
Progressive
Progressive
Indicators
2012
Target 2013 Target 2014 Target 2015
Number of all Aboriginal 409
>415
>430
>445
and Torres Strait
Islander student
enrolments1
Number of all Aboriginal 57
59
61
63
and Torres Strait
Increased
Increased
Increased
Islander student
completions completions completions
completions2
Number of all Aboriginal 34
36
38
40
and Torres Strait
Increased
Increased
Increased
Islander
numbers
numbers
numbers
professional/general
staff3
Number of all Aboriginal 48
50
52
54
and Torres Strait
Increased
Increased
Increased
Islander academic staff4
numbers
numbers
numbers
1
Refers to total undergraduate, postgraduate and HDR students by headcount
footnote 1 for definition
3 Refers to number by headcount
4 See footnote 3 for definition
2 See
Page 13
Target
2016
>460
65
Increased
completions
42
Increased
numbers
56
Increased
numbers
Note:
Classification of individuals, in particular staff, as Aboriginal and Torres Strait Islanders is selfreported and as such data quality issues may exist which impact the accuracy of data.
Completions rates fluctuate significantly year on year due to the small numbers of students
enrolled and completing. As such the focus is on improving the trend in completions. Numeric
targets are provided as a guide only.
Numbers of Aboriginal and Torres Strait Islanders employed fluctuate significantly year on year.
West Australian employment market for indigenous staff is very competitive. As such the focus is
on improving the trend in number employed. Numeric targets are provided as a guide only.
Optional Performance
Indicators
Indigenous Retention
Rate
Page 14
Baseline
2012
52%
(2011/2012)
Progressive
Target 2013
54%
Progressive
Target 2014
Progressive
Target 2015
Target
2016
56%
58%
60%
PART THREE: INNOVATION AND ENGAGEMENT
3
INNOVATION AND ENGAGEMENT
Part Three recognises the important role of universities in our national innovation system, in
boosting economic productivity contributions to improved social and environmental outcomes
and growth, and in engaging, advancing and inspiring their communities. It also recognises that
universities make an important contribution to building connections and partnerships that
broaden and deepen Australia's understanding of Asia.
Under three themes: Innovation; Industry and Skills; and Engagement; universities are asked to
detail their strategies and targets over the term of this compact. Principal Performance Indicators
are compulsory and institutions may voluntarily nominate Optional Performance Indicators and
targets considered reflective of individual institutional goals.
The Commonwealth recognises that universities have diverse missions and, consequently, targets
and performance will vary between institutions. Each university should develop performance
indicators and targets to reflect its individual performance and strategic direction.
3.1
Innovation
3.1.1
Commonwealth objectives
The Commonwealth seeks to build an innovation system that ensures Australia can meet the
challenges and grasp the opportunities of the twenty-first century. The Commonwealth
encourages innovation by supporting industry-led research, promoting knowledge-transfer
activities and the commercialisation of research.
3.1.2
University strategies
Curtin has an active innovation program designed to evaluate and promote commercialisation
and translation of early stage research outcomes. Curtin’s Research Management Plan 2013 –
2017 outlines a series of strategies, initiatives and targets for Curtin’s Research and Development.
These include activities and initiatives:
Start-ups
Curtin has a portfolio of 10 active start-up/spin out companies that are commercialising
technology developed at the University. In 2012, the University reviewed 45 new invention
disclosures, filed 6 new provisional patent applications and established 2 new start-up companies.
The number of invention disclosures has significantly increased in recent years due in large part to
the Curtin Commercial Innovation Awards. Curtin remains proactive in the promotion of
commercialisation opportunities and will continue to support the range of well-developed
programs below.
Curtin Commercial Innovation Awards
The awards program is aimed at encouraging commercially applied innovation by Curtin staff and
students and providing direct access to the venture capital community. The program is run
through Curtin's office of IP Commercialisation and is sponsored by industry. Applicants are
provided with an initial assessment of their opportunity, matched with an industry mentor to
provide critical feedback and encouraged to attend a commercialisation workshop that provides
content on key issues to consider in commercialising technology. The applications are assessed
and the finalists are showcased at a public event with invited guests from industry and the
investment community. The aim is to promote the opportunities for potential partnering and
investment. In 2012 there were 35 applicants, 50 people attended the commercialisation
workshop and 170 attended the showcase event supported via external sponsorship. The winner
was a novel approach to monitoring power transformers for defects. This program is ongoing and
is strongly promoted to researchers, industry and the commercialisation community.
Page 15
Univation
Curtin has taken a lead role in establishment of a yearly innovation conference in WA called
Univation. The first event was held in 2010 showcasing technology arising from university
research in WA. In 2012, the program was opened up to Universities and public research
institutes across Australia as part of a partnership with Knowledge Commercialisation Australia.
There were 16 technology presentations and over 170 attendees. Plans to further nationalise the
event are currently underway.
Kickstart program
Curtin has been pro-active in addressing the lack of funding for early stage commercialisation and
the well known “Valley of Death” for these opportunities. The University has allocated up to
$750,000 per annum for business planning, proof of concept, prototyping and pilot scale testing
of commercially relevant research outcomes through its Commercialisation Kickstart program.
These funds are allocated on recommendation of a Commercialisation Advisory Board made up of
representatives from Curtin and the national early stage technology investment community.
Curtin in currently refreshing the membership of CAB to ensure a strong flow of new initiatives
and ideas continues.
Innovator in Residence
The University has established an Innovator in Residence position and has appointed Mr Bill Tai,
an investment manager with Charles River Ventures in the US and an international leader in
digital investment. The aim of the position is to inspire and encourage innovation and
entrepreneurship in digital technology. This program has been effective for both the University
and for industry and the commercialisation community. The position has led to the establishment
of a national competition to identify the best mobile app concept in Australia.
oZAPPs
The oZAPPs is an awards program initiated by Curtin to act as a focal point for developers,
innovators, entrepreneurs and investors in the digital market. The program was initially run in
2011 as the WApp Awards with a focus on staff, students and alumni from WA Universities. The
program has now expanded to a national competition to identify Australia's best new mobile app
concept. The program raised over $300,000 in sponsorship and attracted 120 applications from
across Australia. The Awards were promoted in a national roadshow where Bill Tai (Curtin's
Innovator in Residence) spoke to over 1,500 developers and budding entrepreneurs at venues
around the country about the pathway to success in digital markets. The final judging event is to
be held in Perth in February and has over 150 registrants with a large contingent of entrepreneurs
and investors travelling from Silicon Valley specifically for the Awards. Following the highly
successful inaugural event in February 2013 this competition will be reviewed for 2014.
Engagement with Asia
The University is increasing its engagement in Asia through its campuses in Singapore and
Sarawak. There is increasing innovation activity at these campuses and this will form the base for
developing strong commercial links into Asia. Curtin's IP Commercialisation office is currently
expanding its networks into commercial hubs such as Singapore. The University is currently
considering a commercial partnership arrangement with IPI, a technology promotion initiative of
the Singapore government, to assist with promotion of its technology opportunities and
establishment of commercial linkages in the region.
Intellectual Property (IP) Management Strategies
Curtin manages its IP through the IP Commercialisation Office in the Office of the DVC Research
and Development. The Intellectual Property - Ownership and Commercialisation Policy and
Procedures provide a framework for identification, protection, management and
commercialisation of intellectual property for staff and students at the University. The objective
is to identify and protect IP at an early stage, and work with inventor or creators towards
successful outcomes. These outcomes range from patenting and formation of spinout companies,
through to licensing or assignment depending upon the appropriate pathway. Curtin provides
leadership with a range of initiatives to enable IP disclosure and facilitate realisation of
Page 16
commercialisation potential. These include the Curtin Commercial Innovation Awards to
encourage disclosure and identification of high commercialisation potential IP, the oZAPP Awards
which is a national competition for development of leading edge Apps, and Univation which is a
WA showcase of commercialisation opportunities drawn from all the WA public universities.
Commercial Advisory Board
Curtin University has established a Commercialisation Advisory Board (CAB) comprising a
majority of external members from industry and venture capital groups that provides advice to
the DVC Research. The task of the CAB is to regularly review Curtin’s commercialisation strategy
and performance and to advise on investment in early stage commercialisation of research
outcomes, patent protection and licensing. The CAB plays an important role in advising on
appropriate commercialisation pathways for each opportunity presented. Regular review of the
commercialisation portfolio enables clear decisions on further investment or exit from each
activity. The CAB meets up to 4 times per annum and currently members are drawn from Perth
as well as Sydney and Brisbane, with one member, venture capitalist Mr Bill Tai, participating
from Silicon Valley.
