The
University of New England
A. Mission statement/objectives in relation to
quality
The Strategic Plan for the University of
New England, adopted by the University Council in mid-1997, states the purpose of the
University as:
The University of New
England is to pursue excellence in teaching, research and scholarship and, in so doing,
serve its regional, national and international communities.
The University’s vision is:
By 2002 the University of New England will be a
truly open university.
- Our scholars and research students question, extend, and
re-interpret accepted knowledge through research; they are open to new intellectual
directions and to the challenges of our society, economy, culture; they are committed to
open communication of research findings; they are open to regional, national and
international conditions, and are actively engaged in defining problems and seeking
solutions.
- Our teaching will be open to students’ needs, sensitive to
students’ backgrounds, challenging in its academic content, relevant to
students’ future professional and civic lives — a learning experience which will
motivate students to keep on learning.
- Our teaching arrangements will be open, providing flexible
arrangements for on and off campus study, for learning through a variety of modes and
media.
- Our administrative systems will be flexible and integrated to allow
for initiatives to proceed quickly, for planning, budgeting, monitoring and improvements
to occur rationally and efficiently.
- Our student and staff support systems will be open to enable people
to excel and grow professionally.
- Our policies and procedures, our work and study environments will
reflect our openness and commitment to the values we espouse.
We will be open to change, open to challenges,
open to our communities. (Strategic Plan p. 2).
The guiding operational values for the University
include ‘a commitment to high quality, relevance and interdependence of teaching,
research and professional service’. Among UNE’s strategic directions for
achieving its operational values is the adoption of ‘a planning-budgeting process
which funds the agreed priorities university-wide and within faculties and divisions’
(Strategic Plan p. 3).
B. Strategies and performance
1. Teaching and learning
Objectives
UNE will be a leader in distance education,
provide world-class flexible learning delivery, building on its strength and international
reputation in distance education. UNE will also increase its on-campus student enrolments.
Teaching outcomes must relate to the agreed attributes of UNE graduates (Teaching and
Learning Plan p. 5). UNE is committed to providing incentives and opportunities for
staff development and support to encourage implementation of flexible delivery and
student-centred learning approaches (Teaching and Learning Plan p. 3).
Strategies |
Performance
Indicators |
- Continuously improve teaching and teaching materials through
revision of units with assistance from the Teaching and Learning Centre.
|
- 280 units revised in 1996; 350 in 1997.
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- Collate data from Course Experience Questionnaire (CEQ) surveys,
analyse and report to schools and faculties for their use in monitoring outcomes at award
level.
|
- Analyses of 1996 and 1997 Graduate Careers Council of Australia
(GCCA) data were circulated to schools and faculties by May 1998.
|
- Encourage academic staff to have their units evaluated by the
student evaluation of units scheme.
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- Number of units evaluated: 580 in 1996; 635 in 1997.
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- Develop instrument for student evaluation of lecturers’
teaching skills.
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- Instrument developed at start of 1998 (in first semester 1998 the
instrument was used in 293 units).
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- Develop list of attributes expected of UNE graduates.
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- List of attributes has been adopted by Academic Board;
implementation plan being undertaken.
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- Teaching and Learning Centre will provide program of staff
development in areas associated with flexible delivery.
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- 13 programs held in 1996; 16 in 1997.
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- Teaching development grants available to support the development of
flexible approaches.
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- $250 000 allocated in 1998.
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- UNE will ensure that appropriate technical infrastructure and
support are available for staff implementing flexible delivery.
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- Plan-driven budget allocation in 1998 supported flexible delivery
developments. Priority-based budgeting exercise for 1999 will incorporate advice from
Teaching & Learning Centre and Pro-Vice-Chancellor (Information Services).
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- Process for measuring employer satisfaction with graduates to be
developed.
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- To be developed and implemented in 1999.
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- Revise criteria for academic promotions to reflect performance in
high quality teaching.
