2014-16 Mission-based Compact
Between:
The Commonwealth of Australia
and
University of Technology, Sydney
CONTENTS
4
Context
A. Policy Setting
4
B. The Purpose and Effect of this Compact
4
C. Establishment of the Compact
4
D. The Principles of Commonwealth Funding Support
4
E. The Structure of this Compact
5
Part One: Focus & Mission
6
Part Two: Aboriginal and Torres Strait Islander Access and Outcomes
10
Part Three: Innovation and Engagement
14
Part Four: Teaching and Learning
23
Part Five: Research and Research Training
33
Part Six: General Provisions
40
Page 2
This compact is between
The Commonwealth of Australia (Commonwealth) represented by and acting through:
The Minister for Tertiary Education, Skills, Science and Research
Assisted by the Department of Industry, Innovation, Climate Change, Science, Research and
Tertiary Education (DIICCSRTE)
ABN 77 599 608 295
Of
Industry House
10 Binara Street
Canberra ACT 2601
And
University of Technology Sydney
ABN 77 257 686 961
A body corporate under the University of Technology, Sydney, Act 1989, NSW
Of
PO Box 123
Broadway NSW 2007
(University)
Page 3
CONTEXT
A. Policy Setting
The Australian Government believes all Australians are entitled to a productive, fair and
prosperous life and our higher education system is crucial to achieving this. Universities impart
the skills and knowledge Australians need to realise their personal and professional aspirations
and contribute to the broad economic and knowledge base of our society including the cultural,
health and civic wellbeing of the community.
Over the term of this mission-based compact (compact), Australian universities will confront a
range of opportunities and challenges in fulfilling their social and economic remit. These
opportunities and challenges include, but are not limited to, changing national and international
educational markets, dynamic global financial arrangements including the rise of the Asian
Century, new approaches to teaching and learning, rapidly changing information technologies and
evolving priorities for research and innovation.
Australia’s universities are well equipped to harness the opportunities and meet these challenges
that lie ahead. The 2014-16 compact supports this process by articulating the major policy
objectives and the diverse approaches and commitments universities will adopt to achieve these
strategic goals over the term of the agreement.
B. The Purpose and Effect of this Compact
This compact is an agreement between the Commonwealth and the University. Entering into a
compact is one of the quality and accountability requirements which a higher education provider
must meet under the Higher Education Support Act 2003 (HESA) as a condition of receiving a
grant. Specifically, subsection 19-110(1) of HESA requires Table A and Table B providers must, in
respect of each year for which a grant is paid to the provider under HESA, enter into a mission
based compact with the Commonwealth for a period which includes that year.
The compact demonstrates the Commonwealth and the University have a shared and mutual
commitment to provide students with high quality educational experiences and outcomes and to
building research and innovation capabilities and international competitiveness.
The compact recognises the University is an autonomous institution with a distinctive mission,
operating within a state or territory, national and international higher education environment.
The purpose of this compact is to provide a strategic framework for the relationship between the
Commonwealth and the University. It sets out how the University’s mission aligns with the
Commonwealth’s goals for higher education, research, innovation, skills development,
engagement and Aboriginal and Torres Strait Islander access and outcomes.
The Commonwealth and the University agree this compact will be published on Commonwealth
websites and may be published on the University website.
C. Establishment of the Compact
The Commonwealth and the University agree the Term of this compact is from 1 January 2014
until 31 December 2016.
D. The Principles of Commonwealth Funding Support
The Commonwealth articulates its vision for the higher education sector, through Transforming
Australia’s Higher Education System (available at the DIICCSRTE website), and the role of
universities in driving our national innovation system, through Powering Ideas (available at the
DIICCSRTE website).
Page 4
In supporting Australia’s universities, the Commonwealth seeks to promote:

academic freedom and institutional autonomy;

a diverse and sustainable higher-education sector;

opportunity for all;

access to university based on merit;

world-class teaching and learning that advances the international standing of Australian
education;

world-class research and research training that advances knowledge, critical thinking and
Australia’s international standing; and

responsiveness to the economic, social and environmental needs of the community, region,
state, nation and the international community through collaborative engagement.
To ensure Australia’s higher education system remains robust and of high quality in a globally
connected and competitive world, the Australian Government has adopted and implemented a
number of system-wide quality measures including establishing the Higher Education Standards
Framework, and the Tertiary Education Quality and Standards Agency (TEQSA).
E. The Structure of this Compact
Part One provides for the Commonwealth’s focus for the compact and a description of the
University’s Mission Statement and Strategic Priorities.
Part Two provides for matters related to improving access and outcomes for Aboriginal and Torres
Strait Islander people. It contains Commonwealth objectives, university strategies and
performance indicators and targets.
Part Three provides for matters related to innovation, industry and skills and engagement. It also
contains Commonwealth objectives, university strategies and performance indicators and targets.
Part Four provides for matters related to teaching and learning including student enrolments,
quality, equity and infrastructure. It contains Commonwealth objectives, university strategies and
equity targets.
Part Five provides for matters related to research and research training including research
performance and research capability. It contains Commonwealth objectives, university strategies,
performance indicators and targets.
Part Six provides for general provisions of the compact including compact review, privacy,
confidentiality and information sharing, changing the compact and notices.
Page 5
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.
Page 6
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
UTS is one of Australia’s leading universities of technology, with a distinctive mission and model
of learning, strong research performance and a reputation for leadership in engagement with
industry and the professions.
The UTS Model of learning is distinctive, having three interrelated features:
 An integrated exposure to professional practice through dynamic and multifaceted modes of
practice-oriented education
 Professional practice situated in a global workplace, with international mobility and
international and cultural engagement as centre piece
 Learning which is research inspired and integrated, providing academic rigour with cutting
edge technology to equip graduates for life-long learning
UTS programs have a strong mixture of theory and practice, leading to high quality industry
relevant education. UTS has performed highly on a wide range of learning and teaching metrics
for many years, being one of the few universities to be ranked in the highest bands across all four
discipline clusters of the Learning and Teaching Performance Fund. As a result, UTS has strong
demand for its programs. Over the last decade UTS has consistently had more undergraduate first
preferences to available offers in the fields offered than any other university in NSW.
Our major contribution to the Government’s higher education agenda is through providing highly
skilled graduates who are in high demand in the key professions for Australia’s future. These
graduates are also in areas of high demand in NSW, providing key workforce and productivity
outcomes against State Government priorities. Also, UTS actively supports the Government’s
social inclusion agenda. UTS has a high proportion of NESB students, who are often the first in
their family to attend university and require additional support. UTS has for many years had
proactive pathway program for all forms of disadvantaged groups, with increasing low socioeconomic status (Low SES) enrolments over recent years, with strong retention and success
outcomes.
Research performance has improved significantly over the last decade and is now strong with
world class or better quality and impact. UTS achieved world standard or better in 100% of its
assessed fields in ERA, which is a major outcome for a young university. UTS performs very
strongly in peer reviewed arenas, reflecting the high quality of its research, and at the highest
levels nationally and internationally in selected areas of strength. It also produces research of high
impact, relevant to its university of technology positioning, which was unfortunately not reflected
in the ERA process. Collaboration is a feature of research at UTS, where we work actively to link
with national and international research networks. The UTS research programs and strengths are
specifically aligned with 14 NSW State research priorities and national research priorities.
UTS has a strong international focus, with a broad based approach to internationalisation. The
University welcomes a diverse range of international students, as well as actively engaging in
international exchange. Over the last decade UTS has sent more domestic students on
international full semesters abroad than any other Australian university and has an expanding
shorter international experience leadership program. UTS has a wide range of relationships with
international universities and has established a network of strong partnerships, the pinnacle of
Page 7
which are a series of strategic partnerships with leading universities of technology – the UTS Key
Technology Partnerships.
UTS is highly engaged with its communities. The main strategic focus is on industry and the
professions, with a strong reputation for relevance, research with impact and being a genuine and
highly valued partner. UTS also engages the community more widely, through activities like the
Ultimo educational precinct and UTS Shopfront, which has been recognised by AUQA as best
practice in engagement with community organisations.
UTS has performed strongly financially over the last decade and is in a sound overall operating
position. However, UTS is constrained by a lack of land and infrastructure resources, being one of
most disadvantaged in capacity to support future needs. The University is part way through the
implementation of a major campus redevelopment to address future infrastructure quality and
needs, but these constraints remain the greatest threat to UTS in a fully deregulated market.
Given the current financial returns from different forms of student load and the current level of
Commonwealth Supported Load, UTS needs to expand its fee paying load to be financially
sustainable.
The UTS Strategic Plan 2009-2018 (http://www.uts.edu.au/about/mission.html) outlines the
University’s aspirations to build on its success to date:
Our vision:
To be a world-leading university of technology.
Our purpose: To advance knowledge and learning to progress the professions, industry and
communities of the world.
Our values:
To guide our performance and our interactions with each other, with students,
our partners and the wider community, our values in action are: Discover, Engage, Empower,
Deliver and Sustain.
During the first five years of the plan, which end in 2013, UTS emphasised; i) strengthening the
standing of the UTS Model of global practice-oriented learning, ii) increasing the scale, quality and
impact of research in our discipline fields, iii) enhancing our strong, inclusive university
environment through state-of-the-art learning, research and social spaces, infrastructure and
highly responsive services, and iv) building the capabilities of our people and processes to sustain
and improve performance into our third decade and beyond.
At the time of writing of this Compact, new strategic objectives are being developed for the
second five years of the Strategic Plan – 2014-2018. They will continue to focus on similar areas,
with teaching and learning focusing on learning for the 21st century and high quality blended
face-to-face and online environments, research in continuing to build scale, quality and impact,
and broader enabling objectives encompassing a high quality environment, people and systems
capabilities and a sustainable university.
