2014-16 Mission-based Compact
Between:
The Commonwealth of Australia
and
Edith Cowan University
CONTENTS
4
Context
A. Policy Setting
4
B. The Purpose and Effect of this Compact
4
C. Establishment of the Compact
4
D. The Principles of Commonwealth Funding Support
4
E. The Structure of this Compact
5
Part One: Focus & Mission
6
Part Two: Aboriginal and Torres Strait Islander Access and Outcomes
10
Part Three: Innovation and Engagement
16
Part Four: Teaching and Learning
22
Part Five: Research and Research Training
31
Part Six: General Provisions
37
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
Edith Cowan University
ABN 54 361 485 361
A body corporate under the Edith Cowan University Act 1984 (WA)
Of
270 Joondalup Drive
JOODALUP Western Australia 6027
(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
Context
Edith Cowan University (ECU) is a large multi-campus university serving communities in Western
Australia and internationally. The University has two metropolitan campuses at Mount Lawley
and Joondalup, and also serves Western Australia's South West Region from a campus at
Bunbury, 200 km south of Perth.
Awarded university status in 1991, ECU has since developed innovative and practical courses
across a wide range of disciplines and has a vibrant research culture, with high quality researchers
and research partners working at the cutting edge of their fields.
ECU works hard to develop productive and mutually beneficial partnerships with its varied
stakeholders. The University has a comprehensive approach to embedding engagement in its
teaching and research, and was commended by the Tertiary Education Quality and Standards
Agency (TEQSA) in its June 2012 audit report for its distinctive engagement strategy.
The University is committed to breaking down barriers to higher education through its school and
community outreach activities, multiple entry pathways and flexible learning options.
ECU has almost 24,000 students at undergraduate and postgraduate levels and some 400
vocational education and training students who study with ECU's Western Australian Academy of
Performing Arts (WAAPA). Approximately 4,000 international students originating from over 90
countries study at ECU.
More than 300 courses are offered through four faculties:
 Business and Law;
 Computing, Health and Science;
 Education and Arts; and
 Regional Professional Studies.
ECU's Strategic Direction
ECU's strategic direction is embraced and understood by staff and students; the June TEQSA audit
report commending the University for:
“ ensuring an institution-wide understanding of its strategic direction, which charts a distinctive
mission for the University, attuned to the needs of the communities it serves.”
ECU’s strategic direction was reviewed in 2012 and adjustments were approved by the
University's governing Council in December 2012. "Engaging Minds, Engaging Communities:
Towards 2020" outlines ECU's purpose, vision, values and strategic priorities:
Purpose
To further develop valued citizens for the benefit of Western Australia and beyond through
teaching and research inspired by engagement and partnerships.
Vision
For our students, staff and graduates to be highly regarded internationally as ethical and engaged
contributors to more inclusive, sustainable and prosperous communities.
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Values
Integrity – behaving ethically and pursuing rigorous intellectual positions.
Respect – valuing individual differences and diversity.
Rational Inquiry – motivated by evidence and reasoning.
Personal Excellence – striving to realise potential.
Strategic Priorities
1: To create positive outcomes in our communities through mutually beneficial engagement.
(The range and quality of our engagement and collaborations will produce mutual benefits for
ECU and our communities.)
2: To deliver accessible world-class education and an enriching student experience.
(Our programs will be relevant, inclusive and flexible, provided in a supportive and stimulating
learning environment.)
3: To enhance the personal and professional outcomes of graduates.
(The academic environment will promote leadership, values and behaviours that result in positive
outcomes for students, graduates and our communities.)
4: To strengthen research capability, capacity, translation and impact.
(We will contribute to the creation and use of knowledge through relevant research and creative
activity.)
5: To enhance organisational resilience, sustainability and reputation.
(ECU’s sustainability will be facilitated through the appropriate application of cost-effective
systems and technologies. The recruitment, retention and further development of quality staff will
remain a priority.)
Performance Indicator Framework
A revised Performance Indicator Framework was developed by ECU in 2012. The framework is
comprehensive, hierarchical and structured into 12 performance areas, arranged into four
themes. Targets for each Key Performance Indicator (KPI) are set and approved by ECU's Council
annually.
Key aspirations
In the context of ECU's strategic direction and articulated in the ECU Enrolment Functional Plan,
2012-2014, ECU intends to grow its student load and increase access and participation for low
Socio-Economic Status students and others from under-represented groups. ECU seeks to be the
"university of choice" for the population in its campus catchments, through focused relationship
building with schools and local communities.
The ECU Research and Research Training Functional Plan 2013-2015 describes ECU’s goals in
continuing to build its emerging research profile through growth in selected areas of excellence,
achieved through building concentration, depth and sustainability, particularly where the
research has potential for high social, economic, environmental and cultural impact. Areas of
research focus for the period 2013-15 are outlined in the functional plan as follows:
 Business and Society;
 Communications and Creative Arts;
 Education;
 Engineering;
 Environment and Sustainability;
 Health and Wellness;
 Indigenous Culture, Education and Health;
 Information and Communications Technology;
 Law and Justice;
 Security; and
 Social and Community.
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Alignment with Government priorities
The strong alignment of ECU's strategic direction with the Government's priorities is evidenced
by:
1. ECU's emphasis on engagement and collaboration with its local communities (supported by the
ECU Engagement Functional Plan, 2011-2013) as a means of:
 raising the aspirations of school students and adults for higher education, especially for those
from under-represented groups, including Indigenous Australians, those from low Socioeconomic Status (SES) backgrounds and those from regional areas.
 developing and maintaining relationships with employers and industry so that ECU's courses
provide relevant learning experiences and meet the skill needs of employers and the
employment expectations of graduates.
 providing highly skilled, employment-ready graduates in areas of skills-shortage to meet the
future needs of the knowledge economy.
 providing, through applied research, innovations and improvements of direct benefit to the
members of the community that ECU was established to serve.
2. ECU's focus on teaching quality, practical knowledge and work-integrated learning in its
programs (supported by a new curriculum framework from 2012) as described in the ECU
Teaching and Learning Functional Plan, 2013-2015. ECU provides enriching learning experiences
and seeks to improve participation, retention and completion rates leading to better educational
attainment levels in Western Australia.
3. Contributing to 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, through collaboration and engagement with industry partners and other universities
in Australia and internationally.
4. ECU's focus on global perspectives in teaching, learning and research, supported by the ECU
International Functional Plan, 2011-2013, provides a world-class education, with opportunities for
study exchanges, research collaborations and knowledge sharing between ECU and universities in
Asia and elsewhere.
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PART TWO: ABORIGINAL AND TORRES STRAIT ISLANDER ACCESS AND
OUTCOMES
2
ABORIGINAL AND TORRES STRAIT ISLANDER ACCESS AND OUTCOMES
Part Two recognises the important role universities play in supporting Aboriginal and Torres Strait
Islander people’s personal and professional aspirations through the provision of accessible and
supportive higher education programs. Increasing Aboriginal and Torres Strait Islander higher
education participation and success is important given the direct benefits for Aboriginal and
Torres Strait Islander individuals and communities and broader economic and social benefits for
all Australians.
Universities are asked to detail their strategies and targets to improve Aboriginal and Torres Strait
Islander access and outcomes over the compact period in this section. Principal Performance
Indicators are compulsory and institutions may voluntarily nominate Optional Performance
Indicators and targets considered reflective of individual institutional goals.
The Commonwealth recognises that universities have diverse missions and, consequently, targets
and performance will vary between institutions. Each university should develop performance
indicators and targets to reflect its individual performance and strategic direction.
2.1
Commonwealth Objectives
The Commonwealth is committed to enhancing the participation and outcomes for Aboriginal and
Torres Strait Islander people in higher education consistent with the Closing the Gap initiative
addressing Aboriginal and Torres Strait Islander disadvantage.