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- Revised criteria for academic promotion introduced for 1998
academic promotions round.
|
Outcomes of the Course Experience Questionnaire
(CEQ)
Table 1: Percentage Agreement with Overall Satisfaction Item, Good
Teaching Scale and Generic Skills Scale: All Graduates UNE and National (1995–97)
| |
1995 |
1996 |
1997 |
| |
UNE % |
Nat % |
UNE % |
Nat % |
UNE % |
Nat % |
| Overall satisfaction item |
91 (73) |
85 (61) |
93 (75) |
88 (63) |
91 (75) |
88 (65) |
| Good teaching scale |
82 (48) |
73 (37) |
83 (50) |
75 (38) |
83 (51) |
76 (41) |
| Generic skills scale |
82 (57) |
85 (59) |
83 (59) |
85 (60) |
83 (58) |
86 (61) |
The overall satisfaction item relates to Item 25 on the CEQ. The
good teaching scale summarises the positive results of CEQ items 3, 7, 15, 17, 18 and 20
and the generic skills scale summarises the results of CEQ items 2, 5, 9, 10, 11 and 22.
Graduates were asked to record their responses to each item on a five- point scale: from
1 (strongly disagree) to 5 (strongly agree).
Each column includes two sets of figures. As requested by DETYA, the first set of figures
represents the percentage of graduates who responded 3, 4 or 5. The figures in parenthesis
represent the percentage of graduates responding 4 or 5.
Interpretation of the CEQ and Graduate
Destinations Survey (GDS) data prepared by the GCCA needs to be accompanied by an
understanding of the unique features of UNE. These features include the following:
• Over two-thirds of UNE’s students
study off-campus.
• UNE students have the highest average age
of any Australian university (32 years).
• Internal students aged under 25 years come
mainly from rural NSW and southern Queensland, where employment opportunities following
graduation are limited.
• The number of students under 25 years
graduating each year is small (710 in 1997). This suggests the need for a cautious
approach to the analysis of GDS data.
• When students complete their GDS forms, a
high proportion (31.6 per cent) are in the same full-time employment as they were
during their final year of study.
Other matters relating to the CEQ
• Annual CEQ data (undergraduate results
by field of study) are circulated to all academic units.
• Faculties are encouraged to monitor changes
in their courses with the use of regular unit reviews by students, coordinated by the
Teaching and Learning Centre.
• UNE participated in the 1997 trial for a
Postgraduate Research Experience Questionnaire.
• The CEQ response rate improved by
16 per cent over the three-year period and in 1997 was almost
10 per cent higher than the national response rate and the rate
(70 per cent) recommended by the Australian Vice-Chancellors’ Committee
(AVCC).
Intended improvement
From 1998, CEQ field of study data will be coded
according to information on UNE’s student database. Data will then relate to UNE
awards and be of more value to schools and faculties.
Table 2: Graduate Destination
Survey Results - Bachelor Degree Graduates (Pass and Honours Bachelor, Graduate Entry
Bachelors and Three-Year Undergraduate Diplomas)
UNE |
National |
NSW |
| |
FT work |
FT study |
FT work |
FT study |
FT work |
FT study |
| Under 25 |
|
|
|
|
|
|
| 1995 |
77.4 |
35.6 |
76.6 |
24.7 |
78.6 |
20.3 |
| 1996 |
70.4 |
25.6 |
78.4 |
22.2 |
79.6 |
17.4 |
| 1997 |
75.1 |
23.3 |
77.2 |
25.1 |
79.5 |
22.2 |
| All ages |
|
|
|
|
|
|
| 1995 |
85.3 |
19.8 |
79.1 |
22.0 |
81.1 |
19.6 |
| 1996 |
79.1 |
14.7 |
80.6 |
20.0 |
82.1 |
19.3 |
| 1997 |
81.7 |
12.7 |
79.2 |
21.5 |
81.2 |
19.8 |
1995 data are for all graduates - including
overseas - (331 under 25 years out of a 982 total). 1996 data are for Australia
citizens/permanent residents only (450 under 25 years out of a 1281 total). 1997 data
are for Australian citizens/permanent residents only (387 under 25 years out of a 1212
total).