To become a world leading university of technology, the key strengths which UTS will continue to
enhance are;
a) its university of technology character,
b) being a genuine, high performing teaching and research university,
c) its distinctive educational positioning through the UTS Model of learning
d) its global focus and engagement, and
d) its strong and proactive connections with industry and the professions.
The University has strengthened the distinctive capability of the UTS Model of learning through a
process of curriculum and a whole of university graduate attributes renewal project, as well as
consideration of new areas of activity relevant to its profile, such as the creative industries and
health. Continued improvement in learning is also being supported by a major investment in the
systematic redesign and evaluation of formal and informal learning spaces in the campus
redevelopment. This is aimed at meeting the future requirements for high quality practiceoriented education.
Page 8
To be a high performing teaching and research university, UTS needs to continue to improve its
depth and level of research outcomes. UTS has a benchmark of all major disciplinary areas in its
technology university profile meeting minimum research and teaching and learning performance
outcomes, with selected areas of research strength being of national and international
significance. UTS is mid-way through its 2010-15 Research Strategy, and is performing well
against aims and targets, where the focus is on quality and impact of performance, carefully
balancing output against both HERDC and ERA objectives. Improving research performance is a
whole of university endeavour; for example, an integrated approach to research and learning
across all courses, advanced technological approaches to learning and research (e Research
strategy, Connected Intelligence Strategy), building state-of-the-art research facilities under
Campus Master Plan, international key technology partnership programs with carefully matched
universities across the globe, changes to human resourcing including recruitment and promotion
strategies that recognise research performance, and the implementation of the UTS Doctoral
Framework.
UTS already has strong special admissions programs and support mechanisms for Low SES and
other disadvantaged students. Additional funding has been directed to student equity from the
increases in HECS levels over recent years. It is difficult to attract significant numbers of Low SES
students to UTS, given our location and limited student accommodation. UTS has a strong
Widening Participation Strategy to address the Commonwealth Government’s equity policy,
which is having an impact.
As a key foundation for the current Strategic Plan UTS: 1) reviewed its academic profile to ensure
that it has the right mix of disciplines and educational offerings to succeed in the 21st century, 2)
reviewed its academic structure to ensure that had appropriate organisational arrangements to
support its activities, 3) reviewed its student load and staff projections and associated
infrastructure and space needs, and 4) conducted a comprehensive analysis of innovation in
formal and informal learning spaces and pedagogy. The outcomes informed our strategic
priorities and were key inputs in our Campus Master Plan and Long Term Finance Plan to inform
the resources needed to realise the University’s vision. Specific strategic focus has been given to
research investment, teaching and learning renewal, equity and campus modernisation. These
planning parameters are reviewed and updated as necessary as the strategies are implemented.
Monitoring progress in meeting aspirations and measuring success
The University’s Planning and Improvement Framework provides an integrated approach for
implementing the Strategic Plan throughout the University. The framework has a multiyear focus,
a streamlined approach to planning, and a continually improving reporting and monitoring
processes.
The University has a strong business intelligence function and performance tracking and reporting
systems. UTS produces a comprehensive Annual Performance Report, which combines qualitative
assessments with quantitative performance against KPIs. The UTS KPIs Framework comprises a
scorecard of 22 university wide KPIs spanning 5 performance domains (UTS reputation; Learning
and teaching; Research performance and standing; University environment and engagement;
Organisational sustainability and capability). The KPI scorecard reports trend and current
performance data for each KPI against annual targets and progress towards longer term
aspirations. A key future initiative is to strengthen the performance reporting through focused
international benchmarking.
UTS key performance indicator reporting environment includes an integrated suite of online
dashboards and scorecards supported by a data warehouse. The BI system has been in use since
2009 and operates under a continuous improvement model.
Page 9
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
Commitments to Indigenous Higher Education at UTS
UTS has a long standing commitment to Indigenous higher education, with key elements being an
Indigenous Education Support Unit [Jumbunna Indigenous House of Learning] and Indigenous
Programs in the Faculty of Arts and Social Sciences, Faculty of Business, Faculty of Law, Faculty of
Health, and Faculty of Engineering and Information Technology. The Vice-Chancellor’s Indigenous
Strategies Committee oversees the implementation of the UTS Indigenous Education and
Employment Policy and provides strategic advice to the Vice-Chancellor on all aspects of
Indigenous education at UTS. The Vice-Chancellor’s Indigenous Advisory Committee, chaired by
the Indigenous member of the UTS Council, brings together experienced Indigenous leaders in
education and employment to ensure community input to the UTS policy and strategies. The
Wingara Management Committee, which assists with the university’s Indigenous employment
strategy, and the Reconciliation Working Party, which organises various reconciliation events
throughout the academic year, also have input into Indigenous education issues at UTS.
Participation rates of Indigenous staff and students are part of the UTS Key Performance
Indicators (KPIs). Other Indigenous performance measures, such as success and retention, are
Page 10
included in the UTS teaching and learning quality management system and the Jumbunna IHL and
Away-From-Base monitoring systems. The University has considered the variable performance of
Indigenous education over recent years, and initiated activities to address this area of concern.
As part this commitment, in 2009 UTS conducted a review of its Indigenous Away-From-Base
education programs and their interaction with other aspects of Indigenous education and support
at UTS, which made a number of recommendations. As part of the implementation of those
recommendations UTS is looking to renew and expand it commitment. Therefore over the period
of the Compact UTS is committed to the following initiatives.
UTS Indigenous Education Employment Policy (IEEP)
In line with IHEAC’s national priorities, UTS has implemented an IEEP which gives reality to the
UTS Reconciliation Statement and outlines in detail the University’s commitment to an integrated
approach to Indigenous Education and Employment. The IEEP provides a UTS wide policy and
governance framework for a whole-of University approach to the planning, delivery and reporting
of Indigenous education, research and employment initiatives.
The IEEP is underpinned by an Indigenous Education Strategy and a renewed UTS Wingara
Indigenous Employment Strategy 2011-2014.
The Indigenous Education Strategy 2011- 2014 (IES)
The IES underpins the IEEP by committing the University to a range of initiatives, setting success
indicators and nominating senior staff as having responsibility for their achievement. Each
section of the IES is progressed by dedicated sub-committees; Indigenous Recruitment and
Outreach Committee [which addresses improving student participation], Indigenous Student
Services Committee [which addresses improving academic success, retention and completion];
Indigenous Studies Committee; Indigenous Research Committee. Recent initiatives include:
 Establishment of Outreach and Recruitment and Learning Development Teams
 An expanded and strategically targeted school and community marketing program
 Building stronger relationships/partnerships with VET sector organisations
 Student Monitoring and Tracking, and Early Intervention Programs
 Introduction of an on-line ITAS application process reducing application turnaround time,
increasing tutor quality and student outcomes
 Establishment of enabling programs
 Improving and increasing our away-from-base course offerings by faculties
 The development of an Endowment fund to broaden the capacity to offer scholarships to
commencing Indigenous student at UTS
 Introduction of an annual on campus Indigenous student course and careers event
 Redevelopment of the Jumbunna website and more prominent profiling of indigenous
opportunities on the redesigned UTS website
 New Indigenous student facilities offering state of-the-art study and social spaces.
 Improved support for HDR applicants and students, including new PhD scholarships
 Improved training, Indigenous awareness and support for PhD supervisors
 Increased profiling of indigenous people and culture across UTS
 Introduction of the Jumbunna International Experience Program
 Introduction of an Elder-in-Residence providing support to students
In 2012 Jumbunna IHL conducted a Market Research study - to inform the future development of
Outreach and Recruitment planning/strategies. From this study the following challenges were
identified: Limited pool of University ready high school graduates, An awareness of Alternative
entry pathways to tertiary study, Engaging a cohort of the community with limited aspiration to
undertake tertiary study, Urbanised Campus (often viewed by our potential students as a
concrete metropolis), The high cost of living in Sydney and The number of larger more affluent
competitors in the nearby vicinity.
Page 11
Improving access, success and completion rates
A major challenge will be to meet the Indigenous access KPI as well as improve our success and
completion rates. UTS has committed to an ambitious target of achieving population parity
recommendation of the recent Review by 2018, but recognises that this may be unrealistic given
the current poor high school and VET completion rates for Indigenous students in NSW. In the
shorter term, steady improvements in intakes and retention will be the focus.
Strategies are also being strengthened for Indigenous HDR access and completion. The
appointment of an Indigenous HDR “navigator” to support Indigenous HDR candidates in
understanding and completing necessary processes and procedures such as enrolment,
assessment of candidature is currently being evaluated. The training of supervisors of Indigenous
HDR students is a priority project of the University’s Indigenous Research Committee. This kind of
training is to be included in the Equity and Diversity approach that is being embedded within the
new Supervisor Development program.
Strategies for Aboriginal & Torres Strait Islander employment access and outcomes
The Wingara Indigenous Employment & Career Strategy sits under the IEEP and contains a suite of
initiatives aimed at increasing representation of Aboriginal & Torres Strait Islander staff across the
university. The current UTS Wingara Strategy will conclude at the end of 2014 and it is planned to
continue with initiatives featured in the current strategy into 2015 and beyond.
Recruitment features of the Strategy include:
 Indigenous traineeship program – an entry point into UTS for entry-level employees via a 12
month traineeship.
 Indigenous cadetship program – opportunities for current UTS undergraduate students to
work part time within the university in an area associated with their studies.
 Academic internship program – for Indigenous PhD candidates at UTS to work part time in an
academic role (teaching or research) for the duration of their PhD.
