Southern Cross University

Although the position of Southern Cross University within the unified national system has been spelled out in the Strategic Plan of the institution, it is worth reiterating some of the points here to set the scene for development of a Quality Improvement Plan.

Southern Cross University is one of the newer members of the University sector, despite a long history of higher education provision as both a teacher training college and a college of advanced education. Its aims are to occupy a distinct and unique niche in the sector in relation to teaching and research and to focus on the following priorities:

• serving the North Coast region;

• developing an international profile;
• diversifying and upgrading its staff;
• playing an active part in the reconciliation between Indigenous and Non-Indigenous Australians;
• offering learning opportunities in a variety of innovative and diverse ways; and to
• capitalise on its small size in being responsive to industry and other client group needs.

The University aims to offer a high quality education/product/service in all of its operations. To demonstrate the University’s emphasis on developing, maintaining and improving quality, Southern Cross has signed an agreement with the Quality Council of Australia which commits the University to the concept of the quality-committed enterprise and seeks to develop both teaching and research in the discipline of quality and quality assurance. The University is developing its own instruments of quality assurance appropriate to a tertiary institution.

Objectives in relation to quality

• The University aims to provide a learning environment which allows each student to realise their maximum potential.
• The University has an unequivocal commitment to serving the North Coast Region.
• The University intends to continue designing programs to meet the educational needs of industry partners.
• The University aims to attract more high-quality students from the region while concurrently reducing existing attrition rates.
• The University aims to allow progression to higher degrees for local students.

The attributes or values expected of graduates from Southern Cross University are:

• intellectual rigour - a commitment to the highest standards of excellence in all scholarly and intellectual activities.
• creativity - a commitment to achieving imaginative and creative responses to intellectual, professional and social challenges and issues.
• cultural awareness - a global world view encompassing a cosmopolitan rather than a parochial outlook on social and cultural issues, together with an informed respect for cultural and indigenous identity.
• social justice - a sense of fairness and of justice in relation to colleagues, clients and the community at large, and an informed respect for the special needs of minority groups.
• professionalism - a commitment to the highest standards of professional ethics, a well-developed sensitivity to moral issues and conflicts, and a commitment to working collaboratively to address intellectual, professional and social challenges and issues.

As part of its investment in improving the quality of its undergraduate programs, Southern Cross University has identified and articulated a set of generic capabilities to be embedded in the undergraduate curriculum. These include:

• higher-order cognitive processing skills - the ability to apply knowledge selectively and appropriately, to be adaptable and flexible in the application of knowledge, to be able to evaluate new knowledge fairly, rigorously and sensitively, and to be able to reflect critically on the usefulness of particular approaches to intellectual, professional and social challenges and issues.
• written and oral communication skills - the ability to communicate and explain knowledge in ways that are appropriate to particular scholarly and professional settings, and to discuss knowledge in a way that reflects that its relevance to the needs of particular circumstances has been adequately assessed.
• social interaction skills - the ability to work collaboratively with others, to be sensitive to the views of different social groups, to work productively in teams, and to be adaptable and flexible in dealing with clients and colleagues.
• skills in information searching and retrieval - the ability to proceed independently and competently in accessing from highly differentiated sources information that is relevant to personal and professional effectiveness.
• skills in managing information technology - the ability to utilise appropriately information technology in support of personal and professional effectiveness.

• The University plans to work towards being known nationally and internationally in three of four research areas which are recognised according to a set of criteria.

• The University aims to improve employability of staff by qualification upgrading.
• The University intends to provide skilled workforce for regional industry needs.

• The University will become a valued and integrated part of the North Coast region and will serve as a resource and support to the local community.
• The University will continue to support local research initiatives eg. Australian Tea Tree Oil Research Institute (ATTORI) and natural medicine.

• The University is committed to the development and continuous improvement of management structures, policies and procedures which will result in improved efficiency and quality of service delivery and decision making.

• Southern Cross is committed to a policy of equal opportunity in education, the values of fairness and respect for others, particularly for Indigenous culture, and a caring attitude to both staff and students. As the University’s population comprises more than 50 per cent in at least one Commonwealth equity group, equity is central to the University’s mission.

Strategies and performance

Teaching and learning

The University aims to provide a learning environment which allows each student to realise their maximum potential.

Performance indicators include the following:

• Unit evaluations are done by the Teaching and Learning Unit on an ongoing basis in each semester.
• Monitoring undergraduate attrition and completion rates. Monitoring of these rates is an ongoing process.
• The delivery of course material in a timely fashion to all students studying in an external mode.
• Policy and procedures for course/unit and curriculum review on an ongoing basis.
• The development of flexible learning modes of delivery and effective access for a wide sector of the community. The increased development of Web-based courses and units will become a priority for the University, particularly for servicing external students.