Table 3: Graduate Destination Survey Results - Full
Time Employment and Full-Time Study Percentages for All Graduates
|
Graduates in FT Employment as % of Those Available for Full-Time Work |
% Graduates in FT Study |
|
1995 |
1996 |
19 97 |
1995 |
1996 |
1997 |
|
UNE |
Nat |
UNE |
Nat |
UNE |
Nat |
UNE |
Nat |
UNE |
Nat |
UNE |
Nat |
| Higher Degree |
|
|
|
|
|
|
|
|
|
|
|
|
| PhD |
93.8 |
na |
91.7 |
89.9 |
87.5 |
88.9 |
0.0 |
2.8 |
0.0 |
1.0 |
0.0 |
1.6 |
| Masters by Research |
95.9 |
na |
87.8 |
90.3 |
92.3 |
91.3 |
4.5 |
12.7 |
7.4 |
12.2 |
5.6 |
11.2 |
| Masters by
Coursework |
95.2 |
na |
95.5 |
91.5 |
96.0 |
89.8 |
4.2 |
5.6 |
3.0 |
3.8 |
2.0 |
3.5 |
| Other Degree |
|
|
|
|
|
|
|
|
|
|
|
|
| Grad Diploma |
86.2 |
na |
82.0 |
85.5 |
78.0 |
83.9 |
4.2 |
8.2 |
5.1 |
5.7 |
3.6 |
6.3 |
| Grad Certificate |
90.8 |
na |
88.9 |
90.9 |
88.5 |
91.1 |
5.5 |
3.3 |
1.9 |
2.6 |
2.5 |
3.6 |
| First Degree |
|
|
|
|
|
|
|
|
|
|
|
|
| Pass Bachelor |
85.7 |
na |
79.9 |
80.5 |
82.4 |
78.8 |
18.7 |
20.8 |
14.5 |
19.4 |
12.2 |
20.7 |
| Hons Bachelor |
81.3 |
na |
75.8 |
81.3 |
75.8 |
81.2 |
28.3 |
30.9 |
17.2 |
26.7 |
18.1 |
28.9 |
| Grad Bachelor |
100.0 |
na |
62.5 |
81.4 |
83.3 |
81.0 |
16.7 |
7.3 |
5.3 |
3.8 |
10.7 |
4.1 |
| UG Diploma |
83.3 |
na |
0.0 |
80.2 |
66.7 |
82.7 |
0.0 |
20.5 |
0.0 |
16.7 |
0.0 |
19.4 |
The disaggregated data indicate that employment
rates of PhD students from UNE are equal to national rates. The same is true for Masters
by research graduates. Masters by coursework graduates have higher employment rates than
nationally. UNE pass bachelor graduates have higher employment but lower further study
rates than nationally and honours bachelor graduates have lower employment rates and
further study rates than nationally. Graduate bachelor graduates appear to have employment
rates similar to the national level and further study rates are substantially higher.
2. Student services
Objectives
UNE will improve student learning outcomes through
provision of study skills assistance (Teaching and Learning Plan p. 6) and achieve
an open structure for the University which will make the delivery of its program and the
support needed for its core business efficient and effective (Strategic Plan p. 8).
Strategies |
Performance
Indicators |
- Increase awareness of support available through Academic Skills
Office.
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- 4152 services to 1112 students in 1997.
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- Develop and implement enrolment forms, and examination timetables
on WWW, develop and implement interactive voice response (IVR) technology for examination
results.
|
- Currently under development. Enrolment forms by end 1998.
Examination and IVR by end 1999.
|
- Develop and implement scholarship support program for students from
New England region.
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- 30 scholarships awarded in 1998.
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- Expand child care facilities through investigation of alternative
funding arrangements.
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- Increased accessibility of child care services.
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- Enhance assistance for students through revised repayment plans.
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- Retention rates of students seeking financial assistance will
increase.
|
3. Research
Objectives
UNE will continue to expand its research activity
and strengthen its regional, national and international reputation for high quality
research, research outputs and research training (Strategic Plan p. 6).
Strategies |
Performance
Indicators |
- Research management plan to contain detailed objectives, targets,
timelines and resource allocations (Strategic Plan p. 6).
|
- Research management plan for 1998–2000 completed.
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- Support new researchers with special research grants scheme.
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- $450,000 allocated in 1998.
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- Increase numbers of graduate research students (PhD).
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- 479 in 1996; 514 in 1997; 536 in 1998.
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- Increase the volume of high quality research outcomes.