 Indigenous employment mandate scheme – each year this program involves all faculties and
divisions taking reasonable and authentic steps to employ an Indigenous member of staff as
vacancies arise. The Vice-Chancellor issued this mandate in 2012.
Retention & Career Development features on the Strategy include:
 Academic development scheme – financial assistance for academic staff to attend
conferences or professional development activities
 Support staff assistance scheme – financial assistance for support staff to undergo further
education or professional development activities
 Cultural Awareness Information sessions – open to all UTS staff wishing to learn more about
Aboriginal & Torres Strait Islander experience and culture
Research is underway in 2013 to ascertain what mentoring and/or leadership initiatives may be
undertaken at UTS, for Indigenous academic and support staff, with the intention of incorporating
these into the new Strategy commencing in 2015.
Page 12
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
enrolments1
259
253
241
268
339
Number of all Aboriginal and
Torres Strait Islander student
completions2
50
50
49
50
54
Number of all Aboriginal and
Torres Strait Islander
professional/general staff3
19
22
26
29
32
Number of all Aboriginal and
Torres Strait Islander
academic staff4
10
13
16
18
20
Progressive
Target 2015
Target
2016
Optional Performance
Indicators
% Staff of Aboriginal and
Torres Strait Islander
descent of all staff
1
Baseline
2012
2.0%
Progressive
Target 2013
2.4%
Refers to total undergraduate, postgraduate and HDR students by headcount
2 See
footnote 1 for definition
3 Refers
4 See
Target
2016
to number by headcount
footnote 3 for definition
Page 13
Progressive
Target 2014
2.5%
2.6%
2.8%
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
UTS is mid-way through its 2010-15 Research Strategy and performing well against aims and
targets. Whilst planning will soon commence for the 2016-20 strategy, the University Council is
supportive of the broad elements of the current strategy being continued. Therefore the aims,
strategies and initiatives with respect to innovation remain consistent with those outlined in the
previous Compact.
Some of the more recent approaches to Innovation include:
 Revised strategy on major programs and Centres, funded for a minimum of three years, to
build scale and quality of research, with a focus on innovation
 Capability development of UTS researchers, including industry-sponsored HDR candidates
through the ATN Industrial Doctoral Training Centre (led by UTS)
 Change in internal university process which encourage innovation and impact from research
as well as industry engagement (e.g. changing promotions criteria to more explicitly reward
achievement in these domains)
 Renewed investment in external engagement resourcing and activities to maximise
opportunities for industry-funded research with a focus on innovation
1.
Collaborations and Partnerships with Industry
Research is integral to UTS achieving its vision to be a world leading university of technology, and
as such our research aims to:
 Partner to deliver practical solutions to current national and international challenges –
practical innovation;
 Harness the paradigm shifts enabled by technology to provide real benefits for society,
industry and environment;
 Develop the next generation of graduates and researchers who can lead their professions
and businesses.
Partnerships with Industry are a key component in meeting these research aims. Our partnerships
range over both collaborative and contract research and the commercialisation of intellectual
property.
Page 14
Commonwealth funds will be used to increase the competitiveness of UTS researchers in winning
ARC Linkage Grants. UTS has implemented a number of initiatives including the engagement of a
senior research grants development specialist to dramatically increase the support to high calibre
researchers in developing programs which would attract ARC Linkage Grants.
With the limited national growth in Category 1 funding, UTS will be targeting direct engagement
with industry and government to increase the quantum of research funding to continue to build
the necessary critical mass. UTS is implementing a number of strategies to achieve this, which will
contribute to increase in the breadth and depth of our partnerships with Industry.
2.
Improve economic, social and environmental outcome
The focus of the UTS research strategy is the delivery of significant benefit and impact from our
research. Despite many existing external drivers solely driving a focus on research quality in the
very narrowest sense, UTS will maintain its strategy to increase impact alongside increasing
quality. UTS has implemented a number of initiatives to achieve this goal and has been meeting
all of its own internal targets; including increasing collaboration domestically and internationally
on research projects and publications, and using discipline focused initiatives, such as output
quality (the proportion of publications in high quality outlets is tracked to ensure there isn’t a
focus purely on increased productivity, and faculties and research strengths have strategies to
improve this ratio over time) and the recognition of the social and economic impact through
contribution to public policy.
Related initiatives to increase accessibility of UTS include:
 UTS’ foundation role and on-going commitment to “The Conversation” (participation rate in
The Conversation is a UTS KPI metric).
 UTS strategy to open access of research outputs including further development of the
iResearch repository (created for ERA) that houses over 13,500 traditional and nontraditional research outputs with a blend of closed and open access and it is expected that a
further 2,000 HERDC reportable items will routinely be added to the repository per annum.
Many of these items will have open access to facilitate knowledge transfer.
3.
Improving Research Commercialisation
In July 2008 UTS signed a six year Research Commercialisation Services Agreement with UniQuest,
a wholly owned entity of the University Queensland. Under the agreement UniQuest has the first
right to commercialise Intellectual Property generated by UTS researchers, and it provides a range
of services to facilitate intellectual property discovery, protection and commercialisation. Service
fees, operating costs and IP patent and commercialisation costs under the agreement are funded
from the Commonwealth Government JRE block grant funding. This arrangement with UniQuest
will be ending at the end of 2013. For financial reasons UniQuest has determined that they will no
longer be supporting universities other than University of Queensland. UTS will bring back inhouse the services previously contracted to UniQuest.
The ongoing and major commitment to research commercialisation by UTS has to date produced
impressive results. A seven fold increase in intellectual property disclosures and licenses or start
up or assignments into start-up companies per annum has been achieved.
UTS has also in the past 2 years implemented new more liberal IP protocols which
1.
Dramatically increased ease of access to UTS IP.
2.
Enable increased certainty for business/industry around IP
3.
Increased industry PhD placement through early assignation of IP to relevant business
These changes have increased both the amount and diversity of organisations who have been
able to engage with UTS researchers. This in turn provides additional pathways for IP and
knowledge to be transferred outside the university in manners which will ensure use and
exploitation.
Page 15
4.
International Connectivity
UTS has implemented a program to increase the number of international research collaborations
with other research institutions and industry. This includes the creation of a dedicated
international research office team. UTS now has key university partnerships with some of the
most prestigious universities across China, Asia and India. Many of these partnerships have led to
the development of joint research centres which also include industry partners.
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
12
No.
0
No.
225
Investment ($)
0
Issued
0
Held
31
Value($)
0
Value($)
23,410,782
Value($)
1.2M
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 16
Note: All calendar year references below refer to the previous year’s data collection.
Principal
Baseline Progressive
Progressive
Progressive
Target 2016
Performance
2012
Target 2013
Target 2014
Target 2015
Indicator
Category 4 Income $997,426
$270k
$328k
$393k
$472k
(assumes 20%) (assumes 20%) (assumes 20%)
Note: The Category 4 Income baseline represents the last years of involvement in several CRC that have since ended. The
estimates are based on UTS’s current involvement in three CRCs: Capital Markets (CMCRC) (due to expire in 2013);
Contamination Assessment and Remediation of the Environment (CARE) (2011 – 20); and AutoCRC (2013-17). UTS also
intends to bid for new CRCs in 2014 and beyond but only minimal contributions to funding targets are assumed.
Note: All calendar year references below refer to the previous year’s data collection.
Optional
Performance
Indicators
Cat 2-4 HERD
Income.
3.2
Baseline
2012
Progressive
Target 2013
22.5M
18.8M
Progressive
Target 2014
Progressive
Target 2015
20.3M (sum of
other income
assumptions)
21.9M (sum of
other income
assumptions)
Target
2016
23.7M (sum of
other income
assumptions)
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
Graduates oriented to Industry and Profession Needs
As noted previously, reflecting our university of technology and industry / profession strategic
focus, the UTS academic profile is directly oriented to providing highly skilled graduates relevant
to the current and future demands of the Australian and global workforce. This is reflected across
all seven Faculties, where all undergraduate programs are oriented to career paths, postgraduate
courses to either career deepening or career switching and research degrees to industry relevant
research careers.
Overarching key characteristics of UTS that underpin our vision and purpose over the next decade
and are directly relevant to this section are:







Practice-oriented and research integrated learning that develops highly valued graduates
Being a university of first choice for career commencement and development
Graduates who are highly employable and effective in the global workplace
Being a university community where cultural diversity is valued
Having a coherent academic identity that integrates teaching and research
Leadership in internationalising student experiences
State of the art facilities, networks and services
Within this industry and profession oriented educational framework, UTS produces a wide range
of graduates for most of the key sectors of the Australian and International economy (Science,
Mathematics, Engineering, IT, Health, Business, Design, Communication, International Studies,
Languages, Teacher Education, etc.). These graduates are also in areas of high demand in NSW,
providing key workforce and productivity outcomes against State Government priorities.
Page 17
General programs ensuring industry alignment
At the high level UTS has a systematic range of practices and bodies that ensure that the course
profile and graduate attributes are aligned with current and future needs of industry and the
professions. In summary:
 Strong relevance to educating graduates for industry and professions is a key part of the UTS
Strategic Plan, and the foundation element of the UTS Model of Learning.
 UTS requires industry input and relevance as a key part of the course development, review
and approval process.
 There is a systematic system of Industry Advisory boards which provide strategic advice and
input across the UTS academic structure. The Vice-Chancellor has a strategic industry
advisory board of key industry leaders, all faculties have industry advisory boards advising
the Dean on strategic directions in relevant industries, and all courses are assisted by
industry boards/working parties/etc. as needed in their development and review.
 UTS has programs to target and attract significant numbers of high calibre industry / nonacademic employers as Adjunct Professors and Industry Fellows. These fellows are engaged
amongst other things in supporting Teaching (undergrad and grad), Supervision of PhDs,
mentoring of student and junior staff.
