2014-16 Mission-based Compact
Between:
The Commonwealth of Australia
and
Deakin University
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
12
Part Three: Innovation and Engagement
16
Part Four: Teaching and Learning
24
Part Five: Research and Research Training
34
Part Six: General Provisions
42
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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
Deakin University
ABN 56721584203
A body corporate under the Deakin University Act 2009
Of
1 Gheringhap Street
Geelong 3220
(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
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universities in driving our national innovation system, through Powering Ideas (available at the
DIICCSRTE website).
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
Introduction
Deakin University was Victoria’s first regional university and from its beginnings in 1974, has been
shaped by a twin focus on regional Victoria and a commitment to widening access to university
study, in particular through innovative education programs.
Deakin’s new strategic plan LIVE the future: Agenda 2020 reaffirms this commitment in the
context of four decades of growth and is mindful of the following challenges:
 managing our evolution into the new digital economy in everything we do
 providing the education to secure the jobs of the future in the communities we serve
 delivering on our contribution to 40% of Australian 25-34 year olds achieving at least
bachelor-level qualifications by 2025
 aligning our strategy and activity with the aspirations for Australia in the Asian century.
The Deakin Mission, revisited and updated for the middle decades of the 21st Century is to be:
Australia’s premier university in driving the digital frontier to enable globally connected education
for the jobs of the future and research that will make a difference to the communities Deakin
serves.
The LIVE acronym represents the following elements of the Deakin promise:
 Learning - Offer brilliant education where you are and where you want to go
 Ideas - Make a difference through world-class innovation and research
 Value - Strengthen our communities, enable our partners and enhance our enterprise
 Experience - Delight our students, our alumni, our staff and our friends.
Deakin’s tradition and reputation as a student-focussed institution with a record for using
technology in our teaching, our growing research reputation, and our strong community focus
positions us well for the 2014-2016 triennium described in this Compact.
Capitalising on new and emerging technologies, Deakin’s LIVE the future aspiration is to deliver
responsive programs wherever students are geographically and wherever they are in their
educational development.
Deakin's strategic direction remains aligned to the Australian Government aspirations for
improving access, participation and graduation for all citizens. We also continue to meet our
Victorian Government obligations through service to regional Victoria.
Of particular note are our obligations to the first Australians. Deakin’s Institute of Koorie
Education (IKE), established in 1991 in partnership with the Victorian Aboriginal Education
Association Incorporated (VAEAI) has successfully embraced a model of off-campus communitybased delivery supported by intensive residential study periods and complemented by local tutors
at regional centres. This model will continue alongside our move to the digital frontier in
everything we do. We aspire to remain the University of Choice for Aboriginal and Torres Strait
Islander (Aboriginal and Torres Strait Islander) students in Victoria.
Integral to LIVE the future is the goal of nurturing the personal development and wellbeing of
students and staff – to foster a vibrant and inclusive culture which crosses discipline,
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organisational and digital boundaries. Recognising that a university education influences one’s
whole life, we encourage our students to develop a lifelong relationship with Deakin from
undergraduate to graduate, to alumni, to friend, to partner.
In relation to national policy directions, Deakin has:
 embraced the objects of the National Broadband policy through its ambitious Cloud and
Located learning approach
 aligned its approach to Internationalisation with the aspirations of the Australia in the Asian
Century white paper, most particularly in India, China and Indonesia
 embodied the recommendations from the Review of Higher Education Access and Outcomes
for Aboriginal and Torres Strait Islander People in its indigenous education and staffing
strategy, and
 supported the National Disability Strategy and the National Disability Insurance Agency
(NDIA) proposals. The announcement to locate the NDIA in Geelong means that we will now
actively partner with the Traffic Accident Commission and the Gordon Institute to provide
new workforce training and further education needs.
DEAKIN Priorities for the TRIENNIUM 2014-2016
1.
Live the future: LEARNING (Teaching and Learning)
Deakin’s Live the future promise for Learning is to:
“Offer a brilliant education where you are and where you want to go”
Deakin is working to transform its learning experience for students by redesigning courses for
delivery through the cloud. We have chosen to embrace a cloud/located learning approach
around the principles of flexibility, mobility and personalisation. Increasingly, course content will
be delivered through the cloud while tutorials, seminars and other contact will be face to face;
often through video or similar technology depending where the student is and what they choose
to use and access.
CloudDeakin is Deakin's revitalised cloud learning environment and its tools include student
portfolios, virtual classrooms, media-rich learning resources accessible from desktop or mobile
devices and tools for managing personal academic integrity. CloudDeakin will be continuously
enhanced to become truly learner-centred: as well as becoming a single sign-on environment,
CloudDeakin will adapt to user needs and include micro-credentialing of graduate capabilities
using emerging technologies such as digital badging. Based on evidence of achievement and
learning analytics, the system will offer integrated learner support at the student's fingertips. All
of this will be linked to recently updated graduate learning outcomes and standards aligned to the
AQF.
We will expand our Deakin at Your Doorstep program (D@YD) in partnership with TAFEs and Local
Government and with our international partners as part of our offshore aspirations. Around 75%
of D@YD students go on to further education and hence it is an effective participation strategy.
Degree courses will be offered through an extension of the D@YD model using technologies to
enable rich face to face interaction.
Deakin’s trimester system will continue with a target of 35% of students enrolling in at least one
unit in T3 2103 and beyond. T3 will be treated as an entry point for commencing students with
associated induction and other support programs available.
Deakin’s proposal for a Centre for Advanced Design in Engineering Training (CADET) was
successful under the Australian Government’s Regional Priorities Round of the Education
Investment Fund (EIF). The centre is a partnership with the Gordon Institute of TAFE and includes
Matthew Flinders Secondary College and Belmont High School. CADET will help build aspiration
and train and educate people for careers in engineering and design in the region, especially for
young women who are currently underrepresented in the profession.
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In preparing students for the jobs and skills of the future, Deakin will maximise opportunities for
work integrated learning (WIL) both locally and internationally, as well as increase its access to
international student mobility projects. Deakin will innovate in new forms of work-integrated
learning, including offering work-based learning where education takes place largely in the
workplace. In all courses, assessment for evidence of employability will be the guiding principle.
Deakin recognises that increasing academic and social engagement for students will lead to
improved retention and success – with clear social and economic benefits both for the University
and for students. A strategic framework has been proposed to improve the success and retention
of students in all Deakin’s cohort groups. This will be implemented through a University-wide
Student Success and Retention Plan.
2.
Live the future: IDEAS (Research)
Deakin’s Live the future promise for Ideas is to:
Make a difference through world class innovation and research
Deakin’s ERA 2 outcomes continued the progress achieved in ERA 1. Building on our success in
ARC and NHMRC projects, particularly with our industry partners, will remain a major goal during
the triennium but Category 2-4 grants will be targeted as Deakin's focus on research that is
relevant to the communities we serve is further developed. Deakin's global research focus will
continue with major collaborations in India, China, and Indonesia.
Through LIVE the future, Deakin will foster digital scholarship by building and supporting
information, multi-media and technology infrastructures, thereby providing a catalyst for
furthering research collaboration nationally and internationally. Growth in Higher Degrees by
Research enrolments over the triennium is expected to be in the order of 24% while completion
rates will continue to improve.
3.
Equity
Deakin’s Live the future promise for Learning includes the objective:
Ensure that students including equity groups are selected and supported on the basis of their
potential for success
Deakin will continue its focus on ensuring the student experience is flexible and mobile, providing
personalised education for the jobs of the future. The participation and success of regional and
remote students is central to the Deakin Act and Mission and is considered core business for
Deakin. The major cohorts of focus will continue to be Low SES and Students with Disability as
well as Aboriginal and Torres Strait Islander Students.
4.
Aboriginal and Torres Strait Islander Students
Deakin will continue to build on its growing Aboriginal and Torres Strait Islander student
enrolments and provide access to an increasing number of courses, including medicine.
We will continue to support and develop our community-based delivery model of indigenous
education and also ensure that indigenous students in courses not in the community-based
delivery model receive appropriate support.
Deakin will continue to support its Higher Degrees by Research program in the Institute of Koorie
Education incorporating Indigenous Knowledge Systems alongside Western systems while
ensuring rigorous academic standards.
5.
Student Load Planning
Student load planning fall under two areas of the LIVE the future agenda: Learning strategy:
Welcome support and retain committed and capable learners; and Value strategy: Progress a
sustainable and competitive enterprise.
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The recent high levels of growth in undergraduate domestic enrolments will ease progressively
from about 11% in 2012 to about 5% in 2016 caused by a decline in the growth of commencing
load resulting from demographic changes. It is planned that technology and health enrolments
will grow strongly at the Geelong Waurn Ponds Campus and there will be significant growth in
education. These changes are consistent with State and national priorities.
Enrolment in postgraduate fee-paying places is projected to increase at an annual rate of 10% in
2014 easing to about 7% after 2015. While postgraduate commonwealth supported places have
been capped, there is still some inevitable pipeline growth at Deakin which will lead to a shortfall
of about 200 funded postgraduate commonwealth supported places from 2014. This will
particularly affect places in education and optometry. In 2010, Deakin was awarded Australian
Government funding for new medical training and research facilities in Geelong, including
facilities for a new optometry course, to address the critical shortage of regional health care
professionals. Deakin's Optometry program was established in response to demonstrable
workforce needs in rural and regional areas on the basis of postgraduate commonwealth
supported places.
International enrolments are expected to grow by about 5% in 2014 after a decline of about 3% in
2013. This will be facilitated by increasing cloud/located strategies offshore in India, China and
Indonesia as major markets.
6.
Infrastructure
Infrastructure falls under the LIVE the future Value strategy: Progress a sustainable and
competitive enterprise.
