CLTAC Environmental Scans: Collated
Each of the seven university members of CLTAC completed an environmental scan of their University reporting on the following areas:
· Institutional Context;
· Underpinning approach to learning and teaching;
· Institutional approach to deregulation;
· Approach to equity and access;
· Approaches to engagement and sustainability;
· Library developments;
· Learning Management System; and
· Post Graduate training.
1.Institutional Context
Key Common Areas
●Dual Sector: VU and CDU are dual sector and CQ and UC are considering becoming dual sector in the near future. Two other Universities claim strong pathways with VE (ECU and Deakin).
●Governing Bodies: Both CDU and VU have a dual sector governing body that oversees education and research
●Strong focus on growth: VU, UC and QUT report a strong focus on growth
●International Students: reported between 10 and 49% of student body
Full reports
VU is dual sector - HEd and VEd - issues of ensuring that courses have pathways from VE to HE and vice versa built in. The peak body is dual sector - the Education and Research Board ( I am a member). Overarching strategy is ‘Making VU 2016: A statement of purpose’. The new Vice Chancellor has been in place for about two months and has set a target to develop a strategic plan by August. I am on the advisory panel for the development of the strategic plan.
Growth - VU operates in both the west of Melbourne and the world. Western suburbs of Melbourne are the fastest growing region in Australia and expects growth of 20% by 2016. VU had approx 50,000 students in 2101 and has set a target of 75,000 by 2016. At this growth rate it would mean 175,000 students by 2040. (Also lets not forget the the northern suburbs)
CQ: Looking at becoming a dual sector institution
2010 Context 19785 students, 12733 EFTSL - On campus 21% students, 26% EFTSL; DE students 40% students, 27% EFTSL; International students 39% students, 47% EFTSL
CDU is a small, dual-sector institution and the largest tertiary education provider in the NT. Student numbers: approx 5,000 HE undergrad (500 International), 1300 PG, 750 enabling and non-award, and 6,000 VET (200 International). We have four campuses (Casuarina, Palmerston, Katherine and Alice Springs), training centres at Tennant Creek and Nhulunbuy and deliver to over 100 locations in the NT. Main governance body is the Academic Board which looks after both HE and VET (Director Library Services (DLS) has observer status), then Research and Research Training Committee (DLS is a member), Learning and Teaching Committee (DLS is a member), and Appeals Committee. Strategic Plan of the University (2010-2014) has three thematic plans: Fleximode: Learning and Teaching at CDU, Research and Research Training Plan, and Indigenous Leadership.
ECU: With more than 24,000 students (18,678 eftsl) ECU is the second largest university in WA. Established in 1991 ECU is the newest university in WA but is the oldest tertiary institution tracing its lineage to the first WA teacher’s college in 1902. More than 400 courses are offered through the faculties of Business and Law; Computing, Health and Science; Education and Arts, and Regional Professional Studies based at ECU’s southwest campus located at Bunbury. In addition to the Bunbury regional campus there are two metropolitan Perth campuses at Joondalup and Mt Lawley. ECU is committed to breaking down barriers to education and is considered a pioneer in the development of alternative entry pathways to higher education.
QUT has a stated commitment to both Teaching and Learning and Research.
QUT Blueprint [2011-2016] states:
o Aim for a student population of up to 10 per cent higher than our current 40 000 with a particular target of at least 6 per cent of that population being higher degree research students by 2016 (compared with 4 per cent in 2009)
o Increase the share of domestic undergraduate students from low socioeconomic backgrounds to 16 per cent in 2016 (aligning with progress toward national targets set for 2020) and lift the Indigenous student representation to 1.5 per cent by 2016
o Reduce the commencing bachelor-degree attrition rate from more than 16 per cent to 14 per cent by 2016
o Retain a balanced level of international student enrolments at around 15 per cent, with an increasing share comprising international higher degree research students.
Deakin University’s mission
Deakin University aims to be a catalyst for positive change for the individuals and the communities it serves.
