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2014-16 Mission-based CompactBetween:

The Commonwealth of Australia

and

Curtin University of Technology

CONTENTS

Context 4

A. Policy Setting 4

B. The Purpose and Effect of this Compact 4

C. Establishment of the Compact 4

D. The Principles of Commonwealth Funding Support 4

E. The Structure of this Compact 5

Part One: Focus & Mission 6

Part Two: Aboriginal and Torres Strait Islander Access and Outcomes 10

Part Three: Innovation and Engagement 15

Part Four: Teaching and Learning 22

Part Five: Research and Research Training 34

Part Six: General Provisions 39

This compact is between

The Commonwealth of Australia (Commonwealth) represented by and acting through:

The Minister for Tertiary Education, Skills, Science and Research

Assisted by the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education (DIICCSRTE)

ABN 77 599 608 295

Of

Industry House

10 Binara Street

Canberra ACT 2601

And

Curtin University of Technology

ABN 99 143 842 569

A body corporate under the Curtin University of Technology Act 1966

Of Western Australia

Kent Street, Bentley, Western Australia

(University)

CONTEXTA. Policy Setting

The Australian Government believes all Australians are entitled to a productive, fair and prosperous life and our higher education system is crucial to achieving this. Universities impart the skills and knowledge Australians need to realise their personal and professional aspirations and contribute to the broad economic and knowledge base of our society including the cultural, health and civic wellbeing of the community.

Over the term of this mission-based compact (compact), Australian universities will confront a range of opportunities and challenges in fulfilling their social and economic remit. These opportunities and challenges include, but are not limited to, changing national and international educational markets, dynamic global financial arrangements including the rise of the Asian Century, new approaches to teaching and learning, rapidly changing information technologies and evolving priorities for research and innovation.

Australia’s universities are well equipped to harness the opportunities and meet these challenges that lie ahead. The 2014-16 compact supports this process by articulating the major policy objectives and the diverse approaches and commitments universities will adopt to achieve these strategic goals over the term of the agreement.

B. The Purpose and Effect of this Compact

This compact is an agreement between the Commonwealth and the University. Entering into a compact is one of the quality and accountability requirements which a higher education provider must meet under the Higher Education Support Act 2003 (HESA) as a condition of receiving a grant. Specifically, subsection 19-110(1) of HESA requires Table A and Table B providers must, in respect of each year for which a grant is paid to the provider under HESA, enter into a mission based compact with the Commonwealth for a period which includes that year.

The compact demonstrates the Commonwealth and the University have a shared and mutual commitment to provide students with high quality educational experiences and outcomes and to building research and innovation capabilities and international competitiveness.

The compact recognises the University is an autonomous institution with a distinctive mission, operating within a state or territory, national and international higher education environment.

The purpose of this compact is to provide a strategic framework for the relationship between the Commonwealth and the University. It sets out how the University’s mission aligns with the Commonwealth’s goals for higher education, research, innovation, skills development, engagement and Aboriginal and Torres Strait Islander access and outcomes.

The Commonwealth and the University agree this compact will be published on Commonwealth websites and may be published on the University website.

C. Establishment of the Compact

The Commonwealth and the University agree the Term of this compact is from 1 January 2014 until 31 December 2016.

D. The Principles of Commonwealth Funding Support

The Commonwealth articulates its vision for the higher education sector, through Transforming Australia’s Higher Education System (available at the DIICCSRTE website), and the role of universities in driving our national innovation system, through Powering Ideas (available at the DIICCSRTE website).

http://www.innovation.gov.au/Innovation

http://www.innovation.gov.au/HigherEducation

In supporting Australia’s universities, the Commonwealth seeks to promote:

academic freedom and institutional autonomy;

a diverse and sustainable higher-education sector;

opportunity for all;

access to university based on merit;

world-class teaching and learning that advances the international standing of Australian education;

world-class research and research training that advances knowledge, critical thinking and Australia’s international standing; and

responsiveness to the economic, social and environmental needs of the community, region, state, nation and the international community through collaborative engagement.

To ensure Australia’s higher education system remains robust and of high quality in a globally connected and competitive world, the Australian Government has adopted and implemented a number of system-wide quality measures including establishing the Higher Education Standards Framework, and the Tertiary Education Quality and Standards Agency (TEQSA).

E. The Structure of this Compact

Part One provides for the Commonwealth’s focus for the compact and a description of the University’s Mission Statement and Strategic Priorities.

Part Two provides for matters related to improving access and outcomes for Aboriginal and Torres Strait Islander people. It contains Commonwealth objectives, university strategies and performance indicators and targets.

Part Three provides for matters related to innovation, industry and skills and engagement. It also contains Commonwealth objectives, university strategies and performance indicators and targets.

Part Four provides for matters related to teaching and learning including student enrolments, quality, equity and infrastructure. It contains Commonwealth objectives, university strategies and equity targets.

Part Five provides for matters related to research and research training including research performance and research capability. It contains Commonwealth objectives, university strategies, performance indicators and targets.

Part Six provides for general provisions of the compact including compact review, privacy, confidentiality and information sharing, changing the compact and notices.

PART ONE: FOCUS & MISSIONThe Commonwealth’s Focus for this Compact

The Commonwealth's ambitions for higher education include:

providing opportunities for people from all backgrounds to participate to their full potential and be supported to do so. This includes supporting the aspirations of Aboriginal and Torres Strait Islander people through improved access and support arrangements. The Commonwealth is committed to ensuring the rate of Aboriginal and Torres Strait Islander people participating in undergraduate and higher degrees by research (HDR), as well as staffing and academic representation, reaches population parity;

providing students with a stimulating and rewarding higher education experience;

producing graduates with the knowledge, skills and understanding for full participation in society and the economy;

better aligning higher education and research with the needs of the economy, and building capacity to respond to future changes in skills needs;

increasing universities’ engagement with all parties and linkages between universities and Australian businesses in particular;

playing a pivotal role in the national research and innovation system through the generation and dissemination of new knowledge and through the education, training and development of world class researchers across a wide range of intellectual disciplines;

improving knowledge transfer and commercialisation outcomes;

consistent with the Asian Century policy framework, ensuring education is at the forefront of Australia’s engagement with Asia; and

being amongst the leading Organisation for Economic Co-operation and Development (OECD) countries in terms of participation and performance.

In support of these objectives, the Commonwealth encourages universities to consider the following important measures in their planning and delivery:

developing partnerships with schools and other organisations to improve the participation of people from disadvantaged backgrounds in higher education;

working with business, industry and Vocational Education and Training (VET) providers to provide the Australian economy with the graduates it needs;

the suite of performance measurement tools being developed through the Advancing Quality in Higher Education initiative, work on quality in research training, and a feasibility study on research impact assessment (including the possible implementation of a mechanism, separate from Excellence in Research for Australia, to evaluate the wider benefits of publicly funded research);

applying the principles and procedures required to support a continuous improvement model for intellectual property; and

the National Research Investment Plan, including the need for a strategic outlook to address Australian Government priorities and principles at a national level.

1 THE UNIVERSITY’S MISSION AND STRATEGIC PRIORITIES

1.1 The purpose of the University’s Mission

The University's Mission sets out its values and aspirations, what it does and how it can best serve the interests of its students, staff and key stakeholders. The Commonwealth and the University recognise the University's Mission may evolve.

The University and the Commonwealth recognise the University is an autonomous institution which is responsible for the determination of its Mission and for its aspirations and strategies for their achievement.

1.2 The University’s Mission and Strategic Priorities

Curtin is Western Australia's largest university, with more than 50,000 students. Of these, approximately 17,200 are offshore and onshore international students, and over 2,300 are research students. The University takes its name from the 1941 to 1945 Prime Minister of Australia, John Curtin, and its values reflect the leadership and strength associated with one of Australia’s pre-eminent prime ministers.

A culturally diverse university, Curtin fosters tolerance and encourages the development of the individual. A combination of first-rate resources, staff and technology makes Curtin a major contributor to tertiary education, within Australia and internationally. Curtin offers a wide range of undergraduate and postgraduate courses in business, humanities, health sciences, resources, engineering and related sciences.

The University’s educational and research programs are divided across five areas. Each faculty equips its graduates with the knowledge, skills and industry experience needed to excel in their chosen profession. Centre for Aboriginal Studies Curtin Business School Health Sciences Humanities Science and Engineering

The University applies the philosophy of its namesake, former Prime Minister John Curtin, who said:

“The great university … should look ever forward; for it the past should be but a preparation for the greater days to be.”

During 2012 the University undertook a strategic planning process to develop its 2013 -2017 Strategic Plan which includes its 2030 Vision.

Curtin’s Strategic Plan 2013 - 2017 The Curtin vision is an aspirational and inspirational statement about the future of the University. It places Curtin on the international stage as a leader in the provision of quality teaching and research. Curtin’s mission identifies it as a strong research and teaching university committed to innovation and excellence that works with the Western Australian, national and international communities. The Curtin values underpin all activities undertaken by Curtin.

Vision 2030 A recognised international leader in research and education

Mission To change minds, lives, and the world through leadership, innovation and excellence in teaching and research

Values Integrity – being consistently honest and trustworthy in all activities Respect – having regard for self and others Fairness – ensuring just decisions through open decision-making Care – acting to ensure the welfare of others

Strategic PlanThe Strategic Plan 2013-2017 was developed and approved during 2012 and commenced implementation in 2013.

The Strategic Plan provides a framework for the development of key plans across teaching, research and administrative areas. The strategies are further developed and elaborated in the Research Management Plan, Teaching and Learning Plan, International Plan, the Valuing Curtin Staff Plan and other university-level enabling plans. University-level enabling plans undergo annual review and the initiatives are refined to reflect progress in implementation and changes in the environment.

Curtin is pursuing its vision and mission in a challenging environment of increased competition, global financial uncertainty, advances in technology and ambitious government targets. The Strategic Plan presents strategies to position Curtin as a university of excellence, innovation and sustainability in an ever-changing environment.

The 2013 – 2017 Strategic Plan outlines a series of strategic objectives under four themes. These themes and strategic objectives provide the framework under which the University will progress towards the achievements of its Vision and Mission:

People and CultureCurtin will: evolve as an agile, responsive and versatile organisation, committed to leadership, innovation

and excellence excel through dynamic staff with shared values and a common purpose engage students and staff as partners in a flexible, inspiring and technologically advanced

environment.

Curtin’s people will be crucial to the realisation of our vision, and will embrace change and new challenges creatively. Curtin will attract and retain staff who share our vision, values and commitment to leadership, innovation and excellence. Our academic staff will be expected to be leaders in the advancement of their professions and disciplines, and most will contribute towards both research and teaching. Curtin will also provide a new and exciting career structure for specialist educators, designed to help drive delivery of the highest quality courses and their practical application in the real world. Professional staff will work in partnership with academics, creating a Curtin Experience that revolutionises our University. This will ensure that staff, students, alumni and other stakeholders enjoy an engaging, seamless and effective interaction that supports achievement and encourages lasting partnerships with the University.