In realising this objective, the Commonwealth has set an aspirational national parity target for
Aboriginal and Torres Strait Islander students and staff in higher education. The parity target
equates to the proportion of the population aged between 15 and 64 years which is currently
2.3%.
To help achieve this aspirational national target, the Commonwealth has introduced a new focus
on Aboriginal and Torres Strait Islander reporting in the compact as recommended by the Review
of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People.
Universities should report high level Aboriginal and Torres Strait Islander student and staffing
plans and strategies in this part of the compact including performance targets for student
enrolments, completions and numbers of general and academic staff. Universities may also report
on Aboriginal and Torres Strait Islander initiatives under the Innovation and Engagement,
Teaching and Learning and Research and Research Training parts of the compact.
2.2
University Strategies
ECU's vision and commitment
Kurongkurl Katitjin, Centre for Indigenous Australian Education and Research at ECU, plays a
significant role in assisting the University to meet its commitments to Indigenous Australian
people. Leadership is provided by Professor Colleen Hayward, AM as Head of Kurongkurl Katitjin
and ECU's Pro-Vice-Chancellor (Equity and Indigenous).
ECU's vision for reconciliation is to provide a learning environment that values Indigenous
Australian people and knowledge, contributes to a society in which Indigenous Australians have
the same opportunities as other Australians and respects diversity, equality and the contributions
of all citizens. ECU believes that education can help address the gap in life expectancy, health,
economic, social, and employment outcomes between Indigenous Australians and other citizens.
ECU’s Statement of Commitment to Indigenous Australians is a public articulation of the
University’s commitment to Indigenous Australians. This is further reinforced through the
University’s Reconciliation Action Plan (RAP). The RAP outlines the University’s vision for
reconciliation and the intent to translate its commitments to Indigenous Australians into
improved outcomes.
Page 10
The University completed the development of its second Reconciliation Action Plan (RAP), 20122015 in 2012. The RAP, which has been mapped to and aligned with ECU’s strategic priorities
provides:
 greater accountability, measurable outcomes and an independent and public verification of
our contribution towards addressing Indigenous Australian disadvantage;
 enhanced linkages with the Indigenous Australian community;
 exposure to new industries, services, products and ways of doing business;
 collaboration with other organisations that are undertaking the reconciliation ‘journey’;
 a more diverse workforce; and
 greater cohesion among the ECU community in building a shared pride in Indigenous
Australian culture and history.
Employment strategies
A new Indigenous Australian Employment Strategy and Action Plan, 2012-2015 (the third such
plan) was approved in 2012, and outlines the University's commitment to improving outcomes for
Indigenous Australians by increasing opportunities for employment at ECU, and for the
development of capabilities that will enable Indigenous Australian staff to reach their potential. It
includes the following objectives and actions, which will be progressed over the term of this
compact:
 developing culturally appropriate recruitment practices, and increasing employment
opportunities for Indigenous Australians in Academic and General staff roles;
 increasing opportunities for traineeships, cadetships and work experience positions for
young Indigenous Australians across the University;
 improving the retention of ECU's Indigenous Australian staff as valued employees; and
 stimulating awareness of ECU's employment opportunities to local Indigenous communities
and within the University community.
ECU supports the Australian Government-funded Aboriginal School-based Trainee Program
(ASBTP). These traineeships have provided entry-level job positions through cadetships and
traineeships across the University.
The cohort initiative established in 2013, adopts a culturally-appropriate approach to assessment
and selection of Indigenous Australian staff as well as 12 months structured support for skills
development and workplace engagement. The cohort initiative will allow successful trainees to
become part of a job-ready talent pool for entry-level positions at the University. The 'cohort'
includes all Indigenous Australian staff appointees in that year, and supervisors, specialist HR
support and mentors. The approach also requires participation in cultural awareness training by
the participating supervisors and work team members.
ECU will also offer an early-career fellowship for Indigenous Australian staff with pre- or postDoctoral qualifications to build Indigenous representation and perspectives within the academic
staff profile.
The Indigenous Australian labour market pool has been impacted by demographic changes
(increasing proportions of those at school age and elderly years) and by socio-economic factors
such as increased and better rewarded employment opportunities in other sectors. This is
especially relevant in Western Australian with its strong employment growth in mining and other
primary industries and in sectors supporting these industries.
Teaching and learning strategies
ECU provides pathways for Indigenous Australians to undergraduate study through the University
Preparation Course and the Indigenous University Orientation Course, which are offered in
internal, external and mixed modes. A specific Indigenous Student Intake Test assesses
Indigenous Australian applicants for tertiary course entry and provides prospective students with
a means of identifying courses which suit their needs and interests.
Page 11
ECU's Curriculum Framework is a distinctive and accessible, learner-centred undergraduate
curriculum which identifies Indigenous Australian studies and cultural competence as an
important element within ECU undergraduate courses. In 2012 some 23 units, in education,
health, law and speech therapy, specifically address understanding and respect for Indigenous
cultures.
At undergraduate level, a minor in Indigenous Studies is offered as an elective for any course that
allows its inclusion. In addition, ECU's Aboriginal Theatre Program, which includes the Certificate
IV in Aboriginal Theatre, merges traditional and contemporary cultures and remote, rural and
urban cultural practices to prepare students for the demands of work in theatre, film and
television.
A strong performing Resources Sector in regional Western Australia has adversely impacted
demand for higher education from Indigenous Australians. ECU is attempting to collaborate with
the sector and in addition to revising regional delivery and online offerings, the University is in
early stage discussions to offer on-site bridging courses.
Strategies in place to assist Indigenous HDR students include initiatives undertaken by ECU's
Graduate Research School's SOAR ('Support, Opportunities, Advice, Resources') Centre. The SOAR
Centre promotes its services to Indigenous Australian students for one-to-one and group research
skills, peer support and mentoring.
Professional development and cultural competency
Indigenous Cultural Competence professional learning is a formal component of the professional
development program and will continue to be offered to all ECU staff over the term of this
compact. The training seeks to make the working environment more inclusive and respectful by
equipping ECU staff with increased capacity to meet the needs of Indigenous Australian students
and staff by:
 developing an awareness of the legislative and planning framework impacting on Indigenous
Australians;
 reflecting on some of the opportunities and challenges for ECU in its work with international
students; and
 challenging personal perceptions of cross-cultural awareness.
In addition, ECU has led national project, ‘Creating cultural empathy and challenging attitudes
through Indigenous narratives’ funded by an Australian Government Office for Learning and
Teaching grant. This project has engaged health profession students across Australian universities
with authentic stories from Indigenous people to not only improve their education but to have a
close the gap in terms of health outcomes.
In health advancement, ECU has produced a suite of audiovisual resources and facilitator guides
for inter-professional learning through simulation. ECU involved clinicians and other health
industry professionals in the development of clinically-correct and highly realistic scenarios,
covering a variety of health topics. One of the resources focuses specifically on creating cultural
empathy and ensuring client-centred care.
Networks
ECU will continue to support networks and networking connections over the term of this
compact.
In November 2011 the important role of Edith Cowan University’s Indigenous Alumni was formally
recognised through the unveiling of a Rock Solid Foundations tribute. A specific Indigenous
Alumni event is planned to take place annually on the anniversary of this unveiling. Building from
this, ECU's RAP has a focus on developing strategies to help ECU's Indigenous Alumni re-connect,
network and socialise.
“Yarning” is a forum for Indigenous Australian staff to share work/life experiences, provide
feedback to the University on opportunities for improvement, and engage with other members of
the Indigenous Australian community.
