Swinburne University of Technology

Swinburne quality assurance and improvement plans are drawn from the University’s strategic planning and performance reporting processes, and continuous improvement is addressed through the Swinburne Quality Management System (SQMS).

Mission statement/objectives in relation to quality

Swinburne’s mission is to provide teaching, learning and research that enhance the skills, knowledge and capabilities of our students and customers, emphasising industry relevance and a spirit of innovation. (Swinburne University of Technology Strategic Directions Statement 1999-2001, November 1998)

Objectives and strategies for teaching and learning, research, community service and management are specified in the Swinburne University of Technology Strategic Plan, 1996-2000. Swinburne also has a formal Quality Policy statement issued by the Vice-Chancellor. The statement articulates the University’s objectives in relation to quality and identifies the sorts of graduate attributes expected by the institution.

In order to ensure that the standards required by this policy can be achieved, Swinburne will employ the best staff available, provide them with appropriate staff development and training, and make every effort to ensure that all staff know and understand the working of the policies, processes and procedures which comprise the University’s Quality System."(Document date: 28/2/1996)

Graduate attributes and employer satisfaction

Given the nature of our educational mission, the key graduate attributes fostered by Swinburne are:

• the combination of practical relevance and industry links with theoretical understanding;
• innovation, creativity and critical enquiry;
• an international perspective; and

• the development of graduates who are effective citizens and contributors to society.

In addition, after visiting selected overseas institutions with a similar mission, the 1998 Swinburne Council World Tour identified the characteristics of students graduating from universities with a strong industry focus to be:

• enterprising;

• good at teamwork;
• comfortable and effective in international contexts and a diverse range of cultures;
• imbued with the spirit of critical inquiry and reflection.

These characteristics align strongly with the attributes of Swinburne graduates listed above.

A recent Swinburne University of Technology survey of employers showed that 80 per cent of respondents were satisfied that the personal and professional competencies of Swinburne graduates were as good as or better than graduates from other Victorian universities.

The Industry Liaison Unit will continue to monitor the level of employer satisfaction with the quality of our graduates.

Quality assurance and improvement strategies and performance

1. Strategies for teaching and learning

Develop selected academic areas

1. Review the University’s profile of activities and programs and the profiles of each school in each sector, on a regular basis, in relation to demand, employment opportunities and other indicators.

2. Review the number of subjects offered in and across schools and prepare for rationalisation.

3. Continue to develop attractive "niche" courses and direct funding to development of selected high profile new academic initiatives within the chosen profile.

4. Continue to develop and review all course structures to allow for more flexible entry and exit points and study arrangements.

5. Direct funding to the development of selected high profile new academic initiatives within the chosen profile.

6. Continue to develop and promote dual awards and other joint initiatives which offer our clients all the benefits of a dual sector institution.

7. Complete and implement effective development plans for each school and institute.

Enhance learning

1. Design collaborative learning environments with common learning experiences for cohorts of students, and encourage learning through peer interaction.

2. Further develop the provision of industry-based learning, workplace delivery and other work-related study experiences.

3. Ensure that curricula are regularly reviewed and enhanced and enriched with varied learning experiences, meet professional standards and are relevant.

4. Provide facilities, processes and funding to support the development of multi-media processes and funding to support the development of multi-media courseware materials.

5. Involve students in the development of multi-media courseware materials through student projects for credit.

6. Develop course and student administrative processes to facilitate flexible learning.

7. Develop generic and vocational skills appropriate to each student group.

8. Develop and maintain teaching and learning facilitation skills through professional development and access to current educational research.

Teaching and learning performance

Teaching and learning key performance indicators (Graduate Careers Council of Australia (GCCA/SUT)

1997-95 - the proportion of students who are broadly satisfied = % choosing 3,4 and 5.

Positive graduate outcomes (pgo): graduates in full-time employment / graduates in full-time study as percentage of total: Graduate Destinations Survey (GDS) completions 1997-95.