 As a strategic initiative, a large proportion of the UTS teaching program is delivered by highly
quality industry staff, who bring the workplace into the classroom.
UTS has a wide range of work integrated learning across its degrees, particularly in undergraduate
programs. Some examples are:
 Internships in Engineering and Information Technology (embedded in Diplomas in
Professional Practice taken in parallel with the professional degree);
 Engineering and IT virtual laboratories allow students to practice real life experiments;
 Teacher education students design and offer a learning program in an informal setting. Sites
chosen by the students include museums, natural environments, sports or arts settings or
libraries.
 Journalism subject students use blogs to develop an understanding of the main forms of
reporting. Students rotate through print; radio, television; and online to demonstrate their
skills using the form of reporting
 nursing students use high fidelity patient simulation equipment to learn how to respond to
acute clinical patient emergencies
 The Work Ready Project has designed and implemented a series of high quality work ready
modules to better prepare final year students for professional literacies required in the
contemporary workplace
 Design, Architecture and Building students engage in a wide range of activities and
workshops that require building and prototyping of designs, simulating professional practice.
 The Bachelor of Business has embedded professional learning into the business curriculum,
and offers an optional internship program to senior students.
Research Alignment and Education
As previously stated impact and engagement are key drivers of the UTS research strategy. A key
focus of the research strategy, including for research students, is a high level of engagement with
employers. For example:


The UTS doctoral Framework. This required UTS doctoral students to undertake subjects and
modules which provide key workplace skills (e.g. communication, presentation, teamwork,
project management etc.). These subjects have been developed by and often delivered in
conjunction with industry. There are also a growing subset of UTS PhDs supported by
industry and which involve industry placement.
The development of the IDTC (Industry Doctoral Training Centre). Here Employers /industry
partners are involved in; choice and design of research topics, co-supervision of PhD
students, design and development of IDTC course curriculum and employment of students at
the workplace during the degree.
Page 18
Strategic Initiatives
UTS has commenced several longer term strategic initiatives which are directly aimed at
strengthening graduate outcomes for industry and the professions. The key ones in summary are:
 The UTS Graduate Attributes Framework takes a holistic approach to the skills and attributes
of graduates, focusing on both the professional and course domain skills and attributes and
the so called wider ‘generic skills’ graduates need. Further, the framework requires that the
latter are specified in terms of the requirements for the industry and profession the graduate
is preparing for. Thus, for example, communication skills may be a common graduate
attribute across courses, but those required for a nurse will be different to those for a civil
engineer.
UTS is currently finalising a multi-year Graduate Attributes Project, which is systematically
reviewing the graduate attributes for all courses to ensure that they meet current and future
needs, and mapping how these attributes are learnt, assured and assessed across the course
structure. This major initiative will further enhance the industry relevance of UTS graduates.
 UTS has committed to a series of key expansions of its student profile in key areas of industry
need; health, science, mathematics, engineering and information technology. This is a key
part of the strengthening of the UTS university of technology profile, to underpin both
providing a strong cohort of graduates for Australia, but also providing a larger scale SET and
Health research base. These initiatives are aimed at addressing the growing need for health
professionals, as identified by numerous industry and government reports.
 UTS has committed to a staged increase in its Health course profile, with development of
new programs in graduate Pharmacy (commenced 2012), Health Management (2014)
Physiotherapy and Clinical Psychology (2015). Opportunities in broadening undergraduate
health areas, such as public health, are also being explored.
 UTS has committed to a major expansion of its science and mathematics undergraduate and
postgraduate load. The first stage of this expansion has been achieved over 2010-2013. The
second stage will follow in 2015 with the completion of the new Thomas Street science and
graduate health building currently under construction. A key feature of the undergraduate
expansion is to strengthen the fundamental areas of physics, mathematics and chemistry.
 UTS has committed to an expansion of its engineering and information technology
undergraduate and postgraduate load, which was detailed in the successful EIF application
for the Broadway building. The first stage of this expansion has been achieved over 20102013. The second stage will follow in 2014 with the completion of the Broadway building.
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
Engagement is embedded across each of the four major objectives in the UTS Strategic Plan 20092018. As the centre of realizing our vision to be a world leading university of technology the plan
call for UTS to build “enduring relationships with the professions, industry and our communities”
Specific strategies are focused on “creating whole of UTS external engagement capabilities that
build UTS’s reputation for being ‘good to do business with” and ”strengthening cross cultural
experiences within the university community to develop global relationships” and for “developing
high quality international research links with targeted universities and research groups” and
“developing multifaceted strategic partnerships to leverage UTS research strengths.”
Page 19
To support industry collaborations and partnerships locally and engage end-users in research
activities Industry Advisory Boards have been established for the Vice Chancellor and for each of
the seven Faculties at UTS. These Boards comprise senior representatives from industry,
government, academe, and the community to assist UTS and each Faculty/Centre in shaping UTS’s
research and learning and teaching agenda. Members of the Vice Chancellor’s Industry Advisory
Board include major corporations such as IBM, Google, Arup, CBA, Animal Logic, Deloitte,
Cochlear, Telstra, Microsoft and the ABC.
For example, UTS is working with its established partner Cochlear to provide research expertise in
the area of biofilms. This research collaboration has recently resulted in the appointment of the
first ever Cochlear Research Fellow at UTS. UTS is also working on new models of external
engagement to build integrated, multi-year strategic partnerships with key industry partners.
Currently UTS is working with CBA on a five year, $5M partnership. Similar models are in
development with other major corporations such as Lend Lease, Arup and Deloitte.
The UTS: Engage seminar series provides an opportunity to showcase UTS research strengths and
priorities to an invited audience of industry partners and potential investors. The UTSpotlight is
another series of free public lectures/panel discussions designed to engage with alumni, industry
and government partners. Thought leaders from major global and local organisations join UTS to
discuss global challenges and share their thoughts on the future. The last speaker in the series
was Sir Tim Berners-Lee, founder of the World Wide Web, who spoke to a live audience of over
2,000 in Sydney, while Michael Lynch, CEO of the West Kowloon Cultural Precinct spoke to an
audience of 500 alumni and friends in Hong Kong. Events are webcast and recorded for
downloading or podcasts.
UTS Shopfront continues to promote the University’s support for community engagement and
was short-listed in 2012 by the Talloires Network for the international MacJannet Prize for Global
Citizenship. This places Shopfront in the top six programs for global best practice in community
engagement. In 2012 thirty-five community- student projects were completed across four
faculties. Projects included: research with South Sea Islanders in Australia, design for domestic
violence prevention, campaign design for Anti-Slavery Australia, business planning for a seedling
social enterprise, user needs analysis, development of governance structure, website planning
and implementation, development of design collateral, accessibility assessments for a disability
organisations, information history and promotional writing. Shopfront also launched UTS new
social leaders program SO(u)L with more than 500 students actively enrolled in 2013. In 2012 UTS
SO(u)L volunteers worked on community projects with a broad range of organisations including:
AIME, Black Dog, Children's Festival, Chinese Lion Dance, Cystic Fibrosis NSW, Girl Guides
Crossroad, Oxfam, Red Cross, St Johns Ambulance, Spark, The Smith Family, Special Children
Centre (working with disabled kids), Starlight Foundation, Sudanese Australian Integrated
Learning (SAIL), Sydney Story Factory, Youth Entertainment Reference Group and Wayside
Chapel.
At the International level UTS has launched a new engagement model to build significant
partnerships in Asia and globally through its innovative flagship Key Technology Partnership
Program (KTP). These institutionally supported partnerships are designed to build significant and
strategic research and research training collaborations including dual PHD programs. Launched in
2010 UTS has established KTP’s in China with Sun Yat Sen University in Guangzhou, Shanghai
University, Beijing Institute of Technology, and Huazhong University of Science and Technology in
Wuhan. In 2012 joint research centres were also established in China with the Chinese Academy
of Science, Tsinghua University and Shanghai Jiao Tong University. In 2012 KTP’s were established
in India with the Indian Institute of Science in Bangalore, JNU and TERI Universities in New Delhi
and the Tata Institute of Social Science in Mumbai. Key Technology partnerships are currently
being concluded in Europe with TU Delft/Eindhoven in the Netherlands, Royal Swedish Institute of
Technology (KTH), and with Leeds and Dundee Universities in UK. Negotiations are currently
underway in North America to roll out four KTPS in the US and Canada over the next 18 months.
Page 20
UTS is also providing significant opportunities for its students to study in Asia through its
International Studies, Global Exchange and BUiLD (UTS’s Global Leadership Program) mobility
program’s. UTS has set an ambitious target for global mobility to reach 25% by 2020. Currently
UTS leads the sector in student mobility at 16%. In 2012 UTS sent almost 800 students abroad
with 70% travelling to Asia. UTS funds its International Studies students to spend one year
studying Chinese and Japanese in country. UTS has also developed a range of innovative short
term programs for its students in Asia including a Bollywood Directors Shadowing program and a
Micro Financing Program in India as well as an internship program in China. In addition to its
funding of one year international studies degree programs, UTS also provides more than $700,000
in annual mobility funding to its students with the majority of funding allocated to Asia.
In 2012 UTS for the first time sent a group of 15 indigenous students on a BUiLD program to New
Zealand to study.
The Dr Chau Chak Wing Scholarships Endowment fund of $5M received from Dr Chau Chak Wing
in 2012 will provide an additional $250,000 each year in perpetuity for scholarships for UTS
students to study in China and vice versa. UTS also applies annually to DIISRTE for additional
funding to support the exchange of undergraduates students through the ISEP (International
Student Exchange Program) (including Cheung Kong) Program. In 2012, UTS received $230,000
through the ISEP program funding 46 UTS students with $5,000 scholarships. In the first round of
the new Asia Bound grants in 2013 UTS has applied for 51 projects under the scheme.
