University of Wollongong

University of Wollongong mission statement

The University of Wollongong aims to explore, develop and apply human and technological capacity for the benefit of its region, the nation and the international community.

• To position the University as an international centre of excellence in scholarship, teaching and research.
• To attract a talented, diverse and motivated student body from both within Australia and overseas.
• To develop a University culture which values and supports diversity, engenders social responsibility, is sensitive to ethical issues and receptive to new ideas and critical enquiry.
• To create an environment within the University community that fosters co-operation, teamwork and collegial relationships.
• To foster an intellectual environment with an international orientation.
• To provide equity of access for those who are qualified to undertake the academic programs of the University.
• To contribute to the social and economic development of its region.

Graduate attributes

The attributes of a Wollongong graduate are the touchstone against which the University’s academic programs are compared and against which, ultimately, the University’s effectiveness can be measured.

• A commitment to continued and independent learning, intellectual development, critical analysis and creativity.
• Coherent and extensive knowledge in a discipline, appropriate ethical standards and, where appropriate, defined professional skills.
• Self-confidence combined with oral and written communication skills of a high level.
• A capacity for, and understanding of, teamwork.
• An ability to logically analyse issues, consider different options and viewpoints and implement decisions.
• An appreciation and valuing of cultural and intellectual diversity and ability to function in a multi-cultural or global environment.
• A basic understanding of information literacy and specific skills in acquiring, organising and presenting information, particularly through computer-based activity.
• A desire to continually seek improved solutions and to initiate, and participate in, organisation and social change.
• An acknowledgment and acceptance of individual responsibilities and obligations and of the assertion of the rights of the individual and the community.

University of Wollongong strategies

Research, teaching and learning

• Investment in new ideas, and methods of teaching and research so as to remain at the forefront of developments in university education.
• Incorporation explicitly within curricula of opportunities for students to achieve intellectual maturity while developing appropriate professional skills as well as specific skills in research, communication, computer literacy, information literacy, logical exposition and quantitative analysis.
• Active exploration of opportunities to internationalise the curriculum, the staff and student body and to generate academic experiences in international contexts.
• Implementation of a career development plan which will attract, support and retain staff of the highest calibre.
• Identification and commitment of resources to selected research areas in which the University can aspire to national leadership and international recognition.
• Collaboration with the TAFE and school sectors to develop a responsive set of integrated curriculum options which can be delivered reciprocally between the main campus and South Coast campuses.

Student services

• Provision of comprehensive services to support student learning and assist with the transition to tertiary study and graduate practice.

Management

• Active pursuit of further non-government sources of funding so as to increase the University’s independence and flexibility of operation.
• Development and evaluation of quality control processes which ensure parity of experience across Australian and international campuses or agencies offering University of Wollongong programs.
• Development and continuous improvement of management processes which are open, responsive, accountable and committed to campus communication.
• Management of the development of the University so as to maintain an attractive, ecologically sensitive and safe physical environment, and adherence to environmentally sustainable principles and practice in the full range of the University’s activities.
• Promotion of the University’s aspirations, achievements, philosophies and social and environmental attributes.

Community service

• Development of strategic alliances with industry, commerce, the community, prominent research groups and international agencies with similar objectives.

Teaching and learning indicators and outcomes

Increasing student satisfaction with their interaction with staff and faculties

This is monitored from outcomes of student surveys of teaching (Teaching Surveys) and from the University's Student Satisfaction Survey. Based on the student satisfaction survey, overall, satisfaction has risen over the last four years by 15 per cent with an annual average increase of four per cent. The University continues to offer to all academic staff a confidential survey of students' perception of their teaching which is part of the information required to accompany each staff member's application for tenure and/or promotion. In addition, a working party has been established to develop a Web-based survey which academic staff may administer themselves whenever there is an aspect of their teaching they wish to evaluate.

Achieving a 100 per cent success rate in attainment of the attributes of a Wollongong graduate

The University addresses the attainment of attributes in two ways: through the development of attribute skills within teaching programs, and monitoring graduate perceptions regarding their perceived attainment of attributes over the period of their studies.