ResearchCurtin will: strengthen as a research-intensive university attract and retain iconic scholars to undertake world-leading research in areas of global

significance change lives in Western Australia, the nation and the world through high-impact research.

Curtin’s status as a research-intensive university will be determined by the quality, scale and significance of its research, as assessed against national and international benchmarks. The University will focus its resources to invest in areas of high-quality research and creative production that truly matter, generating outputs that have relevant and significant impact on communities. It will lead through the discovery and practical application of knowledge that addresses real-world issues and changes lives. It will also excel in thought-leadership through

creative expression and through our influence on public debates, changing the minds of decision-makers at all levels on issues that matter to society. By increasing its investment in areas of strategic significance Curtin will be home to a growing number of world-class researchers who will deliver research of greater global impact than ever before.

Teaching and LearningCurtin will: lead in innovative education globally provide a richly interactive and personalised learning experience provide opportunity for graduates, equipping them with skills for the future.

To be the destination of choice for students, Curtin will offer an educational experience that is richly interactive, engaging and fully prepares students for the complex environments in which they will live and work. Central to this will be a personalised learning experience in which students from diverse backgrounds will learn in ways that suit them best. This means providing opportunities for individual and collaborative learning, and the flexibility to access learning materials from anywhere, at any time and on any device. Combined with superb physical facilities at our campuses and purposeful engagement with staff, personal learning will make the Curtin Experience rewarding for our students. Curtin’s unique network of international partnerships will provide invaluable opportunities for developing cross-cultural awareness through International Engagement and Student Mobility Programs, while the embedding of Work-integrated Learning in the curriculum and the Curtin Leadership Program will develop skill-sets that define our career-ready graduates.

Engagement and ImpactCurtin will: address the major challenges facing society and meet the needs of the communities we serve expand its international outreach with globally relevant networks and partnerships in both

teaching and research change the world and its workforce through our research and our graduates.

The University’s connectedness to the world around us is vitally important. Its networks and partnerships with industry, government and the broader community will be at the heart of its activities. These connections will help to drive priorities and strategies to ensure our graduates advance the needs of industry, and our research addresses issues of real-world significance. Curtin has for many years enjoyed a strong profile and presence internationally, with its graduates already influencing change in countries around the world. As technologies bring the global community ever closer, Curtin will continue to build bridges to Asia, increasing its impact through alumni networks and through the development of partnerships in both teaching and research.

PART TWO: ABORIGINAL AND TORRES STRAIT ISLANDER ACCESS AND OUTCOMES2 ABORIGINAL AND TORRES STRAIT ISLANDER ACCESS AND OUTCOMES

Part Two recognises the important role universities play in supporting Aboriginal and Torres Strait Islander people’s personal and professional aspirations through the provision of accessible and supportive higher education programs. Increasing Aboriginal and Torres Strait Islander higher education participation and success is important given the direct benefits for Aboriginal and Torres Strait Islander individuals and communities and broader economic and social benefits for all Australians.

Universities are asked to detail their strategies and targets to improve Aboriginal and Torres Strait Islander access and outcomes over the compact period in this section. Principal Performance Indicators are compulsory and institutions may voluntarily nominate Optional Performance Indicators and targets considered reflective of individual institutional goals.

The Commonwealth recognises that universities have diverse missions and, consequently, targets and performance will vary between institutions. Each university should develop performance indicators and targets to reflect its individual performance and strategic direction.

2.1 Commonwealth ObjectivesThe Commonwealth is committed to enhancing the participation and outcomes for Aboriginal and Torres Strait Islander people in higher education consistent with the Closing the Gap initiative addressing Aboriginal and Torres Strait Islander disadvantage.

In realising this objective, the Commonwealth has set an aspirational national parity target for Aboriginal and Torres Strait Islander students and staff in higher education. The parity target equates to the proportion of the population aged between 15 and 64 years which is currently 2.3%.

To help achieve this aspirational national target, the Commonwealth has introduced a new focus on Aboriginal and Torres Strait Islander reporting in the compact as recommended by the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People. Universities should report high level Aboriginal and Torres Strait Islander student and staffing plans and strategies in this part of the compact including performance targets for student enrolments, completions and numbers of general and academic staff. Universities may also report on Aboriginal and Torres Strait Islander initiatives under the Innovation and Engagement, Teaching and Learning and Research and Research Training parts of the compact.

2.2 University Strategies

Curtin acknowledges the significance of reconciliation between Indigenous and non-Indigenous Australians, and recognises the importance of the learning and consultation process necessary to move towards a future of true equality and understanding. Curtin has a long standing commitment to Indigenous education and culture, and has already taken a number of significant steps towards reconciliation.

Curtin values the presence of indigenous peoples from across Australia as part of its community and commits itself wholly to a vision of "a united Australia, which respects this land of ours; values the Aboriginal and Torres Strait Islander heritage; and provides justice and equity for all". Curtin reaffirms its commitment to cultural diversity including an informed respect for indigenous peoples, and the observance of the principles of ethics and social justice, affirmed in the Statement of Reconciliation and Commitment endorsed by the Vice-Chancellor and Council on behalf of the entire University.

To achieve the Key Performance indicators in its Strategic Plan 2013 – 2017 and this Mission Based compact Curtin is committed to implementation of the following strategies and initiatives

Governance The Centre for Aboriginal Studies, as an Indigenous-led and managed academic school in its

30th year continues to be the most important focal point in the university in relation to Aboriginal and Torres Strait Islander Access as outlined in Strengthening Indigenous Outcomes at Curtin.

The recommendations of the ‘Strengthening Indigenous Outcomes’ Report are currently being implemented. The Report draws on the earlier work of Universities Australia and the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People Final Report (Behrendt, July 2012)

The university is committed to the appointment of a senior Aboriginal Executive academic appointment at PVC level by 2014, in keeping with the recommendations of Universities Australia;

Further recommendations being implemented relate to indigenous student retention and the retention of aboriginal staff employed at Curtin.

The Nyungar Welcome to Country given at Curtin staff inductions; The acknowledgment of the Traditional Owners of the Land at all official occasions and

conferences; Flying the Aboriginal and the Torres Strait Islander Flags permanently on flag masts outside the

Centre for Aboriginal Studies and flying the Aboriginal Flag at all times on one of the four main flag masts together with the national and state flags;

The operation of the Curtin Indigenous Policy Committee; The monitoring and continued advancement of Curtin’s Reconciliation Action Plan.

Access, Teaching, Learning and Support Embedding Aboriginal Cultural Competency into curriculum for all undergraduate students

through the Comprehensive Course Review process commencing 2014 The continuing appointment of an Indigenous Equity Officer ; The continuing appointment of an Indigenous Customer Service Officer in Student Central; Kamberang Day is aimed to raise the educational aspirations of young Indigenous students. The

day is presented by Curtin’s Centre for Aboriginal Studies (CAS). Students are treated to a range of activities and enjoy interactive activity sessions and provided with insights into the many university degrees available. This motivational program hopes to inspire young Indigenous students to commit to their studies and set goals for entry into tertiary education;

Curtin LinkUp program aims at linking High School students with Curtin. We offer an exciting and innovative program from year 8 to year 12 aimed at helping students to consider university as an option when they leave school. All students in the Curtin LinkUp program visit the CAS and are addressed by Aboriginal staff and students.

The continuation of the highly successful partnership between the Centre for Aboriginal Studies and the Health Sciences Faculty co-teaching an Indigenous culture and health unit delivered to all first year health students;

The inclusion of Indigenous perspectives in units in the areas of Education and Social Work; The Curtin Bridging Course is specifically designed to assist Aboriginal students gain access to a

range of university courses after successful completion of the course. This course has been delivered continuously since 1976.

The development of a Pre-Engineering course for Indigenous students as a pathway into Engineering;

The development of a Pre-Law course for Indigenous students as a pathway into Law; • A partnership between Polytechnic West (VET provider), the South West Aboriginal Land and

Sea Council (local Native title body) and Curtin to deliver an undergraduate course in Indigenous Leadership to commence 2014;

A partnership with CAS and the WA School of Mines to deliver an undergraduate course for Indigenous Australians in mining to commence 2014;

The development of online Indigenous Tertiary enabling courses (6 months) that upon completion an Indigenous student gains entry to a range of undergraduate courses;

The Centre for Aboriginal Studies together with Curtin LinkUp has been developing a strategic alliance with Clontarf Aboriginal College which is close proximity to the Bentley Campus of Curtin.

Expansion of the Curtin Mentorship program for 1st-4th year to be expanded with an indigenous stream.

Commencement of the AIME program at Curtin to provide mentorship of indigenous schoolchildren and facilitate their enrolment at university.

A range of scholarships: Aileen Plant Memorial Scholarship is for an Indigenous student who has demonstrated an

interest in health sciences, particularly in Australian Indigenous public health issues. BHP Billiton Indigenous Scholarship Program is for Indigenous students who demonstrate

academic potential and financial hardship. This scholarship program is for Curtin’s enrolled Indigenous students or who have received an offer in an associate or bachelor degree at Curtin across all faculties.

Chris Lewis Scholarships is for Indigenous students who have demonstrated commitment to the Indigenous community and show academic potential across all faculties of Curtin.

Curtin Business Indigenous Australian Scholarship is for an Indigenous Australian committed to pursuing a career in business.

Curtin Star Awards are for students who can demonstrate financial hardship. Factors taken into consideration will be applicant’s socio-economic status, cultural, geographic and personal circumstances that might otherwise prevent them from undertaking university studies.

Lillian Passmore Donovan Scholarship is for an Indigenous Australian committed to pursuing a career in social work.

Mediserve Training Scholarship is for an Indigenous Australian committed to pursuing a career in nursing.

B and E Donohue Scholarship is for an Indigenous female studying at post graduate level.

Other scholarships offered through external agencies but are available when studying at Curtin are: Aboriginal and Torres Strait Islander Pharmacy Scholarship for students who demonstrate an

understanding of rural health issues. Centrelink Indigenous Cadetship Program will be determined by DEEWR if students are eligible

after registration. Eveline Rosina Henty Scholarship for students who demonstrate financial hardship, academic

merit and other related factors. Gloria Brennan Scholarship for students who demonstrate academic merit in their university

studies. Indigenous Youth Leadership Program Tertiary Scholarship Students must be enrolled or have

accepted their offer to study from a higher education institute. Neville Bonner Memorial Scholarship for students who demonstrate academic merit in their

university studies and undertake an honours topic relevant to Indigenous studies. Puggy Hunter Memorial Scholarship Scheme selection is based on interest and experience in

Aboriginal and Torres Strait Islander health, leadership qualities and financial need.