In the 2014-2016 triennium Deakin has allocated $127M to cover a range of teaching and
research projects. An estimate of $80M per annum has been proposed for future capital
expenditure up to 2020. This assumes an ongoing significant improvement in space utilisation and
consequential reductions in space requirements.
Deakin’s long-term vision is to build a world class health precinct at the Geelong Waurn Ponds
Campus, opening up health and economic benefits for regional Victoria. With the development of
the Epworth Health Care/medical training and research facilities (construction is due to
commence in 2013) and the Deakin Regional Community Health Hub (REACH) it is well on the way
to achieving this.
Deakin’s Sustainability 2020 vision articulates the initiatives in place to progress a sustainable and
competitive enterprise. Previously, Deakin defined its activities relating to ‘sustainability’ largely
through an ‘environmental’ lens, but it has extended the definition and practice of ‘sustainability’
to include economic, social and environmental concepts, embracing the notion of triple bottom
line (TBL) sustainability.
Deakin is creating innovative environments for its students and staff both in the cloud and on its
campuses. The development of ‘Anywhere Office’ will move IT tools to the cloud and allow staff
to work from anywhere with a mobile device with improved opportunities for collaboration
through the integration of social media, collaborative workspaces and synchronous
communications media.
City campus environments have been established in Melbourne, Warrnambool and Geelong,
providing a high quality technology-rich meeting and office environment for staff travelling
between campuses and strengthening Deakin’s relationship with these communities, most
particularly the business community.
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Monitoring performance and progress towards strategic goals
Monitoring performance and progress towards strategic goals is the main function of the Live the
future Implementation Plan (LIP) while the quality, standards and integrity of academic programs
and compliance with TEQSA standards and AQF requirements are ensured through governance
and risk processes.
The LIVE the future agenda, with its associated Implementation Plan is well established.
Monitoring and reporting occurs as in the previous triennium, with three year plans monitored
and reported through the Planning and Resources Committee, to the Vice-Chancellor's Executive
Committee, and the University Council on a twice yearly basis.
Three-year rolling plans exist for student load, strategic asset management, workforce resources
and finances, thus ensuring a robust and well managed financial planning and sustainability
frameworks.
A comprehensive risk assessment process is applied to and by each operational area and is
monitored by the Planning and Resources Committee and the Council's Audit and Risk
Committee.
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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
Deakin's strategic agenda LIVE the future renews Deakin's strong commitment to Indigenous
education and to equity, and to improving access and support for students who might otherwise
not benefit from higher education.
Deakin continues to have the largest enrolment of Aboriginal and Torres Strait Islander
(Aboriginal and Torres Strait Islander) students in Victoria and is amongst the most significant
providers of Aboriginal and Torres Strait Islander higher education in Australia. Deakin's Institute
of Koorie Education community-based delivery model allows students from all areas; rural,
remote and metropolitan, and across all ages particularly mature age, to undertake studies
without compromising their family and community obligations. Deakin also ensures Aboriginal
and Torres Strait Islander students in faculties receive appropriate support both academically and
culturally, for example there are now two Aboriginal and Torres Strait Islander students in the
medicine course.
The Institute of Koorie Education does not offer its own courses. It delivers Deakin degrees
through a community based mode in a culturally inclusive way, with a strong community
responsive pedagogy. Courses are administered through Academic Course Teams (based at the
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Institute) in consultation with Unit Chairs, Course Coordinators, and Schools and Faculties.
Community based learning integrates teaching and student support strategies through the
development of an Aboriginal and Torres Strait Islander focus within the curriculum. The courses
and their delivery are subject to all of Deakin’s quality and standards assurance processes and
provide pathways to a broad range of professions in the arts, education, nursing, social work,
public health, law, commerce and natural resources management.
An emerging success is the role Deakin@your Doorstep plays in attracting outer metropolitan
Aboriginal and Torres Strait Islander students to higher education. In 2012 the total enrolment in
D@YD was 220 of whom 6 were Indigenous; the overall success rate was 80%. D@YD Learning
Centres established in outer metro and regional Victoria in partnership with TAFEs and Local
Government, provide the potential to attract Aboriginal and Torres Strait Islander students into
foundation courses, for example in education and nursing.
The Higher Degree by Research (HDR) program delivered in the Institute incorporates Indigenous
Knowledge Systems alongside Western systems while ensuring rigorous academic standards.
Continued support of this program will assist Deakin make a significant contribution to the
Aboriginal and Torres Strait Islander academic workforce of the future.
Strategies have been put in place to strengthen the research and HDR supervision in the Institute
of Koorie Education. This involves the appointment of a new Professor of Indigenous Knowledge
Systems for June 2013, expanding the Institute’s HDR Committee and supervisory team to include
experienced HDR supervisors from the faculties and establishing research performance panels for
all at-risk HDR students which include a senior academic with extensive HDR supervision
experience.
A hallmark of the programs is the strong Community involvement in the Institute’s operation and
programs, and decision-making processes, both at Board level and through other forums.
Deakin has previously invested in infrastructure for the Institute of Koorie Education including
‘state-of-the-art’ student residences completed in 2011. A major $13M refurbishment and
extension of the iconic Institute of Koorie Education building in Geelong has recently been
completed with the assistance of a $1M donation from the Harold Mitchell Foundation. This will
enable the University to increase its student intake and further its reputation as the University of
Choice for Aboriginal and Torres Strait Islanders.
Deakin has incorporated the recommendations of the Review of Higher Education Access and
Outcomes for Aboriginal and Torres Strait Islander People into its strategies to improve higher
education access and outcomes for Aboriginal and Torres Strait Islander students and staff
consistent with its community-based delivery model:
 an education strategy that includes the provision of community-based teaching and learning
opportunities across a broad range of curricula
 a research and research training strategy enshrining Aboriginal and Torres Strait Islander
knowledge systems, professional development opportunities at all levels of employment
 cultural competency training programs appropriate to different areas and functions of the
University
 culturally relevant community-based and on-campus student support
 financial assistance including student scholarships; and mentoring and leadership initiatives.
Deakin’s community-based education model fulfils a particular need in Aboriginal and Torres
Strait Islander education and is not constrained by geography. This community-based learning
offers a combination of off-campus and short residential teaching complemented by local
teachers at regional centres. It enables Aboriginal and Torres Strait Islander students to study
without leaving their communities for substantial periods of time. As a result, Deakin has
attracted significant Aboriginal and Torres Strait Islander enrolments throughout Australia. This
strategy does not compete with, but complements more western-traditional on-campus delivery
models.
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Deakin strongly supports the Commonwealth national parity target for Aboriginal and Torres
Strait Islander students and staff in higher education (currently 2.3%.of the population aged
between 15 and 64). Victoria has among the lowest proportion of people of Aboriginal and Torres
Strait Islander origin at 0.7% of the total state population (ABS, 2011).
Deakin has set targets for future Aboriginal and Torres Strait Islander student enrolments that
recognise the demographics of both Victoria and Australia as a whole. It is planned that there will
be significant growth in enrolments from Victoria, both in the Institute of Koorie Education and
directly in faculties, accompanied by more modest growth in enrolments from the rest of
Australia.
The completion rate of Aboriginal and Torres Strait Islander students at Deakin is lower than the
University as a whole. When adjusted for the effect of distance education and the ATAR of
commencing students this difference is less significant. Nevertheless it remains a concern and is
the subject of a student success campaign which commenced in 2012 called “Walking With The
Students”. This whole of cohort strategy has had only limited success so far and a new approach
is being developed which will be better able to identify individual students at risk and to introduce
intervention strategies based on their individual needs.
In early 2014 Deakin University is introducing a new university-wide student analytics system that
will identify students at risk by their pattern of interaction with learning resources and other
facilities. In the Institute of Koorie Education, this will be backed up by the local knowledge of
individual tutors and support staff. Students at risk will receive systematic follow-up coupled with
a range of diagnostic resources and both academic and social support services. These methods
have been trialled elsewhere in Deakin University with significant success for other equity groups.
The Institute of Koorie Education has developed an implementation plan with multiple
performance indicators that will form the basis of an evidence-based student success strategy.
Deakin’s targets for Aboriginal and Torres Strait Islander professional/general staff reflect the
demographics of Victoria. Aboriginal and Torres Strait Islander performance indicators and
targets assist Deakin in monitoring 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.
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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 and
Torres Strait Islander student 598
658
683
708
1
enrolments
Number of all Aboriginal and
Torres Strait Islander student 65
68
70
73
2
completions
Number of all Aboriginal and
Torres Strait Islander
16
18
20
23
professional/general staff3
Number of all Aboriginal and
Torres Strait Islander
12
14
15
17
academic staff4
Optional Performance
Baseline Progressive
Indicators
2012
Target 2013
Aboriginal and Torres Strait
0
1
Islander HDR student
completions
Access Rate
2.01%
2.00%
Participation Rate
1.87%
1.50%
Participation Ratio
2.97
2.50
Participation Victoria
1
1
Ranking – as a per cent of all
domestic students*
Access Victorian Ranking – as 1
1
per cent of all commencing
domestic students**
Number of Aboriginal and
3
3
Torres Strait Islander staff
employed at senior staff
levels (Level E or HEW10 or
above)
*based on DIISRTE 2011 publication, Appendix 2, table 2.5
**based on DIISRTE 2011 publication, Appendix 2, table 2.3
1
Refers to total undergraduate, postgraduate and HDR students by headcount
2 See
footnote 1 for definition
3 Refers
4 See
to number by headcount
footnote 3 for definition
Page 15
Target
2016
733
75
26
19
Progressive
Target 2014
2
Progressive
Target 2015
2
Target
2016
3
2.00%
1.50%
2.50
1
2.00%
1.50%
2.50
1
2.00%
1.50%
2.50
1
1
1
1
4
4
5
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
Deakin University’s commitment to innovation and engagement is a central theme in LIVE the
future: Agenda 2020, specifically under the headings of Ideas and Values. The strategies for
improvement in research are outlined in the 2013-2015 Research Plan (see Section 5.1.2).
