Central Queensland University

Central Queensland University’s goals emphasise the improvement of higher educational opportunity and equity and a strong focus on innovation, quality improvement and community partnership. The focus on quality improvement is emphasised in these extracts from the Strategic Plan 1998 - 2002.

• Enhance existing provisions for continuous quality improvement and work progressively toward the implementation of best practice in all areas of the University’s activity.
• Develop an ethos of quality client service throughout the University and a coherent action plan to implement this ethos throughout all dimensions of teaching, research, community service and their management and support.

1. Teaching and learning

1.1 Goals and strategic priorities

CQU’s Vision Statement affirms "...a commitment to continue proactive roles in promoting high standards in Indigenous and international education, distance education, flexible learning, innovative teaching....". Consistent with this vision, the Strategic Plan identifies a set of interdependent goals and the following strategic priorities into which effort and resources will be focused over 1998-2002.

Improvement of quality and productivity

• Through ongoing review and the development of new paradigms of best practice, continue to improve the quality of teaching and learning throughout the University.

• Ensure that the curriculum in all areas is continuously enriched and informed by the rapid transfer of relevant new research.

• Improve productivity and reduce unit costs in the delivery of courses and units of study through developing pedagogically appropriate, more cost-effective ways of delivering courses and units.

Flexible learning and educational delivery

• Ensure the availability of a range of teaching and learning approaches which can meet the diverse needs and circumstances of students by adapting and strengthening the University’s role as a provider of distance and flexible learning as part of the continued development of innovative teaching and learning strategies.

• Develop more effective "self service" learning resources for students, and make optimum use of staff-student and student-student interaction and feedback to improve learning resources and educational delivery.
• To be a university of the electronic age; a university which has members who manage their own information well and effectively access and evaluate external information; a university which offers programs that equip students with information management skills and a university which is a respected facilitator of learning.
• Enhance the quality of the campus experience offered to attending students in order to enrich their personal and professional development, and improve the opportunities for distance students either to access these experiences or to find alternative ways of gaining equivalent enrichment.

Access and equity

• Increase further the opportunities for persons from a diversity of backgrounds to participate successfully in higher education, and implement more effective strategies for recruiting students drawn from diverse backgrounds.
• Enhance cross cultural awareness and the understanding of Indigenous perspectives throughout all sections of the university community and integrate this awareness and understanding into the conduct and support of teaching, research and community service.
• Develop course articulation arrangements which will improve opportunities for higher education participation and increase the range of pathways through which students can achieve university qualifications.
• Improve the transition to university and the rate of participation with success in the University’s award programs through improvements to selection processes, bridging and preparatory programs, the secondary/first year interface, and support for commencing students.

1.2 Strategies and initiatives

To act on the above priorities, CQU is implementing the following mutually supportive strategies to improve the quality of teaching and learning and its support and management.

1.2.1 Review of distance education and flexible learning

CQU is moving concertedly to a ‘resource-based’ teaching and learning model promoting the development and delivery of education materials which truly cater for the needs of learners, whether studying on campus or at a distance. This approach embraces the use of information and educational technologies to blur the distinction between distance and face-to-face delivery. A forward-looking review of distance education and flexible delivery is identifying better means of exploiting pedagogies and technologies to improve quality, cost effectiveness, efficiency and international competitiveness. Related developments include: establishment of an Interactive System-wide Learning System (ISL) across all campuses using video conferencing technologies; development of courses for World Wide Web delivery; exploration of alternative forms of student assessment.

1.2.2 Teaching and learning management plan

Reflecting this re-orientation toward flexible and resource based learning, CQU is redeveloping its Teaching and Learning Management Plan to focus on four areas of strategy development.

1. Globalisation of CQU's programs, curricula, learning experiences, staff and student perspectives.

2. Developing a human resource plan recognising and rewarding good practice in teaching, and extending activities already in place. Promotion based on teaching/scholarship and establishment of the career position of teaching scholar (section 1.2.5) will be key components. A newly introduced performance review and planning development process will promote improved teaching performance.

3. Developing a multi-faceted set of flexible education initiatives (section 1.2.1).

4. Extending CQU’s subject and course evaluation to achieve a universal, cost effective framework that facilitates the establishment of strategic plans and targets for improvement. Faculties will produce teaching and learning implementation plans including specific objectives and performance indicators (e.g. student satisfaction with courses, students’ perceived outcomes, student satisfaction with teaching quality, student progress and completion rates, employer satisfaction rate).

CQU has developed a range of staff development activities and a series of funding schemes aimed at enhancing both teaching and learning and quality assurance processes.