Research The development of a university wide Indigenous Research Network coordinated through ORD. Appointment of Indigenous Curtin Research fellows to jointly mentor and build capacity of

Indigenous staff and students.

Human Resources Cultural awareness and competency training available to all university staff through the “Ways

of Working” program run by the Centre for Aboriginal Studies. This cultural training has been completed by all university executive staff and is available to all staff as part of their professional development and compulsory for all new staff as part of the corporate induction program.

The continuing appointment of an Aboriginal person within the Heath Sciences Faculty to co-ordinate the first year Indigenous Culture and Heath unit;

In 2013 the appointment of an Aboriginal person within Curtin Teaching and Learning to impact the imbedding of Aboriginal Cultural Competency into the curriculum across all undergraduate courses.

Community Engagement The continued work and relationship with the Martu people of Wiluna with the Health Sciences

Faculty and the Centre for Aboriginal Studies. This cultural immersion activity will be undertaken by all university executive staff.

The Curtin Volunteers working on the Laverton project with the Wongutha people. The appointment of an Elder in Residence. Formal relationship with the South West Aboriginal Land and Sea Council with the Indigenous

Leadership program. Nyungar community assistance in the delivery of Ways of Working.

2.3 Performance Indicators and Targets

The purpose of the Aboriginal and Torres Strait Islander performance indicators and targets is to assist the University and the Commonwealth in monitoring the University’s progress against the Commonwealth’s objectives particularly its contribution to reaching national parity.

The University will aim to meet the Aboriginal and Torres Strait Islander targets set out in the following tables.

Note: All calendar year references below refer to the previous year’s data collection.Principal Performance

IndicatorsBaseline

2012Progressive Target 2013

Progressive Target 2014


Target2016

Number of all Aboriginal and Torres Strait Islander student enrolments1

409 >415 >430 >445 >460

Number of all Aboriginal and Torres Strait Islander student completions2

57 59Increased completions

61Increased completions



Number of all Aboriginal and Torres Strait Islander professional/general staff3

34 36Increased numbers

38Increased numbers

40Increased numbers

42Increased numbers

Number of all Aboriginal and Torres Strait Islander academic staff4

48 50Increased numbers

52Increased numbers

54Increased numbers

56Increased numbers

1 Refers to total undergraduate, postgraduate and HDR students by headcount2 See footnote 1 for definition3 Refers to number by headcount4 See footnote 3 for definition

Note:

Classification of individuals, in particular staff, as Aboriginal and Torres Strait Islanders is self-reported and as such data quality issues may exist which impact the accuracy of data.

Completions rates fluctuate significantly year on year due to the small numbers of students enrolled and completing. As such the focus is on improving the trend in completions. Numeric targets are provided as a guide only.

Numbers of Aboriginal and Torres Strait Islanders employed fluctuate significantly year on year. West Australian employment market for indigenous staff is very competitive. As such the focus is on improving the trend in number employed. Numeric targets are provided as a guide only.

Optional Performance Indicators

Baseline2012




Target2016

Indigenous Retention Rate

52% (2011/2012)

54% 56% 58% 60%

PART THREE: INNOVATION AND ENGAGEMENT3 INNOVATION AND ENGAGEMENT

Part Three recognises the important role of universities in our national innovation system, in boosting economic productivity contributions to improved social and environmental outcomes and growth, and in engaging, advancing and inspiring their communities. It also recognises that universities make an important contribution to building connections and partnerships that broaden and deepen Australia's understanding of Asia.

Under three themes: Innovation; Industry and Skills; and Engagement; universities are asked to detail their strategies and targets over the term of this compact. Principal Performance Indicators are compulsory and institutions may voluntarily nominate Optional Performance Indicators and targets considered reflective of individual institutional goals.

The Commonwealth recognises that universities have diverse missions and, consequently, targets and performance will vary between institutions. Each university should develop performance indicators and targets to reflect its individual performance and strategic direction.

3.1 Innovation

3.1.1 Commonwealth objectives

The Commonwealth seeks to build an innovation system that ensures Australia can meet the challenges and grasp the opportunities of the twenty-first century. The Commonwealth encourages innovation by supporting industry-led research, promoting knowledge-transfer activities and the commercialisation of research.

3.1.2 University strategies

Curtin has an active innovation program designed to evaluate and promote commercialisation and translation of early stage research outcomes. Curtin’s Research Management Plan 2013 – 2017 outlines a series of strategies, initiatives and targets for Curtin’s Research and Development. These include activities and initiatives:

Start-upsCurtin has a portfolio of 10 active start-up/spin out companies that are commercialising technology developed at the University. In 2012, the University reviewed 45 new invention disclosures, filed 6 new provisional patent applications and established 2 new start-up companies. The number of invention disclosures has significantly increased in recent years due in large part to the Curtin Commercial Innovation Awards. Curtin remains proactive in the promotion of commercialisation opportunities and will continue to support the range of well-developed programs below.

Curtin Commercial Innovation AwardsThe awards program is aimed at encouraging commercially applied innovation by Curtin staff and students and providing direct access to the venture capital community. The program is run through Curtin's office of IP Commercialisation and is sponsored by industry. Applicants are provided with an initial assessment of their opportunity, matched with an industry mentor to provide critical feedback and encouraged to attend a commercialisation workshop that provides content on key issues to consider in commercialising technology. The applications are assessed and the finalists are showcased at a public event with invited guests from industry and the investment community. The aim is to promote the opportunities for potential partnering and investment. In 2012 there were 35 applicants, 50 people attended the commercialisation workshop and 170 attended the showcase event supported via external sponsorship. The winner was a novel approach to monitoring power transformers for defects. This program is ongoing and is strongly promoted to researchers, industry and the commercialisation community.

UnivationCurtin has taken a lead role in establishment of a yearly innovation conference in WA called Univation. The first event was held in 2010 showcasing technology arising from university research in WA. In 2012, the program was opened up to Universities and public research institutes across Australia as part of a partnership with Knowledge Commercialisation Australia. There were 16 technology presentations and over 170 attendees. Plans to further nationalise the event are currently underway.

Kickstart programCurtin has been pro-active in addressing the lack of funding for early stage commercialisation and the well known “Valley of Death” for these opportunities. The University has allocated up to $750,000 per annum for business planning, proof of concept, prototyping and pilot scale testing of commercially relevant research outcomes through its Commercialisation Kickstart program. These funds are allocated on recommendation of a Commercialisation Advisory Board made up of representatives from Curtin and the national early stage technology investment community. Curtin in currently refreshing the membership of CAB to ensure a strong flow of new initiatives and ideas continues.

Innovator in ResidenceThe University has established an Innovator in Residence position and has appointed Mr Bill Tai, an investment manager with Charles River Ventures in the US and an international leader in digital investment. The aim of the position is to inspire and encourage innovation and entrepreneurship in digital technology. This program has been effective for both the University and for industry and the commercialisation community. The position has led to the establishment of a national competition to identify the best mobile app concept in Australia.

oZAPPsThe oZAPPs is an awards program initiated by Curtin to act as a focal point for developers, innovators, entrepreneurs and investors in the digital market. The program was initially run in 2011 as the WApp Awards with a focus on staff, students and alumni from WA Universities. The program has now expanded to a national competition to identify Australia's best new mobile app concept. The program raised over $300,000 in sponsorship and attracted 120 applications from across Australia. The Awards were promoted in a national roadshow where Bill Tai (Curtin's Innovator in Residence) spoke to over 1,500 developers and budding entrepreneurs at venues around the country about the pathway to success in digital markets. The final judging event is to be held in Perth in February and has over 150 registrants with a large contingent of entrepreneurs and investors travelling from Silicon Valley specifically for the Awards. Following the highly successful inaugural event in February 2013 this competition will be reviewed for 2014.

Engagement with AsiaThe University is increasing its engagement in Asia through its campuses in Singapore and Sarawak. There is increasing innovation activity at these campuses and this will form the base for developing strong commercial links into Asia. Curtin's IP Commercialisation office is currently expanding its networks into commercial hubs such as Singapore. The University is currently considering a commercial partnership arrangement with IPI, a technology promotion initiative of the Singapore government, to assist with promotion of its technology opportunities and establishment of commercial linkages in the region.

Intellectual Property (IP) Management StrategiesCurtin manages its IP through the IP Commercialisation Office in the Office of the DVC Research and Development. The Intellectual Property - Ownership and Commercialisation Policy and Procedures provide a framework for identification, protection, management and commercialisation of intellectual property for staff and students at the University. The objective is to identify and protect IP at an early stage, and work with inventor or creators towards successful outcomes. These outcomes range from patenting and formation of spinout companies, through to licensing or assignment depending upon the appropriate pathway. Curtin provides

leadership with a range of initiatives to enable IP disclosure and facilitate realisation of commercialisation potential. These include the Curtin Commercial Innovation Awards to encourage disclosure and identification of high commercialisation potential IP, the oZAPP Awards which is a national competition for development of leading edge Apps, and Univation which is a WA showcase of commercialisation opportunities drawn from all the WA public universities.

Commercial Advisory BoardCurtin University has established a Commercialisation Advisory Board (CAB) comprising a majority of external members from industry and venture capital groups that provides advice to the DVC Research. The task of the CAB is to regularly review Curtin’s commercialisation strategy and performance and to advise on investment in early stage commercialisation of research outcomes, patent protection and licensing. The CAB plays an important role in advising on appropriate commercialisation pathways for each opportunity presented. Regular review of the commercialisation portfolio enables clear decisions on further investment or exit from each activity. The CAB meets up to 4 times per annum and currently members are drawn from Perth as well as Sydney and Brisbane, with one member, venture capitalist Mr Bill Tai, participating from Silicon Valley.

3.1.3 Performance indicators and targets

The purpose of the innovation performance indicators and targets is to assist the University and the Commonwealth in monitoring the University's progress against the Commonwealth's objectives and the University's strategies for innovation.

The University will report principal performance information and aim to meet the innovation performance indicators and targets set out in the following tables.

Note: All calendar year references below refer to the previous year’s data collection.Principal Performance Information5 2012

Number of patent and plant breeder’s rights families filed, issued and held

Filed16

Issued2

Held41

Number of all active licences, options or assignments (LOAs)6 executed and income derived

No.9

Value($)$187,631

Number and value of research contracts and consultancies executed7

No.811

Value($)$70,099,348

Investment in spin-out companies during the reporting year and nominal value of equity in spin-outs based on last external funding/liquidity event or entry cost

Investment ($)$150,000

Value($)$4,918,324


IndicatorBaseline

2012ProgressiveTarget 2013



Target 2016

Category 4 Income $3,931,889 $6,400,000 $6,700,000 $7,000,000 $7,500,000

5 This set of performance information does not require targets. Universities will be asked to advise their baseline performance and will report on their future performance in the context of the Institutional Performance Portfolio Information Collection commencing in 2013. Patent and plant breeder right family refers to a group of patent or plant breeder rights applications or grants emanating from a single filing. Note: this question only concerns patent and plant breeder rights families, and is not in reference to families of other forms of registered IP (i.e. trade marks).