This will be achieved by ensuring that Deakin's teaching, its research, its partnerships, its international programs and the services that support those activities are:
· relevant
· innovative and
· responsive
By pursuing these objectives, Deakin aspires to be recognised as Australia's most progressive university. Deakin is a higher education institution with a well-developed pathway from the Melbourne Institute of Business and Technology (MIBT) and nearby Institutes of TAFE.
2010 student enrolments are:
●Total number of students enrolled – 39,606
●EFTSL (Equivalent Full-time student load) – 27,571
●Total number On-campus enrolled students – 28,269
●Total number Off-campus enrolled students – 11,337
●Total number of international students – 8,507
University of Canberra
●4th smallest University in terms of student numbers .
●UC is currently positioning itself to provide or support education at all stages of life particularly for the ACT and in south-eastern New South Wales region. Known as the UC Group, the entities are:
- UC High School Kaleen and UC Senior College Lake Ginninderra (formal academic partnerships with the ACT Department of Education)
- UC College (preparatory and pathway programmes, mainly International students), and UC English language Institute
- UC Polytechnic (planned for 2013)
- UC (undergraduate, postgraduate and research)
●Academic governance is the standard Academic Board, Education Committee and Research Committee, with a somewhat unique Services Committee managing the service level agreements between the Faculties and the business units (administrative and academic support). University Librarian (UL) is a member of Education Committee, has observer status at Academic Board and Research Committee.
●Almost certain there will be some type of merger between UC and Canberra Institute of Technology (TAFE) - probably something closer to the Swinburne model rather than a traditional dual sector institution; remains to be seen how this will impact planning for the UC Polytechnic.
●Regardless, student growth of about 5000 EFTS in the next 5 years aimed at AQF levels 3 and 4, with UG and PG coursework enrolments remaining at about the current 10,000 EFTS. ( strategy responds to regional demographic projections, the federal government targets for graduate qualifications and the emphasis on improving educational opportunities for those in regional areas).
●aim is to be Australia's best small university and perform in the top half of universities on per capita research measures.
●Significant resources and planning recently in developing pathway programmes for local and regional delivery, building student accommodation and capital investment in a new campus masterplan;
●focus is on the total student experience, academic cultural and personal.
●Approval process for new courses has been expanded to include course viability data and market research.
2010 students = UC total 11,429 (18% international) ; UC College total 1.907 (54% international) ; offshore students total 422 (mixture of 1-2 year UG programmes articulating to onshore completion and PG; partner with insitutions in China, Hong Kong and Singapore)
2.Underpinning approach to learning and teaching
Common key areas:
●· Work integrated learning
●· External mode and flexible delivery
●· Language and Literacy focus
●· Generic capabilities
●· Academic literacy
●· Internationalisation / cultural literacy
VU offers ‘engaged education’. A key feature is Learning in the Workplace and Community (or work integrated learning) through which all students will have 25% of their assessment in all sectors based on learning and through workplaces or community locations.
VU courses are also characterised by:
●Commitments to internationalisation, flexible delivery, assisting transition to tertiary education, environmental sustainability and the development of graduate capabilities
●Blended learning - integrating face to face with virtual learning through a range of electronic communication technologies, access to a wide range of digital resources and the opportunity to collaborate with fellow students
●Teaching and learning approaches that put the student at the centre
●Embedded Language, Literacy and Numeracy (LLN) services to improve achievement levels
●Students as staff programmes (well funded)
CQ: Overarching learning and teaching strategy - Integrated and contextual learning: We support engagement and active learning by focussing on real-world contexts (authentic/contextual learning) enabling students to see the relevance of learning to future careers.
Focus to be on work-related learning - “a broad range of learning that can include taught activities that are based on material from the workplace, through all forms of work placements and work shadowing, to involvement in volunteer work and community-based projects, alongside careers education and guidance.
Big thrust on Graduate Attributes - Communication, Problem solving, Critical thinking, Information literacy, Team work, Information technology competence, Cross cultural competence,ethical practice. Most courses and programs have been mapped to GAs.