Deakin is in the process of implementing changes in the way innovation is developed and
promoted. This is being driven by Deakin's central research commercialisation and development
group Deakin Research Commercial (DRC), established in 2011 and restructured in 2012 to
provide stronger leadership and a sharper focus on innovation and commercialisation outcomes.
In 2013 Deakin has invested additional resources into both the Deakin Research Commercial
office and the commercialisation area of the Research Investment Allocation Model to further
support its strategy of increasing research collaboration with industry and government partners,
and to grow Deakin’s commercialisation of research.
The restructure of DRC included the appointment of a new Director with comprehensive
commercialisation experience and the appointment of five additional staff to facilitate pro-active
development of industry focused research partnerships. This enhanced capability will enable
Deakin to take new technologies, models, algorithms and other commercially valuable research
outcomes to the global stage. It also helps foster strategic engagement with industry,
communities and interest groups and to disseminate the results of research to the wider
community and industry, particularly the large number of regional small and medium enterprises
(SMEs). More effort is being focused on educating researchers on the value of the intellectual
property they create to gain better value for the University both financially and through
improvements to research opportunities.
More efficient commercial and contractual pathways have been developed to assist the SME
community to enter into the University environment and conduct collaborative research to create
new products and services that provide a leading edge in attracting new markets or improving
international competitiveness.
Page 16
Through LIVE the future, Deakin aims to invest in mutually beneficial research partnerships with
rural and regional communities, in particular in Geelong and Western Victoria. There is a strong
focus on practical outcomes that add value to industrial products, society and the environment by
understanding the community and industry and addressing their needs, thus enabling Deakin to
target its research strategically.
Deakin University aims to achieve a balance between excellence in fundamental research and
more applied research that creates significant practical outcomes for society. This balance is most
evident in the Institute for Frontier Materials (IFM) from whose research we expect two spinout
companies to commercialise new intellectual property in 2013. Greater emphasis is being placed
on commercialising research outcomes by local industries to create employment opportunities
within the Geelong region and new cleaner smarter industries, such as biotechnology,
nanotechnology and carbon fibre technology.
International research footprint
Internationally, Deakin is focused on partnering with large international companies to develop
new technology licenses, support large research projects and provide opportunities to create new
local industries within the Geelong region.
Deakin's commitment to engagement with Asian partners has grown since 2011 and will continue
to develop. A key aspect of this engagement is in utilising advanced technologies, including
nanotechnology, biotechnology and advanced and light-weight materials engineering, to address
issues of global significance in agriculture, food security, health and medicine, energy,
environment and water.
In particular, Deakin has mature research collaborations with major industry partners in India and
China including: Indian Oil Corporation Ltd., Bharat Forge, Tata Steel , Reliance Institute of Life
Sciences, Wuhan Iron and Steel Corporation (WISCO), China Iron and Steel Research Institute
Group and Shandong Ruyi Corporation.
Deakin's research partnerships in India are underpinned by an “in-country” PhD model in which
students conduct their research within the partner organisation and are co-supervised by Deakin
and the partner organisation. This is resourced via the $3M Deakin India Research Initiative (20092012) and within the TERI-Deakin Nanobiotechnology Research Centre (Deakin's partnership with
The Energy and Resources Institute of India - TERI). Deakin is extending this initiative in 2013 to
include Chinese partner organisations.
The production of new intellectual property continues to grow as a result of Deakin’s significant
recruitment of research staff across the university. An internal education campaign has resulted in
researchers improving recognition of the value of their IP for the benefit of both the University
and the community. Further education courses will be conducted in 2013 to assist the University
to better connect with industry and communities and to disseminate and translate new
intellectual property and research findings. Deakin has developed University policy and
procedures for managing intellectual property and workshops are conducted for researchers to
better value and manage their own IP portfolios.
Page 17
3.1.3
Performance indicators and targets
The purpose of the innovation performance indicators and targets is to assist the University and
the Commonwealth in monitoring the University's progress against the Commonwealth's
objectives and the University's strategies for innovation.
The University will report principal performance information and aim to meet the innovation
performance indicators and targets set out in the following tables.
Note: All calendar year references below refer to the previous year’s data collection.
Principal Performance Information5
2012
Number of patent and plant breeder’s rights
families filed, issued and held
Number of all active licences, options or
assignments (LOAs)6 executed and income
derived
Number and value of research contracts and
consultancies executed7
Investment in spin-out companies during
the reporting year and nominal value of
equity in spin-outs based on last external
funding/liquidity event or entry cost
Filed
5
No.
0
Issued
10
Held
19
Value($)
0
No.
187
Investment ($)
0
Value($)
12.3
Value($)
0
Note: All calendar year references below refer to the previous year’s data collection.
Principal Performance Baseline Progressive
Progressive
Progressive
Indicator
2012
Target 2013
Target 2014
Target 2015
Category 4 Income
2.7
3.0
2.5
3.0
3.0
Note: All calendar year references below refer to the previous year’s data collection.
Optional Performance
Baseline Progressive Progressive Progressive
Indicators
2012
Target 2013 Target 2014 Target 2015
Number of new Category 2
research projects
Number of new Category 3
research projects
Expenditure on
commercialisation/contract
research office ($M)
Number of staff/research
students trained in
commercialisation/contract
research processes
Number of projects with small
and medium enterprise
Target
2016
Target
2016
75
84
92
102
112
112
98
113
130
149
1.6
1.8
2.3
2.3
2.4
20
25
30
35
40
10
20
40
80
160
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 18
3.2
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
Through LIVE the future: Agenda 2020 Deakin promises to advance learning by “offering brilliant
education where students are and where they want to go” Deakin aims to empower learners for
the jobs and skills of the future.
Deakin’s courses use a combination of cloud and located learning to provide accessible, mediarich, interactive educational experiences that integrate new-media literacy, experiential learning
and interdisciplinary teamwork.
Work-integrated learning (WIL) and exposure to international perspectives prepare graduates for
employment and life-long-learning in an ever-changing globalised world. These learning
experiences and the development and evidencing of Graduate Learning Outcomes creates the
Deakin Difference and empower learners for the jobs and skills of the future. Deakin’s WIL is
organised by faculty. The Faculty of Arts and Education has WIL arrangements across most
programs, both in domestic and international contexts including more than 6000 placements
annually in the School of Education, and a further 600 EFTSL enrolled in WIL units and more than
380 students enrolled in internship units across Humanities and Social Sciences, and
Communication and Creative Arts. The Faculty of Business and Law offers a range of WIL units
designed to enhance its undergraduate courses and maximise the employability of its students.
The Business Internship Program (BIP) has been running for 12 years. The Community Based
Volunteering and Industry Based Learning commenced in T2, 2012. There are approximately 600
placements each year in Australia and about 100 internationally. The Faculty of Health courses
mainly train graduates who will work in clinical environments. Most of these courses are required
to meet external accrediting agencies’ clinical placement standards. The Faculty also includes
health or human services placements in non-clinical courses. The vast majority of Faculty students
(several thousand) undertake placements which can comprise up to more than half of the course
duration. In the Faculty of Science, Engineering and Built Environment, all undergraduate and
postgraduate (coursework) students have the opportunity to undertake WIL. The Faculty offers
approximately 27 distinct units with a WIL component across the undergraduate and
postgraduate offerings providing a variety of options including industry-based learning,
internships, industry-based projects and research-based projects. Units are broad-discipline
specific as they are linked to individual fields of education. Approximately 1,000 students
undertake WIL across the Faculty each year.
Deakin University is currently developing an employability award in collaboration with Industry
partners, to be based on best practice overseas and made widely available to Deakin students.
The award would reinforce the development of Deakin Graduate Learning Outcomes (GLO),
enable students’ demonstration of capabilities with evidence and enhance employment readiness
of Deakin graduates.
There is evidence that Deakin graduates in certain professions, such as allied health, may take
part-time work to establish themselves in their chosen career. This tends to reduce the number
in full-time work in the Australian Graduate Survey, but significantly increases the full-time
employment later as shown in the Beyond Graduation Survey.
The Beyond Graduation Survey (BGS) is conducted by Graduate Careers Australia (GCA) as a
detailed investigation into the activities of graduates from Australian higher education institutions
three years after the completion of their studies. When the Deakin bachelor degree graduates
were contacted in 2012, of those who were available for full-time employment, 95.2 per cent
Page 19
were in full-time employment (the highest of the Victorian Universities and compared to 92.2 per
cent nationally), 3.2 per cent were working part-time, and only 1.6 per cent were not working (3.4
per cent nationally).
Deakin’s professional coursework and research programs develop additional knowledge and
capabilities which, depending on the level and professional context, may include leadership,
management, independent research, entrepreneurship and personal resourcefulness.
Deakin’s strategic plan includes assuring employability by systemically enhancing all courses,
embedding career development learning:
 Work Integrated Learning embedded either in Professional Practice units which commonly
include placement, pre-placement units and targeted workshops. Career development
learning is an integral part of these offerings and careers educators work closely with
academics on developing curricula and to deliver learning experiences Cloud resources are
being produced that provide pre-placement career planning and which will enable students
to make the most of their work experience and to articulate their learning in relation to
employability.
 Careers educators will work closely with academics and Deakin Learning Futures in the
Course Enhancement process to ensure curricula, resources, teaching and learning activities
and assessment reflect career and industry requirements and expectations, and develop
students’ skills and attitudes in readiness for the workplace. Cloud resources are being
produced for career planning and employability skills to enable academics to seamlessly
embed career development learning.