6 A LICENCE agreement formalises the transfer of technology between two parties, where the owner of the technology (licensor) grants rights to the other parties (licensee). An OPTION agreement grants the potential licensee a time period during which it may evaluate the technology and negotiate the terms of a licence agreement. An option agreement is not constituted by an Option clause in a research agreement that grants rights to future inventions, until an actual invention has occurred that is subject to that Option. An ASSIGNMENT agreement conveys all right, title and interest in and to the licensed subject matter to the named assignee.

7 Please use the definition of contracts and consultancies utilised in the National Survey of Research Commercialisation (NSRC). A copy of the survey is available at this URL: http://www.innovation.gov.au/Section/Innovation/Pages/TheNationalSurveyofResearchCommercialisation.aspx

Note: All calendar year references below refer to the previous year’s data collection.Optional Performance

IndicatorsBaseline




Target2016

Invention Disclosures 46 47 48 50 55Proof of concept & commercial translation funding

$173,000 $187,000 $200,000 $250,000 $300,000

3.2 Industry and Skills

3.2.1 Commonwealth objectivesThe Commonwealth encourages universities and employers to work together so that courses meet the needs of employers, where relevant. This may include integrating work and learning, meeting professional accreditation requirements and involving employers in course development and delivery.


Work Integrated LearningCurtin has consulted widely with employers and understands the need for what industry refers to as “soft skills” in addition to graduates well qualified in their specific discipline. In response to this Curtin is reviewing the Graduate Attributes with a view to revise these and adopt Graduate Capabilities as its focus for curriculum development. The integration of Work Integrated Learning (WIL) into the Graduate Capability statements will ensure that every undergraduate course at Curtin embeds WIL, either in course content or in a student placement. Industry engagement for this initiative is critical to its success. Curtin has an ambition to have WIL extensively integrated in courses as a point of differentiation in the tertiary higher education sector.

Industry Engagement More broadly Curtin’s focus on the generic skills required by employers are embedded into the curriculum and mapped against learning outcomes and assessment in the universities Comprehensive Course Review process. As part of this process employer surveys are conducted to ensure courses are meeting industry demands. These employer surveys are sent a cross section of employers in various disciplines. During 2013 Curtin is also developing a broader industry survey which will measure industry satisfaction with the University around teaching, research and its engagement activities. Curtin also maintains industry advisory boards for most of its Schools. These advisory boards provide an opportunity for the University and industry to maintain a conversation regarding the needs and expectations of industry and allow the University to test new ideas and initiatives.

Curtin Leadership CentreA further area of development at Curtin is the expansion of the universities leadership activities for students with the creation of the Curtin Leadership Centre. This Centre has developed a three tier program for students and it is proposed that all students across the university will be engaged in Tier 1 activities. The pilot is being implemented in 2013 and involves students engaged in content related to team building, resilience, communication, group work and a few hours of community engagement. Tiers 2 and 3 involve greater levels of commitment from students and provide opportunities for students to be engaged with employers and organisations in community service, volunteering and leadership activities.

Engagement StrategyIn Curtin’s new strategic plan ‘Engagement’ is a focal point. Engagement with community, employers, indigenous groups, corporates and government form the basis of the strategy.

Through this Curtin will ensure the relevance of its course offerings and intends to develop a survey to determine employer satisfaction with Curtin.

Indigenous Engagement Curtin is committed to growing the numbers of indigenous students and staff and has embarked on a project to ‘Strengthen Indigenous Outcomes’. This will result in a restructure of the Centre for Aboriginal Studies (CAS) and a focus on pathways for students into six key university courses; nursing, psychology, education, law, arts and engineering. Partnerships with other aboriginal organisations such as the South West Aboriginal Land and Sea Council (SWALS) and Polytechnic West are resulting in pathways into Curtin for some students.

The introduction of the AIME mentorship program in 2013 for aboriginal students in schools in Curtin’s geographical catchment area, is further evidence of Curtin’s engagement with the community to improve outcomes for aboriginal students and foster their pathway to the university.

3.3 Engagement

3.3.1 Commonwealth objectivesAs part of its social and economic remit and as an important precursor to innovation, the Commonwealth encourages universities to engage with all levels of government, other universities, businesses, schools, the vocational education and training sector, employers, the professions, research institutions and the wider community including international partners particularly those in the Asian region.

3.3.2 University strategiesCurtin considers the development of strong partnerships with industry as an essential part of a balanced innovation and engagement portfolio. Knowledge transfer and commercialisation aspects of the portfolio are covered in 3.1 above. Research engagement is focussed on development of strong and enduring industry relationships and collaborations.

The recent ATN Excellence in Innovation for Australia (EIA) trial has highlighted a range of high impact outcomes delivered through effective partnerships. Curtin received 3 ratings of 'A' in the trial which is the highest of any of the ATN universities. These outcomes were delivered through industry or community engagement and were assessed as having 'Outstanding Level of Research Impact'. Curtin will continue to work with the ATN to review the EIA trial and how it will contribute to the national research evaluation process.

Key components of industry engagement are supported via a number of Commonwealth funding mechanisms. The CRC program has been a source of strong industry collaboration and long term funding source for research. With the re-invigoration of the CRC program in 2010 Curtin has engaged strongly in a number of new CRCs with Cat 4 income growth goring substantially in 2012. Curtin is a core partner in the new CRC for Living with Autism Spectrum Disorders in the 2012 round. Success in the 2012 round will result in industry engagement in a new area aligned with existing strong partnerships in health. Curtin will retain strong engagement in the CRC program and will develop a strategy to lead a future CRC bid in the 2014 round.

A range of Commonwealth programs are encouraging industry engagement. The ARENA program is providing development funding towards early stage commercialisation of renewable energy from biomass and facilitating partnerships with the emerging renewable energy sector. The Curtin IP Commercialisation Office will continue to apply for funding from Commercialisation Australia to facilitate the transition from research and development of technology to commercialisation.

Funds from the JRE will continue to be used to support university infrastructure essential to industry based research. These include testing facilities in engineering, mass spectrometry facilities in geochemistry and geology, and support for other laboratory and non-laboratory based

facilities. The JRE Engineering Cadetships have had limited uptake, with further initiatives planned to increase liaison with industry partners to engage eligible students in the program. The ATN Industry Doctoral Training Centre in Mathematics and Statistics is proving an effective mechanism for engaging with industry. Curtin will maintain an active role in the IDTC and expand the cohort of HDR students involved with industry partners.

Partnerships in the resources sector have proven particularly important for Curtin. Relationships with Woodside Energy Ltd and Chevron Energy have been built on quality research in corrosion and gas processing originally support via Commonwealth funding and University resources. Future growth in this area will be pursued with support from industry partners such as these. In addition, partnerships with groups such as the CRC Construction Innovation follow-on, SBEnrc (Sustainable Built Environment National Research Centre), will facilitate new research directions in building information management to improve efficiency and productivity in construction project completion.

Additional engagement with partners has resulted in sponsored chairs such as the Chevron Chair in Petroleum Geology which will further build both T&L and R&D capability through joint investment. Further industry relationships are being pursued to develop strong long term partnerships for research engagement.

Translational health research and health industry engagement is an increasingly important aspect of health and medical research. Curtin is a leader in this area and is closely aligned with industry providers to ensure the benefits of health and medical research are transferred to the community. Curtin continues to support joint appointments with the health industry to facilitate translation of health research outcomes for benefit realisation.

Curtin creates opportunities for Australian students to study in Asia through a series of short term mobility programs and full semester exchange agreements. The short term programs offer students a range of innovative study experiences including clinical placements, internships, study tours, volunteer projects and field trips. In 2013 the Australian government launched the AsiaBound program which will see significant increases in funding by way of individual student travel grants, more generous OS-Help loans and grants for language programs. Curtin submitted a large number of project applications and expects to see a dramatic increase in the number of students studying in Asia in 2013 and 2014 as a result of this additional funding. Many of the projects submitted aim to build on and strengthen existing links with our Asian partners.

3.3.3 Performance indicators and targetsThe purpose of the engagement performance indicators and targets is to assist the University and the Commonwealth in monitoring the University's progress against the Commonwealth's objectives and the University's strategies for engagement.

The University will aim to meet the engagement performance indicators and targets set out in the following table.


IndicatorsBaseline

2012Progressive

Target 2013



Target2016

Number of active collaborations8 with industry and other partners in Australia

137 130 135 135 135

Number of active collaborations9 with

46 57 45 45 45

8 Collaboration involves active joint participation with other organisations, by contributing resources such as intellectual property, knowledge, money, personnel or equipment, with the aim of obtaining a shared goal or objective. Straight fee-for-service arrangements, such as contracts and consultancies, are deemed not to be collaborative and are therefore excluded. Collaboration with Cooperative Research Centres (CRCs) is also to be excluded. This definition is in line with the ABS and OECD definitions of collaboration.

Principal Performance Indicators

Baseline2012




Target2016

industry and other partners overseasCategory 3 Income $13,211,889 $13,500,000 $15,800,000 $17,500,000 $19,000,000

Note: All calendar year references below refer to the previous year’s data collection.

Optional Performance Indicators

Baseline2012




Target2016

Growth in community engagement and volunteering – Curtin Leadership Program participants

NA 3,500 9,000 12,500 17,500

Number of students on work integrated learning placements

NA

(New initiative being developed)

NA

(New initiative being developed)

8,000 10,000 13,000

Note 1: Current data specifications exclude partnerships which were previously included. Business rule defining ‘active collaboration’ has also been tightened leading to differences between 2012 ‘Actual’ and ‘Baseline & Targets’

9 See footnote 8 for a definition of collaboration.

PART FOUR: TEACHING AND LEARNING4 TEACHING AND LEARNING

4.1 Student enrolments


The Commonwealth is committed to expanding higher education to provide high quality opportunities for people of all backgrounds to participate to their full potential. An expanded higher education system will educate the graduates needed for Australia's future economy, which will be based on knowledge, skills and innovation.

The main objectives of the Commonwealth are to ensure that: by 2025, 40 per cent of all 25 to 34 year olds will hold a qualification at bachelor level or

above; by 2020, 20 per cent of undergraduate enrolments should be students from low socio-

economic backgrounds; national parity for Aboriginal and Torres Strait Islander students and staff is achieved over

time; and universities are producing graduates that meet the nation’s skills needs.