UTS is working to actively encourage philanthropy and industry investment. With a target of $5.5
million for 2013 and expanded professional team, UTS has recently established a range of new
initiatives including: an Indigenous Scholarships Endowment fund established in 2012; Creating
Futures, UTS’s bequest society was launched in March 2013 with over $4 million in notified
bequests to date; bi-annual appeals to alumni and friends to build a pipeline of support into the
future; UTS Luminaries Program (outstanding alumni) Fund established to secure regular gift
pledges from high-achieving alumni; capital campaigns established to secure corporate support
for new buildings and spaces at UTS; new campaigns launched to raise funds for elite sports and
public art.
UTS is also working actively to improve the quality of engagement locally, regionally, nationally
and internationally. Alumni networks have been established and reunions held in Hong Kong,
Shanghai, Beijing, Kuala Lumpur, Jakarta, Ho Chi Min City, Singapore and London. The UTS alumni
magazine Tower is now available in online and iPad app formats, expanding reach and virtual
engagement to our alumni network in Australia and throughout the world.
Page 21
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
Indicators
Number of active
collaborations8 with
industry and other
partners in Australia
Number of active
collaborations9 with
industry and other
partners overseas
Category 3 Income
Baseline
2012
Progressive
Target 2013
Progressive
Target 2014
Progressive
Target 2015
Target
2016
376 (256 in
09)
370
388
(assumes
5%)
408
(assumes
5%)
428
(assumes
5%)
114 (41 in
09).
122
128
(assumes
5%)
134
(assumes
5%)
141
(assumes
5%)
$8,157,824
$9.7M
$10.7M
(assumes
10%)
11.8M
(assumes
10%)
12.9M
(assumes
10%)
Note: All calendar year references below refer to the previous year’s data collection.
Optional Performance
Indicators
Annual $ given or
pledged ($M)
% of UG students who
completed an
international experience
8 Collaboration
Baseline
2012
Progressive
Target 2013
Progressive
Target 2014
Progressive
Target 2015
Target
2016
$3.7M
$4.5M
$5.7M
$6.8M
$8.0M
13%
15%
17%
19%
21%
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 22
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
University student enrolment planning
UTS undertook a review in 2007 to explore the overall structure of the discipline mix of its
academic profile. This review confirmed the ongoing relevance of the current discipline mix and
the strong focus on practice-oriented education, technology and preparation for the professions.
New programs in areas of health and the digital and creative industries were identified as
priorities for future development. New programs in these areas have been added in the last 5
years (for example, Global Studies, undergraduate Animation, Sound and New Media and
Photography and Situated Media).
Anticipating the deregulated domestic market from 2012, since 2010 the University has revisited
load planning annually. IT, Engineering education, science, mathematics, health and the creative
industries have been targeted for growth. Overall, the University is planning for modest growth
to around 27,000 EFTSL by 2020-22.
UTS continues to have very strong undergraduate and postgraduate demand. Our domestic
undergraduate demand is the strongest of any NSW university over the last 5 years, with
consistently more than 2 preferences for every offer we can make. UTS is also one of the largest
providers of postgraduate coursework programs nationally, and has experienced growth in nearly
all areas since 2008. UTS also continues to explore options to improve our already strong
pathways from VET, particularly through a more innovative strategic approach.
As previously advised to the Department, the University will close its operations at the Kuring-gai
campus at the end of 2015, with all current programs transferred to the city campus.
Sub bachelor planning
UTS has a small envelope of enabling load, which is used to support student transition to higher
education learning and address areas of skill deficiency, such as English language and
mathematics. For 2013 a small increase was approved to support a new qualifying program for
Indigenous applicants who do not currently meet the University's special entry requirements. As
this program grows, small additional load would be desirable, but it is not anticipated to be a
Page 23
large program. The University offers a Foundation Studies program to qualify for entry to UTS, on
a fee-paying basis.
The University will be undertaking a strategic review of the potential for future use of diplomas,
advanced diplomas and associate degrees as future pathway options in its course offering. In
specialised areas, such as Indigenous education and work-based learning, some may be used as
either exit qualifications for those not coping with Bachelor degrees or as complimentary
qualifications for Bachelor degrees. The University's private arm, Insearch, currently offers its
own Higher Education diplomas, which articulate with many of the University's Bachelor
programs. The review will consider whether these should be converted to UTS diplomas, taught
by Insearch, which would be dependent on there being sufficient CSP load available for domestic
students.
Provision of Languages
Another option that is being considered as part of the Asian Century White Paper is providing our
current strong languages programs through a Diploma in language which would be taken in
parallel with the undergraduate programs.
Bachelor degree planning
Longer term load planning has been undertaken and is updated annually to reflect outcomes,
shifts in demand and any tactical repositioning by the University. IT, Engineering, Science and
Mathematics load are being strategically expanded over the medium term to provide greater
scale and to support the University's successful research investment program. New leading edge
programs in the creative industries and innovation are also being prepared for introduction in
2014. Expansion of programs in the Health area over the period of the Compact is being
considered.
Postgraduate planning
The general points above about undergraduate load apply equally to postgraduate load. In any
offering area, the University seeks to have a mixed profile of undergraduate and postgraduate
programs. The strategic expansion in Health will be biased towards postgraduate offerings over
the period of this compact, as this is where the University believes the best strategic offerings can
be made.
Key priorities for additional CSP load over the period of the compact are:
1) Additional Education load to support conversion of the graduate entry Bachelor of Teaching in
Secondary Education to a Master of Teaching, in line with the Australian Institute for Teaching
and School Leadership developed the National Graduate Teacher Standards;
2) Additional Health load to provide a strategic expansion of postgraduate professional entry
programs for selected health areas. Physiotherapy and Clinical Psychology have been targeted as
priorities, with Chiropractic programs also under consideration. While mainly fee-paying
programs, some CSP load is essentially to compete against the significant CSP load other NSW
universities have for these courses;
3) UTS believes that it would be consistent with the recent Review of Higher Education Access and
Outcomes for Aboriginal and Torres Strait Islander People if provision was made for a pool of PG
CSP places which universities could use to support PG Indigenous enrolments. The primary aim
would be to provide places for Aboriginal and Torres Strait Islander enrolments in Full-Fee
programs, providing a wider set of education options for skills development.
Page 24
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
UTS produces graduates with an appreciation of the practical, social and ethical dimensions of
their chosen professions and with the skills and knowledge to operate effectively in culturally
diverse workplaces within changing global and social contexts.
To achieve this, UTS has developed an educational model – the UTS Model of Learning - built on a
broad and holistic concept of learning. It productively combines the intellectual rigour of
disciplinary knowledge and the outcomes of scholarly research with professional and personal
skills, ideas and approaches developed through engagement with professional practice and the
community.
UTS supports and enhances teaching and learning through a flexible and dynamic approach which
is expressed through stimulating teaching, the effective use of technology and an information rich
environment.
In addition to the more traditional curriculum practices, many UTS students experience a range of
opportunities to engage in extra-curricular learning in the community, workplace and professional
organisations. This enables the development of graduate skills and attributes of relevance and
value to their chosen professions and to Australian society.
The UTS Strategic Plan 2009-2018 continues UTS’ strong commitment to being a high quality
teaching and research university. Specifically with respect to teaching and learning, key
characteristics that underpin our vision and purpose over the next decade are:
 Practice-oriented and research integrated learning that develops highly valued graduates
 Being a university of first choice for career commencement and development
 Graduates who are highly employable and effective in the global workplace
 Being a university community where cultural diversity is valued
 Having a coherent academic identity that integrates teaching and research
 Leadership in internationalising student experiences
 State of the art facilities, networks and services
To these ends, two of the four objectives of the Strategic Plan focus on teaching and learning.
These objectives are currently being reviewed and will be updated for the second half of the 10
year strategic plan by the end of 2013, but the Strategic Plan will continue to have a strong focus
on teaching and learning.
Page 25
A senior executive position, the Deputy Vice-Chancellor (Teaching, Learning and Equity), oversees
the achievement of these objectives and is responsible for coordinating teaching and learning
quality improvement across the university, working with the Senior Deputy Vice-Chancellor, who
oversees the Faculties and is responsible for overall quality management.
UTS has a strong quality management and improvement system in place, with a long history of
continuous improvement and achievement of strong outcomes. UTS was one of only two
universities to achieve A or higher ratings for all of its discipline clusters in the final years of the
Commonwealth Learning and Teaching Performance Fund. Learning and Teaching is one of the
five performance domains of the UTS KPI Framework, with the broader student experiences also
focused on in another domain of University Environment and Engagement. At the next level of
performance improvement, UTS has an annual course performance report that evaluates all
courses across a range of measures, identifying both courses with outstanding outcomes for
learning transfer to other courses and courses of concern for closer monitoring and intervention.
All UTS subjects are also monitored at least annually, if not each semester, across key dimensions
of learning and teaching. The UTS Student Feedback Survey has been in place for many years and
provides a strong improvement tool for staff and students. Key elements of subject performance
from 2011 have been combined into an annual Subject Performance Report.
UTS also demonstrates its commitment to improving quality teaching and learning through
recognition and reward for good teaching practice, academic staff development initiatives and
other improvement initiatives.