 Developing innovative approaches to work integrated learning, including:
* Work-based learning: higher proportion of study takes place in the workplace
* University-wide coordination of all WIL (including internships and placements)
* Emerging technologies (simulations, games, role plays and scenarios).
 CloudDeakin, Deakin’s cloud learning environment, systematically enhanced for:
* interactive learning (with assessments increasingly requiring solution of real world
problems)
* ‘end to end’ approach to learning enabling prospective and enrolled students to draw on
work and personal experiences to create and curate evidence of learning achievements for
professional readiness in the digital economy
* seamless connection for learning and professional development with multiple
communities including peers, graduates, educators and industry mentors.
The University’s quality assurance processes ensure that course review occurs systematically and
that it is informed by advice provided through professions, accrediting bodies and industry
advisory groups.
As a core aspect of the course review process, Deakin utilises labour market data derived from
the Australian Graduate Survey (AGS) to identify the “health” of courses with respect to
employment outcomes.
All Deakin courses are required to have Industry advisory board input into curriculum. Advisory
board endorsement is required as part of the process of developing new programs and in
reviewing existing courses.
Page 20
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
Under Value in Deakin’s plan LIVE the future Deakin aims to ‘Strengthen our communities, enable
our partners and enhance our enterprise, investing in strategic partnerships which are of mutual
benefit.
Research collaborations and partnerships
Deakin’s two Education Investment Fund (EIF) projects: Australian Future Fibres Research and
Innovation Centre (AFFRIC) and Centre for Advanced Design in Engineering (CADET) are part of a
place-based strategy to accelerate economic development in the Barwon and Western Victoria
region.
AFFRIC co-locates the CSIRO Fibre Science group at the Waurn Ponds campus with a new Fibre
Processing and Carbon Fibre Research facility (Carbon Nexus) to develop novel fibres for the
textile and manufacturing industries. Carbon fibre (CF) expertise in particular, is likely to attract
CF manufacturing and CF commercial producers to Australia. Deakin's partnership in Carbon
Nexus with the Victorian Centre for Advanced Materials and Manufacturing (VCAMM) has
attracted major industry interest. CADET, a partnership with the Gordon TAFE, aims to build
aspiration and educate people for careers in engineering in the region, especially for young
women who are currently under represented in Engineering.
Deakin has a tradition of strong industry engagement through its Collaborative Research Centres
(CRCs), particularly in the materials and manufacturing areas (AUTO CRC, Advanced
Manufacturing CRC, CAST CRC, and Polymer CRC). The 2013 strategy for Deakin Research
Commercial (DRC) is to increase the number and value of research collaborations nationally and
internationally in particular Asia (China, Korea and India) and Europe.
The Centre for Intelligent Systems Research closely partners with Australian Defence and the
defence industry supply chain to develop research in the field of intelligent systems for
monitoring and training. Most of the research is conducted through the DSTO leading to products
of value to both Australian and US Defence. Products developed include systems for training
helicopter pilots, a haptic arm for remote defusing of land mines and intelligent robots for
surveillance work to save lives.
Fostering regional engagement
As a university with a regional base, Deakin recognises its responsibility to see the regions
prosper. Through DRC it assists local and regional industries to create new products and services.
A full time member of staff who is an experienced engineer will be hired to coordinate the
engagement process and ensure research projects are completed to the satisfaction of the
industry partner.
Manufacturers in the Geelong and Melbourne region benefit from Deakin research through
VCAMM and the Geelong Manufacturing Council (GMC) with collaborations actively promoted
between Deakin and local Small and Medium Enterprises (SMEs) through groups such as the GMC
which represents over 500 SMEs in the region.
The recent establishment of the Geelong Centre for Emerging Infectious Diseases (GCEID), in
collaboration with Barwon Health and CSIRO Australian Animal Health Laboratories, aims to
provide a multidisciplinary “one health” approach to emerging infectious diseases through
environmental science, animal biology, infectious diseases, public health and clinical science.
Page 21
The DRC team recognise the needs of Industry and Government and is implementing a strategy to
help align the research focus of various centres to assist with the development of solutions for
these needs. There are numerous innovation projects underway with regional businesses.
Examples include several projects with Ford Australia (although Ford has announced its
withdrawal from manufacturing in Geelong), projects with Shell Oil focused on gas flow modelling
and on corrosion, a project with Quicksilver developing action sport performance fabric, and a
project with 3G Engineering involving haptic research into vision and hearing impairment aides.
DRC, through research in the University, will continue to provide benefit to community by
providing organisations with new innovations and technology for improved productivity to
support regional industries. DRC is working to better understand the regional and global needs of
industry to provide the research required for community and its businesses to be competitive and
sustainable long term.
International outreach
Three Deakin researchers have been named Chinese 1000 Talents and are extensively engaged in
applied research in China, particularly with Wuhan Iron and Steel Corporation, China Iron and
Steel Research Institute and the Chinese Academy of Tropical Agricultural Science together with
associated Chinese universities . The relationships include exclusive use of well-appointed
laboratories, students and assistants as well as exchange programs for research training. The
appointment of a Director of International Research Initiatives aims to further develop
engagement with international partners.
Deakin is building on its extensive mobility programs to expand opportunities for its students to
study in Asia. Over 900 students took part in outgoing exchange programs in 2012, an increase of
22% on 2011. More than 100 universities globally are Deakin Exchange partners, either through
direct agreements or through university consortia. Building on its Global Citizenship Language and
Culture Engagement Program, Deakin has focused initially on fostering language and culture in
Indonesia and India, with the opportunity to expand into Japan and China. Deakin has also
expanded its University Global Citizenship volunteering program, which supports communities to
preserve language and culture and nurture educational opportunities. Activities include building
an early learning centre in Borneo, developing a cultural heritage museum for the Lotud people in
Malaysia and building an Arts centre in Cambodia.
Deakin is also developing its postgraduate programs in communication and business with partners
in Thailand, Malaysia, South Korea and India. The pilot program aims to send 40 students to
Indonesia and 40 students to India in 2013, with a program goal of 300 students by 2017. The
Deakin India Research Initiative (DIRI) is coordinated by Deakin's office in New Delhi and is
responsible for supporting collaborative research programs and HDRs with joint supervision by
Indian and Australian supervisors.
Philanthropy and industry investment
Deakin has established a new position of Vice-President (Advancement) to cover a broad range of
activities related to community engagement. The Vice-President (Advancement) is responsible for
helping to build strong relationships with a number of key constituencies through alumni
relations, philanthropy, government relations and public affairs.
Deakin's newly formed Advancement Portfolio has significantly strengthened the team
responsible for philanthropic support. The engagement constituency encompasses alumni, key
high net worth philanthropists, charitable trusts and foundations and corporations and will
include a volunteer leadership team focussed on philanthropy.
Deakin is also building a sustainable alumni program to foster a strong network for Deakin alumni
to connect to both the University but also to their fellow alumni. This activity will assist by actively
connecting with 500-1,000 potential high yield donors, and enable us to build a stronger and
more productive relationship with alumni both at home and aboard. As a result, Deakin University
will be in a positive position to substantially increase the funding from philanthropic and
corporate partners.
Page 22
Deakin has recently formed a collaboration with a private company, Pozible, to raise funding
through crowd sourcing for not-for-profit projects for public good. Deakin is currently working
with the ‘Geelong Angels Network’ to fund a number of technologies developed within the
University.
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 2013
Target 2014
Target 2015
Number of active
collaborations8 with
industry and other
partners in Australia
Number of active
collaborations9 with
industry and other
partners overseas
Category 3 Income ($M)
53
66
73
80
88
14
15
17
20
23
6.7
7.0
9.5
10.7
12.5
Note: All calendar year references below refer to the previous year’s data collection.
Optional Performance
Baseline Progressive
Progressive
Progressive
Indicators
2012
Target 2013
Target 2014
Target 2015
Number of major
international research
0
1
2
2
partnerships
Value of funded domestic
and international research
12.3
14
16
18
partnerships
Philanthropic income ($M) 1.4
2.8
5.0
10
8 Collaboration
Target
2016
Target
2016
3
20
>10
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 23
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
Deakin’s LIVE the Future: Agenda 2020 reaffirms Deakin’s commitment to its founding goals: to
develop lasting and mutually beneficial relationships with rural and regional communities and to
offer an educational experience which will widen participation and support for students from
diverse backgrounds. LIVE the Future commits Deakin to becoming Australia’s premier university
in driving the digital frontier to enable globally connected education, opening opportunities for
learners wherever they are and whenever they wish to study.
LIVE the future is underpinned by a business plan that aligns with national and state educational
agenda and is responsive to the fast changing global competitive environment and to the
changing demographics and needs of the communities Deakin serves.
The student load planning process supports the strategic agenda and is reviewed annually as part
of performance review and quality assurance. Course level targets are set annually and progress
against targets is monitored and reviewed each Trimester as part of monitoring and future
planning.
Deakin’s total student load has increased by over 50% since 2000 including significant growth in
international student load. In 2012 Deakin grew its student load by 6% under the demand-driven
funding system and further growth in domestic commencing students in 2013 of around 7% is
anticipated easing thereafter in line with local demographic trends. International student
demand is expected to soften with more restrained growth projected in the future.
The Deakin planning cycle incorporates the development of 3-year Student Load Plans subject to
periodic analysis and monitoring in terms of demand, competitor strategies and discussions with
the Department to ensure Deakin makes a significant contribution to the Government’s reform
objectives, on the basis of enduring quality and financial sustainability.