These objectives are supported through the Commonwealth Grant Scheme and, in particular, the demand driven funding of students in bachelor level courses.


Student Enrolment Planning and Strategies

Curtin sets growth targets for domestic and international undergraduate and postgraduate load for the life of the Strategic Plan. These growth targets support government initiatives in higher education. Curtin’s Commonwealth enrolment has increased by 10.8 per cent in 2012 and is expected to grow by 8.3 per cent in 2013. However, this is balanced by a fall in domestic fee paying and international enrolments, such that overall enrolment is forecast to grow by 4.1 per cent in 2013.

2010Actual

2011Actual

2012Actual

2013Target

Commonwealth Supported EFTSL 15,817 16,167 17,919 19,415% Commonwealth Supported EFTSL of Total 48% 50% 55% 58%Domestic Fee Paying EFTSL 1,643 1,558 1,482 1,478% Domestic Fee Paying EFTSL of Total 5% 5% 5% 4%International EFTSL 15,442 14,786 12,889 12,731% International EFTSL of Total 47% 45% 40% 38%Total EFTSL 32,903 32,510 32,290 33,623

International EFTSL includes onshore (WA and Sydney) and offshore (Sarawak, Singapore and partners).

Future growth in Commonwealth Supported enrolments will be challenging due to an expected decline in WA Year 12 student numbers and the low percentage of secondary school students studying higher level ATAR units. Undergraduate application data from DIISRTE shows that in 2011, there was only 5.1 per cent unmet demand in Western Australia, for those students with an eligible ATAR, which is substantially lower than elsewhere in the country. Further, 2015 will see additional challenges due to the significantly reduced cohort of 2014 school leavers. The domestic post-graduate demand is also softening as WA continues to enjoy favourable labour market conditions.

In order to respond to these challenging situations and to continue to grow enrolments, Curtin intends on: increasing the pool of eligible candidates by looking at alternative pathways such as

partnerships, pathway programs and an expanded articulation and enabling programs with the VET sector. (It is projected that the VET initiative will result in an additional 100 enrolments, of which 80 will be Commonwealth supported);

building its “Curtin Converged” (f2f shared experience, enriched on-line, MOOCs, distributed learning) learning opportunities;

developing targeted assistance for students of low socio-economic and indigenous status; growing its post-graduate enrolments through a variety of strategies including converting

selected post-graduate courses to a Commonwealth Supported fee structure

For the first time in 2012, Open Learning Australia (OUA) students are converting to Commonwealth Supported, primarily from the education disciplines. Curtin plans to expand to other disciplines to attract more OUA students to convert to Commonwealth Supported.

The new Law School will commence in 2013 and Curtin is progressing its application for the establishment of a Medical School with the explicit support of the Western Australian State Government.

What are your institution’s plans for load across disciplines (including increases and decreases in load)? What are the reasons for these shifts? Please discuss sub-bachelor, undergraduate and postgraduate separately. The different elements of sub-bachelor (enabling, diploma / advanced diploma, and associate degree programs) should be discussed individually.

Curtin’s Commonwealth enrolment has grown by 10.8 per cent in 2012 primarily from increases in bachelor and enabling enrolment. Postgraduate courses have remained static while demand for associate degree courses has fallen.

Cluster growth is predominately in the disciplines of education; allied health, exercise and sports science, and behavioural and social sciences. Lower growth is apparent in mathematics, computing, built environment and other health, science, engineering and surveying, and medical studies.

Business, nursing and clinical psychology load has remained steady for the past year while demand for humanities, language, creative art, and agriculture clusters has fallen.

Curtin did not change its course structure in 2012, the shift of load across disciplines is caused by changes in student demand. The increase in the education discipline is a result of conversion of OUA students to Commonwealth Supported which occurred for the first time in 2012.

Curtin is expected to grow its Commonwealth enrolment by 8.3 per cent in 2013; 6.8per cent in bachelor enrolment, 36.5 per cent in enabling enrolment, 2.9 per cent in associated degree enrolment and 24.5 per cent in postgraduate enrolment.

2010Actual

2011Actual

2012Actual

2013Target

Postgraduate EFTSL 550 558 602 749% Postgraduate EFTSL of Total 3% 4% 3% 4%Bachelor EFTSL 14,656 14,910 16,539 17,658% Bachelor EFTSL of Total 93% 92% 93% 91%Associate Degree EFTSL 237 190 163 168% Associate Degree EFTSL of Total 2% 1% 1% 1%Enabling EFTSL 375 510 615 840% Enabling EFTSL of Total 2% 3% 3% 3%Total EFTSL 15,817 16,167 17,919 19,415

Half-CohortCurtin’s strategies for mitigating the half-cohort will focus on growing market share through initiatives such as increased marketing, new program development, access programs such as uni-ready (see notes regarding sub-bachelor enrolment cap below), scholarships, conversion of post-graduate load to Commonwealth Supported post-graduate load (see note below regarding insufficient allocation).

Sub Bachelor PlanningCurtin intends to progress articulation agreements with the VET sector, expand UniReady to international students and commence domestic student intake into Curtin College.

Further growth in Curtin’s enabling programs and the subsequent articulation into bachelor programs is being constrained due to load caps being placed on sub-bachelor places by the Federal Government.

Bachelor degree planning Curtin plans to introduce new bachelor programs such as Law, Exercise and Sports Science and a Medical degree to attract a wider variety of students.

Other avenues of attracting more students will be through the Curtin Leadership strategy, the digital student experience, the graduate employability initiative, personalised learning strategies and the scholarships strategy.

The Supporting Student Retention @Curtin project has been designed to improve retention and mitigate the expected decline in student numbers from 2015 onwards through the following strategies: Expansion of the mentorship program Improving identification of and support for at risk students Monitoring and analysis of student withdrawals Implementation of one stop Student Hub – online and face to face

Postgraduate planningThe University plans to attract more fee-paying postgraduate enrolments and to improve the conversion rate of current undergraduate students to postgraduate programs.

An increase in Commonwealth Supported postgraduate places at Curtin would ensure the successful implementation of these strategies. Currently the Federal Government funding is not sufficient of these places.

Medical planningThe proposed development of the Curtin School of Medicine would help to alleviate the doctor shortage in WA. It would be the only undergraduate medical degree offered in the state and will help to reduce the overall length of time it takes for doctors to be trained.

Federal and State government funding and support is imperative for the Curtin undergraduate medical program to commence enrolling students in 2015.

The university continues to seek the government's agreement to establish a new medical school.

4.2 Quality


A focus on teaching and learning quality underpins the Commonwealth’s vision for Australia to be one of the most highly educated and skilled nations in the world.

The Commonwealth has made a commitment to provide more autonomy to universities through the removal of funding caps on Commonwealth supported bachelor level places. In turn, the Commonwealth requires the University to participate in the higher education quality arrangements which are overseen by the Tertiary Education Quality and Standards Agency. The

arrangements are designed to support academic autonomy while ensuring that the achievement of standards can be demonstrated and that there is a strong focus on enhancing the quality of teaching and learning while expansion of the higher education system meets national participation ambitions.

The Commonwealth’s commitment to quality is demonstrated through initiatives such as the Office for Learning and Teaching, which provides a suite of grants, awards and fellowships to recognise quality and promote innovations in learning and teaching.

The University also has obligations under the quality and accountability requirements in Division 19 of HESA. This compact does not change those obligations.


Curtin contributes to Australia’s future social, cultural and economic prosperity through its teaching and learning. In 2012 Curtin achieved more than 11,500 degree completions, strongly supporting state and national requirements for skilled and work-ready graduates.

The University ensures it offer financially viable, quality programs in its areas of strength. In line with its Strategic Plan the University seeks to: improve the quality of the learning experience with a review of Curtin’s Teaching and Learning

Excellence Framework aligned to TEQSA standards strengthen teaching quality with the introduction of a Teacher Focussed academic role and a

program of Peer Review of Teaching to ensure teacher excellence consolidate teaching strengths through course rationalisation.

Curtin recognises that excellence in relation to teaching and learning is dependent on a robust quality improvement cycle, a learner centred-approach, building a capable teaching workforce, supportive technology enriched and web enabled learning environments and a commitment to producing highly employable graduates.

Curtin is systematically reviewing its courses and methods of delivery to improve teaching quality and student learning outcomes. It is making progress as is demonstrated by the improvement in its internal evaluation of the level of student satisfaction with the teaching, units, feedback and assessment. These improvements are matched by improvements in the external measure of student satisfaction with teaching and courses, the Course Experience Survey. The curriculum mapping tool, which tracks unit information, learning outcomes, assessment, learning experiences, learning resources, curriculum themes, and career development learning is being used in the comprehensive course review (CCR) process. In 2013 the CCR process will be further enhanced with the inclusion of the Assessment Review and Transformation (ART) project, which will improve the integrity of assessment and increase authentic assessment across Curtin’s courses. Already CCR demonstrates graduate employability indicators in a suite of three online survey tools used to gather the perceptions of graduates, employers and course teaching teams on graduate capabilities. Benchmarking collaboratively through partnerships, using a Benchmarking Portfolio Summary and focusing on minimum quality standards is being trialled to reflect on course effectiveness in producing capable graduates.

The University’s priorities for the next few years for quality improvement in teaching and learning in a globalised higher education environment are incorporated in Curtin’s strategic initiative of Transforming Learning @ Curtin. This overarching transformation program includes: Innovative education design, with a technology enriched curriculum culminating in a richly

interactive personalised learning experience for all Curtin students. ‘Curtin converged’ is the model of teaching and learning at Curtin going forward. This model

will ensure that all Curtin Courses have one or more of the four learning elements included. These being i) a shared face-to-face experience, ii) enriched on line learning, iii) MOOCs and iv) Distributed learning.

Review of Graduate Attributes to encompass Graduate Capabilities and more explicitly integrate research, work integrated learning, leadership and indigenous content into an integrated curriculum, to address graduate employability

Authentic Assessment that embraces an increase in the use of technology and electronic submission of assessment

An enhanced focus on Work Integrated Learning (WIL) in all Undergraduate courses across the university, through course content and/or fieldwork placement of students.

Development of capability and leadership in teaching and learning. This will be achieved through the expansion of leadership activities at Curtin and the establishment of the Curtin Leadership Centre. The goal is for every Curtin student to engage in leadership activity.

English language proficiency (ELP) of all students. With ELP embedded in curriculum and Faculty-based discipline linguistic experts assisting students who have been identified as needing assistance by the English language diagnostic tool, used with every ‘new to Curtin’ student.

Transforming Learning @ Curtin (TL@C) seeks to reinvigorate Curtin’s courses with the use of technology enriched content embedded into traditional offerings and the expansion of its on line course offerings. The use of ‘MOOC-thinking’ applied to conventional offerings will enable automation and learning analytics to be used to ensure a richly interactive and personalised learning experience for all students. Distributed learning will also be piloted in the Nursing Conversion course in the Pilbara, funded by the State Government’s Royalties for Regions program.