The University is working towards achieving 100 per cent attainment of attributes with the establishment of a Tertiary Literacies Steering Committee and the employment of a Tertiary Literacies Co-ordinator to oversee the process of integration of attributes into curricula.

Since 1994, recent graduates have been surveyed annually as to the extent to which they felt their course had fostered an increased ability in the graduate attributes identified in the University's Strategic Plan. The results from 1994 to 1997 are below. Results are scaled between 1 and 5, with 1= strongly disagree; 5 = strongly agree. Results were averaged for a single score.

Undergraduates: course has fostered increased ability in these areas

Postgraduates: course has fostered increased ability in these areas

Improving the retention rate and consequently graduation rate by 25 per cent over five years

Postgraduate coursework average annual increase of 7.6 per cent over last eight years. Postgraduate research average annual increase of two per cent over the last six years. Undergraduate average annual increase of six per cent over the last six years.

Graduate Destination Survey (full-time study, full-time work)

With respect to the destinations of bachelor degree graduates of all ages, in 1997 the University of Wollongong had a comparatively smaller proportion of graduates available for full-time work (60.1 per cent) than the national and State averages (67.2 per cent and 68.9 per cent respectively). Conversely, the University had a substantially greater proportion of graduates in full-time study (30 per cent) compared with national (21.5 per cent) and State (19.8 per cent) averages. Both of these factors contribute to a slightly smaller proportion of graduates (of all ages) in full-time employment at the University of Wollongong in 1997 (74.8 per cent compared to 79.2 per cent nationally). For bachelor degree graduates under the age of 25, 76.1 per cent of Wollongong graduates were employed full-time compared to 77.2 per cent nationally in 1997; 31.3 per cent of Wollongong graduates were studying full-time compared to 25.1 per cent nationally. The University's results for the past two years are highlighted below.

University of Wollongong graduates (1995-97): main destination of bachelor degree graduates of all ages (Australian citizens/permanent residents only)

Main destination of bachelor degree graduates of all ages, 1996 (Australian citizens/permanent residents only)

Main destination of bachelor degree graduates of all ages, 1997 (Australian citizens/permanent residents only)

Both in 1996 and in 1997, the University of Wollongong had a comparatively smaller proportion of graduates available for full-time work than the national and State averages. Conversely, the University had a substantially greater proportion of graduates in full-time study compared with national and State averages. Both of these factors contribute to a slightly smaller proportion of graduates (of all ages) in full-time employment.

Regular review of courses and programs to ensure balance, variety and relevance

In 1997, the University developed comprehensive Guidelines for the Evaluation of Courses, Programs and Subjects by Faculties in accordance with strict quality assurance procedures. The guidelines provide for systematic survey, evaluation and report. In addition, formal periodic review of units by external panels continues. All new courses and major amendments to existing courses are evaluated by external course advisory committees (including external experts from the profession and wider community).

Encouraging flexible delivery and options to enhance student independence in learning

An educational consultant from the Centre for Educational Development and Interactive Resources (CEDIR) works closely with each of the faculty education committees to assist in the expansion of the number of subjects offered in flexible ways. The Faculties of Arts and Commerce have established specific course committees to plan and implement complete degree programs based on flexible delivery principles. A major thrust in the academic staff development program is the flexibility of delivery and evaluation of innovation.

The University's development of the new campus at Nowra and its associated Access Centres at Bateman's Bay and Bega are premised on students taking increased responsibility for the ‘when’ and ‘where’ of learning. The University has planned the facilities and developed the subjects so that there is much greater choice for students in the way the subject material is made available to them. This flexibility of choice will also carry over on to the main campus in Wollongong.

Increasing the numbers of undergraduates continuing to an honours year by 30 per cent by 2005

Between 1996 and 1998 the University increased its entrants into an honours year by four per cent. Specific targeted marketing is expected to double this growth figure.

Enhancing the opportunities for entry and academic support for students in targeted equity groups

A student careers adviser has been employed to provide career development advice targeting prospective students from equity groups. The Gateway Program also provides places for mature age equity students. In the Shoalhaven region an Introduction to University Program is provided.

