The University of Adelaide

Mission statement/objectives in relation to quality

In 1997 the University of Adelaide adopted a new Strategic Plan for 1998-2002 in which it stated its objective to be recognised as a great university of the world by 2022. Accordingly, the prime goal of the University in relation to quality is:

to offer world-class education, research and research training.

In order to achieve this, the University is in a continual process of quality improvement in all its operations. Quality improvement in each major operation is dealt with in the various sections below.

Strategies and performance

Learning and teaching

As one of Australia's leading universities, the University of Adelaide aims to use its scholarly excellence as a base for the development of excellence in learning. It has made a commitment to improve student progression, retention and completion rates, to recognise and reward good teaching, to attract the best possible students and staff and to provide them with world-class facilities.

The Course Experience Questionnaire (CEQ) data provide some evidence of the longitudinal improvement of the performance of teaching. The percentage of positive responses to teaching has increased from 68 per cent in 1993 to 75 per cent in 1997. Over this period, the increase was initially slow, with satisfaction hovering around 69 per cent for the 1993-95 period. Improvement mainly occurred in the last 2 years, from 71 per cent in 1996 to 75 per cent in 1997.

Positive responses to the University’s role in enhancing generic skills have increased from 82 per cent to 85 per cent in 1997. This increase has been steady over the period, with a one per cent increase each year in 1995, 1996 and 1997.

Overall satisfaction has also increased over the five year period from 85 per cent in 1993 to 89 per cent in 1997. Similar to the improvement in teaching, the satisfaction rate increased in the last two years, with levels of 89 per cent recorded in both 1996 and 1997.

From the CEQ reports for 1994 to 1997, there are a small number of departments which do not rate well. The University has responded by advertising new Chairs to provide academic leadership (Psychology, Electrical Engineering and Computer Science), by reviewing learning and teaching practice and by increasing student-centred learning through the use of various information-and-communications-technology-based learning packages (Architecture and Law).

Architecture completely redesigned its curriculum, reviewed its relationship with its students and the profession, introduced new ways of using information technology and completely redesigned its degree structure. For Architecture, some of the results of this reorganisation are already evident in CEQ data. In 1997, for example, its teaching was rated above the national mean, as was its performance on generic skills and overall satisfaction. It takes some time for such substantial changes in curriculum and in learning method to be reflected in CEQ data.

The Graduate Destination Survey (GDS) reveals that over 50 per cent of University of Adelaide graduates go on to further study. This is well above the national figure of 22 per cent. Of the graduates not pursuing further study, 87 per cent were working at the time of the GDS survey in 1997 (up from 82 per cent in 1993).

Neither CEQ nor GDS data are adequate to the task of tracking the longer-term experience of graduates. As a result, the University intends to expand its database of new graduates to undertake more comprehensive longitudinal studies of their educational and employment careers.

With regard to graduate attributes, the University of Adelaide provides education in both generalist degrees and education for the professions. In general terms, all graduates from the University of Adelaide will have highly developed literacy, numeracy, communication, critical analysis, teamwork, strategic planning and time management skills.

The professional courses at the University of Adelaide are all externally accredited and the University’s programs are at the forefront of best professional practice. The generalist degrees of Bachelor of Science and Bachelor of Arts, both of which include named specialisations, are taught by academics who are significant figures in their intellectual fields. Graduates from these courses are in high demand for further tertiary education and for employment.

Goal: To achieve learning and teaching of international distinction by:

  • encouraging student-centred learning and curriculum development focussed on ways of enhancing student control of learning;

Key performance indicator: Positive ratings on this issue in student evaluation of teaching surveys.

  • ensuring that all students at the University of Adelaide are exposed to the findings of cutting-edge research;

Key performance indicator: Departments successfully extending involvement in research into the undergraduate curriculum.