3.1.3
Performance indicators and targets
The purpose of the innovation performance indicators and targets is to assist the University and
the Commonwealth in monitoring the University's progress against the Commonwealth's
objectives and the University's strategies for innovation.
The University will report principal performance information and aim to meet the innovation
performance indicators and targets set out in the following tables.
Note: All calendar year references below refer to the previous year’s data collection.
Principal Performance Information5
2012
Number of patent and plant breeder’s rights
families filed, issued and held
Number of all active licences, options or
assignments (LOAs)6 executed and income
derived
Number and value of research contracts and
consultancies executed7
Investment in spin-out companies during
the reporting year and nominal value of
equity in spin-outs based on last external
funding/liquidity event or entry cost
Filed
16
No.
9
Issued
2
Held
41
Value($)
$187,631
No.
811
Investment ($)
$150,000
Value($)
$70,099,348
Value($)
$4,918,324
Note: All calendar year references below refer to the previous year’s data collection.
Principal Performance
Baseline
Progressive
Progressive
Progressive
Indicator
2012
Target 2013
Target 2014 Target 2015
Category 4 Income
$3,931,889
$6,400,000
$6,700,000
$7,000,000
Target
2016
$7,500,000
5
This set of performance information does not require targets. Universities will be asked to advise their baseline performance and will report on
their future performance in the context of the Institutional Performance Portfolio Information Collection commencing in 2013. Patent and plant
breeder right family refers to a group of patent or plant breeder rights applications or grants emanating from a single filing. Note: this question
only concerns patent and plant breeder rights families, and is not in reference to families of other forms of registered IP (i.e. trade marks).
6
A LICENCE agreement formalises the transfer of technology between two parties, where the owner of the technology (licensor) grants rights to
the other parties (licensee). An OPTION agreement grants the potential licensee a time period during which it may evaluate the technology and
negotiate the terms of a licence agreement. An option agreement is not constituted by an Option clause in a research agreement that grants
rights to future inventions, until an actual invention has occurred that is subject to that Option. An ASSIGNMENT agreement conveys all right,
title and interest in and to the licensed subject matter to the named assignee.
7 Please
use the definition of contracts and consultancies utilised in the National Survey of Research Commercialisation (NSRC). A copy of the
survey is available at this URL: http://www.innovation.gov.au/Section/Innovation/Pages/TheNationalSurveyofResearchCommercialisation.aspx
Page 17
Note: All calendar year references below refer to the previous year’s data collection.
Optional Performance
Baseline
Progressive
Progressive
Progressive
Indicators
2012
Target 2013
Target 2014
Target 2015
Invention Disclosures
46
47
48
50
Proof of concept &
$173,000 $187,000
$200,000
$250,000
commercial translation
funding
3.2
Target
2016
55
$300,000
Industry and Skills
3.2.1 Commonwealth objectives
The Commonwealth encourages universities and employers to work together so that courses
meet the needs of employers, where relevant. This may include integrating work and learning,
meeting professional accreditation requirements and involving employers in course development
and delivery.
3.2.2
University strategies
Work Integrated Learning
Curtin has consulted widely with employers and understands the need for what industry refers to
as “soft skills” in addition to graduates well qualified in their specific discipline. In response to this
Curtin is reviewing the Graduate Attributes with a view to revise these and adopt Graduate
Capabilities as its focus for curriculum development. The integration of Work Integrated Learning
(WIL) into the Graduate Capability statements will ensure that every undergraduate course at
Curtin embeds WIL, either in course content or in a student placement. Industry engagement for
this initiative is critical to its success. Curtin has an ambition to have WIL extensively integrated in
courses as a point of differentiation in the tertiary higher education sector.
Industry Engagement
More broadly Curtin’s focus on the generic skills required by employers are embedded into the
curriculum and mapped against learning outcomes and assessment in the universities
Comprehensive Course Review process. As part of this process employer surveys are conducted
to ensure courses are meeting industry demands. These employer surveys are sent a cross
section of employers in various disciplines. During 2013 Curtin is also developing a broader
industry survey which will measure industry satisfaction with the University around teaching,
research and its engagement activities. Curtin also maintains industry advisory boards for most
of its Schools. These advisory boards provide an opportunity for the University and industry to
maintain a conversation regarding the needs and expectations of industry and allow the
University to test new ideas and initiatives.
Curtin Leadership Centre
A further area of development at Curtin is the expansion of the universities leadership activities
for students with the creation of the Curtin Leadership Centre. This Centre has developed a three
tier program for students and it is proposed that all students across the university will be engaged
in Tier 1 activities. The pilot is being implemented in 2013 and involves students engaged in
content related to team building, resilience, communication, group work and a few hours of
community engagement. Tiers 2 and 3 involve greater levels of commitment from students and
provide opportunities for students to be engaged with employers and organisations in community
service, volunteering and leadership activities.
Engagement Strategy
In Curtin’s new strategic plan ‘Engagement’ is a focal point. Engagement with community,
employers, indigenous groups, corporates and government form the basis of the strategy.
Through this Curtin will ensure the relevance of its course offerings and intends to develop a
survey to determine employer satisfaction with Curtin.
Page 18
Indigenous Engagement
Curtin is committed to growing the numbers of indigenous students and staff and has embarked
on a project to ‘Strengthen Indigenous Outcomes’. This will result in a restructure of the Centre
for Aboriginal Studies (CAS) and a focus on pathways for students into six key university courses;
nursing, psychology, education, law, arts and engineering. Partnerships with other aboriginal
organisations such as the South West Aboriginal Land and Sea Council (SWALS) and Polytechnic
West are resulting in pathways into Curtin for some students.
The introduction of the AIME mentorship program in 2013 for aboriginal students in schools in
Curtin’s geographical catchment area, is further evidence of Curtin’s engagement with the
community to improve outcomes for aboriginal students and foster their pathway to the
university.
3.3
Engagement
3.3.1 Commonwealth objectives
As part of its social and economic remit and as an important precursor to innovation, the
Commonwealth encourages universities to engage with all levels of government, other
universities, businesses, schools, the vocational education and training sector, employers, the
professions, research institutions and the wider community including international partners
particularly those in the Asian region.
3.3.2 University strategies
Curtin considers the development of strong partnerships with industry as an essential part of a
balanced innovation and engagement portfolio. Knowledge transfer and commercialisation
aspects of the portfolio are covered in 3.1 above. Research engagement is focussed on
development of strong and enduring industry relationships and collaborations.
The recent ATN Excellence in Innovation for Australia (EIA) trial has highlighted a range of high
impact outcomes delivered through effective partnerships. Curtin received 3 ratings of 'A' in the
trial which is the highest of any of the ATN universities. These outcomes were delivered through
industry or community engagement and were assessed as having 'Outstanding Level of Research
Impact'. Curtin will continue to work with the ATN to review the EIA trial and how it will
contribute to the national research evaluation process.
Key components of industry engagement are supported via a number of Commonwealth funding
mechanisms. The CRC program has been a source of strong industry collaboration and long term
funding source for research. With the re-invigoration of the CRC program in 2010 Curtin has
engaged strongly in a number of new CRCs with Cat 4 income growth goring substantially in 2012.
Curtin is a core partner in the new CRC for Living with Autism Spectrum Disorders in the 2012
round. Success in the 2012 round will result in industry engagement in a new area aligned with
existing strong partnerships in health. Curtin will retain strong engagement in the CRC program
and will develop a strategy to lead a future CRC bid in the 2014 round.
A range of Commonwealth programs are encouraging industry engagement. The ARENA program
is providing development funding towards early stage commercialisation of renewable energy
from biomass and facilitating partnerships with the emerging renewable energy sector. The
Curtin IP Commercialisation Office will continue to apply for funding from Commercialisation
Australia to facilitate the transition from research and development of technology to
commercialisation.
Funds from the JRE will continue to be used to support university infrastructure essential to
industry based research. These include testing facilities in engineering, mass spectrometry
facilities in geochemistry and geology, and support for other laboratory and non-laboratory based
facilities. The JRE Engineering Cadetships have had limited uptake, with further initiatives
planned to increase liaison with industry partners to engage eligible students in the program. The
ATN Industry Doctoral Training Centre in Mathematics and Statistics is proving an effective
Page 19
mechanism for engaging with industry. Curtin will maintain an active role in the IDTC and expand
the cohort of HDR students involved with industry partners.