UTS is committed to developing and offering highly relevant and innovative courses that meet the
future and current needs of industry and the professions. The University has a very strong
reputation with industry in this regard, which is monitored biennially through the Industry
Reputation Survey, as a well a strong pan university network of faculty and course industry
advisory committees. A significant renewal of the UTS Model of Learning has been undertaken
over the last few years and UTS faculties have been actively engaged in curriculum renewal to
over recent years to address these issues; for example, the total redesigns of our undergraduate
Communication courses, LLB, Bachelor of Business, undergraduate and postgraduate Design and
Bachelor of Nursing. New innovative courses have also been introduced; such as in global studies,
sound and music design and photography and situated media. A path breaking new double
degree program in creativity and innovation, paired with the core UTS professional degrees, will
be introduced in 2014.
Other major projects are regularly progressed to strengthen the UTS Model and continuously
improve quality, such as the UTS work ready project, which has developed contextualised
resources and modules to be used across UTS courses to support the integration of work-ready
skills. A major development has been the UTS communication project, the first stage of which
focused on improving the English language competency of all UTS students through appropriate
curriculum design and embedding of support, where needed, within courses.
A key set of developments integrated with the above is the major renewal and redesign of
teaching and learning spaces and technologies at UTS, as part of our Campus Masterplan.
Over the period of this compact, UTS has set the following teaching and learning major strategic
priorities:
 Embedding of UTS Graduate Attributes Project, which involves systematic renewal of
curriculum to develop the capabilities of 21st century graduates for a global workforce.
 Learning 2020: a strategic focus on creative, integrated, collaborative learning supported by
the seamless integration of online and face-to-face experiences.
 Connected intelligence – a whole of university capability in data analytics: supporting
students' learning success and self-management.
Page 26
Note: All calendar year references below relate to projects and awards in that calendar year.
Principal Performance
Indicators
Baseline
2012
Progressive
Target 2013
Progressive
Target 2014
Progressive
Target 2015
Target
2016
5
6
7
7
Number of active learning
and teaching projects
supported by the
PELTHE10 program where
the University is the lead
institution
7
Number of active learning
and teaching projects
supported by the
PELTHE11 where the
University is a partner
institution
10
10
10
10
10
Number of citations for
outstanding contributions
to student learning
3
5
6
6
6
+
1
Fellowship
Number of awards for
teaching excellence
1
Number of awards for
programs that enhance
excellence
1
1
1
Note: All calendar year references below relate to projects and awards in that calendar year.
Optional Performance
Indicators
Teaching quality: % of
positive responses to
Student Feedback Survey
overall teaching satisfaction
10 Promotion
Baseline
2012
78%
Progressive
Target 2013
78%
Progressive
Target 2014
79%
Progressive
Target 2015
80%
Target
2016
80%
of Learning and Teaching in Higher Education - the program providers learning and teaching grants, awards and fellowships and is
administered by the Office for Learning and Teaching.
11 See
footnote 10 for definition.
Page 27
4.3
Equity
4.3.1
Commonwealth objectives
The Commonwealth is committed to a fair and equitable higher education system that provides
equal opportunity for people of all backgrounds to participate to their full potential and the
support to do so.
In particular, the Commonwealth has an ambition that by 2020, 20 per cent of higher education
enrolments at the undergraduate level will be people from low socio-economic status (SES)
backgrounds.
The Commonwealth expects all universities to play a part in meeting the Commonwealth's higher
education participation ambitions, consistent with the objectives and regulatory requirements of
Commonwealth funding.
The Commonwealth funds a range of programs to encourage and support access to and
participation in higher education by people from low SES backgrounds and other underrepresented groups, including the Higher Education Loan Program and Student Income Support.
The Commonwealth will monitor the University’s equity performance through the reporting
requirements and evaluations of programs and initiatives. The University’s performance in
meeting equity objectives will also be linked with teaching and learning Performance Funding
targets.
Universities have obligations under the fairness requirements in Division 19 of HESA. This compact
does not change those obligations.
4.3.2
University strategies
The UTS equity environment
UTS is committed to our university community reflecting the diversity in Australian society, and
that every person, regardless of background, has a fair chance to realise their academic potential.
Equity and respect for diversity informs the UTS vision for excellence. Delivering on this vision
requires the development and support of initiatives that will, over time, continually ensure that
equitable practices are intrinsic to all aspects of University life. This requires the involvement and
commitment of the entire University, in consultation with the wider educational community.
These fundamentals for embedding equity are recognised and expressed in the UTS Strategic Plan
and in the five UTS Key Performance Indicators (KPIs) relating to staff and student equity. The KPIs
cover participation of Low SES students; representation of academic women at senior levels;
representation of Indigenous staff and students; and a commitment to diversity.
The UTS Widening Participation Strategy
The UTS Widening Participation Strategy 2010-2015 (WPS) drives the university’s goal of
increasing the participation and success of students from Low SES and Indigenous backgrounds. It
is planned to review this strategy and extend it into 2016 and beyond, but the scale and focus will
be dependent on the resources available. The strategy uses a whole-of university approach to
attract and retain Indigenous and Low SES students. The WPS recognises that getting students
from disadvantaged backgrounds into university is only the first step. We must also assist their
transition to university study and equip them for success.
The WPS is aligned both with University Strategic Priorities and the Government’s national equity
agenda. It is evidence-based, is guided by a cross-University Management Group, and supported
by internal and external partnerships. The WPS nurtures close partnerships with schools,
community groups, TAFE Institutes and other universities. The WPS will be monitored and
Page 28
evaluated to ensure continuous program improvements for the benefit of both current and future
students. The WPS is built around the four themes of:
1. Building Aspiration: includes initiatives to encourage aspiration for university study, well before
the point of enrolment, through an integrated suite of programs developed in partnership with
targeted schools, TAFEs and communities, with the goal of delivering initiatives that have a
cumulative impact.
2. Widening Access: expands the already strong admission pathways into UTS for school leavers
and mature aged students to help Low SES and Indigenous students gain access to university.
3. Retention and Success: further enhances our effective approaches to helping every student
experience success in their studies by creating a culture that engages commencing students from
diverse backgrounds, and builds collaborative working partnerships to support students in all
years of study.
4. Inclusive Community: promotes activities to build a university community in which students
from diverse backgrounds can thrive, through a broad range of programs and activities that
enhance student life at UTS.
Indicators for measuring progress
UTS uses national and metropolitan university student equity indicators as benchmarks.
Performance trends for student equity groups are measured against the key benchmark
indicators of access, participation, retention, attrition and success. In addition, UTS monitors key
individual programs across all the WPS themes, with the aim of meeting the targets set in the
strategy.
Strategies for measuring overall performance and success have been implemented. These
strategies have drawn from consultation, data collection and feedback mechanisms. They include:
Student surveys, Monitoring and Tracking of student progress, Early intervention, and Retention
and success.
The continued success of the WPS depends on both HEPP policy and funding continuity over the
Compact period. Given continuity of current funding parameters, UTS believes that the following
can be achieved over the Compact period
Scenario – Federal HEPPP funds continue at current level and Bridges to Higher Education
program continues
 Continue to grow the integrated suite of U@Uni Schools Outreach Programs in the South
Western Sydney region in schools that are designated as National Partnership (low SES
Communities) and regional and remote schools that are Country Area Program (CAP) schools.
 The integrated programs will continue to offer a package of on and off campus activities:
including experience days; summer schools; an expanded HSC tutorial support; schools based
academic programs.
 Future developments will strengthen flagship U@Uni school outreach programs with: an
expanded Summer School; HSC Tutorial programs with possible expansion into homework
clubs established in at least 12 targeted SWS schools; and a focus on academic attainment
and Teacher Professional Development in the areas of Science, Technology, Engineering and
Maths.
 As a key partner in the Bridges to Higher Education program (a consortium of 5 Sydney basin
Universities) continue working together to maintain collaborative programs such as
connected classrooms, parents information sessions, Joint UAC/ Bridges Pathways Website
and Indigenous projects to maximise their impact in the Sydney basin and targeted regional
areas.
 Review and enhance the Principals’ Recommendation Scheme (PRS), a UTS scheme
supporting Year 12 students experiencing financial hardship, to gain access to a place at UTS
introduced in 2012, with a view to ensuring PRS students have success and attrition rates on
par with the all students.
Page 29






Continue to deliver the Educational Access Scheme (EAS), which aims to increase the
numbers of disadvantaged equity group students enrolling at UTS, and enhance the
transition and support programs to assist their success and retention.
Implement the UTS Mature Age Strategy that will facilitate access to University through the
clear articulation of the multiple pathways to university, including improved articulation and
credit recognition from TAFE and the VET sector, with appropriate quality and support
measures to ensure success.
Review current enabling program options as part of above strategy, with view to considering
a UTS enabling program with a focus on Maths and Science, targeting low SES and mature
age students.
Strengthen partnerships with external partners, the Country Area Foundation (CEFA) and The
Smith Family to maximise support to targeted school communities.
Expand engagement by academic staff with the First Year Transition Program to facilitate the
successful introduction to university study by all students experiencing their first year at
University (including those entering through second year), through building these programs
into the UTS Teaching and Learning Plan and Faculty Action Plans.
As part of the First Year Transition program, continue to develop the integrated suite of
academic, personal and financial support programs delivered centrally and at faculty level to
assist in achieving higher rates of retention and success for students, regardless of mode of
entry.
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)
4.4
Principal
Performance
Indicators
Improvement Target
Outcome
Page 30
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
-
4.5
Teaching and Learning Infrastructure
4.5.1
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.
4.5.2
University strategies
Investing in teaching and learning
UTS has a comprehensive long term Campus Master Plan to guide development, which is focused
on providing a modern, world class integrated City campus by the end of this decade. At the heart
of this will be a strengthened student experience and a significantly re-engineered teaching and
learning environment with a stronger emphasis on collaborative and interactive learning. It will
also align with, and invite in, our local community, and strengthen the educational, cultural and
creative precinct which UTS lies at the heart of and is actively leading its further development.