Page 12
Recognition and celebration of Indigenous Australian culture occurs at the University through
various programs and events including commemoration of the Australian Government's Apology
to the Stolen Generations, recognising Sorry Day and celebrating Reconciliation Week, Harmony
Week and NAIDOC Week. Other Cultural Consultants support this work and
The Indigenous Australian Knowledge and Engagement @ ECU Network is a group of
approximately 70 staff members involved in Indigenous Australian teaching, research and /or
engagement. The group maps current activities, identifies ways of advancing work and is building
a community of practice.
An Elders' Room at Kurongkurl Katitjin Centre for Indigenous Australian Education and Research
at ECU provides a space for Dr Noel Nannup, ECU's Cultural Ambassador and Kurongkurl Katitjin’s
Elder-in-Residence, to host visiting Aboriginal Elders and other representatives of the Indigenous
community for sharing of knowledge and wisdom with ECU students and staff.
Financial assistance
ECU will continue to actively promote and offer scholarships and grants to Indigenous Australian
students, awarded on the basis of financial need, community contributions and/ or academic
merit.
In addition to allocation of 123 Indigenous Commonwealth Scholarships, the University currently
offers 9 ($3,000) ECU Indigenous Scholarships for undergraduate study and 2 ($5,000) ViceChancellor's Indigenous Australian Scholarships. Through its relationship with Westralia Airports
Corporation, two Perth Airport Indigenous Scholarships ($5,000) are also awarded each year and
the Yanchep Beach Joint Venture Indigenous Scholarship was introduced. The securing of further
Indigenous scholarships is a particular focus of ECU’s Office of Advancement.
Indigenous Commonwealth Scholarships, which provide funding to support students’ move from
their home to university, are not available until after the 31 March census, many weeks after the
commencement of study. ECU offers transitional scholarships to assist students during this lag
period.
Mentoring and leadership
ECU recognises the important role of school and community outreach activities in driving
improvements in access to higher education for Indigenous Australians. During the term of this
compact, ECU will continue to support two important mentoring programs for Indigenous
Australian high school students:
 Follow the Dream: Partnership for Success - a collaboration with the Western Australian
Department of Education; and
 The Australian Indigenous Mentoring Experience (AIME) program - a national program
operating for the first time in Western Australia in 2013 and funded from ECU's Higher
Education Participation and Partnership Program funding allocation.
Over the term of this compact, continued mentoring and leadership opportunities will also be
available to ECU's students and staff, including:
 - ECU's Aboriginal Cultural Ambassador initiative, which advises on cultural events and
activities across the University, with a particular focus on Nyoongar perspectives.
 - opportunities for Indigenous Australians to participate in University governance,
management and decision-making through committees that focus on Indigenous matters,
such as the Indigenous Consultative Committee and Indigenous Australian staff
representation on other important University committees and working groups.
Page 13
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
Target
Target
2013
2014
2015
Number of all Aboriginal and
224
250
300
320
Torres Strait Islander student (incl. Enabling
and other non
enrolments1
Target
2016
350
award)
Number of all Aboriginal and
Torres Strait Islander student
completions2
Number of all Aboriginal and
Torres Strait Islander
professional/general staff3
Number of all Aboriginal and
Torres Strait Islander
academic staff4
23
25
30
32
35
19 (20 incl.
Casuals)
22
25
27
30
5 (18 incl.
Sessional)
7
8
9
10
The extent of ECU's contribution to the achievement of the national parity target will be limited
by the following factors as they apply in Western Australia:
 Enrolments for Indigenous Australian students have declined as a consequence of the
strength of the local economy in Western Australia, which has resulted in more people
choosing to take up employment, or completing shorter vocational courses, in preference to
tertiary study.
 Secondary school completions for Indigenous Australian students continue to be low. There
are a number of socio-economic factors contributing to this, including regulated educational
requirements basing outcomes on general indicators, rather than Indigenous-specific
measurements.
 Western Australia is the largest, most sparsely populated and most rapidly growing state in
Australia. This presents many challenges in delivering education to any student outside of
large metropolitan centres.
 Western Australia has great diversity among its Indigenous Australian peoples and nations
that adds another level of complexity for universities in attempting to deliver education
services to Indigenous Australians. Limited resources cannot possibly cover all of these many
different levels of Indigenous diversity and these restrictions mean that ECU focuses on
specific demographic groups
1
Refers to total undergraduate, postgraduate and HDR students by headcount
footnote 1 for definition
3 Refers to number by headcount
4 See footnote 3 for definition
2 See
Page 14
Optional Performance
Indicators
Access (commencing
enrolment) rate - all courses
incl. Enabling
Proportion of Indigenous
Australian Staff (headcount)
Numbers of Indigenous
"training" positions (trainees,
school based trainees, and
those undertaking other VET
qualifications) *
Baseline Progressive
2012
Target 2013
1.24%
1.3%
Progressive
Target 2014
1.5%
Progressive
Target 2015
1.7%
Target
2016
1.8%
1.3%
1.5%
1.7%
2%
2%
3
5
5
7
7
* Based on 2012 training positions as at 31 March 2012
Page 15
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
The University’s innovation strategy is articulated in the ECU Research and Research Training
Functional Plan, 2012-2015 and the ECU Engagement Functional Plan, 2011-2013, with further
detail in the annual operational plans of faculties and service centres. Over the term of this
compact, Australian Government funding will be applied to support the key elements of ECU's
innovation strategy, as described in these plans.
ECU has a strong emphasis on the translation of knowledge and improved commercialisation
outcomes, particularly in fields involving clinical practice, where these activities also contribute to
the preparation of graduates for the workplace.
ECU's focus on the transfer of knowledge is in Health (including health service delivery, workforce
development and clinical outcomes); Engineering; ICT; Security Science; Education (including
learning technologies); and in the Humanities and Social Sciences.
ECU strategies include:
 providing pathways for industry to collaborate in research and to access the intellectual
property, expertise and facilities of the University;
 identifying research with commercial potential through awareness programs for researchers,
internal funding schemes and awards;
 incentivising commercialisation activity through revenue sharing arrangements between the
University and inventors;
 effectively managing the intellectual property portfolio of the University;
 establishing a competitive Collaboration Scheme to assist ECU researchers to collaborate
externally to ECU;
 identifying and supporting translation of ECU-led research into policy and practice or
commercialisation;
 building the focus on research translation in our research higher degrees programs;
 creating new entities that provide additional quality clinical learning and research
opportunities for students, alumni and industry collaborators;
Page 16




raising awareness of research and commercialisation opportunities with ECU through
promotion, publication and sponsorship; and
establishing an IP Assignment and Revenue‐sharing Policy aimed at expanding ECU’s
Research Commercialisation portfolio and developing a world’s best practice approach to
commercialisation;
improving the capacity of researchers in the humanities, business, arts, and social sciences
(HASS) to contribute to the University’s innovation landscape; and
evaluating and recognising HASS commercialisation activities.
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
11
No.
3
Issued
0
Held
6
Value($)
$48,099
No.
43
Investment ($)
$0
Value($)
$2,438,846
Value($)
$0
Note: All calendar year references below refer to the previous year’s data collection.
Principal Performance Baseline
Progressive
Progressive
Progressive
Indicator
2012
Target 2013
Target 2014 Target 2015
Category 4 Income
$0
$1,900,000
$1,700,000
$1,500,000
Target
2016
$1,400,000
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 disclosures
12
13
14
15
Number of commercial 12
13
14
15
assessments
Target
2016
16
16
5
This set of performance information does not require targets. Universities will be asked to advise their baseline performance and will report on
their future performance in the context of the Institutional Performance Portfolio Information Collection commencing in 2013. Patent and plant
breeder right family refers to a group of patent or plant breeder rights applications or grants emanating from a single filing. Note: this question
only concerns patent and plant breeder rights families, and is not in reference to families of other forms of registered IP (i.e. trade marks).