Partnerships in the resources sector have proven particularly important for Curtin. Relationships
with Woodside Energy Ltd and Chevron Energy have been built on quality research in corrosion
and gas processing originally support via Commonwealth funding and University resources.
Future growth in this area will be pursued with support from industry partners such as these. In
addition, partnerships with groups such as the CRC Construction Innovation follow-on, SBEnrc
(Sustainable Built Environment National Research Centre), will facilitate new research directions
in building information management to improve efficiency and productivity in construction
project completion.
Additional engagement with partners has resulted in sponsored chairs such as the Chevron Chair
in Petroleum Geology which will further build both T&L and R&D capability through joint
investment. Further industry relationships are being pursued to develop strong long term
partnerships for research engagement.
Translational health research and health industry engagement is an increasingly important aspect
of health and medical research. Curtin is a leader in this area and is closely aligned with industry
providers to ensure the benefits of health and medical research are transferred to the
community. Curtin continues to support joint appointments with the health industry to facilitate
translation of health research outcomes for benefit realisation.
Curtin creates opportunities for Australian students to study in Asia through a series of short term
mobility programs and full semester exchange agreements. The short term programs offer
students a range of innovative study experiences including clinical placements, internships, study
tours, volunteer projects and field trips. In 2013 the Australian government launched the
AsiaBound program which will see significant increases in funding by way of individual student
travel grants, more generous OS-Help loans and grants for language programs. Curtin submitted a
large number of project applications and expects to see a dramatic increase in the number of
students studying in Asia in 2013 and 2014 as a result of this additional funding. Many of the
projects submitted aim to build on and strengthen existing links with our Asian partners.
3.3.3 Performance indicators and targets
The purpose of the engagement performance indicators and targets is to assist the University and
the Commonwealth in monitoring the University's progress against the Commonwealth's
objectives and the University's strategies for engagement.
The University will aim to meet the engagement performance indicators and targets set out in the
following table.
Note: All calendar year references below refer to the previous year’s data collection.
Principal Performance
Baseline
Progressive Progressive Progressive
Indicators
2012
Target
Target
Target
2013
2014
2015
Number of active
137
130
135
135
collaborations8 with
industry and other
partners in Australia
Number of active
46
57
45
45
9
collaborations with
industry and other
partners overseas
8 Collaboration
Target
2016
135
45
involves active joint participation with other organisations, by contributing resources such as intellectual property, knowledge,
money, personnel or equipment, with the aim of obtaining a shared goal or objective. Straight fee-for-service arrangements, such as contracts
and consultancies, are deemed not to be collaborative and are therefore excluded. Collaboration with Cooperative Research Centres (CRCs) is
also to be excluded. This definition is in line with the ABS and OECD definitions of collaboration.
9 See footnote 8 for a definition of collaboration.
Page 20
Principal Performance
Indicators
Category 3 Income
Baseline
2012
$13,211,889
Progressive Progressive Progressive
Target
Target
Target
Target
2016
2013
2014
2015
$13,500,000 $15,800,000 $17,500,000 $19,000,000
Note: All calendar year references below refer to the previous year’s data collection.
Optional Performance
Indicators
Baseline
2012
Progressive
Target 2013
Progressive
Target 2014
Progressive
Target 2015
Target
2016
Growth in community
engagement and
volunteering – Curtin
Leadership Program
participants
NA
3,500
9,000
12,500
17,500
Number of students on
work integrated
learning placements
NA
NA
8,000
10,000
13,000
(New
initiative
being
developed)
(New
initiative
being
developed)
Note 1: Current data specifications exclude partnerships which were previously included.
Business rule defining ‘active collaboration’ has also been tightened leading to differences
between 2012 ‘Actual’ and ‘Baseline & Targets’
Page 21
PART FOUR: TEACHING AND LEARNING
4
TEACHING AND LEARNING
4.1
Student enrolments
4.1.1
Commonwealth objectives
The Commonwealth is committed to expanding higher education to provide high quality
opportunities for people of all backgrounds to participate to their full potential. An expanded
higher education system will educate the graduates needed for Australia's future economy, which
will be based on knowledge, skills and innovation.
The main objectives of the Commonwealth are to ensure that:
 by 2025, 40 per cent of all 25 to 34 year olds will hold a qualification at bachelor level or
above;
 by 2020, 20 per cent of undergraduate enrolments should be students from low socioeconomic backgrounds;
 national parity for Aboriginal and Torres Strait Islander students and staff is achieved over
time; and
 universities are producing graduates that meet the nation’s skills needs.
These objectives are supported through the Commonwealth Grant Scheme and, in particular, the
demand driven funding of students in bachelor level courses.
4.1.2
University strategies
Student Enrolment Planning and Strategies
Curtin sets growth targets for domestic and international undergraduate and postgraduate load
for the life of the Strategic Plan. These growth targets support government initiatives in higher
education. Curtin’s Commonwealth enrolment has increased by 10.8 per cent in 2012 and is
expected to grow by 8.3 per cent in 2013. However, this is balanced by a fall in domestic fee
paying and international enrolments, such that overall enrolment is forecast to grow by 4.1 per
cent in 2013.
Commonwealth Supported EFTSL
% Commonwealth Supported EFTSL of Total
Domestic Fee Paying EFTSL
% Domestic Fee Paying EFTSL of Total
International EFTSL
% International EFTSL of Total
Total EFTSL
2010
Actual
15,817
48%
1,643
5%
15,442
47%
32,903
2011
Actual
16,167
50%
1,558
5%
14,786
45%
32,510
2012
Actual
17,919
55%
1,482
5%
12,889
40%
32,290
2013
Target
19,415
58%
1,478
4%
12,731
38%
33,623
International EFTSL includes onshore (WA and Sydney) and offshore (Sarawak, Singapore and partners).
Future growth in Commonwealth Supported enrolments will be challenging due to an expected
decline in WA Year 12 student numbers and the low percentage of secondary school students
studying higher level ATAR units. Undergraduate application data from DIISRTE shows that in
2011, there was only 5.1 per cent unmet demand in Western Australia, for those students with an
eligible ATAR, which is substantially lower than elsewhere in the country. Further, 2015 will see
additional challenges due to the significantly reduced cohort of 2014 school leavers. The
domestic post-graduate demand is also softening as WA continues to enjoy favourable labour
market conditions.
Page 22
In order to respond to these challenging situations and to continue to grow enrolments, Curtin
intends on:
 increasing the pool of eligible candidates by looking at alternative pathways such as
partnerships, pathway programs and an expanded articulation and enabling programs with
the VET sector. (It is projected that the VET initiative will result in an additional 100
enrolments, of which 80 will be Commonwealth supported);
 building its “Curtin Converged” (f2f shared experience, enriched on-line, MOOCs, distributed
learning) learning opportunities;
 developing targeted assistance for students of low socio-economic and indigenous status;
 growing its post-graduate enrolments through a variety of strategies including converting
selected post-graduate courses to a Commonwealth Supported fee structure
For the first time in 2012, Open Learning Australia (OUA) students are converting to
Commonwealth Supported, primarily from the education disciplines. Curtin plans to expand to
other disciplines to attract more OUA students to convert to Commonwealth Supported.
The new Law School will commence in 2013 and Curtin is progressing its application for the
establishment of a Medical School with the explicit support of the Western Australian State
Government.
What are your institution’s plans for load across disciplines (including increases and decreases in
load)? What are the reasons for these shifts? Please discuss sub-bachelor, undergraduate and
postgraduate separately. The different elements of sub-bachelor (enabling, diploma / advanced
diploma, and associate degree programs) should be discussed individually.
Curtin’s Commonwealth enrolment has grown by 10.8 per cent in 2012 primarily from increases
in bachelor and enabling enrolment. Postgraduate courses have remained static while demand for
associate degree courses has fallen.
Cluster growth is predominately in the disciplines of education; allied health, exercise and sports
science, and behavioural and social sciences. Lower growth is apparent in mathematics,
computing, built environment and other health, science, engineering and surveying, and medical
studies.
Business, nursing and clinical psychology load has remained steady for the past year while
demand for humanities, language, creative art, and agriculture clusters has fallen.
Curtin did not change its course structure in 2012, the shift of load across disciplines is caused by
changes in student demand. The increase in the education discipline is a result of conversion of
OUA students to Commonwealth Supported which occurred for the first time in 2012.
