1. Mission statement

The University of Tasmania is committed to the creation, preservation, communication and application of knowledge. It will express this commitment through scholarship which is international in scope but which also reflects the distinctiveness of Tasmania and serves the needs of its community.

2. Goals

The University is committed to: securing a national and international reputation for scholarship and continuing to develop a teaching and learning environment of the highest quality; encouraging and supporting excellent basic and applied research and research training; providing lifelong learning opportunities; and maintaining a lifelong association with its graduates.

3. Graduate attributes

The policy statement, Purpose and Goals of University Teaching, defines the attributes the University expects of its graduates. These attributes inform and guide the design, implementation and assessment of curricula: cognitive qualities: verbal skills, quantitative skills, rationality, critical qualities, aesthetic sensibility, creativity, intellectual integrity, life-long learning; substantive knowledge: general knowledge, knowledge of a discipline or cluster of cognate disciplines; social qualities: human understanding, leadership, self-awareness; practical qualities and professional competence: general competence in public affairs and professional competence.

• To improve access to higher education opportunities in Tasmania.

• To provide throughout Tasmania high quality generalist programs and a wide range of professional courses which address State and national employment requirements.
• To develop the University’s national and international profile by offering specialised courses in areas of sustainable competitive advantage.
• To improve the quality of teaching and learning processes and outcomes.

• Further develop enrolment targets for courses and campuses, and marketing strategies.
• Provide access at the North West Centre to at least the first year of the general degree programs.

• Implement targeted programs to improve student retention including induction, mentoring, familiarisation and learning support programs for students at risk of withdrawing.

• Deliver general degrees in arts, commerce and the sciences and professionally oriented degrees, with campus specialisation in some disciplines/majors to avoid duplication/maximise offerings.

• Standardise unit weights to maximise cross-faculty enrolment opportunities.

• Extend course offerings in the University’s ‘theme areas’ of Antarctic and Southern Ocean Studies; Population and Community Studies; National and State Development (agriculture, aquaculture, fisheries, forestry, mining); and Natural Environment and Wilderness.

• Provide budgetary incentives to the faculties for good teaching and learning outcomes.

• Benchmark student performance against national standards.

Entry standards

Entry standards are monitored at University, faculty and course levels. The table below shows year 12 entry scores over the past three years, converted to the Interstate Transfer Index (ITI) to allow for better comparability with other universities.

Entry scores, year 12 entrants, 1995-97

Issues of access and equity are important in Tasmania which lags behind the Australian average in terms of year 12 retention and higher education participation rates. The proportion of the qualified year 12 cohort enrolling at the University has remained constant: 57 per cent in 1992 and 58 per cent in 1997.

Attrition rates

The University monitors student withdrawals prior to the first census date. Following the extension in 1998 of support programs for first year students, pre-census attrition has been reduced considerably: attrition to 31 March and 30 April has been reduced by 4.8 per cent and 7.2 per cent respectively from 1997-8. Attrition of student load between the first and second census dates is also monitored, and again attrition rates in recent years have improved. Load attrition for this period in 1997 was 3.0 per cent compared with 4.1 per cent in 1996. Attrition rates will be monitored long-term and the results compared with other measures, including outcomes of student evaluation of the effectiveness of learning support programs. The University has also conducted longitudinal analysis of cohorts (completions, continuations and lapses) since 1994.

Student progress

The table below shows overall improved student progress between 1995-7.

Student progress by attendance and gender 1995-1997

SPR (student progress ratio) is the ratio of successful results to known results

Student satisfaction

Course Experience Questionnaire (CEQ) (1997 results):

Good teaching questions: 571 of 1262 respondents (45 per cent) averaged a 4 or 5, and the average for the questions was 3.3 or approximately 15 on the Graduate Careers Council of Australia (GCCA) scale. Of the 1262 respondents, 852 (67.5 per cent) averaged a 3, 4, or 5 on the good teaching scale and can therefore be said to have been broadly satisfied with the quality of teaching. Individual questions averaged from 3.3 to 3.5 in all but one case. This result matches the national average for the questions.

Generic skills questions: 830 of 1262 respondents (66 per cent) averaged a 4 or 5. Of the 1262 respondents, 1097 (86.9 per cent) indicated broad satisfaction on the generic skills scale. The average for all questions was 3.6 or about 30 on the GCCA scale. This is close to the national average. The average for the questions ranged from 3.2 to 3.9.

Overall course satisfaction questions: averaged 3.7 or about 35 on the GCCA scale, matching the national average. Of the 1262 respondents, 854 (68 per cent) rated their overall satisfaction as either 4 or 5, above the national average of 65 per cent. Of the 1262 respondents, 1109 (87.9 per cent) indicated broad satisfaction on the measure of overall satisfaction.

The following time series data indicates that students rate the University favourably compared to national standards, with no significant gender differences between the experiences of students.

Average score on key CEQ scales (on 1 – 5 range)

The following time series data indicate that outcomes for those completing an undergraduate degree are improving with the proportions in full-time employment and further study both at three-year highs. The outcomes for those completing a post-graduate qualification have improved significantly over the period with the rate of full-time employment up from 52 per cent to 67 per cent.