6
A LICENCE agreement formalises the transfer of technology between two parties, where the owner of the technology (licensor) grants rights to
the other parties (licensee). An OPTION agreement grants the potential licensee a time period during which it may evaluate the technology and
negotiate the terms of a licence agreement. An option agreement is not constituted by an Option clause in a research agreement that grants
rights to future inventions, until an actual invention has occurred that is subject to that Option. An ASSIGNMENT agreement conveys all right,
title and interest in and to the licensed subject matter to the named assignee.
7 Please
use the definition of contracts and consultancies utilised in the National Survey of Research Commercialisation (NSRC). A copy of the
survey is available at this URL: http://www.innovation.gov.au/Section/Innovation/Pages/TheNationalSurveyofResearchCommercialisation.aspx
Page 17
3.2
Industry and Skills
3.2.1 Commonwealth objectives
The Commonwealth encourages universities and employers to work together so that courses
meet the needs of employers, where relevant. This may include integrating work and learning,
meeting professional accreditation requirements and involving employers in course development
and delivery.
3.2.2 University strategies
ECU delivers innovative and practical courses, relevant to the needs of students, employers and
industry across a wide range of disciplines. Courses will continue to have a strong focus on
practical and work-integrated learning. The revised undergraduate Curriculum Framework,
implemented in 2012 has a strong employability orientation: a focus on preparing graduates for
work and lifelong learning. The framework embeds explicit generic skills, employability skills and
readiness for the professions, to align closely with the needs of industry in all undergraduate
programs.
ECU will continue to work closely with national accreditation and registration schemes,
professional bodies and other industry representatives in the development of new courses; the
professional accreditation of courses, and practicum units and placements; workplace experience;
the review and revision of existing courses and programs.
Further development of ECU's Volunteering Hub and Careers Service to improve the personal
attributes of ECU students and graduates, and contribution to their communities.
Engagement with industry and the professions is achieved through the operation of more than 40
course/ program-specific consultative committees and through regular contacts between ECU
course co-ordinators and industry/ profession representatives.
ECU closely monitors results from the Graduate Destination Survey, which provides data on the
type of work, further study and other activities graduates are involved in, post their initial studies.
In 2012 ECU reviewed its Strategic Priorities and in acknowledgement of the need for a renewed
focus on graduate outcomes, an additional Strategic Priority was developed for the medium term,
and therefore covering the term of this compact:
3: To enhance the personal and professional outcomes of graduates.
(The academic environment will promote leadership, values and behaviours that result in positive
outcomes for students, graduates and our communities.)
Over the life of the Compact, ECU will continue to develop programs and courses for Engineering,
Health, Humanities, Social Sciences, Business and Education. The focus will be on undergraduate
and coursework postgraduate courses with flexible delivery modes to cater for a broad spectrum
of prospective students. ECU will continue to build work-integrated learning opportunities into all
undergraduate programs. The focus on employability within ECU undergraduate degrees
supported by an enhanced and expanded Careers and Leadership Service (CLS), are intended to
further develop the employment capabilities and prospects of graduates. The CLS will support, in
all courses University-wide, the embedding of a career focus throughout the curriculum,
opportunities for mentoring and leadership activities and also access to volunteering
opportunities.
Page 18
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 remains a key strategic priority for the University and over the period covered by this
compact ECU will continue to actively work to thoroughly and effectively embed engagement into
its core functions of teaching, learning and research.
Engagement is at the core of ECU’s first Strategic Priority:
1: To create positive outcomes in our communities through mutually beneficial engagement.
(The range and quality of our engagement and collaborations will produce mutual benefits for
ECU and our communities.)
ECU recognises a wide range of collaborations and partnerships as contributing to meaningful and
sustainable engagement with its communities and partners. The University’s comprehensive
approach to embedding engagement in its teaching and research was commended in the June
2012 TEQSA audit report of ECU.
Australian Government funding supports some of these activities, including:
 school and community outreach projects, partly, or wholly funded through the Higher
Education Participation and Partnership Program (HEPPP), which are supporting student
learning and raising aspirations for higher education for the most disadvantaged groups in
our communities;
 collaborative and industry partnerships for research, including those projects with other
Australian universities, funded through the Australian Government's Collaborative Research
Networks;
ECU will seek to improve the extent and the quality of engagement activities over the term of this
compact. During 2012 five pro-vice-chancellor roles were established and senior appointments
made, to provide leadership in engagement in the areas of: Science, Technology and Engineering;
Communities; Business, Law and Government; Equity and Indigenous; and Health Advancement.
ECU's senior leadership are supported by a dedicated Engagement Unit, which supports new
engagement strategies and initiatives. The Unit co-ordinates engagement activities undertaken
throughout the University and collaborates with the Office of Research and Innovation and the
Office of Advancement in seeking out, building and developing external partnerships and
collaborations through closer community links with local schools, local government, industry and
research partners.
At the same time ECU’s campus precincts (co-located with secondary schools and vocational
education providers) provide further opportunities for collaboration and raising aspirations for
higher education.
ECU supports over thirty micro and small and medium-sized enterprises through its ECU Business
incubator. During 2013 ECU will work closely with these businesses to identify suitable support
and guidance ECU can give these organisations to impact positive business growth. This in turn is
likely to lead to opportunities for consultancy, student placement and contract/collaborative
research during the term of the compact.
Page 19
The University established the Office of Advancement and appointed its first Director of
Advancement in July 2011. The Office is responsible for building and maintaining relationships to
achieve philanthropic and other support from the communities that ECU serves. Reconnecting
with alumni, as well developing closer continuing links with recent ECU graduates, is a priority.
Activity in this area will focus on providing ongoing career support and networking opportunities
for alumni.
In addition, during the term of the compact ECU will explore further:
 ways to measure the impact of research, e.g. through development of a partnership
database;
 international research collaborations in Asia;
 improved opportunities or student/staff mobility;
 increased joint supervision of research students;
 more extensive philanthropic activities with members of the community; and
 industry/government opportunities for consultancy/research and student projects.
One way in which ECU measures engagement is through the compilation of partnerships which
demonstrate the University's strong and sustained collaboration and engagement with a range of
stakeholders including industry, professions, government, and the community.
Engagement@ECU: A Compendium of 100 Edith Cowan University (ECU) Partnerships can be
found at the following link: http://www.ecu.edu.au/community/partnerships.
Over the term of this compact ECU will develop and implement a more robust set of indicators to
measure engagement and its impact on all stakeholders. In addition to this, ECU will also leverage
its Enterprise Customer Relationship Management System to enhance and improve relationship
management.
Page 20
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
Baseline
2012
Progressive
Target 2013
Progressive
Target 2014
Progressive
Target 2015
Target
2016
Number of active
collaborations8 with
industry and other
partners in Australia
42
44
46
48
50
Number of active
collaborations9 with
industry and other
partners overseas
2
3
4
5
6
Category 3 Income
$4,550,000 $4,700,000
$5,000,000
$5,200,000
$5,500,000
Note: All calendar year references below refer to the previous year’s data collection.
Optional Performance
Indicators
Baseline
2012
Progressive
Target 2013
Progressive
Target 2014
Progressive
Target 2015
Target
2016
Income from
philanthropy or other
industry or community
investment.
$929,000 $581,000
$900,000
$1,300,000
$1,800,000
Income from
consultancies for
industry, government or
community
organisations.
$300,000 $370,000
$390,000
$410,000
$430,000
8 Collaboration
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 21
PART FOUR: TEACHING AND LEARNING
4
TEACHING AND LEARNING
4.1
Student enrolments
4.1.1
Commonwealth objectives
The Commonwealth is committed to expanding higher education to provide high quality
opportunities for people of all backgrounds to participate to their full potential. An expanded
higher education system will educate the graduates needed for Australia's future economy, which
will be based on knowledge, skills and innovation.