Student progress units (SPU): SUT 1997 SPU data compared with 1996 SPU data

• A 1997 National Teaching Development Grant (Organisational) project was implemented to improve the teaching and learning experience and retention rates of first-year students in Engineering and Science through the development of learning communities. SUT awarded funds for two 1998 NTDG (Individual) projects in Science and Information Technology.
• A new course review and performance reporting process was approved by Academic Board for introduction, involving review of performance indicators (PIs) at the course level. Annual student evaluation of quality of teaching in all subjects is being piloted in 1998 to replace the existing sampling system.
• $1.1m. Online Education project preparing 50 subjects from 1999; ISO 9001 certification of the International Organisation for Standardization (ISO) being examined for Online Education.
• Office for Quality Education will continue to offer curriculum renewal projects and a new Swinlearn fund to be established in 1999 for Online, educational development and SQMS process improvement projects.
• Continue new University-wide teaching excellence awards program introduced in 1998 to recognise, encourage and reward teaching excellence.
• CEQ overall satisfaction of graduates in Accounting, and Marketing and Distribution highest in ‘unified national system’ institutions in 1997.
• Victorian Tertiary Admission Centre (VTAC) student preference ratios: 1998 VTAC first preferences increased by 13 per cent over previous year in 16 programs (VTAC)

Develop research

1. Further develop the three-tier research funding model to support the building of research teams and centres.

2. Direct internal funds to University-supported centres/institutes in accordance with their research performance but sufficient to enable them to achieve or enhance a position of comparative advantage.

3. Ensure that schools actively support research development through:

• the allocation of funding based on performance and which would be used for research support;

• the creation of an environment in which research is seen to be encouraged, promoted and rewarded.

4. Develop a limited number of new strategic alliances and partnerships for research to support major programs, international exchanges and infrastructure.

5. Establish advanced infrastructure in a very limited number of areas to provide a comparative advantage to the University through the provision of unique facilities and capabilities for internationally focused research.

6. Recruit, develop, reward and retain suitably and highly qualified staff with commitments to research excellence and research performance.

7. Facilitate and support both long and short-term staff visits to and from overseas educational institutions, industries, government bodies and communities, international study tours and attendance at international conferences.

8. Encourage the education and development of staff in the particular requirements of teaching in a multicultural context.

9. Disseminate information on experiences gained in international projects and promote links between University staff who have international expertise and experience.

Research performance

The research quality assurance and improvement strategies are deployed during the annual strategic planning and performance reporting cycle. Each centre/school reviews their own performance and the research performance of the University is reviewed by senior management.

Research key performance indicators (SUT, 1996 figures)

Continuous improvement

• Continue to implement recommendations from the Best Practice Tour, particularly those that aim to engage and support new high-quality researchers
• Revise existing guidelines for supervision to develop a broader set of guidelines for research training and supervision (in train, 1998), including support of approaches to research supervision whereby differing academic and cultural paradigms are appreciated and legitimated.
• Implement a new PhD Plus program from 1999 in accordance with the recommendations of the commissioned external Review of New Approaches to Doctoral Studies at Swinburne.
• Implement recommendations of 1998 technology and commercialisation audit (review due to report by July 1998).
• Continue program of surveys of current research student satisfaction (previous survey 1996; next due 1998 and 2000).
• Conduct ongoing checks/audits of implementation of the policy on the conduct of research (1998) within schools (in addition to SQMS self-assessment).
• Continue scheduled program of external reviews of Tier 1 research centres (the Board of Research’s program provides for one review per semester from semester 2 1998; Tier 1 centres are externally reviewed every three years).
• Further develop the services and facilities of the Graduate Research Centre and joint activities with the Swinburne University Postgraduate Association.
• Continue to encourage all schools to undertake self-assessment of research processes and internal quality validation review as part of the SQMS.

Expand links with business, industry and the wider community

1. Develop and formalise partnerships and strategic alliances with selected industry, business, government, professional, alumni and community groups.

2. Develop processes to evaluate both new and existing opportunities for partnerships and alliances and to ensure that resources are directed away from poorly performing ventures to promising ones.

3. Provide effective mechanisms for collaboration with industry and business which will maximise Swinburne’s capacity to provide services in industry-based training and consultancies.

4. Develop a quality customer service and continuous improvement culture in relation to business, government and community groups served by the University.