Sub bachelor planning
The Associate Degree of Arts, Business and Sciences was established with an $8.2M Diversity and
Structural Adjustment Fund grant in 2008 and addresses Deakin's commitment both to regional
and rural education and to equity. The program exemplifies the benefit of university/TAFE
collaboration pathways in meeting the needs of regional students and students from low SES. It is
Page 24
being delivered in collaboration with six TAFEs from locations in Swan Hill, Bairnsdale,
Wangaratta, Portland, Rosebud, Dandenong and Craigieburn.
The students undertaking the Associate Degree are offered a supported entry into tertiary
education rather than a specific vocational outcome and are studying bachelor level units
throughout the program. The supported learning approach adopted in the associate degree also
provides a highly engaged educational experience which delivers improved student retention and
a smooth transition to further higher education.
The success of the associate degree has also driven demand in new regions seeking access to
higher education and plans are in development for additional sites in regional areas to further
support education in regional and remote communities.
Deakin has sought an increase to the cap on sub bachelor CSP places to ensure that the pipeline
committed to with the roll out of the associate degree across the partner organisations can be
accommodated and to provide new regional and remote communities with an innovative degree
that delivers new opportunities for higher education.
Although Deakin does not currently offer enabling places, the increase in enabling load funding
rates in the 2012-13 Budget makes enabling load a more attractive option for Universities. At this
stage no Deakin courses have been put forward for enabling load. Options for enabling courses
will be explored as part of the annual course development and review cycle.
Bachelor degree planning
Deakin plans to increase its domestic undergraduate load overall with some level of growth
planned across all discipline clusters over 2014-16, particularly in health, natural and physical
sciences and engineering. The growth in commencing students is expected to slow during the
2014-triennium after very strong growth in recent years. However, the returning pipeline from
the recent strong growth will underpin strong growth in total undergraduate CSP load of around
10% in 2013 and will help to sustain overall growth during the life of the Compact.
There are no plans for major shifts in the provision of places away from or into new discipline
areas. It is expected that the University’s future profile by discipline area will be similar to the
current profile although there will be some variation in the growth rate by discipline area, yearto-year, due to changes in demand.
Technology and health enrolments at the Geelong Waurn Ponds campus are planned to grow
strongly over coming years. Courses in business and law will be consolidated at the Burwood and
Geelong Waterfront Campuses and growth will be modest. Humanities will experience lower
growth while Education is expected to grow strongly. These changes are consistent with state
and national priorities as well as with recent enrolment trends.
Deakin plans to increased participation by low SES background and Aboriginal and Torres Strait
Islander students. The University also has a commitment to students from regional and rural
locations as outlined in the University's Mission.
Postgraduate planning
Deakin’s annual Load Planning cycle establishes course level targets for all postgraduate courses.
It is planned to grow international postgraduate load where there is demand across a range of
discipline areas related to existing strengths in teaching and research. Continued growth in
domestic postgraduate load is planned in support of national and local priorities and areas of
need in the communities we serve. These include areas of critical professional shortage in
teaching, nursing and allied health. These areas in particular require access to postgraduate
commonwealth supported places (CSP).
Deakin’s postgraduate commonwealth supported places represents about 30% of postgraduate
load and 5% of total CSP load. Postgraduate CSP is capped at the equivalent of 926 places in the
current funding agreement. As total undergraduate CSP enrolments rise over the term of the
Page 25
Compact, the postgraduate proportion will fall even further to around 3.6% by 2015 if the cap is
not adjusted. This is very low compared to many other universities.
The growth in demand for postgraduate CSP is mainly the result of the previous introduction of
Optometry and ongoing demand for the Master of Teaching and Master of Nursing Practice. The
introduction of Optometry alone will contribute an additional 160 EFTSL per year by 2015.
Deakin's Optometry program was established to address acute and projected longer-term
optometry workforce shortages in rural areas. The Deakin Optometry program is an accelerated
program made possible by the Deakin Trimester structure with selection criteria designed to
advantage applicants from regional and rural areas. The program consists of a three year
equivalent Bachelor of Vision Science followed by a professional Master of Optometry. The
program was established on the expectation of postgraduate CSP places.
Deakin's Master of Teaching is designed to address a national priority and a critical area of
workforce need. In 2013 there were 540 first preference applications but we were able to
allocate only approximately 200 places.
There is also strong demand for professionally qualifying postgraduate CSPs in Nursing and
Clinical Psychology and for Aboriginal and Torres Strait Islander places in the Master of Public
Health which is widely acknowledged as the most successful MPH for Indigenous students in
Australia and for its strong and growing regional enrolment and context. The program has
previously been recognised by the Australian Government as a professional entry program in
relation to AusStudy. Even with the previous funding through the Public Health Education and
Research Program (PHERP) there are significant, continuing expertise gaps in the public health
workforce most keenly felt in rural and regional Australia and in Indigenous health.
Therefore, Deakin’s postgraduate planning is highly dependent on the availability of postgraduate
commonwealth supported places.
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
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
Deakin University has completed a whole of institution audit of compliance with the TEQSA
Standards and the AQF and is well advanced in implementing all of the audit findings.
Deakin courses are designed to assure achievement of Deakin’s Graduate Learning Outcomes
(GLOs) and graduates will be able to evidence these capabilities as appropriate to the relevant
Level Criteria of the Australian Qualifications Framework (AQF). Deakin’s courses use a
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combination of “cloud” and “located” learning to provide accessible, media-rich, interactive
educational experiences that integrate new media literacy, experiential learning and
interdisciplinary teamwork. Systematic course enhancement to embed these features in every
course has already commenced with Deakin’s high-enrolling courses. Planned developments
include a course evidence portfolio based on learning analytics.
Learning Analytics is the measurement, collection, analysis and reporting of data about learners
and their contexts, for purposes of understanding and optimising learning and the environments
in which it occurs (1st International Conference on Learning Analytics and Knowledge). Learning
analytics projects at Deakin are designed to provide analysis of performance, through
CloudDeakin that provides evidence that courses and units equip students for graduate
destinations and students are learning appropriately, and completing units and courses. Analytics
also helps to identify students at risk so that support or intervention can be directed accordingly.
As part of LIVE the future, Deakin has adopted the term ‘cloud learning’ to signal its intention to
make a quantum shift rather than an incremental change in its approach to online education.
First, it signals a commitment to move beyond the constraints of the traditional delivery of Web
1.0 style passive transmission of text and image information and explore and implement
accessible Web 2.0 and emerging interactive cloud technologies–video, telephony, gaming
environments–to enable premium learning experiences in the cloud. This means that all students,
including those who enrol off-campus, increasingly benefit from premium cloud learning
experiences that are first-rate, rather than poor-quality emulations of on campus experiences.
CloudDeakin, Deakin’s cloud learning environment, is being systematically enhanced for:
 Visually engaging and highly interactive learning, requiring students to create and curate
evidence of learning achievements for professional readiness in the digital economy
 A seamless single sign-on environment where students can communicate with teaching staff,
mentors and peers; engage with premium learning resources and experiences; create and
curate evidence of their achievements and collaborate on authentic tasks which prepare
them for professional careers and for citizenship
 Integrated learning support (academic literacies, English language, career development
learning; information and digital literacy).
The Course Enhancement process was introduced in July 2012 involving sixteen high enrolling
courses. This process is being refined and deployed more broadly and deeply in 2013. The Course
Enhancement Process is designed to implement Deakin’s Agenda 2020 Curriculum Framework.
All courses will have full online CloudDeakin content delivery by the end of 2013 and will be fully
aligned with Deakin’s Graduate Learning Outcomes by 2015.
In addition to pioneering in cloud learning, Deakin is undertaking an innovative approach to
located learning through systematic enhancement of its physical campuses and learning centres,
including professional experience learning in hospitals, clinics, schools and industry. Formal and
informal gatherings ensure the personal connectedness that is core to the Deakin curriculum
model.
Planned, funded strategies include:
 University-wide capacity building workshops for staff and students to explore new ways of
interacting in re-imagined physical spaces
 The expansion of distributed learning centres in urban and regional locations such as
“Deakin@Your Doorstep”, the Dandenong Hub and future sites elsewhere in Australia and
overseas to maximise the learning benefits of teleworking practices.
Regardless of the environment (cloud, classroom or clinic) committed and capable learners thrive
with inspiring educators. A comprehensive capacity building program is planned in:
 Teaching: remodelled university-wide and faculty-based programs to ensure a
comprehensive range of premium cloud and located learning opportunities
 Leadership: clarifying roles and provide a range of leadership development opportunities in
teaching and learning leadership
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Learning research: a range of capacity building opportunities to build teaching and learning
research, particularly in graduate learning outcomes, assessment and evidence of learning, and
cloud and located learning, continuing to build reputation and linkages through internal and
external teaching awards, grants, fellowships, international fellows and mentors. Deakin has
multiple channels for recognising, showcasing and rewarding innovative practice in events such as
the annual University Teaching and Learning Conference. A particular focus will be capacity
building for early career academics, focusing on preparation for promotion. Deakin’s guide to
expectations related to promotion, Minimum Standards and Typical Duties for Academic Levels
have been revised to match the strategic emphases in graduate employability and engaging cloud
and located learning. This allows members of staff who are outstanding in both teaching and the
leadership of teaching and learning to be promoted to level E (Professor).
All units undergo an evaluation using Deakin’s Student Evaluation of Teaching and Units (SETU)
every time they are offered. SETU is a University-wide survey which gives all students the
opportunity to give feedback of their experience of the units they study. Every unit offered must
be evaluated as stated in the Deakin University Evaluation of Teaching and Units Operational
Policy. Results from each unit evaluation survey for individual units are publicly available through
the Unit Evaluation website and are used to improve the quality of units and teaching in facultybased CQI processes.