1.2.3 Four-term academic year

CQU is introducing a four-term academic year (two intensive terms in addition to two standard terms) to offer students opportunities for accelerating their studies and greater flexibility for repeating failed units and completing their studies. It should help to reduce student attrition. It will also enable increased utilisation of facilities, distance learning resources and other infrastructure; generate capital and infrastructure savings; promote innovative teaching and learning and improved administration. Monitoring and review will be integral to implementation with an evaluation report made available.

1.2.4 University teaching qualification

CQU’s Council has approved a concept proposal for a graduate certificate in university teaching and its promotion as a teaching qualification available to academic staff is being explored.

1.2.5 Teaching scholars

Arising from the 1997 enterprise bargaining agreement, CQU has developed a new category of academic staff, that of teaching scholar, to provide a career path focused on excellence in the practice and scholarship of teaching. Changes being made to the academic promotion criteria incorporate demonstration of the scholarship of teaching and innovation in teaching.

1.2.6 Academic program review

As part of faculty restructuring (1997-98) the new faculties have developed internal academic review procedures and are working collaboratively to achieve a more consistent process across the University for the review of programs for course improvement and the cyclical review of all courses.

1.2.7 Improving access and equity

CQU’s commitment to access and equity and its emphasis on improving higher education opportunity within the region are reflected in its strong performance as measured by DETYA equity indicators. Goals, strategies and programs are outlined in the Strategic Plan, Equity Plan and Indigenous Education Strategy. CQU’s equity program coordinators are working with an external consultant to develop a review and evaluation cycle tailored to the aims and contexts of individual programs.

1.2.8 Improving student retention

Reflecting the regional population from which most CQU students are drawn, relatively few enter directly from high school or have high entry scores; relatively high proportions come from rural and isolated areas (67.3 per cent and 5.7 per cent respectively in 1998), from low socio-economic backgrounds (28.3 per cent in 1998), and from the Indigenous community (2.3 per cent in 1998). This high representation from equity groups requires CQU to provide a high quality learning environment, including bridging/remedial programs and support appropriate to the needs of students whose circumstances tend to produce low rates of retention and course completion. Following an investigation of student retention issues, a retention model identifying key variables is being developed. Strategies proposed to improve retention include: enhanced orientation processes; further developing the student mentor programs; creating centralised information centres; ensuring that information is focused and specific to student needs; adapting administrative procedures which cause student dissatisfaction; monitoring academic success/progress; reviewing whether individual course programming is feasible; identifying the relative impact of the academic and social parts of a student’s life.

1.2.9 Enhancement of student services and support

The Strategic Plan highlights strengthening the effectiveness of student services and their focus on quality client service as a priority over 1998-2002. Strategies and initiatives are as follows.

Client service quality improvement A working party for client service quality improvement, with the aim of improving the quality of services provided to students, is implementing a multi-faceted course of action encompassing improved mechanisms for student feedback, modernisation of central administrative systems, identification and promotion of examples of best practice, and the development of a culture oriented more positively toward client service throughout the University.

Student mentoring initiatives The student mentor program, based on the concept of peer support groups, provides all first year undergraduate students with access to an advanced year student as mentor. Aims include smoothing the transition to university, fostering a sense of belonging, facilitating the formation of study support groups, enhancing the relationship between staff and students and improving the teaching and learning environment. An evaluation survey of 1000 students in 1998 indicated that 92.4 per cent found the program ‘useful’ or ‘very useful’. A parallel initiative for distance education students is being trialed, providing support to first year students through teleconference, e-mail, telephone and written communication. Using an action research approach to quality improvement (structured cycles of student feedback), CQU is also trialing a peer tutoring project. Advanced year students act as paid tutors for small groups of first year students enrolled in difficult subjects. Peer support for postgraduate research students is also being piloted as an action learning project. This aims to provide a supportive environment to help students complete their degrees within expected time frames, reduce withdrawal rates, and encourage supervisors to improve their practices. In addition, a pilot graduate mentoring program brings together alumni and final year students to assist the transition from studies to employment, and produce a more employable graduate. It is hoped to introduce the program across all campuses in 1999.

ISO 9000 quality standards CQU’s commercial partner, Campus Management Services, has gained ISO 9000 certification for quality assurance procedures on the Sydney and Melbourne international campuses. The feasibility of introducing similar procedures across all campuses is being explored.

1.3 Performance and outcomes

CQU is reconsidering its approach to performance indicators in the light of experience from the 1997 Commonwealth quality program. A small number of robust indicators (KPIs) focused on outcomes will be developed. Tentative indicators are identified in the following paragraphs.

