Australian Maritime College

Quality statement

The Australian Maritime College (AMC) is committed to providing the highest quality education, training and consulting services together with conducting applied research of international distinction to meet the needs of the maritime sector.

To maintain our high standards which have already generated a sound reputation within Australia and beyond, it is AMC’s intention to use quality systems to support all our activities. Quality must be integrated with every activity undertaken by AMC and enthusiastically embraced by all staff if the objectives of relevant and high quality teaching and research programs and market growth are to be achieved. To ensure success, a complete commitment must be given by all staff.

AMC will demonstrate its commitment to quality by providing training to staff in the workplace, supplying ongoing information about the requirements of the quality system and providing sufficient resources to maintain procedures and keep staff informed. In the end, it is the skill, knowledge, experience and accuracy of each person that will enable AMC to achieve its goals.

Satisfied students are the life-blood of AMC’s business. To ensure their ongoing support for the College, a demonstrable commitment to satisfying their educational and pastoral care needs must be apparent at all times. ‘Doing a job right the first time’ is the key to quality service, cost reduction, increased productivity and staff satisfaction.

AMC goals and performance

Goal (i): To ensure that students receive quality education and training, thereby enhancing their employability and the reputation of the Australian Maritime College

• Systematic analysis of marketing information to better target prospective students
• All students surveyed as to adequacy of teaching and support facilities
• Analysis of survey processes in academic and support services areas
• Formal consultative process to address matters identified in survey results implemented
• Submissions formulated for funding to provide enhanced technology for innovative teaching delivery (‘Networking the Nation’, Capital Development Pool for video-conferencing)
• Industry-related training facilitated
• Enhanced Tutorial Program for residential and non-residential students implemented
• Development of courses on the Intra/Internet for internal and external students
• Research higher degree activity through extension of the honours and M.Phil programs extended

• Statistics showing the 1997 progression from applications, acceptances and enrolments, as follows:

• Statistics showing completions, pass/fail rates gathered through AMC’s student administration information logging system (information available on request) and through the DETYA statistical collections
• Results of student evaluation of teaching and learning surveys (reported to Academic Board through course review process)
• Results of Graduate Destination Survey (see below)
• Ratings in the Good Universities Guide

Goal (ii): To ensure that courses remain current and credible by meeting appropriate professional standards

Implementation

• Accreditation with the Australian Capital Territory Accreditation and Registration Council (ACTARC) of award courses in ship operations, maritime business
• Registration with the Tasmanian Training Authority (TASTA) as a provider of national maritime operations courses
• Process initiated for accreditation of professional engineering courses with the Institution of Engineers (Australia) (IEAust) and the Institute of Marine Engineers, London
• External members utilised for internal course review process of Academic Board
• Industry and sectoral changes documented for incorporation into strategic planning
• Role as accreditation provider of courses in Kuwait consolidated and expanded
• Appropriate Standards of Training and Certification of Watchkeepers (STCW) - related amendments to AMC courses completed
• AMC’s certificate of competency courses used by the Australian Maritime Safety Authority (AMSA) as the standard for Australia’s submission to the International Maritime Organisation (IMO)

Performance indicators

• Accreditation status of courses from ACTARC, IEAust, and the Institute of Marine Engineers (UK) (more detailed information available on request)
• Industrial Liaison Committee outcomes, as documented in course accreditation documents (available on request)
• Academic Board Course Review outcomes (available on request)
• Recognition by professional/statutory organisations such as TASTA, AMSA and Marine and Safety Tasmania (MAST) (more detailed information available on request)

Goal (iii): To maintain and improve the quality of staff by employing appropriately qualified staff and providing relevant staff development programs