Curtin is expected to grow its Commonwealth enrolment by 8.3 per cent in 2013; 6.8per cent in
bachelor enrolment, 36.5 per cent in enabling enrolment, 2.9 per cent in associated degree
enrolment and 24.5 per cent in postgraduate enrolment.
Postgraduate EFTSL
% Postgraduate EFTSL of Total
Bachelor EFTSL
% Bachelor EFTSL of Total
Associate Degree EFTSL
% Associate Degree EFTSL of Total
Enabling EFTSL
% Enabling EFTSL of Total
Total EFTSL
Page 23
2010
Actual
550
3%
14,656
93%
237
2%
375
2%
15,817
2011
Actual
558
4%
14,910
92%
190
1%
510
3%
16,167
2012
Actual
602
3%
16,539
93%
163
1%
615
3%
17,919
2013
Target
749
4%
17,658
91%
168
1%
840
3%
19,415
Half-Cohort
Curtin’s strategies for mitigating the half-cohort will focus on growing market share through
initiatives such as increased marketing, new program development, access programs such as uniready (see notes regarding sub-bachelor enrolment cap below), scholarships, conversion of postgraduate load to Commonwealth Supported post-graduate load (see note below regarding
insufficient allocation).
Sub Bachelor Planning
Curtin intends to progress articulation agreements with the VET sector, expand UniReady to
international students and commence domestic student intake into Curtin College.
Further growth in Curtin’s enabling programs and the subsequent articulation into bachelor
programs is being constrained due to load caps being placed on sub-bachelor places by the
Federal Government.
Bachelor degree planning
Curtin plans to introduce new bachelor programs such as Law, Exercise and Sports Science and a
Medical degree to attract a wider variety of students.
Other avenues of attracting more students will be through the Curtin Leadership strategy, the
digital student experience, the graduate employability initiative, personalised learning strategies
and the scholarships strategy.
The Supporting Student Retention @Curtin project has been designed to improve retention and
mitigate the expected decline in student numbers from 2015 onwards through the following
strategies:
 Expansion of the mentorship program
 Improving identification of and support for at risk students
 Monitoring and analysis of student withdrawals
 Implementation of one stop Student Hub – online and face to face
Postgraduate planning
The University plans to attract more fee-paying postgraduate enrolments and to improve the
conversion rate of current undergraduate students to postgraduate programs.
An increase in Commonwealth Supported postgraduate places at Curtin would ensure the
successful implementation of these strategies. Currently the Federal Government funding is not
sufficient of these places.
Medical planning
The proposed development of the Curtin School of Medicine would help to alleviate the doctor
shortage in WA. It would be the only undergraduate medical degree offered in the state and will
help to reduce the overall length of time it takes for doctors to be trained.
Federal and State government funding and support is imperative for the Curtin undergraduate
medical program to commence enrolling students in 2015.
The university continues to seek the government's agreement to establish a new medical school.
4.2
Quality
4.2.1
Commonwealth objectives
A focus on teaching and learning quality underpins the Commonwealth’s vision for Australia to be
one of the most highly educated and skilled nations in the world.
The Commonwealth has made a commitment to provide more autonomy to universities through
the removal of funding caps on Commonwealth supported bachelor level places. In turn, the
Commonwealth requires the University to participate in the higher education quality
arrangements which are overseen by the Tertiary Education Quality and Standards Agency. The
Page 24
arrangements are designed to support academic autonomy while ensuring that the achievement
of standards can be demonstrated and that there is a strong focus on enhancing the quality of
teaching and learning while expansion of the higher education system meets national
participation ambitions.
The Commonwealth’s commitment to quality is demonstrated through initiatives such as the
Office for Learning and Teaching, which provides a suite of grants, awards and fellowships to
recognise quality and promote innovations in learning and teaching.
The University also has obligations under the quality and accountability requirements in Division
19 of HESA. This compact does not change those obligations.
4.2.2
University strategies
Curtin contributes to Australia’s future social, cultural and economic prosperity through its
teaching and learning. In 2012 Curtin achieved more than 11,500 degree completions, strongly
supporting state and national requirements for skilled and work-ready graduates.
The University ensures it offer financially viable, quality programs in its areas of strength. In line
with its Strategic Plan the University seeks to:
 improve the quality of the learning experience with a review of Curtin’s Teaching and
Learning Excellence Framework aligned to TEQSA standards
 strengthen teaching quality with the introduction of a Teacher Focussed academic role and a
program of Peer Review of Teaching to ensure teacher excellence
 consolidate teaching strengths through course rationalisation.
Curtin recognises that excellence in relation to teaching and learning is dependent on a robust
quality improvement cycle, a learner centred-approach, building a capable teaching workforce,
supportive technology enriched and web enabled learning environments and a commitment to
producing highly employable graduates.
Curtin is systematically reviewing its courses and methods of delivery to improve teaching quality
and student learning outcomes. It is making progress as is demonstrated by the improvement in
its internal evaluation of the level of student satisfaction with the teaching, units, feedback and
assessment. These improvements are matched by improvements in the external measure of
student satisfaction with teaching and courses, the Course Experience Survey. The curriculum
mapping tool, which tracks unit information, learning outcomes, assessment, learning
experiences, learning resources, curriculum themes, and career development learning is being
used in the comprehensive course review (CCR) process. In 2013 the CCR process will be further
enhanced with the inclusion of the Assessment Review and Transformation (ART) project, which
will improve the integrity of assessment and increase authentic assessment across Curtin’s
courses. Already CCR demonstrates graduate employability indicators in a suite of three online
survey tools used to gather the perceptions of graduates, employers and course teaching teams
on graduate capabilities. Benchmarking collaboratively through partnerships, using a
Benchmarking Portfolio Summary and focusing on minimum quality standards is being trialled to
reflect on course effectiveness in producing capable graduates.
The University’s priorities for the next few years for quality improvement in teaching and learning
in a globalised higher education environment are incorporated in Curtin’s strategic initiative of
Transforming Learning @ Curtin. This overarching transformation program includes:
 Innovative education design, with a technology enriched curriculum culminating in a richly
interactive personalised learning experience for all Curtin students.
 ‘Curtin converged’ is the model of teaching and learning at Curtin going forward. This model
will ensure that all Curtin Courses have one or more of the four learning elements included.
These being i) a shared face-to-face experience, ii) enriched on line learning, iii) MOOCs and
iv) Distributed learning.
Page 25





Review of Graduate Attributes to encompass Graduate Capabilities and more explicitly
integrate research, work integrated learning, leadership and indigenous content into an
integrated curriculum, to address graduate employability
Authentic Assessment that embraces an increase in the use of technology and electronic
submission of assessment
An enhanced focus on Work Integrated Learning (WIL) in all Undergraduate courses across
the university, through course content and/or fieldwork placement of students.
Development of capability and leadership in teaching and learning. This will be achieved
through the expansion of leadership activities at Curtin and the establishment of the Curtin
Leadership Centre. The goal is for every Curtin student to engage in leadership activity.
English language proficiency (ELP) of all students. With ELP embedded in curriculum and
Faculty-based discipline linguistic experts assisting students who have been identified as
needing assistance by the English language diagnostic tool, used with every ‘new to Curtin’
student.
Transforming Learning @ Curtin (TL@C) seeks to reinvigorate Curtin’s courses with the use of
technology enriched content embedded into traditional offerings and the expansion of its on line
course offerings. The use of ‘MOOC-thinking’ applied to conventional offerings will enable
automation and learning analytics to be used to ensure a richly interactive and personalised
learning experience for all students. Distributed learning will also be piloted in the Nursing
Conversion course in the Pilbara, funded by the State Government’s Royalties for Regions
program.
Through TL@C Curtin seeks to improve the flexibility of its offerings and access to learning
opportunities for students. It aims to enhance the student experience and recognise the
university’s two main clients; students and employers. To this end it has developed the ‘Curtin
Converged’ model for both on and off campus students. In 2012 Curtin increased its fully online
offerings through Curtin Online – with the first year programs in Humanities, Health Sciences and
Business available fully online. The range of majors available in this mode of delivery will continue
to be steadily expanded.
Coupled with the online enabling course Uniready, students unable to physically access the
campus have the opportunity to study on online at Curtin. In 2012 the enabling program saw a
330 per cent increase in applications. Of these enrolments 20 per cent were from a low socioeconomic status background. A major challenge, however, to increasing this very successful subbachelor program is the lack of additional places offered by DIISERTE to meet demand at Curtin.