Through TL@C Curtin seeks to improve the flexibility of its offerings and access to learning opportunities for students. It aims to enhance the student experience and recognise the university’s two main clients; students and employers. To this end it has developed the ‘Curtin Converged’ model for both on and off campus students. In 2012 Curtin increased its fully online offerings through Curtin Online – with the first year programs in Humanities, Health Sciences and Business available fully online. The range of majors available in this mode of delivery will continue to be steadily expanded.

Coupled with the online enabling course Uniready, students unable to physically access the campus have the opportunity to study on online at Curtin. In 2012 the enabling program saw a 330 per cent increase in applications. Of these enrolments 20 per cent were from a low socio-economic status background. A major challenge, however, to increasing this very successful sub-bachelor program is the lack of additional places offered by DIISERTE to meet demand at Curtin.

Curtin’s Graduate Attributes are aimed at producing employable graduates with the cultural sensitivities and capabilities of performing in a globalised world while understanding indigenous culture. The revised attributes will focus on curriculum development and opportunities for work integrated learning informed by industry best practice. The development of leadership and research skills necessary to operate effectively as a global citizen as well as meeting the demands of employers worldwide will also be addressed.

Assessment drives student learning and therefore robust, authentic and rigorous assessment practices are essential to deep student learning. Initiatives in this domain include integrating assessment items across courses, increasing authentic assessment, mapping both formative and summative assessment across courses; improving moderation procedures and exploring the possibilities of technology- enhanced assessment. A focus on external reference point comparisons and benchmarking will also be employed.

Curtin’s strategic plan 2013 – 2017 provides a variety of strategies and initiatives which will see the University’s research performance strengthen. The appointment of iconic scholars and Curtin’s strategic objective to strengthen as a research intensive University will be critical to achieving this goal. The research and teaching nexus will be further strengthened through these strategies. Curtin will also continue to undertake research in the field of education and innovate

its teaching and learning practices and models as a result of this education research through the Office of Teaching and Learning.

Quality teaching is an outcome of well prepared and trained teachers. Curtin seeks to improve capability and leadership in teaching and learning through systematic training for university teachers including sessional staff. The Foundations of Learning and Teaching program for staff has been expanded to incorporate eLearning and assessment and over 300 staff participated in at least one module in 2012. Over the next couple of years our existing training programs for new teaching staff will be expanded to include training for fieldwork supervisors and unit coordinators. A further development in relation to the professional development and training of staff is the establishment of the Curtin Learning Institute in 2013. This entity will incorporate and integrate all professional development activities across Curtin into one focal point for institutional professional development of staff. This will be imperative in the transformational change of the education landscape that Curtin sees as imperative to its future growth and sustainability in the globalised higher education environment. Curtin’s new strategic plan has also introduced key performance indicators and measures related to the percentage of staff who have achieved excellence in teaching and the Curtin’s academic staff promotions process and Curtin Expectations document incorporate a focus on excellence in teaching.

Since 2011 Curtin has introduced a systematic approach to improving English language proficiency of all students. This is a multi-pronged approach that includes raising the English entry requirements, early diagnosis of all ‘new to Curtin’ students with language and/or literacy shortcomings; English language and literacy support programs in Faculties, remedial English through Curtin English and monitoring the progress of specific cohorts identified as having potentially inadequate language preparation for higher level studies.

Note: All calendar year references below relate to projects and awards in that calendar year.Principal Performance

IndicatorsBaseline




Target2016

Number of active learning and teaching projects supported by the PELTHE10

program where the University is the lead institution

5 4 4 4 4

Number of active learning and teaching projects supported by the PELTHE11 where the University is a partner institution

5 4 4 4 4

Number of citations for outstanding contributions to student learning

5 5 5 5 5

Number of awards for teaching excellence 1 1 1 1 1

Number of awards for programs that enhance excellence

1 1 1 1 1

10 Promotion of Learning and Teaching in Higher Education - the program providers learning and teaching grants, awards and fellowships and is administered by the Office for Learning and Teaching.11 See footnote 10 for definition.

Note: All calendar year references below relate to projects and awards in that calendar year.Optional Performance

IndicatorsBaselin

e2012




Target2016

the number of teaching only positions focussed on innovative teaching

NA 15% 20% 20% 20%

4.3 Equity4.3.1 Commonwealth objectivesThe Commonwealth is committed to a fair and equitable higher education system that provides equal opportunity for people of all backgrounds to participate to their full potential and the support to do so.

In particular, the Commonwealth has an ambition that by 2020, 20 per cent of higher education enrolments at the undergraduate level will be people from low socio-economic status (SES) backgrounds.

The Commonwealth expects all universities to play a part in meeting the Commonwealth's higher education participation ambitions, consistent with the objectives and regulatory requirements of Commonwealth funding.

The Commonwealth funds a range of programs to encourage and support access to and participation in higher education by people from low SES backgrounds and other under-represented groups, including the Higher Education Loan Program and Student Income Support.

The Commonwealth will monitor the University’s equity performance through the reporting requirements and evaluations of programs and initiatives. The University’s performance in meeting equity objectives will also be linked with teaching and learning Performance Funding targets.

Universities have obligations under the fairness requirements in Division 19 of HESA. This compact does not change those obligations.


NOTE: See also section on Aboriginal and Torres Straight Islanders Access and Outcomes

Since the Review of Australian Higher Education 2008 (the Bradley Review) Curtin has been developing, implementing and monitoring Outreach and Access strategies designed to increase enrolments by people from Low Socio-Economic Status (Low SES) and Indigenous Australians. Broadly these include both working on the encouraging factors such as raising aspirations, boosting school achievement and retention, improving perceptions of relevance and attainability of Higher Education, addressing educational disadvantage whilst in school and also in relation to access to university, as well as removing or reducing financial, cultural and other barriers where these exist to enable study at Curtin.

Curtin has recognised the importance of improving outcomes for under-represented groups. Strategies have been developed to improve retention and completion rates and Curtin’s Strategic Plan 2013-2017 contains KPIs that measure low SES and Indigenous student retention and completion rates. Its governance structure supports equity through the implementation and monitoring of its equity related plans, policies, procedures, strategies.

The University manages its student equity obligations across a range of areas. The Student Equity Strategy 2010-2013 is currently being implemented. These programs are designed to enhance student access and support at organisational, faculty and school/department level. It supports Curtin’s mission of providing “innovation and excellence in teaching and research for the benefit of our students and the wider community”, and give effect to the University’s Values of “fairness” and “care”.

Besides the Low SES cohort, attention is given to indigenous students, students from rural and isolated areas of WA, students with disability, to women in non-traditional disciplines and those who are culturally and linguistically diverse.

The University has developed a range of strategies to consider how best to lift its access rate by 2015 as its contribution to the 20 per cent ratio required for Australia as a whole. Our research has indicated that students make their decisions about going to university long before they reach year 12 therefore most of our initiatives have been focussed on raising aspirations at a younger age. These are outlined in a detailed and comprehensive Low SES Equity Strategy (available on request) and include strategies to attract Indigenous students. Major initiatives are: +60TER entry via Head teachers recommendation Partnership with 40 Schools in North east and South East Metropolitan corridor Expansion of the START program (mentoring support for first year to fourth year students) CurtinLinkup (aspiration raising program in schools for year 10 students) Schools Outreach (Faculty based programs linked to specific school subject groups to raise

aspirations) Indigenous summer school (engineering program for Aboriginal students) From 2013 Curtin has increased its Outreach for indigenous students with the introduction of

the AIME program. Kambarang (Indigenous high school students day at university) Sir Charles Court Young leaders program (leadership training program for year 10 students) Scholarships targeted at specific low SES schools and areas Articulation pathways from TAFEs To commence in 2014 a partnership Pathway program with the Central Institute of Technology

(CIT) to offer a Diploma in Commerce and a Diploma in Health – if Higher Education status is awarded by TEQSA

Notwithstanding these efforts the point needs to be made that the low SES target as set by the Commonwealth are inappropriate for Western Australia. Low SES enrolments vary significantly across the 38 universities, university groupings and between the states and territories. For example around 31.3 per cent of student in Tasmania (all attending the University of Tasmania) live in low SES postcodes. Queensland with 19.4 per cent low SES is already close to target. Western Australia (11.2 per cent) has low SES participation well below the current national average. We strongly recommend that low SES targets be set on a state by state weighted basis.

Housing, both rental and purchase, and the cost of living remain significant issues for students from all equity groups. Also significant is the low salary levels of positions that many students in equity groups receive. This results in the need to work more hours in order to meet living costs and thereby reducing opportunity to focus on study.

Issues such as entry criteria, assessment methods and requirements, eligibility for special consideration and provision of appropriate resources are being addressed in an ongoing manner.

Curtin has continued to improve access to higher education for students in regional Western Australia. Evidence indicates that those educated in the regions are likely to stay in the regions after graduation, thereby helping to address critical skills shortages in those areas. Curtin continues to develop innovative modes of delivery to make it possible to maintain regional delivery and address the additional costs involved. In 2013 the Distributed Learning pilot project in Nursing will commence in the Pilbara.

Regional students’ headcount has grown from 1,978 in 2005 to 2,693 in 2012. Aspiration raising initiatives, school visits to the regions and expanded access to online offerings will assist the University to improve regional access.

Following the “Review of Post-Secondary Agricultural Education in Western Australia” by the Hon. Dr Hendy Cowan, in September 2010 the Northam based C.Y. O’Connor Institute is offering high-end vocational education in agriculture at the campus from 2011, initially sharing the facilities with Curtin. The institute is seeking further accreditation for associate degree courses in

agriculture to be offered and Curtin has offered 20 sub-bachelor places in the Associate Degree in Agribusiness for 2013. There has been no new Curtin student intake at Northam since 2011, and the University’s agricultural science and agribusiness offerings at the Bentley Campus have been reviewed and updated to ensure a better alignment to Curtin’s graduate attributes and the needs of industry.

4.3.3 Participation and Social Inclusion TargetsProportion of domestic undergraduates who are from a low SES backgroundBaseline for improvement target: To be determined

Proportion of domestic undergraduates who are from another underrepresented groupBaseline for improvement target: x% (Either 2009 or average of 2008 and 2009 data)

4.4 Teaching and Learning Infrastructure

4.4.1 Commonwealth objectivesThe Commonwealth is committed to the development of world class higher education infrastructure. A contemporary, technology rich, well designed and equipped campus environment has a positive influence on staff and student performance and satisfaction.

While the responsibility for capital infrastructure development and maintenance rests with the University, the Commonwealth’s commitment is demonstrated through programs such as the Education Investment Fund. Universities also utilise Commonwealth Grant Scheme funding for capital works and maintenance.