Students are supported to acquire and develop the necessary academic (study) skills via
comprehensive range of resources and services available as self-help materials or delivered by
professional staff and trained students. These resources are available on-line, in hard copy and
delivered face to face. Examples include English Language Development Workshops; Guide to
Assignment Writing and Referencing; Time Management; Research Skills; Understanding and
Avoiding Plagiarism; Reading Effectively at University; Critical Analysis; Exam Preparation; Peer
Tutoring and Career Planning.
Students are supported to overcome personal issues that are impinging on effective study via
comprehensive range of self-help and staff facilitated services including; On-Campus Medical
Centre; Personal Counselling; Financial Assistance; Employment Assistance; Legal Advice;
Accommodation Services; Chaplaincy; Social Engagement Programs and Peer Support.
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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
7
7
7
7
7
7
8
8
9
9
6
8
8
8
8
0
2
3
3
3
0
1
1
1
1
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
Number of courses fully
enhanced for premium
0
6
12
18
24
cloud and located learning
Courses with fully
developed Deakin Graduate 0
10%
50%
100%
100%
Learning Outcomes
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.
10 Promotion
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 29
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
LIVE the future reaffirms Deakin's strong commitment to equity, improving access and support for
students who might otherwise not benefit from higher education.
In the next triennium, Deakin will continue to focus on increasing the higher education access,
participation and success of people from low SES backgrounds Aboriginal and Torres Strait
Islander backgrounds and people with disability. The University’s commitment to improving the
social mobility of students from equity groups is clearly articulated LIVE the Future and
operationalized by the Deakin Widening Participation Plan. It is supported by evidence
demonstrating that:
 Low SES and regional and remote students are the most likely to be under-prepared for
higher education and systematically under-represented
 There remains a significant gap for students with disability notably in attainment of year 12
or equivalent, VET qualifications and participation in university studies.
Improving access and participation
The funding provided through the Higher Education Participation and Partnership Program
(HEPPP) has significantly enhanced the University’s capacity to improve access and participation
for students from low SES backgrounds. It supported innovation in Deakin’s school, TAFE and
community outreach activities through projects which include the establishment of a Marine Lab
in partnership with a targeted regional primary school, the development of a University-wide
parental engagement strategy, and a mentoring program for TAFE students who are young
parents. In addition, Deakin developed and extended its existing access initiatives, including:
 The Deakin Engagement and Access Program (DEAP) commenced in 2007 to remove
obstacles to university participation for students in under-represented schools. There are
now 40 schools in DEAP from Portland in South West Victoria through Barwon and the
Western metropolitan areas. The HEPPP funded Access Express program delivers an
intensive program of activities and sustained contact across Years 6 to 12 in collaboration
with seven Deakin University partner schools with 6,300 students participating in 2012
 Deakin University has a number of formal agreements with vocational education providers in
Victoria, particularly within the Greater Geelong and Barwon South-West regions and SouthEast Melbourne. The primary outcome is to develop agreed articulation pathways which
enable all students to seamlessly transfer from the vocational education provider into Deakin
without additional hurdles. Partnerships include: South West TAFE in Warrnambool; Gordon
Institute in Geelong; Boxhill Institute and Chisholm TAFE; Deakin at Your Doorstep (D@YD)
learning centre; and the Dandenong Learning Hub
 The Dandenong Learning Hub offers the Bachelor of Health Sciences online with face-to-face
support from academic and administrative staff, study skills advisers and student mentors.
The online delivery of this course gives students the flexibility to study at a time and location
convenient to them, and fit study in with work and other commitments.
Deakin continues to develop and improve strategies to assist students to overcome barriers and
to transition into university successfully through: Special Entry Access Scheme (SEAS) of the
Victorian Tertiary Admissions Centre (VTAC); a bonus point system for applicants from low SES
backgrounds and regional backgrounds; inclusive and simplified entry processes; and a
comprehensive program of scholarships and bursaries to reduce financial, transport and
accommodation barriers as well as barriers to accessing facilities, technology and information,
including a free lap top scheme and an extensive free mobile technologies scheme.
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Improving Outcomes
Deakin has developed an evidence-based and comprehensive strategy for improving student
retention and success with a single point of coordination for both centralised and distributed
functions. The University-wide Retention Plan features high quality cohort tracking data to
inform action plans addressing the needs of all students including programs tailored to the needs
of students from diverse backgrounds. The Action Plans are linked to selection, transition for all
students and embedding academic skills development programs. It includes development of an
integrated program for monitoring all students’ participation and progress to identify students at
risk.
Support programs include Succeed at Deakin, designed to aid the successful transition and
retention of all commencing Deakin students. It involves peer support with all commencing offcampus students and with on-campus students who activate a number of ‘at risk’ triggers during
trimester. An evaluation of the program in 2011 showed that the Succeed at Deakin program
improved retention and success rates.
iDeaL is a post-entry diagnostic tool which helps students who have already been accepted into
Deakin identify and improve areas of weakness in English. The iDeal English language
development tool consists of:
 screening test to assess academic communication skills
 diagnostic activities to identify strengths and weaknesses in specific skill areas
 language development resources for academic and professional reading, writing, listening
and speaking
 academic and professional versions, focusing on language skills for university and workplace
success.
A range of Peer to Peer programs (students helping students) operate including Orientation hosts,
Library Rovers, Mentoring, Buddies, Students Helping Students Drop-In Stations; Peer Assisted
Study Sessions and International Student Connect. Other programs include a HEPPP-funded Work
placement program and targeted support for off-campus students through Library and Faculty of
Arts and Education. Academic staff are also supported to foster inclusive teaching practices.
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
Page 31
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
-
4.4
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 Deakin Strategic Asset Management Plan (SAMP) was reviewed in response to LIVE the
future, with the campus optimisation nexus of campus planning, space utilisation, facilities
development and maintenance and operations. Guiding principles were:
 Environments – provide innovative and delightful campus environments through developing,
renewing and maintaining facilities and spaces that are accessible, safe, functional,
connected, engaging and stylish.
 Best use of space – optimise our campuses through the design, planning and practice of using
and sharing facilities and spaces for most effective and efficient use.
 Sustainable enterprise – maximise the economic, environmental and social benefit of our
facilities and spaces through employing sustainability principles in all our decisions.
The SAMP addresses the following challenges in meeting LIVE the future goals:
 Capacity and design of facilities to accommodate growth and changing learning behaviours
 Capacity for research growth and collaboration
 New practices in space utilisation and sharing
 Land use strategies
 Physical environment – landscape, amenities, recreation and identification of campuses.
Meeting teaching and research needs and student expectations
Deakin's capital program responds to the increased demand on infrastructure resulting from a
sustained period of growth in student load and research capability. Academic input has facilitated
the development of facilities that respond to 21st century teaching and learning environments
e.g. the world-class facilities in the $56.2M Regional and Community Health Hub (REACH).
Whilst Deakin's key emphasis is improving the learning environment and meeting student
expectations, some projects are also about changing student expectations and addressing future
workforce needs.
The new $51.5M Centre for Advanced Design in Engineering Training (CADET) has been facilitated
by EIF funding and is due for completion in 2015. CADET’s objectives are to stimulate, attract and
retain local and regional engineering students, particularly women. It will emphasise design,
virtual modelling and prototyping - skills which are at the heart of 21st Century engineering
challenges and should lead to high levels of graduate employment.
Deakin is part way through implementation of its Geelong Accommodation Relocation Strategy
(GARS), a series of projects that relocate the Business and Law Faculty to the Geelong CBD with
the refurbishment delivering high levels of integrated technology and student social spaces.
A new flagship $125M building at the Melbourne Burwood Campus is due for completion in 2014
and will provide additional space to support teaching and learning and research easing space
pressure.
To support Deakin’s growing research profile (subject to University Council approval) a research
focussed building is currently being planned at the Geelong Waurn Ponds Campus. The new
Page 32
development will support the collaborative research model being implemented with completion
of the $72M Australian Future Fibres and Innovation Centre (AFFRIC) in 2013. AFFRIC is a threeway partnership between Deakin, CSIRO and the Victorian Centre for Advanced Materials
Manufacturing that has been facilitated through EIF. By bringing together Australia’s foremost
fibre and manufacturing scientists, utilising sophisticated instrumentation and strong commercial
partnerships focused in Geelong, Deakin is uniquely positioned to lead this emerging area and
attract international interest in Australia as a prime site for new materials industries.
Smaller interventions at each Campus aim to significantly improve the student experience and
include: upgrading food venues, landscaping, refurbishing library spaces and sporting facilities.
Improved campus accessibility and student accommodation are also a key focus.
Deakin is also providing high-quality, technology-rich, sophisticated meeting and event spaces to
support partnerships with industry, corporate, alumni, governments and professional
associations.
Deakin’s future capital planning process has identified a number of needs that could be delivered
through future EIF funding rounds. These include a Manufacturing Innovation Hub that allows
collaboration between Universities, SME’s, start-ups and spin-offs. The project outcomes are to
be measured in terms of start-up companies, products, patents and jobs. A second project
involves a Discovery and Engagement Centre to facilitate integrated delivery of community,
learning and research outcomes in the fields of health, science and arts.
Backlog maintenance of facilities
When teaching and research spaces are scheduled for backlog maintenance work, the spaces are
not upgraded on a like-for like basis. Rather a holistic approach is taken and spaces are upgraded
to current practice with input from the users, space management and information and
communication technology.
Deakin is currently under 3% of backlog liability to asset replacement value (ARV).
Backlog maintenance is currently being addressed through a rolling five-year program of works.
This prioritised works program has been developed following an audit of all the facilities. It is
planned to re-audit the facilities in 2015.
As part of developing a more holistic approach to maintenance upgrades and refurbishments,
condition-based audit information will be complemented by accessibility and building
sustainability audits.