Curtin’s Graduate Attributes are aimed at producing employable graduates with the cultural
sensitivities and capabilities of performing in a globalised world while understanding indigenous
culture. The revised attributes will focus on curriculum development and opportunities for work
integrated learning informed by industry best practice. The development of leadership and
research skills necessary to operate effectively as a global citizen as well as meeting the demands
of employers worldwide will also be addressed.
Assessment drives student learning and therefore robust, authentic and rigorous assessment
practices are essential to deep student learning. Initiatives in this domain include integrating
assessment items across courses, increasing authentic assessment, mapping both formative and
summative assessment across courses; improving moderation procedures and exploring the
possibilities of technology- enhanced assessment. A focus on external reference point
comparisons and benchmarking will also be employed.
Curtin’s strategic plan 2013 – 2017 provides a variety of strategies and initiatives which will see
the University’s research performance strengthen. The appointment of iconic scholars and
Curtin’s strategic objective to strengthen as a research intensive University will be critical to
achieving this goal. The research and teaching nexus will be further strengthened through these
strategies. Curtin will also continue to undertake research in the field of education and innovate
Page 26
its teaching and learning practices and models as a result of this education research through the
Office of Teaching and Learning.
Quality teaching is an outcome of well prepared and trained teachers. Curtin seeks to improve
capability and leadership in teaching and learning through systematic training for university
teachers including sessional staff. The Foundations of Learning and Teaching program for staff has
been expanded to incorporate eLearning and assessment and over 300 staff participated in at
least one module in 2012. Over the next couple of years our existing training programs for new
teaching staff will be expanded to include training for fieldwork supervisors and unit coordinators.
A further development in relation to the professional development and training of staff is the
establishment of the Curtin Learning Institute in 2013. This entity will incorporate and integrate
all professional development activities across Curtin into one focal point for institutional
professional development of staff. This will be imperative in the transformational change of the
education landscape that Curtin sees as imperative to its future growth and sustainability in the
globalised higher education environment. Curtin’s new strategic plan has also introduced key
performance indicators and measures related to the percentage of staff who have achieved
excellence in teaching and the Curtin’s academic staff promotions process and Curtin
Expectations document incorporate a focus on excellence in teaching.
Since 2011 Curtin has introduced a systematic approach to improving English language proficiency
of all students. This is a multi-pronged approach that includes raising the English entry
requirements, early diagnosis of all ‘new to Curtin’ students with language and/or literacy
shortcomings; English language and literacy support programs in Faculties, remedial English
through Curtin English and monitoring the progress of specific cohorts identified as having
potentially inadequate language preparation for higher level studies.
Note: All calendar year references below relate to projects and awards in that calendar year.
Principal Performance
Baseline Progressive
Progressive
Progressive Target
Indicators
2012
Target 2013
Target 2014
Target 2015
2016
Number of active learning
and teaching projects
supported by the PELTHE10
program where the
University is the lead
institution
Number of active learning
and teaching projects
supported by the PELTHE11
where the University is a
partner institution
Number of citations for
outstanding contributions to
student learning
Number of awards for
teaching excellence
Number of awards for
programs that enhance
excellence
10 Promotion
5
4
4
4
4
5
4
4
4
4
5
5
5
5
5
1
1
1
1
1
1
1
1
1
1
of Learning and Teaching in Higher Education - the program providers learning and teaching grants, awards and fellowships and is
administered by the Office for Learning and Teaching.
11 See footnote 10 for definition.
Page 27
Note: All calendar year references below relate to projects and awards in that calendar year.
Optional Performance
Baseline Progressive
Progressive
Progressive Target
Indicators
2012
Target 2013
Target 2014
Target 2015
2016
the number of teaching only NA
15%
20%
20%
20%
positions focussed on
innovative teaching
4.3
Equity
4.3.1 Commonwealth objectives
The Commonwealth is committed to a fair and equitable higher education system that provides
equal opportunity for people of all backgrounds to participate to their full potential and the
support to do so.
In particular, the Commonwealth has an ambition that by 2020, 20 per cent of higher education
enrolments at the undergraduate level will be people from low socio-economic status (SES)
backgrounds.
The Commonwealth expects all universities to play a part in meeting the Commonwealth's higher
education participation ambitions, consistent with the objectives and regulatory requirements of
Commonwealth funding.
The Commonwealth funds a range of programs to encourage and support access to and
participation in higher education by people from low SES backgrounds and other underrepresented groups, including the Higher Education Loan Program and Student Income Support.
The Commonwealth will monitor the University’s equity performance through the reporting
requirements and evaluations of programs and initiatives. The University’s performance in
meeting equity objectives will also be linked with teaching and learning Performance Funding
targets.
Universities have obligations under the fairness requirements in Division 19 of HESA. This compact
does not change those obligations.
4.3.2
University strategies
NOTE: See also section on Aboriginal and Torres Straight Islanders Access and Outcomes
Since the Review of Australian Higher Education 2008 (the Bradley Review) Curtin has been
developing, implementing and monitoring Outreach and Access strategies designed to increase
enrolments by people from Low Socio-Economic Status (Low SES) and Indigenous Australians.
Broadly these include both working on the encouraging factors such as raising aspirations,
boosting school achievement and retention, improving perceptions of relevance and attainability
of Higher Education, addressing educational disadvantage whilst in school and also in relation to
access to university, as well as removing or reducing financial, cultural and other barriers where
these exist to enable study at Curtin.
Curtin has recognised the importance of improving outcomes for under-represented groups.
Strategies have been developed to improve retention and completion rates and Curtin’s Strategic
Plan 2013-2017 contains KPIs that measure low SES and Indigenous student retention and
completion rates. Its governance structure supports equity through the implementation and
monitoring of its equity related plans, policies, procedures, strategies.
The University manages its student equity obligations across a range of areas. The Student Equity
Strategy 2010-2013 is currently being implemented. These programs are designed to enhance
student access and support at organisational, faculty and school/department level. It supports
Curtin’s mission of providing “innovation and excellence in teaching and research for the benefit
of our students and the wider community”, and give effect to the University’s Values of “fairness”
and “care”.
Page 28
Besides the Low SES cohort, attention is given to indigenous students, students from rural and
isolated areas of WA, students with disability, to women in non-traditional disciplines and those
who are culturally and linguistically diverse.
The University has developed a range of strategies to consider how best to lift its access rate by
2015 as its contribution to the 20 per cent ratio required for Australia as a whole. Our research
has indicated that students make their decisions about going to university long before they reach
year 12 therefore most of our initiatives have been focussed on raising aspirations at a younger
age. These are outlined in a detailed and comprehensive Low SES Equity Strategy (available on
request) and include strategies to attract Indigenous students. Major initiatives are:
 +60TER entry via Head teachers recommendation
 Partnership with 40 Schools in North east and South East Metropolitan corridor
 Expansion of the START program (mentoring support for first year to fourth year students)
 CurtinLinkup (aspiration raising program in schools for year 10 students)
 Schools Outreach (Faculty based programs linked to specific school subject groups to raise
aspirations)
 Indigenous summer school (engineering program for Aboriginal students)
 From 2013 Curtin has increased its Outreach for indigenous students with the introduction of
the AIME program.
 Kambarang (Indigenous high school students day at university)
 Sir Charles Court Young leaders program (leadership training program for year 10 students)
 Scholarships targeted at specific low SES schools and areas
 Articulation pathways from TAFEs
 To commence in 2014 a partnership Pathway program with the Central Institute of
Technology (CIT) to offer a Diploma in Commerce and a Diploma in Health – if Higher
Education status is awarded by TEQSA
Notwithstanding these efforts the point needs to be made that the low SES target as set by the
Commonwealth are inappropriate for Western Australia. Low SES enrolments vary significantly
across the 38 universities, university groupings and between the states and territories. For
example around 31.3 per cent of student in Tasmania (all attending the University of Tasmania)
live in low SES postcodes. Queensland with 19.4 per cent low SES is already close to target.
Western Australia (11.2 per cent) has low SES participation well below the current national
average. We strongly recommend that low SES targets be set on a state by state weighted basis.
Housing, both rental and purchase, and the cost of living remain significant issues for students
from all equity groups. Also significant is the low salary levels of positions that many students in
equity groups receive. This results in the need to work more hours in order to meet living costs
and thereby reducing opportunity to focus on study.