Mentoring systems are available for first year students, providing academic and social support from senior students during their first session of university. A comprehensive system of workshops for training in academic skills is provided to all students through the Learning Resource Centre. Students from equity groups whose academic progress is insufficient are contacted and asked to participate in a tertiary literacy screening program and referred to appropriate generic skills workshops. Faculty-based English language and academic literacy screening programs are also conducted and workshops provided in the faculties. Retention of women in non-traditional areas such as postgraduate research is facilitated through a support network which meets on a weekly basis. We are currently developing an autonomous learning skills program for students with disabilities; this program is based on an analysis of generic skills—academic, information, interpersonal, vocational—and how they can be provided through workshops and self-access resources. Existing generic skills workshops are being modified and additional resources are being developed where necessary.

The Aboriginal Educational Centre's (AEC) Aboriginal and Torres Strait Islander recruitment program was very successful in 1996-97 through the alternative admissions program and specific orientation programs. The AEC joined with the DETYA Wollongong Aboriginal Education Unit to enable a segment of its recruitment program to become part of the Years 11 and 12 the Vocational and Educational Guidance Assistance Scheme (VEGAS) program.

The University's Equity Plan and Aboriginal Education Strategy provide more detailed outcomes.

Course Experience Questionnaire (CEQ)

Overall satisfaction with courses at the University continues to improve each year (see below).

University of Wollongong CEQ results: proportion of students responding with positive satisfaction in these areas

Employer satisfaction

Periodically the University surveys employers to gauge their perception regarding tertiary education, the University of Wollongong, and its graduates. Large, medium and small employers are surveyed on a cyclical basis (one group a year), with a ‘rest period’ between survey rounds so that employers do not feel they are being ‘bombarded’ with surveys from universities (Wollongong would not be the only University surveying employers). Responses are positive although the response rate is lower than preferred; however, the survey process needs refinement to more closely target employers who employ significant numbers of our graduates.

Research indicators and outcomes

The approach to quality assurance includes:

• A systematic planning process in which each faculty’s rolling five-year academic plan incorporates research plans within the context set by the University’s Research Management Plan (RMP).
• Research institutes, research centres and research groups develop three-year research and business plans within the context of the University’s RMP and faculty research plans.
• Review of research institutes, research centres and research groups on a regular basis using internal and external reviewers as appropriate.
• A range of internal competitive funding schemes to achieve the twin goals of individual research development and development of world-class research teams.
• Continuous monitoring of the effectiveness of these internal competitive funding schemes via evaluation of outcomes against targets and, where necessary, revision of the schemes.
• Rolling plan for development and maintenance of research infrastructure, especially in areas of research excellence, be developed/implemented by faculty research committees and the University Research Committee.
• High quality research support through the Office of Research.
• Provision of a range of research-related staff development programs.

Research indicators used by the University include: income from government competitive grants and industry; success rates of research grant applications (including grant number index and grant value index); the number and proportion of postgraduate research students; research student completion rate and completion index; publication rates; and number of publications per staff member and postgraduate student.

• The proportion of postgraduate research students has increased from four per cent in 1991 to seven per cent in 1996 and continues to increase.
• The proportion of funding from government competitive grants and from industry/consultancies has increased to nine per cent and five per cent of total funding load respectively in 1996.
• The University of Wollongong ranked fifth when compared with other Australian universities with regard to 1998 Australian Research Council (ARC) competitive grant income (ARC Large Grants and Strategic Partnerships in Industry Research Training (SPIRT) funding) as a percentage of each university's operating grant. Wollongong also ranked sixth for higher research degree completions as a percentage of each university's operating grant.

Student services indicators and outcomes

As well as the faculties and administrative services, the University provides a number of campus services that support both staff and students. These include student services, the library, the Centre for Educational Development and Interactive Resources, the Aboriginal Education Centre, information technology services, the Recreation and Sports Association and the UniCentre. Each unit has its own comprehensive operational plan, including objectives, strategies and indicators for development and quality assurance. Individual reports are available concerning strategies for increasing and retaining Aboriginal students, and for the various student equity groups.