Deakin's ICT Strategy
Deakin's strategic plan aims to make Deakin Australia's premier university in driving the digital
frontier. A new ICT Strategic Plan has been developed for 2013-2015, focused on building
integrated business technology platforms to enable:
Mobility - universality of devices, channels and geographies.
Flexibility - technologies that are adaptable and can change alongside business models with
agility.
Personalisation - providing information relevant to the stakeholders without compromising on
breadth of information access.
Collaboration - leveraging on the key strength of the internet and modern social networking
technologies to make collaboration a normal way of life within the University, between
Universities and with partners of the University.
Information - using information as an asset for making evidence based decisions, supporting of
personalisation, and providing increased information transparency
Following the approval of the eStrategy, a number of new ICT Initiatives will be implemented
including: Network upgrades; a major upgrade of Deakin’s 200 video conferencing end points; a
major, multi-year initiative resulting in advanced digital connection for students, staff and
external partners; and Research Management system enhancements.
Page 33
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
Deakin's research strategies are outlined in LIVE the future: Agenda 2020 and further detailed in
the 2013-2015 Research Plan. The latest iteration of the Research Plan was presented to the
University Executive in May 2013. For the coming triennium 2013-15, Deakin will focus on seven
Triennial Research Targets (TRTs):
1. Substantially increase External Research Income
2. Improve outcomes from commercial research and commercialisation
3. Increase growth and effectiveness of the HDR program
4. Coordinate, focus and align Deakin’s International research endeavours
5. Plan for future research infrastructure requirements at each campus
6. Connect Research to Deakin’s strategies for the digital academy
7. Build research networks to address critical research issues.
Deakin aims to make a difference through world-class innovation and research and to be
internationally recognised for its unique research strengths, research collaborations and
commitment to excellence in research training.
Deakin uses a Research Investment Allocation Model (RIAM) to support the strategies and
objectives articulated in its Strategic Plan. The RIAM includes Commonwealth block funding which
is 100% distributed to support and develop research University-wide. Joint Research Engagement
(JRE) and Sustainable Research Excellence (SRE) funding in particular are used to support the
Strategic Research Centres, the Research Institutes and a number of developing Faculty Research
Clusters. During 2013, Deakin will develop a comprehensive research infrastructure plan for each
campus based on current and projected patterns of growth and the University’s designated
research priorities.
Page 34
Developing research capacity and improving research quality
Deakin has focused its research strengths into two research institutes and 14 Strategic Research
Centres (SRCs) each receiving triennial base support and annual performance funding. These
provide leadership and structural mechanisms to target large external research initiatives and
promote internal collaboration, especially through inclusion of early career researchers (ECRs)
and PhD students in group projects and programs.
The ERA 2010 exercise confirmed the selection of and investment in the original cohort of SRCs.
The SRCs were reviewed in 2012 and two new centres were created following recruitment of
research intensive staff through 2011 and 2012. The 14 SRCs are assured of funding through the
2013-2015 triennium. The 2012 ERA exercise has affirmed the selection and support of the SRCs
and Institutes as representing Deakin's research strengths with excellent results in some new
areas and improvements in existing ones.
An important result for Deakin is the excellent ERA scores for the Medical and Health Sciences
discipline (2 digit score of 5 compared with a 3.1 national average). The 4-digit FORCs within this
encompass the research areas of seven of Deakin’s SRCs (Deakin Population Health, Centre for
Physical Activity and Nutrition, Centre for Psychiatric Health, Molecular and Medical Research
Centre, Centre for Mental Health and Wellbeing Research and Quality and Patient Safety
Research Centre). Deakin is establishing a third Institute with a strong health and medical focus to
be launched in 2013.
Two important changes to the RIAM funding formula in 2012 include (1) an ERA bonus to reward
high performing areas and (2) a greater weight on HDR completions to emphasize the importance
of timely completions. In addition to the RIAM a number of schemes are designed to grow
research and improve research quality:
 Alfred Deakin Postdoctoral Research Fellowships (ADPRFs) support high performing early
career researchers to work with top academics in areas of research strength.
 The Thinkers / Industry Experts in Residence program is designed to bring strategic and high
level thinkers from industry or academia to Deakin for 3-6 months.
 The Research Equipment Support Scheme provides more than $1M per annum to maintain
cutting edge in areas of strategic importance and promote collaboration.
 The Researcher Recruitment Fund brings high performing research staff to Deakin in areas of
strategic importance.
 The Early Career Researcher (ECR) Program provides mentoring and training for ECRs in
developing their careers and improving competitiveness in winning research funding.
 The Central Research Grant Scheme is a University-wide scheme to support 1 year projects
with the potential to be competitive for external research funding.
 ACG Near-miss Awards support projects in the top 10% of unfunded ARC and NHMRC project
applications.
Deakin has invested strongly in research over the past five years ($109M in total) with results
reflected in the quality of research outputs, research reputation and in a growing research
culture. We anticipate significant improvements in ERA 2015 outcomes as a result of recent
appointments, particularly in information systems with the establishment of a new SRC in Pattern
Recognition and Data Analytics. ERA 2012 results were a significant improvement on 2010 with
scores of 5 for the first time at the two digit code level in Health and Chemistry, and a reduction
by half in the number of low scores (below 3) in 4-digit codes from 31 to 16. Deakin will continue
to invest in the SRCs and to assist Faculties in developing emerging areas of strength. Weaker
performing areas will be phased out over time through attrition and strategic recruitment.
Under the Research Plan Deakin will use the ERA results, in conjunction with other measures, to
help evaluate its core strengths and identify areas for improvement and to assist in focusing
efforts and allocating future resources. In particular, ERA results will assist in informing future
recruitment and the Excellence Index has been incorporated into the University’s Research
Page 35
Investment Allocation Model as a component of allocating funding to faculties and Strategic
Research Centres.
Deakin has made a significant commitment to supporting Aboriginal and Torres Strait Islander
teaching and research through the investment in a custom built facility for the Institute for Koorie
Education which will be opened in 2013. A new professorial appointment is planned for 2013 to
boost the research capacity of the Institute and to help support HDR students associated with the
Institute.
The Institute receives funding for the 18 Aboriginal and Torres Strait Islander HDR students
through the Universities Research Investment Allocation Model which in turn is partly supported
by RTS funding. Funding is provided for base support, direct student expenditure and conference
support. Institute students are also eligible for scholarships through the Deakin University
Postgraduate Research Scholarship (DUPRS) program. A new 2020 research plan for the Institute
of Koorie Education is currently being developed. Over the life of this Compact this plan will
concentrate on building the completion rate rather than expanding enrolments.
Deakin's commitment to eResearch and to the development of premium cloud and located
research is reflected in the appointment of a Director of eResearch late in 2012 and a Chair in
Digital Economy in 2013.
International collaboration and promotion
A core goal in LIVE the Future is to 'develop an impressive international research footprint'. The
Deakin Research Plan facilitates the co-ordination and alignment of Deakin's international
research endeavours and includes a co-ordinated in-country PhD program, centrally co-ordinated
joint and dual degrees with partner organisations and an incentive program for international
research partnerships and their development.
Deakin's ‘in country’ doctoral model with co-supervision of students by Deakin and supervisors
from the partner organisation will be extended to China and other areas of strategic importance
for the University and is a logical progression from the Deakin India Research Initiative
(established in 2009) and the Deakin-TERI Nano-biotechnology Centre (established in 2010).
There are currently 48 doctoral students enrolled with an intention to grow enrolment to a
continuing enrolment of 100 students by 2016.
The Deakin India Research Initiative (DIRI) model has assisted in the recruitment of excellent HDR
students into research areas of strategic importance (for example IFM, ADRI, the Schools of
Medicine and Life and Environmental Sciences). The relationships forged with Indian researchers
have provided ongoing research collaborations with Deakin’s India partners and research funding
from government agencies (for example the Australia India Science Research Fund and ARC
Linkages) and has increased the positive profile of the Deakin brand in India. There are currently
48 ‘DIRI’ doctoral students enrolled, with an intention to grow to a maintenance enrolment of 100
students by 2016. ‘DIRI’ students are currently located with Indian Oil, CCMB, Bigtec, Biocon,
Mahatma Ghandi University, Reliance Life Sciences, TERI, the Vision Research Institute, University
of Hyderbad, Amrita University and Public Health Foundation of India.
In 2012, Deakin policies were revised to allow the award of dual and joint doctoral programs. It is
envisaged that the next 3 years will see the development of several such programs with partner
universities in India, China, Europe and Indonesia. Another focus for the 2013-2015 Research Plan
is more aggressive promotion of applications for prestige awards, including Fulbright Fellowships
and the Endeavour schemes.