  • equipping all our students with high-level literacy, numeracy, reasoning, communication and critical analytical skills as well as planning and time-management skills;

Key performance indicators: Feedback from both students and employers on the value of skills acquired during their University of Adelaide education; an increase in University of Adelaide course ratings for generic skills in CEQ data.

  • delivering more student-centred and flexible learning through the skilful adaptation of information and telecommunications technologies (IT&T);

Key performance indicators: Increase in the creative use of IT&T supported by student feedback; increase in the number of courses and subjects available using IT&T and the number of students using these facilities.

  • promoting education at the University of Adelaide as a global experience by encouraging more students to take part in study abroad, exchange schemes and subjects offered by overseas and interstate partner institutions;

Key performance indicator: Increasing the percentage of students involved by three per cent a year.

  • further developing the capacity to deliver lifelong learning by increasing the number of modules available in non-award as well as award qualifications for graduates;

Key performance indicator: Number of students and departments involved in these programs.

  • rewarding teaching excellence and the promotion of learning by adding a prize for departmental learning plans to existing prizes for teaching excellence;

Key performance indicator: Quality of learning plans submitted.

  • collecting and using appropriate feedback from existing students, graduates, employers and professional societies;

Key performance indicators: Evidence of use of student, employer, graduate and professional societies in designing and redesigning courses and subjects; number of professional courses given the highest level of recognition by their appropriate accreditation bodies; increase in the number of subject and course advisory committees in which all relevant stakeholders are represented.

  • monitoring long-term quality of University of Adelaide educational outcomes;

Key performance indicators: Increases in CEQ ratings of individual courses and the University's overall performance over four to five years; percentage of graduates in high-level employment over time; and the percentage undertaking further higher education in significant programs. Increase in positive responses for long-term surveys of graduates. Increase in graduates attaining leading positions in industry, the professions, the arts and the public sector.

Research and research training

The University is committed to continuing to be a leading research-based university, providing and encouraging research opportunities for all academic staff as well as high-calibre research training for postgraduate students and postdoctoral research fellows.

Data on the Brennan Index and research earnings per capita show that, adjusted for size, the University is one of the two most research-intensive universities in the country.

Adjusted for size, the University of Adelaide participates in the greatest number of Commonwealth-funded competitive centres (Special Research Centres (SRCs), Cooperative Research Centres (CRCs) and Key Centres) of any university in Australia.

Two recent awards indicate the impact and quality of the University’s research: the 1998 Australia Prize to Professor Grant Sutherland and the 1998 Australian Technology Award for Excellence in the Development of Technology from a University to Professor Peter Langridge.

Exit surveys confirm the quality of our research training. Our quality assurance techniques in this area have been used as a model by other universities.

Goal: To achieve excellence in research across the broad spectrum of disciplines, with internationally-competitive results in areas of research strength by:

  • improving the quality of research;

Key performance indicators: Global citation impact benchmarks of University of Adelaide researchers with leading universities around the world, and with research institutes such as the Commonwealth Scientific and Industrial Research Organisation (CSIRO); number and quality of awards for research.

  • promoting and supporting research concentration in areas of greatest strength, especially in the biological and agricultural sciences;

Key performance indicator: Increased density of the citation impact of these disciplines.

  • pursuing a significant increase in research funding particularly from international sources, both for specific research activity and to ensure sufficient funding of University research infrastructure, including leading-edge information and library services;

Key performance indicator: Research income from all sources including national competitive grants, industry and overseas sources.

  • extending existing and building new, long-term relationships with a range of global and local research partners. These will include in-depth, long-term, knowledge partnerships with private and public bodies that operate in the areas in which the University has strengths or is building capacity;

Key performance indicators: the number and nature of such relationships.

  • communicating the University’s research performance to the general public and to specific targeted audiences;

Key performance indicators: Widespread knowledge in Australia and overseas of the University's research performance and strengths, citations, major awards and distinctions, research income from all sources, numbers of research visitors and of talented candidates for higher degrees by research, and the University’s continued leadership in ensuring ethical and social responsibility in research.