The main objectives of the Commonwealth are to ensure that:
 by 2025, 40 per cent of all 25 to 34 year olds will hold a qualification at bachelor level or
above;
 by 2020, 20 per cent of undergraduate enrolments should be students from low socioeconomic backgrounds;
 national parity for Aboriginal and Torres Strait Islander students and staff is achieved over
time; and
 universities are producing graduates that meet the nation’s skills needs.
These objectives are supported through the Commonwealth Grant Scheme and, in particular, the
demand driven funding of students in bachelor level courses.
4.1.2
University strategies
Student enrolment planning
Supported by the Australian Government’s demand driven funding for bachelor degree places,
ECU’s strategies for sustainable growth have the potential to deliver a increase in domestic and
international onshore student load (by between 1% and 3% per annum) over the term of this
compact. This modest projected growth reflects continuation of patterns of demand for higher
education, limited primarily by the strength of the labour market in Western Australia.
In 2011 ECU developed an Enrolment Functional Plan, 2012-2014 which set targets for enrolment
growth (a growth of 6.6% over the compact period) and describes strategies for student
recruitment, retention and completion, in the context of ECU’s academic profile. This plan will
continue to reflect the University’s detailed student load planning strategies throughout this
compact period and will set targets for long-term growth. In order to achieve and sustain that
growth, an accompanying ECU’s Principles for Growth document set parameters for student mix,
course disciplines, course awards, course design and delivery, which will be monitored through
the University’s performance monitoring and course approval processes. The University will
continue to strengthen its existing academic profile by offering programs and courses that meet
the emerging demands of both prospective students and employers.
ECU's new course offerings at undergraduate level will build on growth in demand in disciplines
which ECU regards as existing areas of strength, such as science, health and engineering. For
example, from 2013 ECU has offered: a Bachelor of Medical Science degree, providing pathways
to medicine and other health professions, medical research and diagnostics, and the health
industry; a new Bachelor of Science (Nursing) and a Bachelor of Engineering (Chemical), as well as
bachelor degrees in Acting, Performing Arts, Marketing and Creative Services and Planning.
New course offerings that align with existing ECU areas of expertise and strengths will be
developed over the period of this Compact. This will include new courses in the fields of
Sustainability; Civil and Environmental Engineering and Project Management. ECU is also actively
pursuing opportunities at the South West Campus to provide the first year of the Bachelor of
Engineering.
Page 22
ECU seeks to be the “university of choice” for its catchment areas, through focused relationshipdevelopment with schools and communities around ECU’s campuses. ECU’s campuses in
Joondalup and Bunbury are located in areas of significant population growth and this will help to
facilitate further growth in enrolments in the medium term.
ECU will develop new courses and methods of delivery, such as online (at least two new online
courses per faculty over the compact period) and accelerated degrees, to enhance the learning
experience and broaden the pool of prospective students, particularly from regional areas.
ECU will continue to increase onshore enrolments across all courses to maintain an appropriate
balance between domestic and international student numbers. In offshore operations, ECU will
continue to pursue high quality delivery arrangements providing comparable student experiences
and learning outcomes for onshore and offshore cohorts.
Strategies for the 2015 half cohort
The change to the Western Australian school entry age in 2001, and the consequent ‘half cohort’
of high school students entering universities in 2015, continues to be a focus for the University.
It is estimated that there could be up to 1,500 fewer domestic commencing enrolments to ECU in
2015, with a pipeline of decreased continuing enrolments to 2018. This will result in significant
revenue reductions, estimated at $60 million, for the University over the period 2015 to 2018.
In order to help maintain the financial sustainability of the University during this period of
potentially low domestic student demand, a range of financial management strategies are well
advanced, including:
 an Enterprise Resource Allocation Model implemented as part of 2013 budget setting
process to allow the University to make strategic allocation decisions in resource-constrained
circumstances;
 since 2012, 4% of Faculty Budgets have been quarantined into an Academic Initiatives Fund
which has been used for strategic project up to the end of 2014; and
 the control of all staffing appointments through central approval from the start of 2013, with
a goal of ensuring that expenditure is cost effective and aligned with ECU’s strategic
direction.
ECU is, however, mindful that its capability is not significantly diminished as a result of the cost
management strategies required to address the estimated shortfall in revenue. ECU will therefore
continue to discuss with the Commonwealth strategies to decrease the projected shortfall in
revenue so that the University can continue to productively contribute to the Australian higher
education sector.
If the planned enrolment situation further deteriorates (e.g. the mature age and/or international
market also declines) and/or the problem is compounded with reductions in government funding,
the University will face a critical funding shortfall. Depending upon the extent, the University
would require government funding assistance or require major restructuring and/or further
temporary strategies such as reducing the operating surplus, delaying projects, withholding
strategic initiative funding, reducing non-critical maintenance and other major discretionary
expenditures.
The longer-term impact of this would be a limiting of the University’s contribution and position in
the sector, a smaller higher education capacity in Western Australia, and a long recovery time.
Western Australian universities have submitted proposals to the State Government for financial
assistance over this period and these proposals have been declined. In order to maintain and
continue to advance the Western Australian higher education sector, the University will work with
the Australian Government to safeguard the viability of ECU in 2015 through to 2018.
The alternative is that the University will need to implement substantial cost reduction strategies
to address the financial impact of the half-cohort over the period 2015 to 2018, resulting in:
 a significant reduction in the number of academic and general staff; and
Page 23

a reduction in the strategic initiatives undertaken by ECU that would normally ensure its
relative position in relation to Australian and global universities is maintained and advanced.
Without assistance, the Western Australian higher education sector will emerge in 2019 at least
six years behind their counterparts throughout the world, with a smaller, strategically limited
workforce.
Sub-bachelor planning
Enabling courses support the Australian Government’s aspirations for broadening participation in
higher education by providing effective pathways to undergraduate study and while no significant
growth in enabling load is anticipated, the University will continue to provide enabling courses as
a key part of ECU’s strategy for improved low SES participation.
ECU will investigate the provision of more specialised enabling courses leading to entry in specific
Bachelor award courses, e.g. Engineering. However, this would not be expected to result in an
overall increase in the number of students in enabling courses.
Load in diplomas, advanced diplomas and associate degrees is expected to remain stable over this
compact period, and ECU currently anticipates no change in the range of courses offered beyond
three additional advanced diploma courses introduced in 2012. There may be additional options
for diplomas, advanced diplomas and associate degrees to be offered as early exit awards from
bachelor degree courses.
Postgraduate planning
Postgraduate coursework student load growth has been strong in recent years and ECU expects
to continue to fill in excess of 700 EFTSL Commonwealth supported postgraduate coursework
target set for the 2013 Funding Agreement. Domestic full-fee paying student load in postgraduate
coursework courses is in excess of 1000 EFTSL.
Two new postgraduate courses were offered from 2012 in the schools of Medical Sciences and
Computing and Security Science and from 2013 new Graduate Certificates and Graduate Diplomas
were offered disciplines such as in Patient Safety and Clinical Risk, Mental Health, Behaviour
Management, Cyber Security, and a master of Midwifery Practice. From 2014 ECU plans to deliver
a Master of Teaching, a two-year professional postgraduate qualification to replace the Graduate
Diploma of Education.
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.
Page 24
4.2.2
University strategies
The key elements of ECU’s commitments to, and planned initiatives in, teaching and learning
quality, student engagement and student outcomes are set out in the ECU Teaching and Learning
Functional Plan, 2013-2015.
ECU has consistently performed extremely well on all measures of teaching quality, generic skill
attainment and course satisfaction, as assessed through national survey instruments of graduates
(Course Experience Questionnaire (CEQ)) and of current international students (International
Student Barometer). For a number of years ECU's performance has been well above both State
and national averages.