• Staff actively encouraged to undertake internal and external courses to increase pedagogic skills. Three-year refresher course now required as part of the enterprise bargaining agreement
• Research seminar series for staff, students and interested community people provided by AMC, the Australian Maritime Engineering Cooperative Research Centre (AMECRC) and the Royal Institution of Naval Architects (RINA)
• Appointment of staff with research record adopted as a priority with research activity a part of appraisal
• ‘Internal’ research grant funding to staff undertaking work in key areas allocated
• Increased publication levels by academic staff
• All non-teaching staff appraised, with professional development advised as appropriate
• Staff participation in workplace trainer courses if involved in vocational education and training (VET) sector assessment
• Continued high level of staff development in both academic and general staff areas
• Recruitment strategies further refined, with new design for advertisements, upgraded College information, more selective approach to media
• Strategies for recruitment process follow-up put in place (eg surveying of respondents who enquire but do not apply for positions)
• Conferring of AMC Council Awards for Excellence in Teaching and Scholarship at a public ceremony
• Staff nominated for ‘external’ awards (Excellence in Administration Award, Human Rights Medal, Awards for University Teaching, ‘Business Woman of the Year’)
• Restructure of Faculties implemented with performance-based compensation for Program Heads and above
• Individual and group performances recognised through articles in AMC/Alumni News

• Qualifications match job descriptions as measured in human resources inventory (available on request)
• Results of staff performance appraisals (confidential)
• Results of student evaluation of teaching and learning surveys (as reported to Academic Board)
• Statistics for staff development activities (to be collated by faculty and human resources areas)
• Teacher training and updating compliance (as indicated in accreditation/registration and other documentation)

Goal (iv): To maintain facilities and equipment to meet industry standards

• Extensive re-development of Fisheries facilities (lecture theatres, computer laboratory, post-graduate resource room, transfer of library facilities)
• IT infrastructure enhanced
• Specialised facilities provided or upgraded (Fatigue Testing Rig, Integrated Marine Simulator, Global Maritime Distress Safety System (GMDSS) laboratories, ‘Wyuna’)
• Occupational Health and Safety (OH&S) audits conducted on major facilities
• Provision of Internet/E-mail services to all students extended to include AMC Search clients
• Provision of security systems and lighting to ensure student safety, especially after hours
• Installation of ramps, telephones at wheelchair height and lowered door handles for disabled students
• Extension of infrastructure provisions for post-graduate students
• Recommendations of review of residences implemented leading to more viable and effective services
• Valuation of assets in accordance with accounting/management requirements
• Asset Management Plan presented at profile negotiations with DETYA

• Vessel compliance with AMSA survey requirements (documentation available on request)
• Results of student evaluation of corporate services (non-teaching) provision (documentation available on request)
• Down time statistics for major equipment (to be developed)
• Response rates to notification of faults, breakdowns (to be developed)

Goal (v): To implement and maintain a quality management system to improve the management of AMC as well as improve the marketability of the College

• Lloyds of London preliminary assessment for Faculty of Marine Transport and Engineering (MTE) and Learning Resource Centre (LRC) completed
• ‘In house’ training on quality principles and implementation for all staff
• Intensive training for ‘in house’ quality auditors
• 1998 Tasmanian Export Award in education category entered and won
• Quality assurance principles applied through surveying, accreditation, registrations, industry feedback and other quality control strategies
• Review of procedures manual undertaken
• Procedures manual available progressively on Intranet
• College rules reviewed and amended ready for submission to SMT
• OH&S statistics reported at each Council Meeting
• Increased use of senior staff committees to address major College issues (equivalent full-time student units (EFTSU), Strategic Plan)

• Quality system implemented (documentation available on request)
• Quality system accreditation achieved (expected in 1999)
• Results of internal audits
• Results of external audits
• Results of AMSA audits
• Regular review by management

The above results and associated manuals, guidelines, procedures, rules, minutes and statistics are available on request.