The Commonwealth will monitor the University's infrastructure performance, through the Institutional Performance Portfolio/CAMS.


The University Strategic Plan sets a direction for Curtin’s physical development. The University will focus on areas of strength in research, and the quality of its deliverables. To achieve this focus Curtin has identified the following key research areas: Minerals and Energy; ICT and Emerging Technology; Health; Sustainable Development. This focus will impact on the use and development of University facilities.

The University’s Strategic Asset Management Plan provides an overview of the proposed Capital Investment, Maintenance, Operations and Management, and Disposal of University Physical Facilities for the period 2013-2017 in order to assist the University to achieve its desired goals as outlined in the University Strategic Plan 2013-2017 and other University Enabling Plans.

Curtin is focused on maximising not only the learning experience our students have at Curtin but also the overall university campus experience. The implications of this are mainly in the area of community-based assets such as recreational facilities and retail outlets, and the services that Curtin provides to the student population.

Principal Performance

Indicators

2014 Reward Payment(target for 2013

students)

2015Reward Payment(target for 2014

students)

2016Progress target(target for 2015

students)Excellence Target To be determined To be determined To be determinedImprovement Target To be determined To be determined To be determinedOutcome - - -

Principal Performance

Indicators


students)


students)

2016Progress target(target for 2015

students)Improvement Target To be determined To be determined To be determinedOutcome - - -

The challenge for the University is to develop; regenerate; manage and maintain assets to achieve the highest and best use of built space and campus land in an economically, socially and environmentally sustainable way. Curtin has developed a Master Plan to guide long-term development of the Bentley campus.

All proposed capital projects are aligned to the University’s Strategic Plan and its Master Plan to ensure our program of major capital projects supports the University’s strategic direction.

For 2013 Curtin’s infrastructure has been enhanced by the refurbishment of an additional 11 classrooms, into collaborative learning spaces. This supports Curtin’s ‘Transforming Learning @ Curtin’ program to enable innovative education and a richly interactive student learning experience. Three of the classrooms have also been enabled with technology to facilitate the ‘Curtin Converged’ model for the delivery of Distributed Learning to the Pilbara and to other remote locations.

Each of these projects, as well as all other projects which make up the Capital Program fully support the initiatives contained within the University Strategic Plan 2013-2017 and address a number of key national infrastructure priorities for the higher education sector including: Creation of an internationally competitive and world-leading higher education sector; Enhancement of teaching and learning outcomes in areas of regional, national and

international importance; Provision of a stimulating and rewarding higher education experience; Development of job-ready graduates; and Creation of world-leading research capabilities and results.

The growth in the health related discipline, in particular, is currently resulting in a need for further investment in relatively cost intensive laboratory space by the University. The expectation that access is provided to regional locations also results in further unfunded infrastructure costs to the University.

Space UtilizationThe University's Strategic Asset Management Plan provides an overview of the proposed Capital Investment, Maintenance, Operations and Management, and Disposal of University Physical Facilities for the period 2013-2017 in order to assist the University to achieve its desired goals as outlined in the University Strategic Plan 2013-2017 and other University Enabling Plans.

Curtin is focused on maximising not only the learning experience our students have at Curtin but also the overall university campus experience. The implications of this are mainly in the area of community-based assets such as recreational facilities and retail outlets, and the services that Curtin provides to the student population.

The challenge for the University is to develop; regenerate; manage and maintain assets to achieve the highest and best use of built space and campus land in an economically, socially and environmentally sustainable way. Curtin has developed a Master Plan to guide long-term development of the Bentley campus.

All proposed capital projects are aligned to the University's Strategic Plan and its Master Plan to ensure our program of major capital projects supports the University's strategic direction.

For 2013 Curtin's infrastructure has been enhanced by the refurbishment of an additional 11 classrooms, into collaborative learning spaces. This supports Curtin's 'Transforming Learning@ Curtin' program to enable innovative education and a richly interactive student learning experience. Three of the classrooms have also been enabled with technology to facilitate the 'Curtin Converged' model for the delivery of Distributed Learning to the Pilbara and to other remote locations.

Each of these projects, as well as all other projects which make up the Capital Program fully support the initiatives contained within the University Strategic Plan 2013-2017 and address a number of key national infrastructure priorities for the higher education sector including:

Creation of an internationally competitive and world-leading higher education sector; Enhancement of teaching and learning outcomes in areas of regional, national and

international importance; Provision of a stimulating and rewarding higher education experience; Development of job-ready graduates; and Creation of world-leading research capabilities and results.

However it needs to be recognised that current levels of government funding for infrastructure development remain inadequate for the University to sustain growth expected by government. The growth in the health related discipline, in particular, is currently resulting in a need for further investment in relatively cost intensive laboratory space by the University. The expectation that access is provided to regional locations also results in further unfunded infrastructure costs to the University.

Current booked room frequency rates of General Teaching space are on target (74.3% v TEFMA target 75%). Actual utilisation rates are below target (62.1%) and Campus Planning and Class Management Office have developed a process to review current timetabling processes to address this disparity. There is a significant discrepancy between booked and actual room occupancy (80.6% v 49.9%) and again Campus Planning and Class Management Office are to review Class Management processes to identify opportunities to reduce this disparity. Survey results indicate that with current enrolments Curtin has adequate teaching space. Reductions in teaching space may be possible if enrolment figures remain steady and the disparity between booked and actual space utilisation is addressed through Class Management processes.

Consideration needs to be given by DIISRTE as to how it will further support the University in the costs involved in infrastructure development.

Management of Maintenance BacklogThe Backlog Maintenance for the University is within acceptable limits. In 2012 and 2013 a new direction for Facilities Management involved the complete identification and inspection of the University’s statutory compliance. There has been a much more targeted approach towards enhancing the user experience for Staff and Students by carrying out increased frequency of routine maintenance to high traffic areas. Areas of the University which have the potential to severely disrupt business continuity, should there be a major failure of associated plant and equipment, have been audited to ascertain if systems, processes and procedures are robust enough to allow a continuity of business in such an event. Where shortfalls have been identified, measures have been put in place to close the gaps.

In 2013 a new Condition Audit will be undertaken of all University built assets, as currently the data is at the end of the 5 year cycle. This will provide new information to allow the planning for maintenance of the University’s facilities and assist with the budget process.

Maintenance work is being better targeted, in order to identify where efficiencies can be met and user experience enhanced. This is being achieved by carrying out more frequent building inspection, and focusing maintenance in areas that requires specific work, rather than the previous practice of reactive maintenance. This is being complimented with the introduction of the maintenance module within Archibus and KPI’s now being developed and managed on the overall servicing of the University’s facilities.

PART FIVE: RESEARCH AND RESEARCH TRAINING5 RESEARCH AND RESEARCH TRAINING

A range of research and research training performance indicators and targets are proposed in this section. Principal Performance Indicators are compulsory and institutions may voluntarily nominate optional performance indicators and targets considered reflective of individual institutional goals.

The Commonwealth recognises universities have diverse missions and, consequently, targets and performance will vary between institutions. Each university should develop performance indicators and targets to reflect its individual performance and strategic direction.

5.1 Research performance and research capability


The Commonwealth encourages excellence in research performance and the strengthening of research capability. Particular objectives are to: progressively increase the number of research groups performing at world class levels, as

measured by international performance benchmarks; and promote collaboration, amongst universities, across sectors, between researchers and

industry Australia and internationally.

The Commonwealth, through the Australian Research Council (ARC), conducts the Excellence in Research for Australia (ERA) which evaluates the quality of research undertaken at Australian universities by discipline against international benchmarks. ERA is used to assist in determining funding in the Sustainable Research Excellence in Universities program administered by the Commonwealth.


The results of ERA 2012 demonstrate that Curtin has improved its performance substantially compared to ERA 2010. With 35 (71 per cent) 4-digit FoRs performing at world standard compared to 20 (36 per cent) in ERA 2010, Curtin has capitalised on strong improvement in research performance achieved in recent years. Additionally, with a reduction in 4-digit FoRs submitted from 57 to 49 and improved alignment of its ERA submission with research capability, Curtin is demonstrating both improved performance and increased alignment with its core research objectives.

In 2012 a major review of Curtin's Research Institutes and Centres was undertaken against a range of performance criteria including publication quality and volume, grant income and HDR completions. As a consequence, Curtin Research Institutes have been consolidated from 14 to 8, and Curtin Research Centres from 23 to 9. Available resources (financial and material) will be aligned with these high performing areas to support quality research programs. A limited number of higher priority research areas have also been recognised with correspondingly substantial increases in resources flowing to the areas of radio astronomy and geosciences.

Future recruitment of researchers will also be targeted in areas of strength represented by the Curtin Research Institutes and Centres to build capacity and secure them against future staff changes. This restructure will be reflected in future research outcomes and, over a slightly longer timeframe, will also be evident in future ERA results. This alignment is seen to be fundamental in delivering on Curtin's strategic objectives.

Attention will also be given to several areas of research where ERA ratings of 1 or 2 were achieved. These areas include FoRs with both low and high volumes of research outputs, and they will receive close evaluation to determine the optimum approach to raising the standard of research outcomes or changing the balance of academic activities.

Results from ERA 2012 have provided a clear benchmark for Curtin's research performance that will be used to confirm areas of strength and focus and assess emerging discipline groups. This information will also be used to inform our efforts to build more focused high quality teaching-research links.

Curtin has been successful in partnerships with both University of Notre Dame and Central Queensland University in applications to establish Commonwealth-supported Collaborative Research Networks, building on our aligned capabilities and aspirations in the area of health research and research training. Through these alliances Curtin will build joint PhD programs and foster vibrant research clusters that will build capability and enhance collaborative research opportunities.

Curtin has maintained its top 500 ranking within the Academic Ranking of World Universities every year since first entering the ARWU in 2009. Curtin has maintained quality scores in 3 indicators associated with the ARWU: the number of papers published in Science and Nature; the total number of papers indexed in 2009 in the Science Citation Index-Expanded and the Social Science Citation Index; and the weighted score of all indicators divided by the number of full-time equivalent academic staff. Curtin has been proactive in profiling its existing research and recruiting new researchers, and now has a number of researchers included within the preliminary Thomson Reuters Highly Cited Researchers list which is the next major parameter available for Curtin to increase its ARWU ranking from 2013.

Curtin is currently developing its 2013-2017 Research Enabling Plan which will provide a framework to guide the University towards growing and improving its research outcomes and industry engagement. The plan will address the broad issues of research differentiation, research capacity building and research translation/knowledge transfer. However, it will be firmly focussed on actions leading to improved research quality and performance.

Curtin’s commitment to excellence is the first principle guiding our research efforts. Curtin is also committed to undertaking research that is relevant to industry and the wider community.