In addition, current students are surveyed through ECU’s own online Unit and Teaching
Evaluation Instrument (UTEI) and mid-course CEQ survey, with consistently high scores for ECU's
courses and its teaching staff.
By contrast ECU's retention rates and graduate employment outcomes have tracked below State
and national averages for a number of years and there will be a particular focus on improved
performance over the term of this compact.
Quality of teaching and learning
Over the term of this compact, ECU will continue to develop professional development programs
that model good teaching and effective assessment processes with a focus on engaged teaching
practices. A significant program of professional development for academic staff was implemented
as part of ECU's Curriculum Framework project and recognition and reward of good teaching and
a rigorous academic promotions process are well embedded in University processes. The recently
formed Centre for Higher Education Learning and Teaching Research (CHELTR) has been
established to encourage and co-ordinate learning and teaching research across the University. A
key strategy for CHELTR will be to support staff in developing and submitting inter-disciplinary
proposals for Office for Learning and Teaching grant funding.
The Curriculum Framework itself embeds research-informed learning and teaching into courses
through the development of students capabilities for inquiry and through evidence-based,
practical approaches to problem-solving. Course design and review processes ensure that
teaching resources are developed from the best contemporary research material.
The Vice-Chancellor’s Staff Awards will continue to recognise, encourage and reward staff for
their excellence in learning and teaching, engagement, citizenship, service, and research. The
Vice-Chancellor’s Awards are open to all staff across the University, and staff members will be
encouraged to either nominate themselves, a work colleague, or a team, for outstanding
achievement and performance in the workplace. The awards are used as a mechanism to develop
applications for Office for Learning and Teaching awards and projects.
ECU's Quality Framework will continue to prescribe an annual review of each faculty across a full
range of performance measures, including those relating to teaching quality, in addition to faculty
reports to ECU's Council and Academic Board each year. A five year review cycle of performance
in each ECU school is also carried out as required by the ECU Quality Framework.
Student engagement and retention
During the period of this compact ECU’s undergraduate Curriculum Framework will continue to
address the needs of a more diverse and expanded cohort with a clear career-orientation. This
significant curriculum change will focus on increasing support for student success while at
university, and after graduation, in the form of positive employment outcomes. The Curriculum
Framework is based on:
 an employability orientation: a focus on preparing graduates for work and lifelong learning;
 a student-focused environment: viewing the student experience from a ‘whole person’
perspective (i.e. cognitive, social, emotional, physical, spiritual, cultural) and enabling
successful learning in a culture of care and ease of transition; and
Page 25

learner-centred teaching: an approach that considers students’ social and educational
backgrounds and their learning goals, needs and capabilities within an environment that
actively supports and engages students.
ECU's revised Curriculum Framework includes a number of initiatives relating to the student
experience and retention, including:
 a post-entry language assessment (PELA) for commencing students. Those students identified
as needing assistance are advised of opportunities available to them, including though
workshops addressing common errors identified in PELA examinations and English language
advisors in each of the faculties, who assist in the provision of language assistance and
support for students.
 programs to support students’ transition to university by providing commencing students
with ready access to academic literacy skills development, mentoring and support programs;
 activities to increase the volume and role of practice-based and work-integrated learning in
undergraduate programs;
 increased use of learning technologies and flexible modes of delivery to better cater for the
diversity in the student cohort;
 research-informed learning and teaching in all courses to develop students’ capabilities for
inquiry and evidence-based approaches to problem-solving;
 an internationalised and culturally-responsive curriculum to engage all students in quality
learning;
 improved understanding and appreciation of the concepts of social and environmental
sustainability and the implications for the discipline; and
 increased opportunities for learning through engagement activities with industry and
community stakeholders.
As a major retention strategy, ECU's Connect for Success program was implemented in 2012, and
offers students the opportunity to opt into a case-management initiative to support their studies.
The opt-in rate in 2012 was over 20% and the program will be further expanded over the term of
this compact.
Student outcomes
Employment outcomes for ECU graduates will be a major focus over the compact period. Related
to this, ECU's revised Curriculum Framework will:
 embed in all undergraduate programs explicit generic skills, employability skills and readiness
for the professions, to align closely with the needs of industry;
 support and develop students’ English language competency and numeracy capabilities
across all undergraduate programs; and
 will provide more flexible pathways for admissions, transfer and exit.
In 2013 consideration will be given to the results of a follow-up survey of ECU graduates
conducted in late 2012 with the intention of identifying further strategies to improve the
employability of ECU graduates. Such strategies will be developed and implemented over the
period of this compact.
Page 26
Note: All calendar year references below relate to projects and awards in that calendar year.
Principal Performance
Baseline Progressive
Progressive
Progressive Target
Indicators
2012
Target 2013
Target 2014
Target 2015
2016
Number of active learning
and teaching projects
supported by the PELTHE10
program where the
University is the lead
institution
Number of active learning
and teaching projects
supported by the PELTHE11
where the University is a
partner institution
Number of citations for
outstanding contributions to
student learning
Number of awards for
teaching excellence
Number of awards for
programs that enhance
excellence
0
1
2
3
4
0
1
2
3
4
5
5
5
5
5
0
1
2
2
4
0
1
2
2
2
Note: All calendar year references below relate to projects and awards in that calendar year.
Optional Performance
Baseline Progressive
Progressive
Progressive Target
Indicators
2012
Target 2013
Target 2014
Target 2015
2016
Graduate Employment
70.4%
78%
80%
82%
85%
(full-time employment)
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.
10 Promotion
of Learning and Teaching in Higher Education - the program providers learning and teaching grants, awards and fellowships and is
administered by the Office for Learning and Teaching.
11 See footnote 10 for definition.
Page 27
Universities have obligations under the fairness requirements in Division 19 of HESA. This compact
does not change those obligations.
4.3.2
University strategies
ECU’s commitment to social inclusion, and in particular, to students from low SES and underrepresented backgrounds, is embedded in the University’s planning. ECU seeks to improve
participation, retention and success of low SES students, and those from the other equity groups
for which ECU has a particular focus (regional students, Indigenous Australian students and
students with a disability).
The University has increased outreach activity significantly in recent years, supported by
Australian Government funding through the Higher Education Participation and Partnership
Program (HEPPP).
Strategies to improve access, participation and outcomes
In addition to those strategies relating specifically to Indigenous Australian access, participation
and success described at Section 2, over the compact term, ECU will:
 develop closer community links through local government and community partnerships in
low SES areas near ECU's campuses;
 continue to increase outreach activities with local schools with ICSEA scores below the
national average (1000);
 strengthen its relationships with established partner schools (especially secondary schools)
through pathways and explicit articulation arrangements with vocational education
providers;
 undertake extensive regional, low SES and Indigenous Australian awareness raising
initiatives;
 continue to collaborate on the yourtutor service to provide online tutoring to secondary
students in low SES catchment areas;
 continue to operate the Mentoring the Way mentoring program and the Retention and
Persistence Transition Support (RaPTS) mentoring program that has been expanded
university-wide and is now centrally supported;
 actively promote pathways to ECU through portfolio entry which values academic
achievement as well as other indicators for success at university, such as aspiration, life
experience and capacity; and
 improve support for students with a disability, through the initiatives described in ECU's
Disability Action and Inclusion Plan, 2013-2015 by applying funding from the Australian
Government's Disability Support Program.
Indicators for measuring progress
In addition to monitoring of performance on the Principal Performance Indicator measures set
out below, ECU will monitor, and seek improvement in, performance in equity as measured
through the following indicators:
 Low SES (relative to all domestic enrolments) for: commencing enrolments; progress;
retention; and graduate employment.
 Regional (relative to all domestic enrolments) for: commencing enrolments; progress;
retention; and graduate employment.