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Mapping of Deakin’s Research Strengths against ERA 4-digit FORC code scores
Institute / SRC
2-digit Field of
Research
4- digit Field of Research
Institute for
Frontier
Materials
Engineering
Technology
Chemical
Materials Eng Manufac Eng
5
4
Biotech,
Chemical &
Biological
Systems
Chemical,
Analytical
Biol., Agri & Vet Chemistry
Sciences
3
Macro-molec
& Materials
Chem 5
Integrative
Biology
Biol. Sciences
Env. Sciences
Zoology
4
Molecular &
Medical &
Medical
Health Sci
Research Centre
Physical Activity Medical &
& Nutrition
Health Sci
Population
Health
Medical &
Health Sci
Quality &
Medical &
Patient Safety
Health Sci
Research Centre
Psych &
Mental health &
Cognitive Sci
Wellbeing
Medical &
Research Centre
Health Sci
Alfred Deakin
Human Society
Research
History &
Institute /Centre Archaeology
Citizenship &
Globalisation
Research in
Education
Educational
Futures &
Invention
Ecology 3
Biochem &
Cell Biol 3
Human
Mvm’t &
Sports Sci 5
Public Health
Nutrition &
& H Services
Dietetics 4
4
Clinical
Nursing
Sciences
3
3
Fisheries
Sciences
3
Biochem &
Cell Biol
3
Env. Sci &
Mgmt
4
Medical
Physiology
5
Public Health
& H Services
4
Clinical
Sciences
3
1 Alfred Deakin
postdoc
1 Level E
3 Alfred Deakin
postdocs
4 postdocs
1 Alfred Deakin
postdoc
Sociology
2
Curriculum&
pedagogy
3
Specialist
Studies
3
Literary
Studies
3
Cultural
Studies
3
Architect
2
Business &
Mgmt
2
Applied
Economics
3
Clinical
Sciences
3
Artific Intell &
Image
Processing
3
Pharma &
Pharma Sci
5
Public Health
& H Services
4
Mech Eng
4
Info Systems
2
Elec &
Electron Eng
3
1 Level D
21 postdocs
1 Alfred Deakin
postdoc
Historical
Studies
3
Comm, Mgmt
Tourism Serv
Marketing
Inform & Comp. 2
Sci
Medical &
Neurosci
Health Sciences
3
Macro-molec
& Materials
Chem 5
3 Alfred Deakin
postdocs
Political
Science
2
Sustainable &
Responsible
Organisations
Engineering
Inform &
Computing Sci
4
Physical
Chem.
4
Public Health
& H Services
4
Lang, Comm &
Culture
Built Environ &
Design
Intelligent
Systems
Research
Nanotech.
Cognitive
Science
1
Psychology
3
Memory,
Imagination &
Invention
Psychiatric
Health
Pharma &
Pharma Sci
5
Nutrition &
Dietetics
4
New
Researchers*
1 Alfred Deakin
postdoc
Applied
Economics
3
Educational
Studies
2
10 postdocs
Curatorial and
3 Alfred Deakin
Related
postdocs
Studies
3
1 postdoc
Performing
Arts &
Creative
Writing
4
2 planned
1 Alfred Deakin
postdoc
2 professors
1 Level E
2 Alfred Deakin
postdocs
*Number of new FT academic members of Institute or SRC (T/R and R-Only) recruited in 2012
Colour Code
Pale blue-4 digit Codes where Deakin is at world standard (3)
Aqua: 4-digit Codes where Deakin was above world standard (4)
Royal Blue: 4-digit codes where Deakin achieved an outstanding score (5).
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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
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 twodigit FoR and/or four-digit FoR
ERA 2010
9
ERA 2012
ERA 2015 Target
14
15
28
Disciplines
nominated in 2011–
13 Compact
16 areas designated
to improve in 2010
Compact
36
42
Disciplines nominated in 2014–16
Compact
Psychology and Cognitive Sciences
(2 digit code)
Education systems
Sociology
Political Sciences
Information Systems
Optometry and Ophthalmology*
Computer Software*
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
Category 1 income
15.9
17.0
17.0
17.0
Category 2 Income
8.0
10.5
12.0
12.3
Number of joint
research grants in
150
188
197
207
Australia
Number of joint
31
38
42
46
research grants overseas
Number of jointly
supervised PhD students 143
165
173
182
12
in Australia
Number of jointly
supervised PhD students 46
52
57
63
overseas13
Target
2016
18.0
13.5
218
51
191
69
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).
Page 38
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
Category 1 Grants held
with external coinvestigators (overseas)
Category 1 Grants held
with external coinvestigators (Australia)
Number of joint research
grants overseas (Asia
only)
Number of jointly
supervised PhD students
overseas (Asia only)
#Co-authored
international publications
(all countries)
#Co-authored
international publications
(Asia only)
Weighted publications
Research Only or
Research and Teaching
FTE#
# based on 2011 data
5.2
Target
2016
22
30
35
40
46
110
132
139
146
153
7
9
11
13
16
29
32
37
42
49
530
374
557
584
614
296
206
216
227
238
1.14
1.30
1.36
1.38
1.40
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
A key strategy underpinning Deakin’s research growth is to increase the enrolment and retention
of high quality HDR students and to improve their completion times. This is being addressed
through the funding mechanisms and programs described below.
Funding to support research and research training is distributed to the Faculties and Research
Institutes from the research block funding received from the Research Training Scheme as
described above. In addition to the total RTS funding, a further $1M is provided centrally to
support costs of the research program and for HDR conference travel to present at one national
or international conference over the period of their candidature.
Deakin’s HDR enrolment is currently about 3.4% of the University total and the plan is to grow
this to at least 4% by 2015, focused in areas of existing research strength and those areas
designated for strategic development. A significant investment has been made in scholarship
Page 39
support over the past few years to assist in increasing HDR enrolments as indicated in the table
below.
Scholarships (Student Number)
DU Postgraduate Research Scholarships (DUPRS)
Australian Postgraduate Awards (APA)
Industry/Grant funded
Total Scholarships
2009
136
118
43
297
2010
166
132
40
338
2011
197
145
45
387
2012
231
169
57
457
Growth of HDR enrolments is being conducted in compliance with TEQSA requirements for
supervision and with careful attention to our supervisory capacity. This growth also requires
assurance of adequate and appropriate work space for the increased number of HDR students, an
area that is addressed in the research infrastructure planning outlined above. Deakin’s HDR
satisfaction with supervision and the research environment has increased steadily over time, but
we recognise the need for improvement in the quality of experience, international opportunities
and research outputs for HDR students. On the basis of an emerging national trend to incorporate
relevant coursework into PhD programs and otherwise expand the content of doctoral programs,
we will focus attention on review and revision of Deakin’s HDR program in order to offer a ‘PhD+’
type program as well as additional pathways (e.g. through industry projects/placements) to better
enable the transition to PhD for applicants from a variety of backgrounds through a revised
Master program.
Deakin is considering options for a flexible pre-PhD program structure along the lines of the
Macquarie hybrid CSP-RTS model. Such a program would be designed to allow flexible entry and
exit points to suit applicants having diverse backgrounds, prior experience, and career/study
objectives. The program could incorporate some coursework and research training that would
give graduates a ‘flying start’ into a PhD if they complete the program successfully.
The current scholarship selection process places an emphasis on the strategic alignment with
areas of research concentration with a view to providing a supportive and vibrant research
culture that will enhance the research training experience. The university will review the PhD
scholarship selection program in 2013 to ensure we maintain research excellence and support a
research training environment that reflects our strategic plan and commitment to training
Australia’s research workforce. The University revised its Research and Research Training Policy
Suite in 2012 and has developed a number of new procedures to ensure a focus on improvement
of completion rates and times. This includes a new HDR supervision policy and procedure setting
out the roles and responsibilities of supervisors and the requirement to appoint an HDR
Coordinator within every School to monitor the progress of HDR candidates. A “Confirmation of
Candidature” process was implemented in 2010 to ensure early focus on planning and progress of
the HDR program in addition to the Annual Review process. This system was augmented in 2012
to include a “Progress At Risk” procedure that can be activated at any time during candidature to
ensure that HDR candidates who are at risk of not meeting milestones are formally supported and
brought back on track. An explicit University-wide statement of minimum resources for HDR
candidates has also been implemented, together with Central support for PhD project costs and
conference travel.
In 2012 the university introduced compulsory Research Integrity Training for all HDR candidates
and Human Research Ethics training for all new Deakin researchers applying for HE approval.
Research Integrity Training (including issues like plagiarism, authorship and ethics) will be rolled
out to academic staff during 2013 together with a comprehensive suite of on-line programs for
HDR supervisors.
The training of research students is enhanced through the provision of a large number of
workshops run by the Dean of Research Training and the Divisions supporting research training
including Deakin Research, the University Library and the Division of Student Life.
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The office of the Dean of Research Training coordinates support for HDR candidates in a number
of ways including ensuring expert supervision, providing a suite of research activities, and access
to central resources. The Division of Student Life provides various pastoral support services, and
the Institute of Research Training provides workshops in specialised and generic skills that help
HDR students throughout their candidature up to the preparation and submission of their thesis.
Additional initiatives in 2013 will be the appointment of a senior academic as HDR Coordinator in
the Institute for Koorie Education to support Aboriginal and Torres Strait Islander HDR candidates
and focus on timely completions.
As indicated above, there will also be an expansion of the “in-country” model of HDR training
developed in India to China and Indonesia. There are currently 48 doctoral students enrolled and
the intention is to grow the enrolment to a sustainable 100 students by 2016.
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 Performance
Baseline
Progressive
Progressive
Progressive
Indicators
2012
Target 2013
Target 2014
Target 2015
HDR student load
923
993
1,053
1,129
HDR student completions
3
13
16
18
by masters
HDR student completions
116
147
169
202
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
Supervisor
88.3
89.3
90.2
91.1
(% satisfaction)
Research Environment
78.2
79.6
82.0
83.6
(% satisfaction)
International HDR
Student Supervision
88.6
92.6
94
95
(% satisfaction)
International HDR
Research environment
81.8
84.3
86
87
(% satisfaction)
% HDR Student
Publication Rate (per
24
28
29.4
30.9
HDR population)
Page 41
Target
2016
1,229
21
210
Target
2016
92.0
85.3
95
88
32.4
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
Professor Chris Gray
Pro Vice-Chancellor (Planning and Integrity)
Deakin University
Locked Bag 20001
Geelong VIC 3220
Phone: (03) 5227 8521 E: pvcpi@deakin.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 Deakin University, ABN 56721584203]
Page 43
Signed for and on behalf of the Deakin University
by
……………………………………………………..
Signature
…………………………
Date
Jane den Hollander
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
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)
Page 44