1.3.1 Performance relative to sector-wide averages (DETYA indicator data)

Recently released DETYA data on university performance include indicators statistically adjusted for the diversity of student populations, taking into account each institution's student mix and comparing actual performance against that expected of an institution with this mix performing at the average for the sector. Whilst reservations are held about the use of such indicators, an attached set of tables compares CQU's actual versus expected performances for the following indicators: apparent retention rate, student progress rate, selected Course Experience Questionnaire findings, graduate outcomes.

1.3.2 Graduate Destination Survey/Course Experience Questionnaire data

Graduate Destination Survey and Course Experience Questionnaire data, including international as well as domestic students, show CQU’s success in achieving positive teaching and learning outcomes and graduate outcomes, as well as CQU’s improvement in performance over 1995 - 1997.

Students’ satisfaction with their "course experience" The Course Experience Questionnaire shows that CQU graduates are expressing broad satisfaction. The table below presents data aggregated to provide overall measures of the proportions of respondents assigning CQU a score of three or higher (out of a maximum possible score of five) for the questions comprising the composite scales used to measure "good teaching", the acquisition of "generic skills", and "overall satisfaction". For all three scales, the proportion of CQU respondents expressing satisfaction is high and increasing.

Positive graduate outcomes These are shown by the following Graduate Destinations Survey data.

1. Proportion of responding graduates in full time study Relative to State and national benchmarks, a small but increasing proportion of CQU’s graduates proceed directly to full time postgraduate study. This reflects the fact that CQU’s postgraduate opportunities are still developing and that Central Queensland graduates tend to be oriented toward employment rather than further study.

2. Proportion available for full-time employment Given that relatively few CQU graduates proceed to postgraduate study, a high proportion identify themselves as available for full-time employment.

3. Proportion in full-time employment (as a percentage of 2 above). Of those available for full time employment, the proportion of CQU’s graduates who succeed in gaining full-time employment compares well with State and national averages; CQU’s 1997 performance is clearly above both.

1.3.3 Expected graduate attributes

The Teaching and Learning Management Plan outlines what CQU strives to achieve in its graduates.

General qualities Graduates well-developed as people, acquainted with common sense, and distinguished by: their employability; their commitment to learning throughout life; their willingness to challenge current knowledge and thinking; their abilities to accept and capitalise on change, to think locally, nationally and globally and to see the whole as well as the parts; having the skills and knowledge to actively participate in society as professionals and persons.

Skills Graduates who possess: the ability to relate discipline related theory to practice in both familiar and unfamiliar situations, to solve problems and to be information literate, to function effectively as team members and as team leaders, to communicate ideas both orally and in writing at an acceptable standard, to listen carefully and respond appropriately and to reflect on and realistically evaluate their own performance; appropriate skills in information technology and for life-long learning.

Attributes Graduates who: display enthusiasm for and commitment to their work; are open-minded, tolerant and ethical in interaction with others; are self-confident, articulate managers of themselves, critical and creative thinkers, adaptable and flexible in their approach to change, and capable, committed upholders of professional values.

1.3.4 Indicators of employer satisfaction

CQU does not conduct a standardised annual survey of employers, or use a generic set of quantitative indicators to measure employer satisfaction. It believes it more effective and appropriate to seek employer viewpoints as an integral part of course development and review. Both new course development and course review are informed by relevant employer feedback which assists in ensuring that individual courses are attuned to employers’ expectations of graduates.

2. Research

2.1 Goals and strategic priorities

The Strategic Plan identifies the following priorities for the period 1998-2002.

• Develop, in targeted areas, innovative research activities and outcomes which will further enhance the quality of the University’s reputation both nationally and internationally.
• Develop research which contributes to the scientific, economic, social and cultural development of the Central Queensland region.

2.2 Management and quality improvement framework

CQU’s Research Strategy Statement outlines goals, priorities and strategies, performance indicators and targets for achieving and managing a research environment governed by principles of equity, excellence, innovation and community partnership. Under guidance from the Research Board, faculty research committees advise Deans on the evaluation of performance. Decisions to enhance performance are informed by the review of research productivity data. Indicators are used to measure success and facilitate resource allocation; 33 per cent of the research budget is allocated to research centres on the basis of performance. Judgements about the quality of research resulting from the concentration of resources in areas of identified strength are tested by a review of research productivity (e.g. the research centres earned 80 per cent of 1996-97 research income).