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4.3.3 Participation and Social Inclusion Targets
Proportion of domestic undergraduates who are from a low SES background
Baseline for improvement target: To be determined
Principal
Performance
Indicators
Excellence Target
2014
Reward Payment
(target for 2013
students)
To be determined
2015
Reward Payment
(target for 2014
students)
To be determined
2016
Progress target
(target for 2015
students)
To be determined
Improvement Target
Outcome
To be determined
-
To be determined
-
To be determined
-
Proportion of domestic undergraduates who are from another underrepresented group
Baseline for improvement target: x% (Either 2009 or average of 2008 and 2009 data)
Principal
Performance
Indicators
Improvement Target
Outcome
4.4
2014
Reward Payment
(target for 2013
students)
To be determined
-
2015
Reward Payment
(target for 2014
students)
To be determined
-
2016
Progress target
(target for 2015
students)
To be determined
-
Teaching and Learning Infrastructure
4.4.1
Commonwealth objectives
The Commonwealth is committed to the development of world class higher education
infrastructure. A contemporary, technology rich, well designed and equipped campus
environment has a positive influence on staff and student performance and satisfaction.
While the responsibility for capital infrastructure development and maintenance rests with the
University, the Commonwealth’s commitment is demonstrated through programs such as the
Education Investment Fund. Universities also utilise Commonwealth Grant Scheme funding for
capital works and maintenance.
The Commonwealth will monitor the University's infrastructure performance, through the
Institutional Performance Portfolio/CAMS.
4.4.2
University strategies
Infrastructure planning
ECU's Asset Management Plan incorporates major building projects, improvement and
maintenance works to provide high-quality infrastructure to meet the needs of the University’s
teaching and learning and research priorities. An example, is the University’s investment into
learning through simulation; the ECU Health Centre having achieved national and international
recognition for its ground-breaking work in creating resources with high emotional and
environmental fidelity which increase student’s situational awareness.
ECU's Strategic Asset Management Framework (SAMF) provides a comprehensive foundation for
the effective implementation of asset management and a clear focus on both the short-term
management of assets and the medium to longer-term strategic use of assets.
As such, the SAMF provides the basis for the University's Buildings Strategic Asset Management
Plan, 2010-2030, which incorporates the following key elements:
 - key drivers of student load, research activity, space utilisation benchmarks and modelling,
campus vision, asset utilisation, asset suitability, asset condition and asset sustainability;
 Buildings Short Term Plan 2010 – 2014;
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



Buildings Medium Term Program 2015 – 2019;
Buildings Long Term Concepts 2020 – 2030;
a summary of leased properties; and
campus master plans (available for viewing on the ECU website).
Plans for 2014-2016
The University will construct three major buildings at the Joondalup Campus, all due for
completion in 2014:
 the Engineering Pavilion, which will support research growth in Engineering;
 an additional 125 bed Student Accommodation Facility, funded principally through the
National Rental Affordability Scheme; and
 the Student Administrative Hub.
Discussion have commenced for the University’s Pathway Education Partner (currently PIBT) to
move from the Mount Lawley Campus to the Joondalup Campus.
The University is undertaking improvements at the Mount Lawley Campus including upgrades to
lecture theatres and teaching rooms, while ongoing maintenance work will be undertaken on the
South West Campus.
A significant ICT review and re-development is underway. The IT@ECU for the Future initiative
will run for several years and by the end of the compact period will have transformed the
University's IT services and infrastructure to give ECU students and staff the tools and platforms
needed to learn, deliver teaching and undertake research effectively and efficiently.
Space utilisation
ECU's usable to gross floor area ratios were slightly below sector averages in 2011. While the
daytime utilisation rate for lecture theatres was above sector averages, utilisation of other
teaching spaces and laboratories was lower than sector averages.
ECU will adjust its reporting system so that utilisation data is consistent with the reporting
requirements, and will continue to implement strategies for improved utilisation.
Backlog maintenance
In 2011 benchmarking, ECU's maintenance backlog liability ($2.5 million) was lower than most
other Australian universities.
During the term of this compact ECU will continue to direct appropriate funding to capital
maintenance works in order to continue to achieve high performance on these measures.
Page 30
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
ECU will continue to grow its research capacity and generate enhanced research outcomes in
selected areas of excellence. This will be achieved through building areas of concentration, depth
and sustainability, particularly where there is potential for high social, economic, environmental
and cultural impact.
The key initiatives of ECU’s research performance and research capability are described in the
ECU Research and Research Training Functional Plan 2013-2015. This new Functional Plan has a
specific action to build collaboration which targets building expertise in eResearch. ECU is building
infrastructure and expertise in visualisation and motion capture with foci including the creative
and performing arts. This is being achieved through the appointment of an eResearch Manager
and ECU's membership within the Interactive Virtual Environment Centre (iVEC). This centre
consists of a collaboration involving the four publicly-funded universities and the Western
Australian branch of CSIRO.
For the compact period 2014-2016, the University’s strategies will include:
 attracting a growing range of high quality research partners and researchers, working at the
elite level in their fields;
 engaged research organisational development, characteristics of research culture and
workforce development practices which will increase engaged research performance
through attraction, retention, and development;
 professional development programs and staff resources to support research grant
application preparation, publications, and new research methodologies;
 continuation of the Early Career Research Grant Scheme which supports the University’s
researcher development strategy; and
 embedding of the Acknowledging Successful Performance in Research Excellence (ASPIRE)
model for measuring and quantifying research performance (including engaged research).
Page 31
The Research and Research Training Functional Plan 2013-2015 also includes an initiative to
increase scholarship and sponsorship opportunities for domestic and international research
higher degree students in areas aligned with ECU's research priorities. In a pilot project, ECU
allocated 12 of its research higher degree scholarships to the six projects supported by
Collaborative Research Newwork funding (2011-2015). ECU has also established a scheme to
increase the number of earmarked scholarships to attract high-achieving students to specific
projects within areas of research focus.
In addition, ECU will examine research strategies that support Indigenous Australian staff and
students to undertake research activities. This may include the creation of specific scholarships to
incentivise and support Indigenous Australian research participation. Kurongkurl Katitjin staff
already offer cultural advice to any ECU student or staff member undertaking research in the
Indigenous space and, in 2012, developed the ECU Aboriginal Research and Study Protocols to
assist students and staff in this research area.
Research Collaborations
During the compact period, ECU will continue its long‐standing support for industry collaboration
through the ECU‐Industry Collaboration Scheme and will seek further increases in research
collaboration with industry through:
 support for ARC Linkage and CRC grant applications and University-funded Visiting
Fellowships;
 revision of the ECU‐Industry Collaboration Scheme to align with the ARC’s revised guidelines
on international partnerships; and
 high level visits to universities in Asia and elsewhere by senior executives aimed at fostering
relationships which lead to collaboration.
Collaborative Research Networks (CRN) program funding to ECU has accelerated the growth of
engaged research activity at ECU in four key areas selected for their close alignment with the
Australian Government’s National Research Priorities and ECU’s strategic priorities. These
research areas are: Health (child mental health, exercise medicine and health services
enhancement), Education (teaching and learning in schools), ICT (nano-photonics and nanoelectronics), and Environment (coastal ecosystems and marine resource management).
ECU’s CRN activities have focused on building common technical and methodological platforms
for on-going collaboration, and building a critical mass of high quality research expertise at ECU,
in turn generating world-class research outcomes and sustainable new research programs which
attract competitive grants funding. In particular, the health-related streams of research within
the ECU CRN are able to lever off an integrated suite of regional health initiatives, e.g. the ECUlead Wanneroo GP Super Clinic and the ECU Mobile Health Service, which provide significant new
opportunities for collaborative studies.
CRN funding has made a significant positive impact at ECU by increasing research outputs.
Researchers have also used the opportunity that the CRN provides to build and develop
collaborative relationships with a view to sustaining research networks beyond the life of the CRN
projects.