CDU: Fleximode is the term being used at CDU to express our flexbile delivery modality. We are one of 5 Universities with more than 50% enrolled students in external mode. We are also the only University not to receive funding at all from the Commonwealth’s Learning and Teaching Performance Fund, so our focus is on quality improvement of teaching while utilising the online environment. CDU has a Common Unit Programme whereby all undergraduate HE students must complete two Common Units before graduation, and preferably within their fist year. The have three units to choose from: Academic Literacies, Design and Innovation: Communication Technology, and Northern Perspectives. All three units incorporate CDU’s Graduate attributes: Personal Practical Knowledge, Citizenship and World View, and have recently introduced a scaffolding literacy approach “Reading to Learn” to support the learning of students. The Library is heavily involved in delivery of an Information Literacy program to all CUC students. WIL (Work Integrated Learning) appears to be a current focus for development this year.
ECU: A recent major curriculum review- ECU 2012 Undergraduate Curriculum Framework Project- underpins ECU’s approach to learning and teaching and includes the follow principles:
1.Students first: Students are a primary focus of the University.
2.Strengths-based approach: Emphasises the importance of ‘enabling student learning’.
3.Three distinctive features of the UCF include: (1) Employability oriented; (2) Student focused environment; and (3) Learner-centred teaching.
4.Flexible pathways: Where appropriate, courses offer flexible pathways of admission, transfer and exit.
5.Dynamic and active learning process includes the 3 domains of: Knowing (content, knowledge creation); Doing (applying knowledge, development of capabilities and skills); Being (development of self, ability to live and work with others).
6.Assessment for learning underpins active learning, the use of authentic/real world activities, and promotes learner-centred teaching.
7.Post Enrolment English Language Assessment (PELA) will be undertaken by all commencing students.
8.Emphasis on enabling learning for University success: (e.g., Academic literacy skills:
9.An eportfolio (optional); Optional bridging units are course specific (e.g., Introduction to Physics); well resourced University infrastructure to enable learning.
10.Embed graduate attributes into all courses
QUT: • Measurably strengthen our teaching quality and learning outcomes
• improve our English language proficiency for all students, aspiring for all commencing students to be at International English Language Testing System (IELTS) 6.5 by 2016 and for all academic staff post-probation to be supported to achieve IELTS 7.0
• Extend formal teaching qualifications as a requirement for new and early-career academics
• Maintain a position in the top quartile of Australian universities for graduate employment outcomes
• Aim to ensure that 10 per cent of all graduating students by 2016 have had an international study experience
• Further develop courses and programs that capitalise on the opportunities of a deregulated market and make a difference to the real world
• Strengthen offerings in the science, technology, engineering and mathematics (STEM) areas, and in postgraduate coursework and customised education
• Refine and mainstream real-world learning that engages a diverse population of students
• Enhance opportunities for work-integrated learning and transitions into professional practice across all undergraduate programs
• Develop more comprehensive approaches to strengthening student engagement with learning and with the University.
• Blended Learning policy was approved by the University Teaching and Learning Committee in 2010.
• ‘Policy and Guidelines for Social Media in Learning and Teaching’ currently being prepared – anticipate approval by University Teaching and Learning Committee in 2011.
Deakin: Blended and flexible learning is a key focus at Deakin, along with a university-wide review of curricula over the coming years. Work integrated learning is increasingly popular. Graduate attributes to be attained at undergraduate and postgraduate level have been reviewed. Information literacy development is amongst these attributes, namely, Identifying, gathering, evaluating and using information, with a recommendation to academic staff to: Design assignments that incorporate the Library's information literacy programs.
UC: Teaching and learning strategy has five signature themes:
- Work Integrated Learning (WIL) – implemented
- Research-led Teaching (including peer review) – well advanced
- Internationalisation ( curriculum, study abroad) – in development
- Interdisciplinarity (structures to allow focus on real-world problem based learning, maybe heading towards a virtual Faculty to support cross-disciplinary teaching and research) – in development
- Greater Access, Choice and Flexibility (includes pathways and blended learning delivery modes, likely to also impact institutional practices in relation to intellectual property, open education, etc ) – in development
●Each theme has a set of strategies which are all integrated and articulated in an overarching framework of UC generic skills. .