The Campus Master Plan leverages upon our exciting city spaces, with a vision to develop a
campus that creatively blends a variety of learning spaces with state-of-the-art amenities and
facilities to significantly strengthen the overall student experience. The expanded facilities will
provide greatly enhanced formal and informal learning spaces for students and increased
research facilities, a portion of which has been achieved by end of 2012, with the next major
enhancement scheduled for completion by end of 2014. Further development is planned during
the Compact period. The Campus Master Plan also has already delivered a substantial expansion
of student housing; which is important not just from a socioeconomic / affordability issue but a
safety issue. Further options for expansion are being actively explored and are expected to be
available during the Compact period. Overall, UTS is investing over $1.5billion over the next
decade in new and refurbished facilities to provide a world class campus.
Two major examples are:
 UTS’ IT and Engineering is the national leader in practice-oriented education, meeting the
professional needs of the future. UTS is creating a flagship IT and engineering education
program for Australia through the new purpose built IT and engineering building, with
funding support from EIF, to replace constricted and outdated building infrastructure that
does not facilitate cutting edge collaborative, multidisciplinary practice-oriented learning.
 UTS is going to co-locate and build its strengths in Arts and Social Sciences, including locating
teacher education on the City Campus, and also to consolidate the UTS nursing and
midwifery programs on the City Campus. UTS plans a major upgrade of UTS Building 10,
which will support major new research areas and first-class learning facilities to support UTS’
plans for expansion and development.
The Facilities Management Operations (existing buildings and refurbishments) and Project
Management Operations (new building programs) manage the capital expenditure budgets for
the built environment of the university and are responsible for its planning, development, and
management in order to achieve the most efficient use of resources and to best meet the
university’s teaching and research requirements. A tri-annual (2011- 2013) capital expenditure
budget is developed from the university’s capital plan.
Page 31
In addition to the major new building program, over the last three years, UTS has improved the
utilization of our existing facilities, undertaking significant refurbishment works of existing
buildings to improve our Learning and Research facilities as well as undertaking major
replacement of our plant and infrastructure. Further such projects are planned over the period of
this Compact.
Utilization / Space Management
Reviews and evaluations of our public places and spaces by way of Classroom and Subject audits,
Post occupancy evaluations and Student and staff surveys have helped improve our utilization as
well as informing the development of the Campus Master Plan.
Student surveys, for example, help us understand what makes students stick around the campus
for longer periods and what enhances their learning and overall experience. Our most recent
survey has reconfirmed what’s important and used regularly, i.e. clear demand for wireless
internet access, power points to plug in laptops, computer labs, food courts, cafe’s, printing and
laminating service, etc. It has become clear that the “Quality of our facilities and spaces” will
assist in attracting and retaining students – students will choose to participate in studies if it’s a
well-equipped and pleasant environment. Also, state of the art space usage monitoring and
control technologies are being incorporated into new buildings, and then progressively into
existing buildings, to facilitate more efficient and effective use of space.
Capital Maintenance
UTS has a ten year major maintenance planning program which deals with our existing building
and will address future facilities as they come online. A condition audit of the existing buildings
has been undertaken and a long term major maintenance plan based on a 10 year forward
program is in place.
Creating a Green and Sustainable Campus is also an important part of our capital maintenance
program. Our students are keen to have a green campus and we acknowledge that our spaces
should reflect our position in regard to environmental leadership. The UTS is committed to
reducing its GHG emissions 11% by 2012-13 and 30% by 2020-21. UTS is proposing to invest $9M
to address the first stage of these GHG emission targets.
One of the key infrastructure projects currently being undertaken is the Building 1 Core Upgrade.
The lifts and toilets in the Tower building are now nearing 40 years of age and their current
performance and configuration is less than optimal. The total funding approved for this project is
$16,500,000.
Future Learning and Research Projects
The University will continue to invest in capital works projects which substantially enhance the
student facilities and amenities as well as providing critical support for research activities across
our Campus. One of our key objectives is to develop flexible and imaginative learning
environments for our students with the support of creative and effective technologies. The focus
during the Compact period is finishing and bringing on line three new buildings with future
proofed learning spaces and commencing the library of the future project, building on the
automated storage and retrieval system scheduled for 2014 completion.
Page 32
PART FIVE: RESEARCH AND RESEARCH TRAINING
5
RESEARCH AND RESEARCH TRAINING
A range of research and research training performance indicators and targets are proposed in this
section. Principal Performance Indicators are compulsory and institutions may voluntarily
nominate optional performance indicators and targets considered reflective of individual
institutional goals.
The Commonwealth recognises universities have diverse missions and, consequently, targets and
performance will vary between institutions. Each university should develop performance
indicators and targets to reflect its individual performance and strategic direction.
5.1
Research performance and research capability
5.1.1
Commonwealth objectives
The Commonwealth encourages excellence in research performance and the strengthening of
research capability. Particular objectives are to:
 progressively increase the number of research groups performing at world class levels, as
measured by international performance benchmarks; and
 promote collaboration, amongst universities, across sectors, between researchers and
industry Australia and internationally.
The Commonwealth, through the Australian Research Council (ARC), conducts the Excellence in
Research for Australia (ERA) which evaluates the quality of research undertaken at Australian
universities by discipline against international benchmarks. ERA is used to assist in determining
funding in the Sustainable Research Excellence in Universities program administered by the
Commonwealth.
5.1.2
University strategies
In 2010 UTS implemented a revitalised systematic research strategy which focuses effort on:
building existing research strengths, further developing areas of differentiation (i.e. industry
relevance / impact; true cross disciplinarily), augmenting unique UTS characteristics (i.e. a
technological underpinning across all disciplines), supporting high quality research programs
which are complementary to other parts of Australian’s National Innovation System (NIS) and
continuing to up-skill the broad base of researchers across UTS. The four aims are to:
1.
2.
3.
4.
Produce research that delivers real benefits for society, industry and environment, utilising
cross-disciplinary approaches and our specific attributes as a university of technology.
Deliver innovative solutions to current national and international challenges.
Define and lead new and innovative research paradigms.
Develop the next generation of graduates and researchers who can lead their professions
and industries.
This strategy has been an outstanding success with UTS meeting or exceeding targets in both UTS
KPI’s as well as broad national and international indicators. UTS continued to rise in the Academic
Ranking of World Universities rankings; The two ERA results determined that in 2010 UTS
performed at world standard levels or above in over 80% of fields assessed which then improved
to 100% of fields in 2012 (one of only 8 universities in Australia to have this result). This is a
remarkable achievement for such a young university, with UTS significantly outperforming
expectations in age to performance analyses. A key focus of UTS over the next few years will be
on taking the research areas which scored 3 in ERA to a 4 rating.
In the National Excellence in Impact Australia UTS also performed above expectations with all
case studies receiving a “considerable impact” or higher rating. UTS will be continuing to
implement initiatives improving the specific ERA excellence metrics of citations and journal
publications without reducing the impact and broader quality characteristics of the university.
Page 33
There are six elements underpinning the achievement of UTS’ research aims and our ERA
aspirations outline above. As outlined earlier in this document, UTS is continuing to implement
the strategies and plans under the 2010-15 Research Strategy, therefore the information outlined
below remains consistent with the UTS approach in the previous Compact.
Research Direction
UTS has a focused research direction building on existing strengths and providing complimentary
programs to others in the NIS and to NSW State priorities. Six key research themes provide a
framework for the current 28 areas of research strength. Six (6) of these areas of strength have
been designated as Strategic Investment Areas (* in table).
Sustainability & the Built Environment
Creative & Civil Societies
Build infrastructure
China research centre*
Environmental Sustainability
Contemporary design practices
Plant functional biology & climate change
Cosmopolitan civil societies
cluster*
Creative practices & cultural economy
Sustainable futures
Forensic science
Technology in water & wastewater*
Law research
Research in learning & change
Strengthening indigenous communities
Transforming cultures
Health Futures
Business Innovation
Biotechnology of infectious diseases*
Corporate governance
Health economics research & evaluation
Management & organisation studies
Health services and practice
Quantitative finance research
Health technologies
Study of Choice*
Communication & Intelligent Systems
Future Services & Industries
Human centred technology design
Innovation in IT services & applications
Quantum computation & intelligent
Intelligent mechatronic systems*
systems*
Nanoscale technology
Real-time information networks
The six UTS key research themes support the 14 NSW state research topics (Health futures
[Aboriginal health & Knowledge-led healthcare]; Sustainability and the built environment [Crime
prevention and community safety, Public transport, Climate change adaptation, Clean coal,
Renewable energy, Smart grids and power distribution, Energy efficiency and green buildings];
Creative and civil societies [School education]; Business innovation [Finance, Open government];
Communication and intelligent systems [Spatial information]; Future services and industries
[Agriculture and food production). The six themes also align strongly with national research
priorities.
To augment ARC, NMHRC and other federal Government funding, significant UTS investment is
being made to build strength around each of these themes including strategic, senior-level
appointments (most of which have been through the attraction of highly cited and renowned
international researchers as opposed to just encouraging existing Australian researchers to swap
institutions).
Research Approach
UTS seeks to improve research capability, quality and performance at the Research Strength level
through the following mechanisms:
a) Developing three-year strategic plans for each Strength
b) Setting metrics and targets that contribute to UTS’s overall research KPIs and ambition to
improve its relative position within the Australian higher education sector
c) Making strategic investment decisions around infrastructure and recruitment to build upon
the research excellence in a number of areas
Page 34
UTS has also strengthened its approach towards strategic research partnerships, both with
industry and with other research organisations, both in Australia and internationally. Given the
flat level of ARC and other key research funds such as CRCs in recent years, we have a revised
external engagement strategy that aims primarily to improve our performance in Category 2 and
3 funding. This will not only increase the total quantum of research investment into UTS but also
develop long-term partnerships that will tackle the major issues facing Australia.