5.1.3 Performance indicators and targets

The purpose of the research performance and the research capability performance indicators and targets is to assist the University and the Commonwealth in monitoring the University's progress against the Commonwealth's objectives and the University's strategies for research performance and research capability.

The University will aim to meet the research performance and research capability performance indicators and targets set out in the following table.

Principal Performance Indicators ERA 2010 ERA 2012 ERA 2015 Target

Number of disciplines, as defined by two-digit Fields of Research (FoR), performing at world standard or above (3, 4 or 5)

10 14 16

Number of disciplines, as defined by four-digit FoR, performing at world standards or above (3, 4 or 5)

20 35 41

Disciplines the University commits to demonstrating substantial improvement

in as defined by two-digit FoR and/or four-digit FoR

Disciplines nominated in 2011–13 Compact

Disciplines nominated in 2014–16 Compact

Disciplines the University commits to demonstrating substantial improvement as defined by two-digit FoR

02 – Physical Sciences09 – Engineering11 – Medical and Health Science

03 - Chemical Sciences11 - Medical & Health

Note: All calendar year references below refer to the previous year’s data collection.Principal

Performance Indicators

Baseline2012




Target2016

Category 1 income $18,845,752 $18,900,000 $19,000,000 $20,000,000 $22,000,000

Category 2 Income $26,477,143 $20,500,000 $21,500,000 $23,000,000 $25,000,000Number of joint research grants in Australia

213 172 180 190 200

Number of joint research grants overseas

8 7 8 10 12

Number of jointly supervised PhD students in Australia12

268 290 300 315 330

Number of jointly supervised PhD students overseas13

23 28 35 45 60

Note 2: Current data specifications exclude partnerships which were previously included. Business rule defining ‘active collaboration’ has also been tightened leading to differences between 2012 ‘Actual’ and ‘Baseline & Targets’. This means recalculation and definition of ‘active’ and ‘partners’ removed from ‘active collaborations’.

Note 3: Data for 2012 extracted on basis of formal joint PhD agreement. Current data extracted based on student by student supervisor arrangements

Note: All calendar year references below refer to the previous year’s data collection. Optional Performance

IndicatorsBaseline




Target2016

Joint Publications with national/international organisations – average institutions per indexed document14

2.86 3.11 3.2 3.25 3.30

Research income per FTE $57,642 per academic 2011

$60,000 $65,000 $75,000 $85,000

12 Please provide the number by headcount of jointly supervised HDR students enrolled in your institution who have a supervisor from an external organisation in Australia (examples include someone from a government organisation, hospital or another university).

13 Please provide the number by headcount of jointly supervised HDR students enrolled in your institution who have a supervisor from an external overseas organisation (examples include someone from a government organisation, hospital or another university).

14 Based on publications indexed by the Thomsons ISI Web of Science

5.2 Research training5.2.1 Commonwealth objectivesThe Commonwealth encourages excellence in the provision of research training. Particular objectives are to: support research excellence and develop an internationally competitive research workforce

in Australia through high quality research training; develop an internationally competitive research workforce in Australia through high quality

research training; and significantly increase the number of students completing higher degrees by research over the

next decade.

5.2.2 University strategiesCurtin’s commitment to research excellence includes an investment in a strong cohort of research students. Research students are necessary to build the research training reputation of the University and to act as a key resource in driving research and innovation.

Student Load and Recruitment -The University’s research load increased by 13 per cent over the period 2010 – 2012 from 1290 to 1457 EFTSL. This represents an increase of 7.5 per cent in domestic and 22.8 per cent in international load. Curtin provides a comprehensive scholarship program, complementary to the expanded domestic APA scholarship program, designed to attract and support quality domestic and international students. Strategic scholarship programs are aligned with Curtin areas of research strength. Curtin's long term target is to continue to increase HDR load by at least 50 per cent within the next 5 years.

Recruitment of Indigenous HDR students remains problematic in Western Australia with strong affirmative action employment programs by the resources industry for Indigenous graduates. High salaries offered to Indigenous graduates works against recruitment to HDR programs. The result is that Indigenous HDR students tend to be older and are more established in their careers. Curtin has a program of APA or Curtin HDR scholarships with substantial top ups (total package ~$40,000 pa) to attract mature age Indigenous HDR students.

Higher Degree by Research Completions - HDR completions for 2012 increased 12.5 per cent to 252 and are expected to increase over the next 3-5 years in line with the continuing increase in HDR enrolments.

Student and Supervisor Support - Curtin is committed to the provision of appropriate support for its research students and supervisors. Over the past 3 years a number of new and refurbished buildings have become available that provide high quality HDR student offices and facilities that allow flexibility of working practices in a quality working environment. International student support services provide a program of regular consultation with groups of students from Indonesia, Malaysia and Vietnam that include representatives from key areas in the University. Monitoring of student progress is facilitated via the Annual Progress Reports that are completed annually by both students and supervisors. International students are also required to complete an additional report mid-year. The Annual Progress Reports are followed by area review boards that provide feedback to students and allow early intervention where there are issues of concern.

HDR students are encouraged to participate in a range of training programs designed to inform them of HDR processes and to develop generic skills, either through workshops and seminars or through access to online courses, for example the LEAP program through the ATN. The previous Graduate Certificate in Research Commercialisation has been discontinued following the demise of the Commercialisation Training Scheme, however commercialisation workshops are provided to HDR students from the Curtin IP Commercialisation Office. Accreditation of HDR supervisors through the Curtin Register of Supervisors is ongoing and academic staff are required to attend professional development workshops to gain entry to the register. Two levels of registration are possible with the higher level supervisors assigned to mentor and support those who are less experienced. In 2012, the number of registered supervisors in Curtin had grown to over 1000 and

continues to grow on the basis of strong demand for HDR supervision and Curtin's focus on HDR programs.

5.3 Performance indicators and targets

The purpose of the research training performance indicators and targets is to assist the University and the Commonwealth in monitoring the University's progress against the Commonwealth's objectives and the University's strategies for research training.

The University will aim to meet the research training performance indicators and targets set out in the following table.

Note: All calendar year references below refer to the previous year’s data collection.Principal

Performance Indicators

Baseline

2012




Target2016

HDR student load 1417.2 1447.2 1523 1667 1885HDR student completions by masters

34 36 38 40 42

HDR student completions by doctorates

188 216 224 249 275

Note: All calendar year references below refer to the previous year’s data collection.Optional Performance

IndicatorsBaseline




Target2016

PREQ overall satisfaction;

88% 88% >85% >85% >85%

Percentage HDR student retention rate; and

91.6% 90.5% >90% >90% >90%

% international HDR students.

38% 38% 40% 40% 40%

PART SIX: GENERAL PROVISIONS6 GENERAL PROVISIONS

6.1 Compact Review

6.1.1 The Commonwealth and the University will review the compact annually. This review will be a mechanism for considering progress made towards agreed goals outlined in this compact. Compact review will aim to ensure that the Commonwealth and the University will continue to focus on key objectives and strategies and will be an opportunity to consider developments that may impact on the compact or trigger a need to change the compact.

6.1.2 To facilitate this review the Commonwealth will produce an annual Institutional Performance Portfolio and the University agrees to contribute to the annual Institutional Performance Portfolio Information Collection (IPPIC). The Commonwealth will consult with the higher education sector on the information collection requirements and any issues arising from the IPPIC process.

6.2 Privacy and information sharing

6.2.1 Subject to clause 6.2.2 below, the University acknowledges and agrees that any information it provides to the Department for the purposes of this compact, may be accessible under the Freedom of Information Act 1982 and may also be:

published by the Commonwealth in any manner in accordance with any legislative requirement;

used by the Department for any purpose of the Commonwealth, including dealings with other Commonwealth or State or territory agencies;

used in reporting to or answering questions from a Minister of State of the Commonwealth or a House or Committee of the Parliament of the Commonwealth; or

disclosed where the Commonwealth is required or permitted by law to do so.

6.2.2 The Commonwealth and the University agree to carry out their roles under this compact in accordance with any obligations they have under the Privacy Act 1988 or any state or territory law relating to the protection of personal information.

6.3 Changing the Compact

6.3.1 Either party may propose changes to this compact at any time. Any variation to this compact is to be in writing and signed by the University's, and the Commonwealth’s Representatives.

6.4 Notices

6.4.1 A party wishing to give notice under a provision of this compact:

a. must do so by sending it to the other Representative set out in clause 6.4.2; andb. must, if a response is required to the notice, set out the time in which the response is

to be given;

6.4.2 The Representatives are:

a. University RepresentativeMarco SchultheisChief Strategy OfficerPhone: (08) 9266 [email protected]

mailto:[email protected]

b. DIICCSRTE RepresentativeDivision HeadHigher Education GroupDepartment of Industry, Innovation, Climate Change, Science, Research and Tertiary EducationGPO Box 9839Canberra ACT 2601

OR

[email protected]

6.5 Dictionary

In this compact, unless the contrary intention appears:

‘Department’ means the Commonwealth Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education or any successor.

‘HESA’ means the Higher Education Support Act 2003 and includes any subordinate legislation or Ministerial determination made under that Act.

‘Institutional Performance Portfolio’ (IPP) is a report which provides an historical record of a university's performance based on information provided by the University and an analysis of the Higher Education Data Collections. An IPP will be prepared by the Commonwealth for the University annually using the latest available data.

‘Institutional Performance Portfolio Information Collection’ (IPPIC) is a set of Commonwealth instructions requesting that universities provide a submission to the Commonwealth, endorsed by the University's chief executive, that includes student, staff, financial and research information needed for the preparation of an Institutional Performance Portfolio for that university.

‘Minister’ means the Minister for Tertiary Education, Skills, Science and Research.

‘Mission’ means the University’s Mission set out at Part One of this compact as amended in accordance with the variation provisions in this compact from time to time.

‘TEQSA’ means the Tertiary Education Quality and Standards Agency.

‘Term of this compact’ means the period set out in Part B of the Context of this compact.

‘University’ means Curtin University of Technology, ABN 99 143 842 569

mailto:[email protected]

Signed for and on behalf of the Curtin University

by

…………………………………………………….. …………………………Signature Date

Professor Jeanette Hacket

the Vice-Chancellor

In the Presence of:

.....................................................................................

WITNESS

.....................................................................................

Full name and occupation or profession of witness (Please print)

SIGNED for and on behalf of

THE COMMONWEALTH OF AUSTRALIA

by

…………………………………………………….. …………………………Signature Date

Mr David de Carvalho

the Head of Division

of Higher Education Division

of the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education

a Delegate of the Minister for Tertiary Education, Skills, Science and Research

In the Presence of:

.....................................................................................

WITNESS

.....................................................................................

Full name and occupation or profession of witness (Please print)

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