Outcomes include the following:

• 150 units in first semester 1997, 183 units in second semester 1997 and 195 units in first semester 1998 were evaluated by the Teaching and Learning Unit. There are signposts in the evaluations that improvements need to take place in the areas of computer access, library facilities and availability of lecturing staff. The University is reviewing its allocation of resources to the areas of concern with a plan to address the problems.
• A task force has been established to examine standards in service delivery to students. The first pilot program in quality assurance will focus on improving client satisfaction for external students.
• There is concern that the level of attrition in external courses is too high in some courses (rates vary from 23 per cent to 41 per cent). Some schools have already put in place initiatives to reduce the attrition rates by means of mentoring schemes and it is proposed to extend this to a university-wide approach.
• There are policies and procedures in place for the regular review of all courses and their component parts. This document is at present under revision by the Academic Board to comply with the changes effected by the recent restructure. All courses are reviewed comprehensively every six years. This will continue to take place.
• The development and introduction of an industry-specific award, the Bachelor of Management and Professional Studies. This program is a cross-school degree where each student can design, in conjunction with the designated head of school and their employer, a degree to meet their individual situation.

The outcomes of the Course Experience Questionnaire (CEQ) are listed below:

• Institutional Mean CEQ Score/National Mean CEQ Score

• No data can be provided for 1997 as the University response rate was only 29.7 per cent thereby precluding the institution from participating in the CEQ data analysis exercise. The University has taken steps this year to increase the response rate from graduates. Incentives will be provided to return survey forms, more follow-up mail-outs will be conducted and additional resources, including staffing levels and structures, will be provided to redress the situation of 1997. It should also be noted that regional universities such as Southern Cross, which cater for students from a wide-ranging area, often experience significant problems in tracking their graduates. The University is currently examining processes to overcome the ‘left-address’ syndrome, particularly by involving the alumni association and linking with school data bases.
• The University results compare favourably overall with the national CEQ ratings. In terms of course satisfaction, graduates were generally very positive about their experiences at Southern Cross University. In five fields - Human Movement, Nursing (post initial), Teacher Education - Primary (post initial), Marketing and Distribution, and Accounting - the ratings were well above the national averages (by 15 points or more). The only two fields that were lower than the national average in 1995 (Music and Computer Science) and continued to be lower in 1996 have been addressed by major curriculum reviews in 1997. Two new degrees (Bachelor of Contemporary Music and Bachelor of Information Technology) have been introduced to address the low level of satisfaction evident from the surveys.
• The ratings on the generic skills and good teaching scales were also pleasing with a significant proportion of fields of study above the national averages.

The outcomes of the Graduate Destination Survey (GDS) are listed below:

Main Destinations of all Bachelor Degree Graduates from Southern Cross University

• Note that 1997 data are not available due to the reasons listed above.
• There has been a slight improvement in the proportion of graduates actually in full-time employment, particularly in relation to the national average. The significantly lower proportion of graduates pursuing further study is a direct reflection of the highly profession-specific nature of courses offered by the University, with graduates preferring to enter their chosen vocational fields soon after graduation and to keep further study as an option for the future. The region serviced by the University is noted for its high unemployment rates for young people and as 48 per cent of our students come from the region, this has a bearing on the proportion of students in full-time employment. These make the figures reported reflect positively on the quality of the University’s courses.

Research

The University plans to work towards being known nationally and internationally in three or four research areas which are recognised according to a set of criteria.

Performance indicators include the following:

• The amount of funding attracted to the University and allocated to designated areas.
• The number of postgraduate students associated with specific and general research areas.
• Completion of postgraduate courses. The Graduate College monitors the completion rates of postgraduate research students on an ongoing basis.
• The success of the University in obtaining outside research funding and cooperative research centres (CRCs) to enhance the profile and reputation of research areas of the University.

Outcomes include the following:

• SCU’s research income has increased by 28 per cent over the period 1994-96.
• The University has 188 postgraduate research students presently enrolled and aims to double the proportion of equivalent full-time student enrolments (EFTSU) in postgraduate research from the current two per cent to four per cent and increase the full-fee paying postgraduate research students to two per cent in the next two years.
• Levels of attrition have been low due to good student support and careful choice of project. The University aims to maintain this low attrition rate.
• Southern Cross has attracted over five million dollars of outside research funds over the last 12 months in key areas such as Plant Genetics and Natural Medicine. A stated aim will be to treble industry external funding to the University in the next two years.
• The University has recruited, wherever possible, staff who have completed their PhD training.
• The University has made a few very senior appointments to assist in supervision and the more rapid development of a research culture eg. professorial positions in Forestry, Plant Conservation Genetics and in the Doctor of Business Administration program.
• The University has indicated that its key areas of research have attracted growing numbers of research students. Many other areas are still developing their capacity to supervise higher degree students and this will require the University to re-evaluate its targets.
• The revised research management strategy, together with the University’s corporate plan, presents the general strategies and targets for the institution, each school and the Graduate Research College. This has provided the basis for the development of a comprehensive research management plan which has provided direction, cohesiveness and explicit strategies by which the University can fulfil its research agenda.
• The University has continued its initiatives to support staff to upgrade their qualifications, by the use of special studies leave provisions and time-off and fee payment for general staff
• The Dean of the Graduate Research College monitors and keeps strict control over each supervisor’s load and has established a policy requiring that at least one co-supervisor or associate supervisor is appointed for each candidate where needed or appropriate.
• The Graduate Research College has put in place a postgraduate student research advisory committee which advises the Dean of the Graduate Research College and representatives sit on the Graduate Research Committee. Southern Cross University has initiated a national graduate research data base to facilitate peer support on a national basis. Post-graduate students are linked to the Student Representative Council and have not formed a separate association due to small numbers.
• The cost to the University of supporting commercial consultancy activities must be recouped from fees. The University constantly reviews its costing policies and approval mechanisms in line with updated Australian Vice-Chancellors’ Committee (AVCC) policy on the costing and charging of research.
• The University plan reflects the changed recognition and role of scholarship. The promotion and appointment criteria now recognise that academics need to demonstrate excellence in scholarship-based teaching and/or research, not necessarily both.
• Through the Centre for Plant Conservation Genetics, ATTORI (Australian Tea Tree Oil Research Institute), AARI (Australian Agricultural Research Institute) and research into forestry and natural medicines, Southern Cross has positioned itself to undertake key research into food, agriculture, other natural products and renewable energy sources (such as ethanol from forest products). Recent success in becoming major partners in three CRCs and a minor player in another will also add to the strength of research in areas of vital importance to the future of Australia and with relevance to the region.

Community service

The University will become a valued and integrated part of the North Coast region and will serve as a resource and support to the local community.

Performance indicators include the following:

• The percentage of local students attending the University campuses and University centres. Particular criteria to be monitored are:

• changes in the proportion of students from the University’s region who apply/enrol/graduate;
• changes in the proportion of students from the region who enrol in SCU by mode and by courses;
• changes in the proportion of students from the region who enrol in SCU compared with those who enrol in other tertiary education institutions;
• changes in the higher education participation rates for the region;
• changes in the pattern of student usage of its campuses and centres;
• changes in the patterns of course inquires made by potential students within the region.

• Amount and purpose of usage of University facilities by the community, eg, community groups, the Northern Rivers Regional Economic Development Organisation (NOREDO), NORLINK etc., school groups, library access.
• Numbers of individual staff of the University contributing to local organisations and community projects and in which sorts of roles.
• Changes in co-operative partnerships, including with other educational organisations, plus official University representation on community bodies. The University participates in regional organisations such as NOREDO in a major way, and has instigated awards such as the North Coast Tourism Awards to assist local industry.
• The ability to attract student scholarships from local industries.
• The level of involvement with local/regional community-based organisations and activities through financial and in-kind sponsorships. These include such organisations as the North Coast Academy of Sport, Northern Rivers Conservatorium of Music and Performing Arts, as well as events such as local festivals, cultural arts exhibitions and performances. Yearly comparisons by dollar value and number of activities/events can be made.

Outcomes include the following:

• The percentage of students from the local region is 48 per cent for 1997. There has been an increase of up to 187 per cent of students in internal courses from feeder areas such as Grafton and Port Macquarie over the past two years. The University aims to increase use of its facilities, particularly the centres other than Lismore and Coffs Harbour, by local students each year. Total usage of the centres has increased from 1996 to 1997 by 42 per cent. A new program is being trialed at the Port Macquarie campus to increase local participation.
• In 1997 the University was able to offer student scholarships from eight local industries totalling $105 000.
• A Memorandum of Understanding has been signed with the North Coast Institute of TAFE which will allow students access to and/or information on the University from all appropriate TAFE colleges in the region. There will be two levels of access depending on the size and locality of the college: level I access will involve computer and information access, level II access will involve information provision only.
• A survey of higher educational needs of Years 11 and 12 high school students has been completed in the Port Macquarie area and a similar survey has been conducted in the Grafton area with the co-operation of local school careers advisors. A similar survey is proposed in the near future for the Tweed area. A positive outcome of the Port Macquarie survey has been the development of the Port Macquarie Program which commenced in 1998. The major features of the program are:

• The program will offer a range of existing first year units which will give full credit into the Bachelor of Arts, Bachelor of Social Science or Bachelor of Business degrees.
• Students enrolling in units will receive the external study materials together with face-to-face lectures, tutorial or workshops. The face-to-face teaching will be subject to sufficient enrolments in a unit.
• After completing the first year units at Port Macquarie campus, the students will articulate into on-campus courses at Lismore or Coffs Harbour, or complete the course externally.