Destinations of 1995-1997 University of Tasmania graduates

Student evaluation of teaching and learning (SETL)

The University has had institution-wide instruments for student evaluation of teaching and learning of units since 1994. Reports are required of faculties outlining circumstances of and proposed remedial action for units that show a degree of negative student opinion (at least three items with mean responses over 2.9). The proportion of units with negative evaluations in 1996, 1997 and first semester 1998 is shown below.

SETL evaluations 1996, 1997 and semester 1 1998

As for the measure of overall average for each 'standard' item of the unit questionnaire - comparing semester 1, 1995 and semester 2, 1997 - there were seven items whose means had decreased (ie. the evaluation was more favourable - the smaller the mean the more positive the evaluation), two items whose means had increased and two whose means were exactly the same.

Measure of overall average for SETL questionnaire items semester 1 1995 to semester 2 1997

The University has recently completed a comprehensive internal review of its SETL system, which recommended several system enhancements. From 1999 onwards the University's SETL Office will organise focus groups of students to add to the value of qualitative information available to academics on teaching and learning outcomes, and will extend the range of teaching modes evaluated by students to include postgraduate coursework. Greater assistance will be provided for academics in interpreting and using the results from student evaluations. Lastly, internal research will be undertaken to provide validity checks on the accuracy of SETL data, via an analysis of the relationship between SETL results and the characteristics of students responding. The University aims to evaluate all units over a two-to-three-year evaluation cycle.

Other student surveys: A comprehensive survey of all students was conducted in 1997. Over a third of all students responded (3650) and high student satisfaction levels with the teaching environment and student support services were indicated: 78 per cent are enjoying their studies and student life in general and are satisfied with University student services. Over two-thirds of student clients rate the services as ‘good/very good’ and less than 10 per cent as ‘poor’. The survey revealed that a number of first year students are less confident of completing their studies. This and attrition results suggest that the problems of first year ‘transition’ are significant for some school leavers and mature-age students. The University is extending its special support programs for first year students in 1999 to address these issues, including preparation programs, mentoring schemes, and in-faculty programs to assist students ‘at risk’ of withdrawing early in their course.

Graduate outcomes

1997 Graduate Destination Survey outcomes: 51.6 per cent of the University’s graduates were available for (either in or seeking) full-time employment compared to a national figure of 67.2 per cent. Of these, 74.5 per cent were in full-time employment, 11.2 per cent were in part-time employment and 14.4 per cent were not working. The corresponding national figures were 79.2 per cent, 11.9 per cent and 8.9 per cent. Areas in which the full-time employed figure is above the national average include the social sciences, psychology and law, with areas a little lower including business studies, computer science and the life sciences. Forty per cent of respondents were in full-time study, compared to a national average of 21.5 per cent. This figure compares with the Australian National University (41 per cent), the University of Western Australia (40 per cent), the University of Melbourne and the University of New South Wales (both 35 per cent). The median starting salary for those in their first full-time employment compared well with national averages: the all students average was $28 900 (nationally, $30 000); for those under 25 years, the average was $28 800 (nationally, $29 000).

Output standards

The University is planning to introduce quantitative and qualitative indicators relating to output standards. Three measures are being discussed with the faculties: participation of graduates in a standard test; external moderation of honours results; and qualitative feedback from employers and other stakeholders.

Other outcomes relating to strategies

A state-wide review of Engineering was conducted in 1997 in collaboration with the Australian Maritime College and TAFE, and a Teaching Development Plan was implemented covering flexible delivery and information technology issues. Standardised unit weights were implemented in 1998 in all major degree programs at first year level. The Student Information Service has been established providing a single point of contact for students. Marketing and recruitment plans and general and equity student targets have been set. Mentoring, preparatory and other student support programs will be extended in 1999. Developments in the theme areas include undergraduate and honours programs in natural environment and wilderness and the establishment of the Tasmanian Institute for Agricultural Research and the Tasmanian Aquaculture and Fisheries Institute (co-operative strategic ventures linking the University, Commonwealth Scientific and Industrial Research Organisation (CSIRO), State Government Primary Industry and other departments, and industry). The Teaching Development Fund has been established to allocate five per cent of the University budget to faculties for good outcomes in teaching and learning.

• To foster and maintain a research culture informed by national and international standards.

• To provide high quality research training programs that suitably prepare candidates for careers as researchers.
• To further develop research focus in the theme areas of Antarctic and Southern Ocean Studies, Population and Community Studies, National and State Development, and Natural Environment and Wilderness.
• To develop mutually beneficial partnerships with industry, commerce, government and research organisations, in particular with the Tasmanian Government in areas relevant to the needs of the State; and develop significant growth in income generation for research.
• To significantly improve research performance in health science.
• To continuously improve research and best practice in research management, utilising benchmarking processes that include the provision of reliable and credible comparisons of research and research training activities at the University of Tasmania to appropriate national and international standards.