Issues such as entry criteria, assessment methods and requirements, eligibility for special
consideration and provision of appropriate resources are being addressed in an ongoing manner.
Curtin has continued to improve access to higher education for students in regional Western
Australia. Evidence indicates that those educated in the regions are likely to stay in the regions
after graduation, thereby helping to address critical skills shortages in those areas. Curtin
continues to develop innovative modes of delivery to make it possible to maintain regional
delivery and address the additional costs involved. In 2013 the Distributed Learning pilot project
in Nursing will commence in the Pilbara.
Regional students’ headcount has grown from 1,978 in 2005 to 2,693 in 2012. Aspiration raising
initiatives, school visits to the regions and expanded access to online offerings will assist the
University to improve regional access.
Following the “Review of Post-Secondary Agricultural Education in Western Australia” by the Hon.
Dr Hendy Cowan, in September 2010 the Northam based C.Y. O’Connor Institute is offering highend vocational education in agriculture at the campus from 2011, initially sharing the facilities
Page 29
with Curtin. The institute is seeking further accreditation for associate degree courses in
agriculture to be offered and Curtin has offered 20 sub-bachelor places in the Associate Degree in
Agribusiness for 2013. There has been no new Curtin student intake at Northam since 2011, and
the University’s agricultural science and agribusiness offerings at the Bentley Campus have been
reviewed and updated to ensure a better alignment to Curtin’s graduate attributes and the needs
of industry.
4.3.3 Participation and Social Inclusion Targets
Proportion of domestic undergraduates who are from a low SES background
Baseline for improvement target: To be determined
Principal
Performance
Indicators
Excellence Target
2014
Reward Payment
(target for 2013
students)
To be determined
2015
Reward Payment
(target for 2014
students)
To be determined
2016
Progress target
(target for 2015
students)
To be determined
Improvement Target
Outcome
To be determined
-
To be determined
-
To be determined
-
Proportion of domestic undergraduates who are from another underrepresented group
Baseline for improvement target: x% (Either 2009 or average of 2008 and 2009 data)
Principal
Performance
Indicators
Improvement Target
Outcome
4.4
2014
Reward Payment
(target for 2013
students)
To be determined
-
2015
Reward Payment
(target for 2014
students)
To be determined
-
2016
Progress target
(target for 2015
students)
To be determined
-
Teaching and Learning Infrastructure
4.4.1 Commonwealth objectives
The Commonwealth is committed to the development of world class higher education
infrastructure. A contemporary, technology rich, well designed and equipped campus
environment has a positive influence on staff and student performance and satisfaction.
While the responsibility for capital infrastructure development and maintenance rests with the
University, the Commonwealth’s commitment is demonstrated through programs such as the
Education Investment Fund. Universities also utilise Commonwealth Grant Scheme funding for
capital works and maintenance.
The Commonwealth will monitor the University's infrastructure performance, through the
Institutional Performance Portfolio/CAMS.
4.4.2
University strategies
The University Strategic Plan sets a direction for Curtin’s physical development. The University
will focus on areas of strength in research, and the quality of its deliverables. To achieve this
focus Curtin has identified the following key research areas: Minerals and Energy; ICT and
Emerging Technology; Health; Sustainable Development. This focus will impact on the use and
development of University facilities.
The University’s Strategic Asset Management Plan provides an overview of the proposed Capital
Investment, Maintenance, Operations and Management, and Disposal of University Physical
Facilities for the period 2013-2017 in order to assist the University to achieve its desired goals as
outlined in the University Strategic Plan 2013-2017 and other University Enabling Plans.
Curtin is focused on maximising not only the learning experience our students have at Curtin but
also the overall university campus experience. The implications of this are mainly in the area of
Page 30
community-based assets such as recreational facilities and retail outlets, and the services that
Curtin provides to the student population.
The challenge for the University is to develop; regenerate; manage and maintain assets to achieve
the highest and best use of built space and campus land in an economically, socially and
environmentally sustainable way. Curtin has developed a Master Plan to guide long-term
development of the Bentley campus.
All proposed capital projects are aligned to the University’s Strategic Plan and its Master Plan to
ensure our program of major capital projects supports the University’s strategic direction.
For 2013 Curtin’s infrastructure has been enhanced by the refurbishment of an additional 11
classrooms, into collaborative learning spaces. This supports Curtin’s ‘Transforming Learning @
Curtin’ program to enable innovative education and a richly interactive student learning
experience. Three of the classrooms have also been enabled with technology to facilitate the
‘Curtin Converged’ model for the delivery of Distributed Learning to the Pilbara and to other
remote locations.
Each of these projects, as well as all other projects which make up the Capital Program fully
support the initiatives contained within the University Strategic Plan 2013-2017 and address a
number of key national infrastructure priorities for the higher education sector including:
 Creation of an internationally competitive and world-leading higher education sector;
 Enhancement of teaching and learning outcomes in areas of regional, national and
international importance;
 Provision of a stimulating and rewarding higher education experience;
 Development of job-ready graduates; and
 Creation of world-leading research capabilities and results.
The growth in the health related discipline, in particular, is currently resulting in a need for further
investment in relatively cost intensive laboratory space by the University. The expectation that
access is provided to regional locations also results in further unfunded infrastructure costs to the
University.
Space Utilization
The University's Strategic Asset Management Plan provides an overview of the proposed Capital
Investment, Maintenance, Operations and Management, and Disposal of University Physical
Facilities for the period 2013-2017 in order to assist the University to achieve its desired goals as
outlined in the University Strategic Plan 2013-2017 and other University Enabling Plans.
Curtin is focused on maximising not only the learning experience our students have at Curtin but
also the overall university campus experience. The implications of this are mainly in the area of
community-based assets such as recreational facilities and retail outlets, and the services that
Curtin provides to the student population.
The challenge for the University is to develop; regenerate; manage and maintain assets to achieve
the highest and best use of built space and campus land in an economically, socially and
environmentally sustainable way. Curtin has developed a Master Plan to guide long-term
development of the Bentley campus.
All proposed capital projects are aligned to the University's Strategic Plan and its Master Plan to
ensure our program of major capital projects supports the University's strategic direction.
For 2013 Curtin's infrastructure has been enhanced by the refurbishment of an additional 11
classrooms, into collaborative learning spaces. This supports Curtin's 'Transforming Learning@
Curtin' program to enable innovative education and a richly interactive student learning
experience. Three of the classrooms have also been enabled with technology to facilitate the
'Curtin Converged' model for the delivery of Distributed Learning to the Pilbara and to other
remote locations.
Page 31
Each of these projects, as well as all other projects which make up the Capital Program fully
support the initiatives contained within the University Strategic Plan 2013-2017 and address a
number of key national infrastructure priorities for the higher education sector including:
 Creation of an internationally competitive and world-leading higher education sector;
 Enhancement of teaching and learning outcomes in areas of regional, national and
international importance;
 Provision of a stimulating and rewarding higher education experience;
 Development of job-ready graduates; and
 Creation of world-leading research capabilities and results.
However it needs to be recognised that current levels of government funding for infrastructure
development remain inadequate for the University to sustain growth expected by government.
The growth in the health related discipline, in particular, is currently resulting in a need for further
investment in relatively cost intensive laboratory space by the University. The expectation that
access is provided to regional locations also results in further unfunded infrastructure costs to the
University.
Current booked room frequency rates of General Teaching space are on target (74.3% v TEFMA
target 75%). Actual utilisation rates are below target (62.1%) and Campus Planning and Class
Management Office have developed a process to review current timetabling processes to address
this disparity. There is a significant discrepancy between booked and actual room occupancy
(80.6% v 49.9%) and again Campus Planning and Class Management Office are to review Class
Management processes to identify opportunities to reduce this disparity. Survey results indicate
that with current enrolments Curtin has adequate teaching space. Reductions in teaching space
may be possible if enrolment figures remain steady and the disparity between booked and actual
space utilisation is addressed through Class Management processes.
Consideration needs to be given by DIISRTE as to how it will further support the University in the
costs involved in infrastructure development.
Management of Maintenance Backlog
The Backlog Maintenance for the University is within acceptable limits. In 2012 and 2013 a new
direction for Facilities Management involved the complete identification and inspection of the
University’s statutory compliance. There has been a much more targeted approach towards
enhancing the user experience for Staff and Students by carrying out increased frequency of
routine maintenance to high traffic areas. Areas of the University which have the potential to
severely disrupt business continuity, should there be a major failure of associated plant and
equipment, have been audited to ascertain if systems, processes and procedures are robust
enough to allow a continuity of business in such an event. Where shortfalls have been identified,
measures have been put in place to close the gaps.