However, monitoring and evaluating improvement requires more than the review of research productivity data. CQU has thus adopted quality assurance strategies in addition to performance and merit based strategies. Faculties and research centres must develop their own research strategy statements and undergo regular reviews against stated aims and objectives (including triennial performance reviews facilitated by an external panel), to encourage reflective management practices. They also benefit by feedback from the Research Board. A positive outcome of this review process has been the establishment (late 1997) of the Institute for Sustainable Regional Development, bringing together three of CQU’s research centres to achieve a concerted research focus on regional problems.

To promote research quality, the Research Development and Incentive Program is driven by a peer review process using discipline-specific parameters to define the merit of both researchers and proposed research. CQU has established codes of practice consistent with accepted national/international standards in the conduct of research, higher degree supervision and the use of animals and humans as research subjects.

As performance and merit-based management can promote established activity at the expense of equity and innovation, strategies to increase research participation (e.g. by women) have been implemented.

CQU has identified the quality of the research higher degree experience as requiring more attention. Processes being implemented to complement current practices (structured protocols supported by higher degree rules and regulations, the external examination of theses, and regular progress reports) include joint supervisor/candidate induction, exit surveys and program experience evaluations.

2.3 Research performance

Attached tables show research productivity as measured by the following indicators: publications per staff FTE, annual research income, research quantum as a percentage of operating grant and student load enrolled in research higher degrees. These data indicate that current performance needs improvement.

3. Management

3.1 Structural framework for quality

A policy and procedures manual, developed progressively over recent years, provides a quality assurance framework to promote consistent standards in all areas of activity. Complementing this, the following initiatives aim to improve the efficiency and effectiveness of CQU’s management.

3.1.1 Improved framework for planning and development

The Academic Board and constituent committees provide a framework for academic quality assurance and improvement. In 1997, a Planning and Development Committee was established to enable more integrated strategic planning based on stronger links between academic and resource planning. Recently revised course approval guidelines facilitate this improved coordination.

3.1.2 Human resources development

CQU’s Strategic Plan identifies the following priorities for 1998 - 2002.

• Strengthen the University’s programs for the strategic recruitment, development and management of its human resources.
• Develop and implement a range of measures to achieve a more flexible working environment which will improve the quality of life for staff and increase the productivity of the University.

CQU’s 1997 enterprise bargaining agreement outlines measures to improve productivity and work practices through technology, work organisation, team-based approaches, workload redistribution (including more flexible work cycles) and review of management structures and practices. Joint Implementation Committee working parties have re-developed the academic promotion criteria and are developing a designation for Teaching Scholars and a proposal for the evaluation of teaching and research. CQU is also implementing performance, review, planning and development processes for academic and general staff performance appraisal. The aim is to enhance performance through better communication between staff and supervisor and to identify training and development opportunities to realise the potential of staff. Supervisors will use the processes to further organisational goals, acknowledge staff achievements, identify areas for improvement, and work with individual staff to overcome difficulties.

3.1.3 Academic and senior executive restructuring

A comprehensive academic restructuring was implemented over 1997-98. The new structure of faculties and schools involves innovative combinations of complementary disciplines offering potential synergies which CQU is exploiting to improve both its teaching and research programs. A new senior executive structure, also implemented over 1997-98, places greater emphasis on management of the links between teaching and research, brings together all administrative functions under one senior officer to rationalise and improve the coordination of service provision, and establishes a new senior position to lead and coordinate corporate development.

3.1.5 Reviews of financial operations and budget formulation

CQU has commissioned Arthur Andersen to review its financial operations and recommend improved processes for budget formulation, financial reporting, monitoring and performance review, and linking strategic planning with financial management. The review report is nearing finalisation. An internal working party is reviewing the principles and planning parameters for annual budget formulation, with the aim of achieving a strategic approach more responsive to changing needs and more equitable in resource allocation. It will take into account the Arthur Andersen recommendations.

3.1.6 Physical facilities management

To achieve more effective utilisation of limited classroom space, CQU is implementing the Syllabus Plus computer software package for both its teaching and examination timetables, and will use the software to analyse space utilisation patterns and identify areas for improvement.

3.2 Performance indicators

In 1997, CQU participated as a trial in the National Association of College and University Business Officers (NACUBO) benchmarking project, involving compilation of comparative universities’ data on financial and other administrative support functions, to identify areas where performance might be of concern. As the data gained will need major modification to make it sufficiently relevant to CQU, continued participation in the project is unlikely. CQU is now reconsidering its approach to management performance indicators, in light of the NACUBO exercise and the anticipated Arthur Andersen recommendations on performance management.

4. Community service

4.1 Goals and strategic priorities

CQU’s Strategic Plan emphasises partnership with the community, as stated by the following goals.