Key strategies

• Appoint staff with strong research potential or capability and provide early career assistance programs to promote research success and competitive research grant applications.
• Provide induction sessions and training for research higher degree candidates in generic skills and provide annual staff development workshops for research supervisors.
• Promote improvement in research training through student feedback and consultation.
• Give preference in appointment of staff with theme area interests.
• Initiate new "external organisation–University" collaborative research through seed funds.
• Monitor University research performance against other Australian universities.
• Monitor historical research activity in schools using a range of performance measures to identify good practices for detailed study/adoption.
• Maintain the distribution of research quantum income to faculties on research performance.
• Maintain incentives for research performance in schools by allocating a proportion of infrastructure funds (research infrastructure block grants (RIBG) and other grants) directly to schools
• Maintain an annual commitment of up to $300,000 to support applications under the Research Infrastructure Equipment and Facilities Program, with a self-help contribution of about 10 per cent expected from faculties.
• Distribute three per cent of the operating grant to faculties according to research improvement.

Key performance indicators and outcomes

The University’s key research quality improvement measures are Australian Research Council (ARC) large grant income, RIBG income; research quantum income; and postgraduate student enrolments. For the two measures in place since 1993, ARC large grant income and total postgraduate equivalent full-time student units (EFTSU), there has been a steady increase in performance. (NB. RIBGs and research quantum did not exist in their current form until 1995.)

1997 $5.431m (an increase of 0.65 per cent)

1997 624.4 (an increase of 43 per cent since 1993)

The increase each year in new national competitive grants obtained, and in the number of new postgraduates enrolling, is significant in demonstrating the continuing development of a research culture. In 1997, 35 per cent of postgraduates obtained their initial qualifications at other universities, indicating the attractiveness of postgraduate study at the University and its strong competitive recruitment position nationally.

Using the four broad performance measures, the University is ranked nationally as shown below (data from Higher Education Funding Report for the 1997-1999 Triennium). For the income performance measures, correction for size, using operating grant or EFSTU as divisor, results in a higher ranking for Tasmania. For the performance measures corrected for size, and the percentage of students as postgraduates, there are only seven universities ranked higher in all seven indicators. Benchmarks for both operating grant and EFTSU as divisor have been set for 2000, including a significant improvement for postgraduate enrolment (6 per cent to 6.5 per cent) to continue the marked improvement from 1993 to 1997 and to achieve a ranking for this performance measure consistent with the income benchmarks.

• To develop mutually beneficial partnerships with industry, commerce and Government business enterprises in areas relevant to the needs of and potential for Tasmania.
• To extend the University’s links with regional communities in Tasmania.

• Pursue collaborative arrangements with the State Government and industry in tourism, health research, food and fibre, electronic commerce and other areas of strategic potential.
• Maintain the Tasmania 2010 forum for discourse and for informed leadership and decision-making in government, business, industry and the wider community.
• Support an appropriate range of cultural activities at University, faculty and school levels
• Develop community access to the University’s facilities and expertise.

Key performance indicators and outcomes

The Tasmanian Institute of Agricultural Research (TIAR), the Tasmanian Aquaculture and Fisheries Institute (TAFI) and the Tasmanian Electronic Commerce Centre have been established as State/University joint ventures. With Federal and

State support, a University Department of Rural Health provides a ‘virtual centre’, linking health practitioners in rural communities through high capacity information technology and telecommunications systems. Tasmania 2010 forums are held two or three times each year. A cultural activities committee organises State-wide activities, attracting in-kind support and sponsorship and monitoring participation.

• To develop a staff profile supporting the University’s teaching and research plans and achievement of equal employment opportunity objectives.
• To implement development programs to equip staff with knowledge, skills and motivation for effective and efficient performance in teaching, research and community service.
• To generate increased income from non-Commonwealth sources.
• To provide more efficient and improved administrative services to students and staff.

• Develop staff profiles for each school and faculty to provide a balance of qualifications and experience, and gender balance, to support teaching and research plans and equal employment opportunity objectives.
• Introduce a comprehensive performance management system for all academic and general staff.
• Develop leadership and management programs for deans, divisional heads, heads of schools and administrative units.
• Develop induction programs for new teaching staff and tertiary teaching workshops.
• Provide budgetary incentives for good outcomes in teaching and learning and research.
• Establish benchmarking as a required strategy for improving teaching and research outcomes.
• Refocus Research Office to assist research concentration and commercialisation.
• Change mission and structure of entities such as research company, alumni association and university foundation to make them more effective in achieving University’s income generation targets.
• Develop student information service, implement new financial management system, review human resources and facilities management.
• Develop a corporate IT plan to support University objectives including a significant shift in teaching and learning modes.

Key performance indicators and outcomes

Faculty and school staff profiles prepared on a rolling triennial basis. Targets established for recruitment of females to academic positions above level C. 1998 enterprise bargaining agreements for academic and general staff establish a comprehensive performance management system. Staff Development Committee reviews activities at University and faculty levels. Targets established for revenue from non-Commonwealth sources, as a proportion of total University income.

Contact

Prof R. Lidl, Deputy Vice-Chancellor
Tel: (03) 6324 3531
Fax: (03) 6324 3302
Email: Rudi.Lidl@utas.edu.au

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