In 2013 a new Condition Audit will be undertaken of all University built assets, as currently the
data is at the end of the 5 year cycle. This will provide new information to allow the planning for
maintenance of the University’s facilities and assist with the budget process.
Maintenance work is being better targeted, in order to identify where efficiencies can be met and
user experience enhanced. This is being achieved by carrying out more frequent building
inspection, and focusing maintenance in areas that requires specific work, rather than the
previous practice of reactive maintenance. This is being complimented with the introduction of
the maintenance module within Archibus and KPI’s now being developed and managed on the
overall servicing of the University’s facilities.
Page 32
PART FIVE: RESEARCH AND RESEARCH TRAINING
5
RESEARCH AND RESEARCH TRAINING
A range of research and research training performance indicators and targets are proposed in this
section. Principal Performance Indicators are compulsory and institutions may voluntarily
nominate optional performance indicators and targets considered reflective of individual
institutional goals.
The Commonwealth recognises universities have diverse missions and, consequently, targets and
performance will vary between institutions. Each university should develop performance
indicators and targets to reflect its individual performance and strategic direction.
5.1
Research performance and research capability
5.1.1
Commonwealth objectives
The Commonwealth encourages excellence in research performance and the strengthening of
research capability. Particular objectives are to:
 progressively increase the number of research groups performing at world class levels, as
measured by international performance benchmarks; and
 promote collaboration, amongst universities, across sectors, between researchers and
industry Australia and internationally.
The Commonwealth, through the Australian Research Council (ARC), conducts the Excellence in
Research for Australia (ERA) which evaluates the quality of research undertaken at Australian
universities by discipline against international benchmarks. ERA is used to assist in determining
funding in the Sustainable Research Excellence in Universities program administered by the
Commonwealth.
5.1.2
University strategies
The results of ERA 2012 demonstrate that Curtin has improved its performance substantially
compared to ERA 2010. With 35 (71 per cent) 4-digit FoRs performing at world standard
compared to 20 (36 per cent) in ERA 2010, Curtin has capitalised on strong improvement in
research performance achieved in recent years. Additionally, with a reduction in 4-digit FoRs
submitted from 57 to 49 and improved alignment of its ERA submission with research capability,
Curtin is demonstrating both improved performance and increased alignment with its core
research objectives.
In 2012 a major review of Curtin's Research Institutes and Centres was undertaken against a
range of performance criteria including publication quality and volume, grant income and HDR
completions. As a consequence, Curtin Research Institutes have been consolidated from 14 to 8,
and Curtin Research Centres from 23 to 9. Available resources (financial and material) will be
aligned with these high performing areas to support quality research programs. A limited number
of higher priority research areas have also been recognised with correspondingly substantial
increases in resources flowing to the areas of radio astronomy and geosciences.
Future recruitment of researchers will also be targeted in areas of strength represented by the
Curtin Research Institutes and Centres to build capacity and secure them against future staff
changes. This restructure will be reflected in future research outcomes and, over a slightly longer
timeframe, will also be evident in future ERA results. This alignment is seen to be fundamental in
delivering on Curtin's strategic objectives.
Attention will also be given to several areas of research where ERA ratings of 1 or 2 were
achieved. These areas include FoRs with both low and high volumes of research outputs, and
they will receive close evaluation to determine the optimum approach to raising the standard of
research outcomes or changing the balance of academic activities.
Page 33
Results from ERA 2012 have provided a clear benchmark for Curtin's research performance that
will be used to confirm areas of strength and focus and assess emerging discipline groups. This
information will also be used to inform our efforts to build more focused high quality teachingresearch links.
Curtin has been successful in partnerships with both University of Notre Dame and Central
Queensland University in applications to establish Commonwealth-supported Collaborative
Research Networks, building on our aligned capabilities and aspirations in the area of health
research and research training. Through these alliances Curtin will build joint PhD programs and
foster vibrant research clusters that will build capability and enhance collaborative research
opportunities.
Curtin has maintained its top 500 ranking within the Academic Ranking of World Universities
every year since first entering the ARWU in 2009. Curtin has maintained quality scores in 3
indicators associated with the ARWU: the number of papers published in Science and Nature; the
total number of papers indexed in 2009 in the Science Citation Index-Expanded and the Social
Science Citation Index; and the weighted score of all indicators divided by the number of full-time
equivalent academic staff. Curtin has been proactive in profiling its existing research and
recruiting new researchers, and now has a number of researchers included within the preliminary
Thomson Reuters Highly Cited Researchers list which is the next major parameter available for
Curtin to increase its ARWU ranking from 2013.
Curtin is currently developing its 2013-2017 Research Enabling Plan which will provide a
framework to guide the University towards growing and improving its research outcomes and
industry engagement. The plan will address the broad issues of research differentiation, research
capacity building and research translation/knowledge transfer. However, it will be firmly
focussed on actions leading to improved research quality and performance.
Curtin’s commitment to excellence is the first principle guiding our research efforts. Curtin is also
committed to undertaking research that is relevant to industry and the wider community.
5.1.3
Performance indicators and targets
The purpose of the research performance and the research capability performance indicators and
targets is to assist the University and the Commonwealth in monitoring the University's progress
against the Commonwealth's objectives and the University's strategies for research performance
and research capability.
The University will aim to meet the research performance and research capability performance
indicators and targets set out in the following table.
Principal Performance Indicators
ERA 2010
Number of disciplines, as defined by two-digit
Fields of Research (FoR), performing at world
standard or above (3, 4 or 5)
Number of disciplines, as defined by four-digit
FoR, performing at world standards or above
(3, 4 or 5)
Disciplines the University commits to
demonstrating substantial improvement
in as defined by two-digit FoR and/or
four-digit FoR
Disciplines the University commits to
demonstrating substantial improvement
as defined by two-digit FoR
Page 34
ERA 2012
ERA 2015 Target
10
14
16
20
35
41
Disciplines nominated in
2011–13 Compact
Disciplines nominated in
2014–16 Compact
02 – Physical Sciences
09 – Engineering
11 – Medical and Health
Science
03 - Chemical Sciences
11 - Medical & Health
Note: All calendar year references below refer to the previous year’s data collection.
Principal
Baseline
Progressive
Progressive
Progressive
Target
Performance
2012
Target 2013
Target 2014
Target 2015
2016
Indicators
Category 1 income $18,845,752 $18,900,000
$19,000,000
$20,000,000
$22,000,000
Category 2 Income
Number of joint
research grants in
Australia
Number of joint
research grants
overseas
Number of jointly
supervised PhD
students in
Australia12
Number of jointly
supervised PhD
students
overseas13
$26,477,143 $20,500,000
213
172
$21,500,000
180
$23,000,000
190
$25,000,000
200
8
7
8
10
12
268
290
300
315
330
23
28
35
45
60
Note 2: Current data specifications exclude partnerships which were previously included. Business
rule defining ‘active collaboration’ has also been tightened leading to differences between 2012
‘Actual’ and ‘Baseline & Targets’. This means recalculation and definition of ‘active’ and ‘partners’
removed from ‘active collaborations’.
Note 3: Data for 2012 extracted on basis of formal joint PhD agreement. Current data extracted
based on student by student supervisor arrangements
Note: All calendar year references below refer to the previous year’s data collection.
Optional Performance
Baseline
Progressive
Progressive
Progressive
Indicators
2012
Target 2013 Target 2014 Target 2015
Target
2016
Joint Publications with
national/international
organisations – average
institutions per indexed
document14
2.86
3.11
3.2
3.25
3.30
Research income per FTE
$57,642
per
academic
2011
$60,000
$65,000
$75,000
$85,000
12
Please provide the number by headcount of jointly supervised HDR students enrolled in your institution who have a supervisor from an external
organisation in Australia (examples include someone from a government organisation, hospital or another university).
13
Please provide the number by headcount of jointly supervised HDR students enrolled in your institution who have a supervisor from an
external overseas organisation (examples include someone from a government organisation, hospital or another university).