5. Develop customised programs for clients to a University model.

6. Offer sponsored scholarships to students.

7. Designate senior academic staff members to manage relationships with key corporate clients.

8. Enable staff skill renewal and relevancy through targeted strategies including staff placements in industry.

9. Further develop the provision of industry-based learning and other work-related study experiences.

10. Maintain expert representation and involvement of industry and community members on University committees and advisory boards.

Community service performance

Community service quality assurance and improvement strategies are deployed during the annual strategic planning and performance reporting cycle. The University’s community service record is reviewed annually through various indicators.

Community service indicators

Industry-based learning (IBL): equivalent full-time student units (EFTSU)

"Top of mind" customer awareness. In a 1997 Swinburne survey of 117 Victorian firms, SUT was rated in first or second place against other Victorian universities, as an "employer-preferred" university in the fields of Business, Engineering and Information Technology.

Continuous improvement

• The Industry Development Management Committee and the Liaison Unit established to coordinate interaction with key business and industry groups, to promote development of industry-based learning opportunities, and formal partnerships and strategic alliances with industry; first executive account established with a key business partner.
• University-wide customer service training strategy implemented in 1998 with 321 mainly front-line service staff and 50 managers involved. Measurement of customer satisfaction on a University-wide basis piloted in semester I 1998 and being systematically refined for ongoing use. (Also relevant to strategies for Management).
• Continue to encourage increased community representation on divisional advisory committees and course-based advisory boards.
• Indigenous Inclusion in Curriculum Pathways project implemented at Swinburne at Lilydale in 1998.
• Community service performance information to be collected during the University’s performance reporting process.

1. Through strategic planning and reporting mechanisms establish and activate effective measures of performance evaluation and improvement for all activities.

2. Establish a customer service culture within all aspects of the University’s academic, information service and administrative activities for both internal and external clients, based on the University’s educational philosophy, the learning contract, the teaching relationship and other agreements.

3. Develop and implement human resource plans and strategies for:

• achieving and maintaining a sustainable staffing profile across the University; and

• introducing effective and agreed methods of performance appraisal for all staff.

4. Develop a comprehensive facilities plan which details planning for each of the University’s campuses, which reflects each sector’s capital planning strategies and which introduces minimum and desirable standards, a program upgrading to these levels and a program of regular review and maintenance.

5. Conduct a University-wide business process study.

6. Implement short and long term plans for technology infrastructure which address both educational and administrative requirements of the University and facilitate effective communication and decision-making throughout the University.

7. Develop a coordinated plan and strategies for strengthening the University’s financial independence based on reducing costs, improving institutional efficiencies and increasing revenue.

8. Raise the University’s market share of applications and full-fee enrolments, based on effective strategic marketing plan and preferred academic positioning.

Management performance

Management quality assurance and improvement strategies are deployed during the annual strategic planning and performance reporting cycle. The performance of all units is reviewed by management against the indicators identified for the improvement of different activities.

Management key performance indicators of SUT

Continuous improvement

• All units continue SQMS self-assessment or validation review annually.
• In 1997 SQMS self-assessments identified 229 areas of strength, 214 opportunities for improvement. 175 actions were planned to address identified deficiencies.
• Quality validation review outcomes: five units reviewed with 15 good practices identified and 23 corrective and preventative actions implemented by units.
• University performance enhancement system project plan developed and to be implemented during 1999-2001 triennium.
• External review of Information Services Group resulted in its restructure into two organisational units - Information Technology Services and Information Resources and Learning Services for implementation in 1998.
• Data warehouse, records management, timetabling and millennium information technology projects introduced an IT benchmarking project with Deakin and Melbourne Universities initiated in 1998.
• Continue with the Commonwealth Higher Education Management Services (CHEMS) international benchmarking project involving benchmarking of: estates and facilities management, library and information services, student administration and internationalisation in 1998.
• The International Organisation for Standardization’s ISO 9001 total business registration certification to be examined as a way of improving document control of the University’s policies and procedures.
• Swinburne Council’s second World Best Practice Study Tour, October 1998.

Contact

Mr Rob Carmichael. Head of Office for Quality Education
Tel: (03) 9214 8980
Fax: (03) 9214 5483
Email: rcarmichael@swin.edu.au