  • undertaking more extensive benchmarking of research performance against that of leading international institutions;

Key performance indicator: Number and nature of benchmarking partnerships.

Goal: to promote world-class research training by:

  • attracting candidates of high potential by providing more scholarships for higher-degree-by-research students and training fellowship support for postdoctoral researchers;

Key performance indicator: Number and quality of incoming candidates for postgraduate research degrees and postdoctoral fellowships.

  • expanding research training opportunities for postdoctoral fellows and providing advanced research training for academic staff (both from the University of Adelaide and other, partner institutions);

Key performance indicator: Increased numbers involved in such schemes.

  • encouraging a diverse range of students to undertake research and research training;

Key performance indicators: Range of disciplines and research topics; the socio-economic and geographical composition of the postgraduate student body.

  • ensuring the quality of the research training experience;

Key performance indicators: Quality assurance measures such as a code of practice, a structured introductory program and innovations such as the SPLIT program in which candidature is divided between Adelaide and the student’s home location. The outcomes of postgraduate research candidature as measured by graduation rates and times, by responses to the exit survey completed by all candidates and by external examiners’ comments on theses.

Student support services

As one of Australia’s leading universities, the University of Adelaide aims to provide a scholarly environment that values and supports a total learning experience during the student’s time at the University. We aim to be fully accountable to students in the provision of support services.

Goal: To provide student support services that actively assist and contribute to student learning and scholarship by:

  • attracting an increasing proportion of outstanding students regardless of their social and economic background, geographic location or level of study. From 1999 the University will offer an increased number of targeted scholarships to attract high performing students;

Key performance indicator: Average TER scores to increase in 1999.

  • providing new and continuing students with prompt, effective service including information about academic programs and support services, counselling and guidance, enrolment procedures, and orientation to the broader institution. All students are now issued with a ‘Smart’ card enabling easy access to a range of student support services;

Key performance indicator: Increasing student satisfaction with services provided, as measured by periodic surveys and reviews.

  • providing direct and indirect learning support to enable students to achieve to the best of their ability. This includes health and psychological counselling support; social/cultural/learning support for Indigenous students and students with a disability; student e-mail and IT services; English language classes; Mathematics learning support; and research skill development for postgraduate students;

Key performance indicators: Rising student progression rates, particularly for defined ‘disadvantaged’ groups; and an increasing proportion of students choosing to undertake honours programs.

  • providing coordinated recreational and sporting services in conjunction with the Adelaide University Union. The University supports autonomous student organisations and maintains open communication with these organisations;

Key performance indicator: Increasing proportion of students accessing University and University/Union recreational and sporting services.

  • providing extensive, coordinated alumni services to the graduates of the University, regardless of their geographic location. The University’s alumni activities are undergoing significant expansion. The inaugural Australian Universities International Alumni Convention is to be held in Adelaide in October 1998;

Key performance indicator: The proportion of graduates involved in alumni activities.

Community service

Contributing to the intellectual and cultural life of the community is one of the objectives of the University stated in the Strategic Plan 1998-2002. The University is closely involved with the community at a local, regional and national level. In the communities surrounding our four campuses, we are involved in a number of projects which either support local initiatives or complement and enhance community and cultural life.

Goal: to provide high-quality service to the community through the excellence of our performance of our core functions of learning and teaching, research and research training, contract research and consulting and service to the professions and the community at large by:

  • producing highly-qualified graduates in areas of general and professional knowledge;
  • continuing our commitment to high quality basic and strategic research;
  • supporting the artistic life of the Festival City, especially in the areas of music performance and literature;
  • providing a source of reference and support to knowledge-based industries;
  • actively serving the community through participation on national and international boards, committees and professional societies and through a willingness to serve on high-level government committees and inquiries, and to be involved with numerous local and community organisations and projects.