●Each strategy working group has a mix of academic and professional staff (UL is a member of the Interdisciplinarity and gGreater Access, Choice and Flexibility groups.)
●Governance of academic quality completely overhauled in last two years ( unit descriptions all now include generic skills development in the statement of learning outcomes, improved processes for course development and approval, assessment and quality assurance)
●significant improvement since 2008 in USS scores for good teaching, overall satisfaction and generic skills.
●Currently rolling out initiatives to improve English language development and greater inclusiveness (“ internationalisation”) in the curriculum
3.Institutional Approach to Deregulation
Common Key Areas
VU, UC and Deakin are responding strongly to competition, CQ and QUT are developing new courses and ECU and CDU see it as ‘business as usual’
VU: Market responsiveness in the new tertiary environment is driving course development at VU. There are 700 courses registered across all sectors, although many of these are ‘not active’. An audit has been conducted and the number is being reduced progressively.
Responses to the deregulation at both VE and HE levels include:
●the development of new courses to ensure automatic pathways between diploma and degree courses
●intensive work in schools
●new evidence based approach to marketing based on feedback and data
CQ: New program developments - law, medical science, paramedic science, medical imaging and sonography, oral health, chiropractic science, occupational therapy, physiotherapy.
CDU: Not seen as a huge threat at this stage, in that competition from other Universities has always been a huge threat for us - adopting a wait and see approach.
ECU: Given that ECU is always looking at new ways of attracting students no specific strategies have been put in place in response to deregulation, so it is more a case of business as usual. Nevertheless, some current strategies to attract more students are included in the new Curriculum 2012 framework as well as the provision of new pathways for entrance to university and more engagement with schools and employers.
QUT: Further develop courses and programs that capitalise on the opportunities of a deregulated market and make a difference to the real world [statement in QUT Blueprint]
Deakin: Deakin at Your Doorstep is a newly developed Associate Degree pathway enabling students to commence their studies, closer to home. Students undertake a two year Diploma course together with the Associate Degree at each of our TAFE partner campuses. In 2010, these partners include: Chisholm - Dandenong and Mornington Peninsula Campuses, East Gippsland – Bairnsdale Campus, SuniTAFE – Swan Hill Campus, GOTAFE – Wangaratta Campus, and South West TAFE – Portland Campus.
UC: Positioning for deregulation has focused on reclaiming UC's reputation for providing education for the professions,
●Leveraging off consistently high figures for graduate employment and the range of support programs available to international and regional students, particularly students from rural areas.
●UC works hard to differentiate from ANU while at the same time often being inappropriately compared so tends to emphasise small size enablingprovision of a more personal and responsive educational environment (e.g. all international students are allocated a personal advisor (member of academic staff) and a peer tutor (another student), are guaranteed on-campus accommodation and considerable effort is made by international student officers to support international students both academically and personally);
●plan for UC Polytechnic provides a strong institutional pathway via sub- degree programs to attract students who may not yet be adequately prepared for undergraduate study.
●UC Access program engages with local and regional high schools (ACT, Southern Highlands, far South Coast, Monaro and west to Young area)
●UC InSpire program provides professional development for high school and college teachers, especially with educational technology.
4.Institutional Approaches to Equity and Access
Key Common Areas:
VU, CQU and CDU have high levels of low SES students. Most universities are developing policies and approaches to manage potentially higher low SES cohorts.
VU has one of the most diverse student populations in Australia and meets the current Commonwealth target of 25%. Its mission emphasises ‘excellence and equity’ and is pursuing strategies to increase bachelor level access and success for students from low income and non-English speaking backgrounds. strategic programme has been put in place to strengthen VU’s support for language, literacy and numeracy support for students. There is also a project to develop a data driven approach to measure lack of success, interventions and their outcomes called ‘flag and follow’.