Research Culture
UTS is committed to supporting and improving its research culture through mentoring,
professional development and recognition of excellence – all with the aim of increasing the scale
and quality of research output.
Researcher Development
UTS recognises that researcher development begins with HDR students and extends throughout
an academic career. UTS aims to be the leading Australian university in “Researcher
Development”. To achieve this UTS has developed an integrated approach to researcher
development, which is outlined further in section 7.2.
Communications
UTS is implementing a number of strategies around communication of research outcomes to
increase the impact and influence our research has across Australian society and promote
increased internal and external collaboration on critical challenges for Australia.
International
The UTS research and internationalisation strategies are complimentary, where UTS aims to
increase its international collaboration, partnerships and research engagement through a number
of mechanisms including the establishment of Key Technology Partnerships across China, India,
Europe and the US. From a research perspective these long term Partnerships will foster
researcher exchange and collaboration, joint research projects, and dual doctoral degrees.
5.1.3
Performance indicators and targets
The purpose of the research performance and the research capability performance indicators and
targets is to assist the University and the Commonwealth in monitoring the University's progress
against the Commonwealth's objectives and the University's strategies for research performance
and research capability.
The University will aim to meet the research performance and research capability performance
indicators and targets set out in the following table.
Principal Performance Indicators
ERA 2010
ERA 2012
Number of disciplines, as defined by twodigit Fields of Research (FoR), performing at
world standard or above (3, 4 or 5)
15
18
Number of disciplines, as defined by fourdigit FoR, performing at world standards or
above (3, 4 or 5)
32
39
Page 35
ERA 2015 Target
18 (assume no change,
unlikely to be assessed in
4,10, 17,22). All FOR codes
with a 3,4,5.
40 (pick up
complementary medicine,
pharmacy, statistics,
library and information
studies?)
Disciplines the University commits to
demonstrating substantial improvement
in as defined by two-digit FoR and/or
four-digit FoR
Mathematics, Medical and Health
Sciences and Information and Computing
Sciences, Built Environment and Design.
Disciplines nominated in
2011–13 Compact
Disciplines nominated in
2014–16 Compact
Engineering, and
Information and
Computing Sciences
Mathematics, Medical
and Health Sciences and
Computer and
Information Sciences,
Built Environment and
Design.
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
Target
2016
Category 1 income
13,581,095 16.8M
17.1M
17.4M
17.7M
Category 2 Income
Number of joint
research grants in
Australia
Number of joint
research grants
overseas
Number of jointly
supervised PhD
students in Australia12
Number of jointly
supervised PhD
students overseas13
13,309,215 8.9M
154
219
9.3M
224
9.8M
229
10.2M
234
59
63
64
65
66
67
73
80
88
96
6
11
17
21
25
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 Key Technology
Partnerships (KTPs) active
with international research
institutions.
4
8
10
12
Target
2016
14
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 36
5.2
Research training
5.2.1
Commonwealth objectives
The Commonwealth encourages excellence in the provision of research training. Particular
objectives are to:
 support research excellence and develop an internationally competitive research workforce
in Australia through high quality research training;
 develop an internationally competitive research workforce in Australia through high quality
research training; and
 significantly increase the number of students completing higher degrees by research over the
next decade.
5.2.2
University strategies
Researcher development is a central element of the UTS research strategy and underpins UTS
aspiration to be Australia’s leading university in researcher development. The focus of UTS
researcher development is a wide-reaching one as it encompasses a number of career stages:
from undergraduate to honours, to HDR students and then to early, mid and senior academics.
Our research training strategy comprises frameworks, tools and a range of activities including
workshops for research students and their supervisors and online resources, including short
courses provided by the e-Grad School of the Australian Technology Network of Universities. In
working towards our aspiration the following are underway:
1.
UTS Framework for Doctoral Education
In 2011 UTS launched the newly designed Framework for Doctoral Education. The main objective
of the UTS Doctoral Framework is to improve the doctoral education experience for HDR students
across the university and to provide additional support to help to improve completion times. As a
university-wide framework it provides structure and support to help research students advance
knowledge through their research study as well as to help their development as a researcher for
their careers in either universities or industry.
A feature of the Framework is that each Faculty can customise the generic framework to meet
their specific disciplinary and professional areas. Following the 2011 adoption of the Framework
by two faculties – Business and Engineering & Information Technology, in 2012 the Framework
was adopted by all Faculties and their enrolling HDR students.
The UTS Doctoral Framework comprises three formal stages during which students advance their
research contributions and research capabilities. Each stage progresses core elements, and
produces concrete and assessable outcomes. HDR student progress is planned, monitored and
reviewed through a ‘communication’ tool known as a Doctoral Study Plan. In collaboration with
supervisors, students select modules and activities from the various central, faculty and external
sources in accordance with their learning needs and goals. An additional important feature of the
Framework is the use of supervisory panels. These panels comprise academics from relevant
disciplinary and interdisciplinary fields from both within and outside the university.
2.
HDR Researcher Development program
Integral to the implementation of the Framework for Doctoral Education is the provision of
researcher development support by central units of the university. Of particular relevance are
those activities provided by the Graduate Research School. These include:
 Each semester a 7 session Research Student Induction program for beginning HRD students
(58 participants have enrolled for Autumn 2013)
 Research literacies workshops as well as summer and winter programs (40 HDR students
have already participated in two workshops this year)
 Statistics workshops and summer and winter programs (20 students enrolled in first
workshop this year).
Page 37
An important successful outcome of these various programs is that they help student to connect
with each other as well as with people in other parts of the university. Their sense of belonging
crosses research strength, faculty and universities structures.
3.
Supervisor Development program
The development of a new Supervisor Development package has been central to improving the
HDR student experience. This package comprises 8 modules and is aimed at the development of
early career doctoral supervisors as well as the ongoing development of experienced doctoral
supervisors. Importantly participation in this program is linked to the supervision registration
process. The first module on An Introduction to doctoral supervision at UTS will be attended by
50 academics and several additional sessions are planned given the high demand.
4.
Industry Doctoral Training Centre in Mathematics and Statistics
UTS, in conjunction with the ATN, has developed an Industry Doctoral Training Centre. It a
partnership program that is exemplary of the External engagement strategy of the university in
that it connects the ‘big’ research problems of industry with the research questions of the
doctoral students. An important aim of the program is to help HDR graduates to be highly
employable and better prepared as researchers for their careers. In 2012, the first year of the
program, UTS had 4 IDTC enrolments in partnership with organisations external to UTS. In 2013
four more IDTC students have enrolled with 2 more enrolments anticipated for Spring semester.
5.
Early Career Researcher Development program
In 2011-2012, UTS developed an Early Career Researcher (ECR) Development Framework that
articulated the development and career aims of ECRs. Through an investigation of the various
gaps in support for these academics at the time, UTS designed and launched an ECR Connect
program. It comprises a structured series of activities to assist early career academics in the
development of knowledge and skills which are central to a successful research career. The
monthly half-day sessions also provide an opportunity for participants to create social and
scholarly links with others at a similar career stage. It is targeted at newly appointed early career
academics, postdoctoral fellows as well as mid-career academics who have a doctorate and who
are trying to add a research focus to their academic career.
The ‘graduates’ from the first program continue to meet on a weekly basis working on the writing
of research papers and research grants application. This is an early strong sign of the success of
the program. In 2012 twenty ECRs participated in the first 2 cycles of the program. This year there
are 20 applications for the first program beginning in March.
6.
Mid-Career Development Program
In Jan 2013 UTS began the development of a Mid-Career Researcher Development program. It will
be targeted at academics (usually level C) who are interested in promotion. The program will
enable MCRs to take a more strategic approach to their careers by providing a range of
development tools including strategic planning advice, mentoring, access to workshops and other
learning opportunities. There will also be a research leadership program developed for high
performing MCRs. Some of the elements of this program will be open to all UTS MCRs and other
elements will be offered on a selective basis. The anticipated outcomes and success measures of
this program for researchers and UTS include increased research productivity, the development of
research leaders, and enhancement of the University’s image as a leader in the field of researcher
development (a core feature of the UTS Research Strategy)..
Page 38
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
Target
2016
HDR student load
879
923
969
1017
1068
HDR student completions by
masters
33
35
37
39
41
HDR student completions by
doctorates
128
134
141
148
155
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
Implementation of UTS
Doctoral framework
Page 39
2 Faculties
7 faculties
Target
2016
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 Peter Booth
Senior Deputy Vice-Chancellor
The University of Technology, Sydney
PO Box 123, Broadway | NSW | 2007
Australia
P 61 2 9514 1355 | F 61 2 9514 1351
E Peter.Booth@uts.edu.au
Page 40
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 University of Technology Sydney, ABN 77 257 686 961
Page 41
Signed for and on behalf of the University of the University of Technology, Sydney
by
……………………………………………………..
Signature
…………………………
Date
Professor Ross Milbourne
the Vice-Chancellor
In the Presence of:
.....................................................................................
WITNESS
.....................................................................................
Full name and occupation or profession of witness (Please print)
SIGNED for and on behalf of
THE COMMONWEALTH OF AUSTRALIA
by
……………………………………………………..
Signature
…………………………
Date
Mr David de Carvalho
the Head of Division
of Higher Education Division
of the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education
a Delegate of the Minister for Tertiary Education, Skills, Science and Research
In the Presence of:
.....................................................................................
WITNESS
.....................................................................................
Full name and occupation or profession of witness (Please print)
Page 42