The University has developed a comprehensive program for gaining feedback from its students. A student satisfaction survey is conducted every two years and seeks feedback on the quality of facilities; the services provided by administrative divisions, the library and other providers of campus services; and the quality of teaching and learning (see below for outcomes). Further, regular surveys of university accommodation are conducted, while the UniCentre (shops, food outlets, etc.) conduct a satisfaction survey every two years. Teaching surveys are also undertaken regularly.

Student satisfaction survey: averaged results in 1998: quality of teaching and learning environments

Student satisfaction survey: averaged results in 1998: quality of teaching and learning environments (cont.)

* Respondents were asked to rate the quality of each service on a scale of 1 to 5, with 5 being ‘excellent’ and 1 ‘very poor’

A number of student-related services, facilities and administrative areas were also surveyed; however, due to space constraints, the results have not been included here.

Management indicators and outcomes

The Administration is committed to the regular review and reform of its services. It has recently conducted a management evaluation of a number of its divisions, with the aim of ensuring better service to customers; better value for money; a stronger business focus by the divisions. Business plans including performance indicators have been developed for each division. Performance indicators include performance against budget and customer feedback on services. Senior staff enter performance agreements linked to the business plan.

Within the University's Strategic Plan, faculties have already identified direction and targets to the year 2005. The University is currently determining which internal indicators specifically are required by faculties in order to best support monitoring and progress towards achievement of these goals. The system of collecting and maintaining relevant statistics will be refined over the next few years. Faculties will annually produce five-year rolling plans, reporting on progress towards objectives, assessing where alternative action is required, and outlining action for the next 12 months. The first of these five-year rolling plans are due at the end of 1998.

Community service indicators and outcomes

The University is currently working on a system of data collection (via the academic five-year rolling plans and administrative business plans) for planning and reporting purposes. It is envisaged that part of this data collection will include ‘community service activities’. Eleven community service indicators have been developed:

Five excellent examples of community activity include the following:

• Campus East (providing accommodation for university students) is intricately involved in a major waste recycling project (both green and paper wastes) which includes cultivating vegetable gardens and worm farming. It has won several awards for its ongoing project, including the inaugural National Union of Students Award for Sustainable Universities. The Campus East Environment Officer leads interactions with various organisations, including local councils, to teach people about recycling processes, waste disposal, and associated environmental matters.
• The University's Recreation and Aquatic Centre facilities are available for use by the community right through to the Wallabies using the ovals and US swim team using the pool for training purposes.
• The University's Science Centre and Planetarium provides a great many activities for schools, community groups, the general public and students. It offers an exciting, hands-on environment to encourage science literacy within our community. The Science Centre houses New South Wales' only fixed planetarium which plays host to visitors from all walks of life. It gives our visitors the opportunity to view the heavens free from the constraints of wind and weather. Over 90 000 people have passed through the doors for a twenty-minute exposure to the stars since its opening in April 1994. Special astronomy evenings are frequently offered.
• The Faculty of Creative Arts has a long history of strategic alliances with the local community. We are continuing to develop these through staff and student collaborations with such organisations as the Conservatorium of Music, Theatre South, the Writers Centre, Five Islands Press and many of the most significant local art galleries and performance venues.
• The University of Wollongong is dedicated to improving the public transport services offered to students and the public. Three initiatives towards this aim include a new bus service operating between Miranda Westfield and Wollongong (commenced by SouthTrans), the opening of a bus interchange in Northfields Avenue and a computerised transport information kiosk which provides quick access to bus and train timetables to anywhere in the Illawarra. The stand-alone transport information kiosk is to be positioned in the Crown Gateway on a three-month trial basis, providing a comprehensive array of public transport and community information for the citizens of the Illawarra using finger-touch screen technology. Its introductory pages will feature video prompts and background voice instructions in the six most common languages in the Illawarra. The kiosk project has been jointly funded by the University, the NSW Department of Transport and the Ageing and Disability Department.

Contact

Professor Christine Ewan
Pro-Vice-Chancellor (Academic)
Tel: (02) 4221 3962
Fax: (02) 4227 1771
Email: christine_ewan@uow.edu.au

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