• Play a leadership role, through teaching, research and community service, in defining and promoting the future development and profile of the region, the state and the nation during a period of global change.
• Further develop regional partnerships with the diverse Central Queensland community.

A strategic priority for 1998 - 2002 is to strengthen the contribution which CQU’s community service makes to the educational, cultural, social and economic enrichment of its communities.

4.2 Strategies and initiatives

CQU’s concept of community service embraces a range of collaborative interaction with the regional community. CQU’s diverse partnerships include initiatives which facilitate regional development, enhance education and training opportunities, promote social equity, and contribute to cultural enrichment. Collaborative research addressing problems relevant to the region constitutes a major component of community service through partnerships with regional stakeholders. Increased collaboration with TAFE to improve educational opportunities for the community has high priority. CQU’s partnership in the Training and Education Network - Central Queensland (TEN-CQ), aims to promote the breadth of education opportunities available in the region and to facilitate regional development. Expansion of Conservatorium of Music activity is part of a major thrust to contribute more to cultural enrichment of the community. CQU’s "Smart City" proposal for redeveloping the Rockhampton Central Business District (CBD) is a major vehicle for expanding CQU’s contribution to the region. It proposes the collaborative linking of community and university through education and learning, creative arts and cultural events, commerce and business, and communications technology. It will locate major components of CQU’s teaching and other activities within the city centre and enhance links between university and community. The proposal will facilitate the proposed revitalisation of the CBD and has the support of the City Council, State Government and business community.

4.3 Outcomes and performance

CQU measures quality of community service in terms of relevance to community needs. To ensure relevance, it seeks community stakeholder involvement and input of views. Its collaborative partnerships involve community representation on management/advisory bodies. Ongoing feedback facilitates improvement in the quality and effectiveness of CQU’s community service. As community service outcomes tend to be diffuse and not readily amenable to measurement, CQU considers that the best measure of the success of its collaborative partnerships is the willingness of community groups to continue working in partnership. From this perspective, CQU’s continuing diverse range of partnerships indicates recognition for their relevance to community needs and their quality outcomes.

Individual staff also deliver substantial community service through professional bodies, service clubs and other community organisations, and seminars/workshops and consulting. CQU is exploring a framework for quality improvement across these diverse activities, including development of a register of professional expertise, systematic documenting of activities, and definition of indicators.

Contact
Mr Bruce Zimmer, Manager, Analysis and Planning
Tel: (07) 4930 9513
Fax: (07) 4936 1691
Email: b.zimmer@cqu.edu.au

Selected Performance Data

A. CQU’s 1995-1996 performance - selected DETYA outcomes indicators

(For definitions of these measures, their data sources and methods, refer to the DETYA Occasional Paper "The Characteristics and Performance of Higher Education Institutions")

Once statistical adjustment is made to account for some of the equity groups within its student body, CQU's retention rate is only three per cent below the rate expected. This is encouraging, given that many CQU students transfer to metropolitan institutions to complete their studies, adversely affecting apparent retention rates. CQU expects its four-term year to improve retention rates.

CQU's student progress rates have been somewhat lower than those expected. The student mentoring and peer tutoring initiatives are aimed at improving these progress rates.

CQU's performance in graduate full time employment compares well with its expected performance, and is better than the national average.

Whilst CQU's performance has been below what might be expected, the 1996 data indicate that considerable improvement is being made. It is believed that regional factors have meant that students drawn from Central Queensland tend to have low expectations of continuing on to postgraduate study.

CQU's performance exceeds what might be expected, and compares well with the national average.

Course Experience Questionnaire

The above tables use data from the GCCA Course Experience Questionnaire administered annually to graduates. The indicators show the percentage of respondents expressing satisfaction with their "course experience" and illustrate that CQU has performed better than expected for its mix of students on all three of the "good teaching", "generic skills", and "overall satisfaction" scales. Whilst the difference between actual and expected performance may not be "educationally significant", CQU appears to have performed at least equal to, and perhaps better than, the average for the higher education sector.

B. Selected CQU Research Productivity Indicators

(Source: data reported for annual DETYA Statistical Collections)

The following tables show research productivity as measured by the following indicators: publications per staff FTE, annual research income, research quantum as % of operating grant, student load enrolled in research higher degrees. These data indicate that current performance needs improvement, and that targets set in the 1997 Research Strategy Statement are overly ambitious and need revision.

* Defined as "research only" and "teaching and research" staff FTE (excluding casual staff)

* Defined as "research only" and "teaching and research" staff FTE (excluding casual staff).

# Research Quantum expressed as a percentage of operating grant