Attributes of AMC graduates

All award courses in both vocational and higher education sectors at the Australian Maritime College are accredited by external agencies such as the Australian Capital Territory Accreditation and Registration Council (ACTARC), the Institute of Engineers (Australia) (IEAust), the Australian Maritime Safety Authority (AMSA), and the Institute of Marine Engineers (UK). The College must also be audited as a Registered Training Authority by the Tasmanian Training Authority (TASTA). To obtain accreditation or registration with the above authorities, graduates of AMC, at the professional level, must demonstrate the following generic attributes:

• ability to apply knowledge of basic nautical and fisheries science, engineering and/or maritime business fundamentals;
• ability to communicate effectively, not only with maritime industry professionals, but also with the community at large;
• technical competence in at least one maritime related discipline;
• ability to undertake problem identification, formulation and solution;
• ability to utilise a systems approach to design, operational and management performance;
• ability to function effectively as an individual and in multi disciplinary and multicultural teams with the capacity (if appropriate) to be a leader or manager as well as an effective team member;
• understanding of the social, cultural, global, environmental and business responsibilities (including an understanding of entrepreneurship and the process of innovation) of the maritime professional, and the need for and principles of sustainable development;
• understanding of and a commitment to professional and ethical responsibilities; and
• a capacity to undertake lifelong learning and professional development

The capacity of AMC graduates to meet the basic requirements listed above is assessed through regular consultations with employers and representatives of professional bodies, such as IEAust and the peak fishing industry bodies, both state and national. The outcomes of these meetings are conveyed to and discussed by such AMC bodies as the academic and faculty boards and the course committees.

The views of industry, including employers, are taken into account when developing accreditation documents. The mechanism for this consultation is the Industry Liaison Committee. The names of stakeholder bodies who have communicated their views and requirements to the AMC course committees are listed in all accredited course documentation. This material is available for public inspection.

As a further mechanism to gauge and ensure employer satisfaction, the College conducts internal reviews of its externally accredited courses. The review panels are chaired by senior AMC academics from other disciplines and include an expert representative of a relevant employer or industry body. Likewise, the external accreditation panels include employer and industry leaders, together with representatives of the accrediting body.

Graduate Careers Council Of Australia (GCCA) information, including graduation destination survey outcomes

Graduate Destination Survey Response Rate

The reasons for the AMC graduate responses to the 1995-97 GCCA surveys’ falling below the required 50 per cent are of interest. As a national institution, AMC attracts students from every State of the Commonwealth and from 38 different countries. Its graduates are highly mobile with the overwhelming majority leaving Tasmania on completion of their studies and many taking up positions in their field of study overseas. Because of the College’s widely dispersed graduate profile and the consequent low survey response rates, the data could not be included in GCCA publications or in the Good Universities Guides. A breakdown of 1997 survey results is, however, provided with a warning that it is based on a relatively small (31.8 per cent) sample.

Course Experience Questionnaire (CEQ) 1997

Proportion of graduates who agree or strongly agree:

Graduate Employment Questionnaire (GDS) 1997

Percentage in full-time study 12.5%
Percentage in full-time work 78.6%

GCCA Graduate Destination Survey (GDS) 1998

In 1998, the College implemented strategies, such as follow-up letters and telephone reminders, to ensure that the 50 per cent response rate necessary to ensure inclusion in the GCCA statistics was achieved.

Based on a satisfactory sample, the most recent GCCA survey of the employment situation of students emerging with qualifications from Australian universities paints a favourable picture of career prospects for graduates of the AMC.

Initial data from the 1998 Graduate Destination Survey reveals that 86.5 per cent of AMC graduates who responded to the GCCA survey have secured employment. Of these, 62.2 per cent are in full-time private sector employment. Of the remainder, some are pursuing higher degrees, some are working full-time for Commonwealth and State government departments and a number are working in part-time employment.

The data above relate only to career destinations of first degree graduates, surveyed in 1998. The data encompass pass and honours graduates and undergraduate diploma qualifiers. Data from those AMC doctoral, masters or graduate certificate/graduate diploma graduates who responded to the survey are not included.

An AMC survey of recent graduates at all levels indicates that of those in full-time employment the overwhelming majority are working in areas directly related to their qualifications. A significant proportion secure positions prior to graduation, whilst many obtain employment overseas immediately following or soon after graduation.

Statistical material emerging from the 1998 GCCA survey is lengthy. The data on course experience are not yet available. The following is a summary of the published findings of the Graduate Destination Survey.

GCCA graduate destination survey (summary): destinations of first degree graduates, 1998: all pass and honours graduates, graduate entry bachelors and undergraduate diplomates - Australian residents only