Equity

Southern Cross is committed to a policy of equal opportunity in education, the values of fairness and respect for others, particularly for indigenous culture, and a caring attitude to both staff and students. As the University’s population comprises more than 50 per cent in at least one Commonwealth equity group, equity is central to the University’s mission.

Performance indicators include the following:

• The support of all staff (general and academic) to obtain higher qualifications.
• The implementation of an Aboriginal employment strategy.
• Participation, progression and completion rates by Commonwealth-specified equity groups.
• Indicators of inclusiveness in curriculum design and delivery.

Outcomes include the following:

• 120 staff (47 general and 72 academic) are presently studying to upgrade their qualifications. The University’s academic staffing profile currently shows that 64 per cent of academic staff hold a higher degree and the aim is to have this figure increased to 75 per cent by 1999.
• The Aboriginal employment strategy allows for 36 positions to be filled by the year 2000; at present 17 positions are in place.
• A task force has recently been set up to develop detailed indicators for inclusiveness in curriculum design and delivery .

Management

The University is committed to the development and continuous improvement of management structures, polices and procedures which will result in improved efficiency and quality of service delivery and decision making.

Performance indicators include the following:

• Initiatives developed with the Quality Council to streamline processes and improve accountability and quality of service. A number of areas have been identified for detailed scrutiny and evaluation using Quality Council criteria. Planning meetings are underway to implement quality initiatives. The area of service to students engaged in external studies is the first pilot quality assurance to be done.
• Review and rationalisation of units. There will be a reduction in unit numbers over the next two years. This will be achieved by a careful consideration of areas of overlap in disciplines, and allow an increase in quality delivery of remaining units.
• Restructuring and review procedures. The University is committed to reviewing all its areas, both academic and administrative, to improve efficiency so that resources can be directed to core activities. A timetable of the reviews planned has been put in place and several of the review panels have reported to the Vice-Chancellor.

Outcomes include the following:

• Processes are continuing with the monitoring of the development of new units and reviewing of 1998 unit enrolments to assess viability for offering units with small enrolments. There has been a five per cent reduction in the number of units being offered across the University. Units with small enrolments are monitored closely by the Pro Vice-Chancellors’ Office and are cancelled unless a school can establish appropriate grounds for the unit to continue to be offered.
• Outcomes in unit rationalisation for 1998 include:

• any units which have been cancelled this year due to low enrolment numbers (11 units cancelled).
• any units this year which have been abolished (110 units abolished with a further 14 units being phased out in 1998-99).
• any new units put up for approval this year which have been recommended for approval by the Programs Committee (54 new units approved).
• any new units put up to the Programs Committee (but not yet passed) or new units planned to be put up for approval to the Programs Committee this year (23 new units planned with 12 of these being a result of a new course being introduced).

• The Pro Vice-Chancellors have initiated the establishment of a series of task forces concentrating on unit duplication and overlap of unit content in particular discipline areas. The first of these has been in the area of Human Resource Development/Human Resource Management (HRD/HRM) involving participation from the Schools of Management and Marketing, and Social and Workplace Development. The recommendations of the task force include:

• the deletion of six units.
• the amalgamation of four units into two, with one to be taught by each school.
• the expansion of the review to include HRM/HRD units taught by other schools and to encourage further collaborative arrangements between schools.

• Additional review groups are being formed to assess unit duplication and content overlap in areas such as Communications, General Sciences, and Research Methods and Statistics. This will involve units offered by all schools.
• A decision has been made to not offer the double major in Japanese for commencing students in the Bachelor of Arts from 1998 due to low demand. Japanese will continue as a minor for the present.
• The University has completed a restructuring of the institution. While the restructuring was primarily focused on the academic organisation of the University, there are also flow-on changes to aspects of the administrative structure, in particular those directly supporting the new schools and the Pro Vice-Chancellors that flowed from those changes.
• The major changes were the replacement of six faculties and 13 centres by 14 schools aggregated into two clusters, each headed by a Pro Vice-Chancellor. Three new cross-university colleges were also established to join the Graduate Research College. They are the College of Indigenous Australian Peoples, the Graduate College of Management and the College of Industry and Professional Education. The new structure has provided greater efficiencies arising from a full review of units offered across the University, elimination of units and the development of collaborative cross-school teaching arrangements.
• A schedule of school reviews has been prepared. It is intended to review all 14 schools over a five-year period. The first two reviews (School of Humanities, Media and Asian Studies, and School of Education) have been completed.
• The University Council now requires resource impact statements with all new course proposals.

Contact

Professor Angela Delves, Pro Vice-Chancellor
Telephone: 02 66203432
Fax: 02 66 220203
Email: adelves@scu.edu.au