ECU’s Excellence in Research for Australia (ERA) performance
The ERA evaluation outcomes for 2012 has three broad fields of research (2-digit Fields of
Research(FoRs)) in which ECU's average performance was deemed as being “at world standard”.
These are:
 Medical and Health Sciences (11 MHS);
 Language, Communication and Culture (20 HCA);
 Biological Sciences (06 BB).
Page 32
"Nursing" scored "5" (well above world standard), at the more defined (or 4-digit) Field of
Research, while nine areas were deemed at world standard:
 Clinical Sciences
 Communication and Media Studies
 Cultural Studies
 Ecology
 Environmental Science and Management
 Human Movement and Sports Science
 Neurosciences
 Performing Arts and Creative Writing
 Plant Biology
These results comprised a 2.5-fold increase in performance (being the number of Units of
Evaluation rated at world standard or above) compared with 2010.
Some areas evaluated in 2012 were different to those in 2010. Of the 24 areas of research
evaluated in both 2010 and 2012, 96% have increased or maintained their ranking. However,
overall, there are compelling reasons for strong action to improve performances, not only in the
areas above but also more especially in the following areas (being those in which improved
performance must be attained if ECU is to successfully build its research standing and profile:
Areas deemed below world standard in 2012
 Applied Economics
 Art Theory and Criticism
 Artificial Intelligence and Image Processing*
 Business and Management
 Curriculum and Pedagogy
 Education Systems
 Information Systems*
 Journalism and Professional Writing
 Political Science
 Public Health and Health Services
 Sociology
 Specialist Studies in Education
 Visual Arts and Crafts
Areas deemed well below world standard in 2012
 Accounting, Auditing and Accountability
 Banking, Finance and Investment*
 Communications Technologies*
 Computer Software*
 Criminology
 Electrical and Electronic Engineering*
 Marketing
 Psychology
 Tourism
(*unranked in 2010)
During 2013 a working group of Faculty Associate Deans (Research), the Director of the Office of
Research and Innovation, the Quality Manager, the Dean of GRS and the DVC (Research and
Advancement) will review 2012 outcomes, and develop actions that should be taken in 2013 to
optimise ECU’s performance for the next ERA review in 2015.
Page 33
5.1.3
Performance indicators and targets
The purpose of the research performance and the research capability performance indicators and
targets is to assist the University and the Commonwealth in monitoring the University's progress
against the Commonwealth's objectives and the University's strategies for research performance
and research capability.
The University will aim to meet the research performance and research capability performance
indicators and targets set out in the following table.
Principal Performance Indicators
ERA 2010
Number of disciplines, as defined by two-digit
Fields of Research (FoR), performing at world
standard or above (3, 4 or 5)
Number of disciplines, as defined by four-digit
FoR, performing at world standards or above (3, 4
or 5)
Disciplines the University commits to
demonstrating substantial improvement
in as defined by two-digit FoR and/or
four-digit FoR
02 Studies in Creative Arts and Writing
09 Engineering
ERA 2012
ERA 2015 Target
5
3
5
4
10
12
Disciplines nominated in
2011–13 Compact
Disciplines nominated in
2014–16 Compact
7
4
Note: All calendar year references below refer to the previous year’s data collection.
Principal
Baseline
Progressive
Progressive
Progressive
Performance
2012
Target 2013
Target 2014
Target 2015
Indicators
Category 1 income
$2,700,000 $2,800,000
$3,000,000
$3,100,000
Category 2 Income
Number of joint
research grants in
Australia
Number of joint
research grants
overseas
Number of jointly
supervised PhD
students in
Australia12
Number of jointly
supervised PhD
students overseas13
Target
2016
$3,300,000
$8,400,000 $8,500,000
54
57
$8,700,000
60
$8,900,000
63
$9,000,000
66
4
4
5
5
6
28
34
35
40
40
2
4
5
7
10
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 34
Note: All calendar year references below refer to the previous year’s data collection.
Optional Performance
Baseline
Progressive
Progressive
Progressive
Indicators
2012
Target 2013
Target 2014
Target 2015
Target
2016
Research income* per 10 $315,000 $335,000
$350,000
$355,000
$375,000
FTE. **
Share of joint publications 30%
32%
34%
36%
38%
co-authored with
researchers from other
Australian institutions.
Share of joint publications 24%
26%
28%
30%
32%
co-authored with
researchers
internationally.
*Based on Total HERDC Income by category
**FTE is calculated as Academic Staff Lecturer B and above; based on average number for the year.
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
The key elements of ECU’s research training are described in the ECU Research and Research
Training Functional Plan, 2013-2015, with the broad goal of providing high‐quality research
training that leads to high rates of research higher degree completion and produces graduates
with valued knowledge and skills.
ECU plans, monitors and manages quality and performance in Higher Degree Research (HDR)
through a dedicated Graduate Research School (GRS). HDR student and graduate satisfaction with
the quality of the research supervision, resources and research culture, as well as with support
provided by the GRS have been well above benchmarks in recent years.
Over the term of this compact ECU will seek to grow its research capacity, including through
increased HDR enrolments and completions and to this end Australian Government funding will
be used to support the following activities:
 completing the Good Practice Framework for Research Training in Australia (Australian
Learning and Teaching Council Grant, 2011) in collaboration with the Council of Deans and
Directors of Graduate Research Schools (DDoGS). The Council's aim is to inform and guide
excellence in research training in Australian institutions. In 2013, ECU will perform a gap
analysis to compare institutional alignment against the Framework, to improve research
training quality and provide opportunities for benchmarking with other institutions. For
further information, see: http://www.ecu.edu.au/centres/graduate-research-school/goodpractice-framework-for-research-training
 a program review at the academic unit level, including supervisor performance, student
completion and retention rates;
 further refinement of institutional performance indicators for research training;
Page 35





5.3
maintenance of a supervisor register to monitor training, qualifications and previous
performance in supervision;
expanding, supplementing and enhancing internal and external scholarship opportunities for
students, including completions scholarships and new scholarships for international
students;
consultancy to support students in improving their research and writing skills, and to provide
research-student infrastructure, travel and conference attendance;
further development of an online ‘toolkit’ for supervisors (in collaboration with Swinburne
University, Victoria University, University of Southern Queensland and Central Queensland
University);
increase the alignment of both Australian Postgraduate Awards and ECU Postgraduate
Research Scholarships with the 11 research foci listed in the ECU Research and Research
Training Functional Plan, 2013-2015, which includes "Indigenous Culture, Education and
Health" (as outlined in section 5.1.2 above).
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
461 (341
Domestic)
409 (297
Domestic)
420
460
480
HDR student completions
by masters
22 (17
Domestic)
26 (24
Domestic)
28
30
32
HDR student completions
by doctorates
55 (34
Domestic)
57 (39
Domestic)
59
62
65
Note: All calendar year references below refer to the previous year’s data collection.
Optional Performance
Baseline Progressive
Progressive
Progressive
Indicators
2012
Target 2013
Target 2014
Target 2015
Target
2016
Student satisfaction with
quality of research training
experience as per the
Postgraduate Research
Experience Questionnaire.
93%
93%
93%
93%
93%
Proportion of Academic staff
who have met eligibility
criteria for supervisors
27%
27%
30%
35%
40%
Page 36
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 Arshad Omari
Deputy Vice-Chancellor (Academic)
Edith Cowan University
270 Joondalup Drive
Joondalup, Western Australia, 6027
Phone: (08) 6304 2765
Fax: (08) 6304 2881
Page 37
email: a.omari@ecu.edu.au
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 Edith Cowan University ABN 54 361 485 361
Page 38
Signed for and on behalf of the Edith Cowan University
by
……………………………………………………..
Signature
…………………………
Date
Professor Kerry O. Cox
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 39