14 Based on publications indexed by the Thomsons ISI Web of Science
Page 35
5.2
Research training
5.2.1 Commonwealth objectives
The Commonwealth encourages excellence in the provision of research training. Particular
objectives are to:
 support research excellence and develop an internationally competitive research workforce
in Australia through high quality research training;
 develop an internationally competitive research workforce in Australia through high quality
research training; and
 significantly increase the number of students completing higher degrees by research over the
next decade.
5.2.2 University strategies
Curtin’s commitment to research excellence includes an investment in a strong cohort of research
students. Research students are necessary to build the research training reputation of the
University and to act as a key resource in driving research and innovation.
Student Load and Recruitment -The University’s research load increased by 13 per cent over the
period 2010 – 2012 from 1290 to 1457 EFTSL. This represents an increase of 7.5 per cent in
domestic and 22.8 per cent in international load. Curtin provides a comprehensive scholarship
program, complementary to the expanded domestic APA scholarship program, designed to
attract and support quality domestic and international students. Strategic scholarship programs
are aligned with Curtin areas of research strength. Curtin's long term target is to continue to
increase HDR load by at least 50 per cent within the next 5 years.
Recruitment of Indigenous HDR students remains problematic in Western Australia with strong
affirmative action employment programs by the resources industry for Indigenous graduates.
High salaries offered to Indigenous graduates works against recruitment to HDR programs. The
result is that Indigenous HDR students tend to be older and are more established in their careers.
Curtin has a program of APA or Curtin HDR scholarships with substantial top ups (total package
~$40,000 pa) to attract mature age Indigenous HDR students.
Higher Degree by Research Completions - HDR completions for 2012 increased 12.5 per cent to
252 and are expected to increase over the next 3-5 years in line with the continuing increase in
HDR enrolments.
Student and Supervisor Support - Curtin is committed to the provision of appropriate support for
its research students and supervisors. Over the past 3 years a number of new and refurbished
buildings have become available that provide high quality HDR student offices and facilities that
allow flexibility of working practices in a quality working environment. International student
support services provide a program of regular consultation with groups of students from
Indonesia, Malaysia and Vietnam that include representatives from key areas in the University.
Monitoring of student progress is facilitated via the Annual Progress Reports that are completed
annually by both students and supervisors. International students are also required to complete
an additional report mid-year. The Annual Progress Reports are followed by area review boards
that provide feedback to students and allow early intervention where there are issues of concern.
HDR students are encouraged to participate in a range of training programs designed to inform
them of HDR processes and to develop generic skills, either through workshops and seminars or
through access to online courses, for example the LEAP program through the ATN. The previous
Graduate Certificate in Research Commercialisation has been discontinued following the demise
of the Commercialisation Training Scheme, however commercialisation workshops are provided
to HDR students from the Curtin IP Commercialisation Office. Accreditation of HDR supervisors
through the Curtin Register of Supervisors is ongoing and academic staff are required to attend
professional development workshops to gain entry to the register. Two levels of registration are
possible with the higher level supervisors assigned to mentor and support those who are less
experienced. In 2012, the number of registered supervisors in Curtin had grown to over 1000 and
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continues to grow on the basis of strong demand for HDR supervision and Curtin's focus on HDR
programs.
5.3
Performance indicators and targets
The purpose of the research training performance indicators and targets is to assist the University
and the Commonwealth in monitoring the University's progress against the Commonwealth's
objectives and the University's strategies for research training.
The University will aim to meet the research training performance indicators and targets set out
in the following table.
Note: All calendar year references below refer to the previous year’s data collection.
Principal
Baseline
Progressive
Progressive
Progressive
Performance
2012
Target 2013
Target 2014
Target 2015
Indicators
HDR student load
1417.2
1447.2
1523
1667
HDR student
34
36
38
40
completions by
masters
HDR student
188
216
224
249
completions by
doctorates
Note: All calendar year references below refer to the previous year’s data collection.
Optional Performance Baseline
Progressive
Progressive
Progressive
Indicators
2012
Target 2013
Target 2014
Target 2015
PREQ overall
88%
88%
>85%
>85%
satisfaction;
Percentage HDR
student retention rate;
and
% international HDR
students.
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Target
2016
1885
42
275
Target
2016
>85%
91.6%
90.5%
>90%
>90%
>90%
38%
38%
40%
40%
40%
PART SIX: GENERAL PROVISIONS
6
GENERAL PROVISIONS
6.1
Compact Review
6.1.1 The Commonwealth and the University will review the compact annually. This review will
be a mechanism for considering progress made towards agreed goals outlined in this compact.
Compact review will aim to ensure that the Commonwealth and the University will continue to
focus on key objectives and strategies and will be an opportunity to consider developments that
may impact on the compact or trigger a need to change the compact.
6.1.2 To facilitate this review the Commonwealth will produce an annual Institutional
Performance Portfolio and the University agrees to contribute to the annual Institutional
Performance Portfolio Information Collection (IPPIC). The Commonwealth will consult with the
higher education sector on the information collection requirements and any issues arising from
the IPPIC process.
6.2
Privacy and information sharing
6.2.1 Subject to clause 6.2.2 below, the University acknowledges and agrees that any
information it provides to the Department for the purposes of this compact, may be accessible
under the Freedom of Information Act 1982 and may also be:

published by the Commonwealth in any manner in accordance with any legislative
requirement;

used by the Department for any purpose of the Commonwealth, including dealings with
other Commonwealth or State or territory agencies;

used in reporting to or answering questions from a Minister of State of the Commonwealth
or a House or Committee of the Parliament of the Commonwealth; or

disclosed where the Commonwealth is required or permitted by law to do so.
6.2.2 The Commonwealth and the University agree to carry out their roles under this compact
in accordance with any obligations they have under the Privacy Act 1988 or any state or territory
law relating to the protection of personal information.
6.3
Changing the Compact
6.3.1 Either party may propose changes to this compact at any time. Any variation to this
compact is to be in writing and signed by the University's, and the Commonwealth’s
Representatives.
6.4
Notices
6.4.1
A party wishing to give notice under a provision of this compact:
a. must do so by sending it to the other Representative set out in clause 6.4.2; and
b. must, if a response is required to the notice, set out the time in which the response is
to be given;
6.4.2
The Representatives are:
a. University Representative
Marco Schultheis
Chief Strategy Officer
Phone: (08) 9266 7457
M.schulthrus@curtin.edu.au
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b. DIICCSRTE Representative
Division Head
Higher Education Group
Department of Industry, Innovation, Climate Change, Science, Research and Tertiary
Education
GPO Box 9839
Canberra ACT 2601
OR
compacts@innovation.gov.au
6.5
Dictionary
In this compact, unless the contrary intention appears:
‘Department’ means the Commonwealth Department of Industry, Innovation, Climate Change,
Science, Research and Tertiary Education or any successor.
‘HESA’ means the Higher Education Support Act 2003 and includes any subordinate legislation or
Ministerial determination made under that Act.
‘Institutional Performance Portfolio’ (IPP) is a report which provides an historical record of a
university's performance based on information provided by the University and an analysis of the
Higher Education Data Collections. An IPP will be prepared by the Commonwealth for the
University annually using the latest available data.
‘Institutional Performance Portfolio Information Collection’ (IPPIC) is a set of Commonwealth
instructions requesting that universities provide a submission to the Commonwealth, endorsed by
the University's chief executive, that includes student, staff, financial and research
information needed for the preparation of an Institutional Performance Portfolio for that
university.
‘Minister’ means the Minister for Tertiary Education, Skills, Science and Research.
‘Mission’ means the University’s Mission set out at Part One of this compact as amended in
accordance with the variation provisions in this compact from time to time.
‘TEQSA’ means the Tertiary Education Quality and Standards Agency.
‘Term of this compact’ means the period set out in Part B of the Context of this compact.
‘University’ means Curtin University of Technology, ABN 99 143 842 569
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Signed for and on behalf of the Curtin University
by
……………………………………………………..
Signature
…………………………
Date
Professor Jeanette Hacket
the Vice-Chancellor
In the Presence of:
.....................................................................................
WITNESS
.....................................................................................
Full name and occupation or profession of witness (Please print)
SIGNED for and on behalf of
THE COMMONWEALTH OF AUSTRALIA
by
……………………………………………………..
Signature
…………………………
Date
Mr David de Carvalho
the Head of Division
of Higher Education Division
of the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education
a Delegate of the Minister for Tertiary Education, Skills, Science and Research
In the Presence of:
.....................................................................................
WITNESS
.....................................................................................
Full name and occupation or profession of witness (Please print)
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