Key performance indicator: The reputation of the University of Adelaide for high-quality performance and service.

Management and communication

Recent restructuring of Adelaide's governance and management has resulted in particularly lean but effective central management and governance structures. The University aims to achieve well-informed decision-making at all levels and stream-lined, high-quality administration in all areas. Enhancement of the quality of our education and research programs is the primary objective which underpins all management improvements.

The development of recruitment, promotion and professional development policies to attract and retain high-quality staff is central to the goal. Management and leadership development for heads of divisions and departments is now mandatory.

The University is currently involved in major capital development of the lower-level part of its North Terrace Campus, with new buildings for Mathematics, Engineering and Bio-Sciences underway. The project will be completed in 2001.

The University has dedicated $20 million to upgrade its central administrative information systems in its Capital Development Plan. Stringent new financial management measures have been implemented including the creation of a new standing committee of Council to oversee audit and compliance.

In 1998, central administrative arrangements have been reorganised with a view to improving both the quality of all services to staff and students, and reducing costs. Monitoring the results of this restructuring will ensure appropriate fine-tuning of the new system.

The University of Adelaide is conducting a review of the Property Services Branch to identify best practice to achieve these functions.

The University aims to enhance the impact of its public relations and marketing effort through its various publications which promote its achievements, by providing quality information targeted at prospective students and organising activities such as an Open Day. The results will be monitored by questionnaire through the 1999 enrolment.

As well as emphasising the need to care about service to the obvious ‘customers’ eg. students, the community, local industry etc., the University is raising awareness that internal transactions involve a form of customer-supplier relationship, through staff development programs and senior management example.

The University has well-established agreements with various Australian and overseas universities, and particularly with the University of Western Australia and the Australian National University to benchmark our core activities of learning and research and our management practices.

We have recently embarked on a project to develop protocols for assessing proposals for new joint ventures and the success of established ventures.

Goal: To achieve high quality management which supports our core operations of education and research as efficiently as possible by:

  • introducing a strong culture of strategic planning and budgeting throughout the institution;

Key performance indicators: All major sub-plans called for in the strategic plan approved by Council to be completed by the end of the year; new budget model introduced by September.

  • establishing the University as an employer of choice for academic and general staff;

Key performance indicators: Number of high-quality applicants for each post improving by 10 per cent; performance management training for all staff at head of department level and above by end of 1998.

  • the timely development of new facilities to support learning and research;

Key performance indicator: All projects brought in on time and on budget.

  • the introduction of a state-of-the-art management information infrastructure;

Key performance indicators: New system introduced by 2001; no significant problems in respect of the year 2000.

  • the provision of stream-lined administrative services across the institution;

Key performance indicators: Declining percentage of total budget devoted to administrative activities; reduction in the number of administrative transactions and complaints.

  • enhancing the efficient management and utilisation of building infrastructure;

Key performance indicator: Introduction of long-term building and grounds maintenance plans.

  • maintaining comprehensive marketing and public relations activities, with particular emphasis on attracting the most able students;

Key performance indicators: Increase in the number of commencing school-leaver students in the top Tertiary Education Rank (TER) percentile; increase in the number of applications to undertake higher degrees by research; increase in the number of positive media ‘stories’ recorded.

  • developing a ‘client’ service orientation throughout the institution;

Key performance indicator: Decreasing number of ‘customer’ queries and complaints.

  • maintaining active benchmarking projects with comparator institutions;

Key performance indicator: Adoption of ‘best practice’ identified in partner institutions.

  • developing evaluation and performance criteria for all joint ventures to which the University is a party;

Key performance indicators: Reduction in administration and other costs associated with establishing joint ventures; increase in ‘returns’ from joint ventures of all types.

Contact

Ms Anne Gale, Senior Executive Officer
Tel: (08) 8303 3189
Fax: (08) 8303 4407
Email: agale@vco.adelaide.edu.au

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