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- Composite index data category: A1 1996 (11.7) 1997 (26.8); B 1996
(49.7) 1997 (90.0); C1 1996 (214.3) 1997 (280.1); E1 (58.2) 1997 (108.4).
|
- Improve completion rates for post graduate research students (PhD).
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- PhD completion rates (full-time students only): 4.2 years for those
graduating in 1996 who initially enrolled as full-time; 4.4 years in 1997; 4.5 in 1998.
|
The unit which administers research support,
Research Services, was externally reviewed in March 1998. A number of recommendations were
made relating to accountability and efficiency. They are all in the process of being
implemented.
4. Management and community service
Objectives (local community service)
UNE will serve the Armidale and regional
community; assist community entities in the promotion of Armidale and the region;
collaborate with the community in developmental projects (Regional and Community Plan,
1998–2000 pp. 11, 12, 14).
Strategies |
Performance
Indicators |
- Explore new models to deliver UNE educational opportunities to
regional communities.
|
- Market research exercises in Tamworth completed in 1998;
development of an access centre in Tamworth Central Business District for on and
off-campus students, to be completed by end of 1998
|
- Full participation in Armidale’s ‘Building the
Future’ forum.
|
- Collaboration with community for (i) a model for the promotion and
marketing of Armidale; (ii) development of a framework to establish a community profile of
skills and assistance; (iii) the establishment of a cultural centre at the C.B. Newling
Centre; and (iv) the establishment of a ‘one-stop-shop’ for members of the
community who wish to access the University’s resources.
|
- Establish a scholarship scheme to encourage students from the
region to make UNE their first choice.
|
- Scholarship scheme developed and 30 scholarships awarded for 1999.
|
Objectives (international community)
UNE will significantly develop its role as an
international institution (Strategic Plan p. 6).
Strategies |
Performance
Indicators |
- Increase the numbers of international students.
|
- Numbers of international students in 1996 = 444; 1997 = 400 (1998
preliminary = 453).
|
- Develop opportunities for international students to study by
distance education.
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- Policy for overseas study by distance education developed in 1998.
|
Objectives (management development)
UNE will improve significantly management
processes and skills across the University; achieve an open structure for the University
which will make delivery of its program and the support for its core business efficient
and effective (Strategic Plan p. 8).
Strategies |
Performance
Indicators |
- Improve delivery of management information through the upgrading of
CONCEPT staff system and Banner Student and Banner Finance.
|
|
- Organisational Development Unit to offer training courses for staff
engaged in management duties, such as heads of schools, and in appraisal of academic staff
for performance enhancement.
|
- Courses on staff appraisal being developed during 1998.
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- Regular retreats for heads of schools, deans, senior managers to
focus on strategic advancement.
|
- Twice-yearly retreats held for senior members of the University
(June and November).
|
- Review University structure and committees.
|
- Review of University structure completed in February 1998;
committees of the University, Academic Board, the Vice-Chancellor and of the University
Council reviewed during Autumn 1998. New committee structure implemented at start of
second semester, 1998.
|
- Review and revise procedures for entrepreneurial activities.
|
- Policy for examination of new entrepreneurial activities developed
in early 1998 and implemented immediately.
|
- Adopt a planning-budgeting process which funds the agreed
priorities university-wide and within faculties and divisions.
|
- For 1998 $1.72m allocated for strategic initiatives. For the 1999
budget allocation process all divisions are subject to a priority-based budget exercise.
Exercise completed September 1998.
|
Contacts
Professor Brian Stoddart, Pro-Vice-Chancellor
(Research and External)
Tel: (02) 6773 3367 Fax: (02) 6773 3509 Email: bstoddar@metz.une.edu.au
Professor Hugh Gunn, Pro-Vice-Chancellor
(Information Services)
Tel: (02) 6773 3367 Fax: (02) 6773 3509 Email: hgunn@metz.une.edu.au
Mr Graeme Dennehy, Executive Director (Business
and Administration)
Tel: (02) 6773 3895 Fax: (02) 6773 3509 Email: gdennehy@metz.une.edu.au
Professor Sue Johnston, Director Teaching and
Learning Centre
Tel: (02) 6773 2224 Fax: (02) 6773 3151 Email: sjohnst2@metz.une.edu.au |