ministry of training , - postsecondary education quality assessment

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Contact Person: Professor John Hicks

Institution: Charles Sturt University

Address: Panorama Avenue, Bathurst, New South Wales

Country: Australia

Postal Code: 2795

Subject: Confirmation of materials received by the Postsecondary Education Quality Assessment Board

The Postsecondary Education Quality Assessment Board has received your application to the

Minister for Training, Colleges and Universities to offer a degree program or part thereof in the

Province of Ontario. As required under the Post-secondary Education Choice and Excellence

Act, the Board will assess this application in accordance with its guidelines and procedures

and forward its recommendations to the Minister for consideration.

Your application has been registered with the number

CONFIRMATION OF

MATERIALS RECEIVED QUALITY ASSESSMENT REVIEW

- PUBLIC ORGANIZATIONS -

which should be used in all subsequent correspondence.

Yours faithfully,

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1.0 ORGANIZATION AND PROGRAM INFORMATION 1.1 Submission Title Page

Full Legal Name of Organization: Charles Sturt University Operating Name of Organization: Charles Sturt University Common Acronym of Organization: CSU URL For Organization Homepage: www.csu.edu.au Degree Level and Type to be awarded for program: - Master Degree Proposed Degree Nomenclature: Master of Business Administration Date of Submission: 14 April, 2007 Contact Information: Professor John Hicks Dean, Faculty of Business Charles Sturt University Bathurst, New South Wales, 2795 Australia +61 2 63 384234 phone +61 2 63 384250 fax [email protected] Site Visit Coordinator: Contact Information: Professor John Hicks Dean, Faculty of Business Charles Sturt University Bathurst, New South Wales, 2795 Australia +61 2 63 384234 phone +61 2 63 384250 fax [email protected]

http://www.csu.edu.au/

mailto:[email protected]

mailto:[email protected]

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Quality Assessment Panel Nominees The Faculty of Business at Charles Sturt University is happy for the Board to appoint its own Panel members for the Quality Assessment of the Application.

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1.2 TABLE OF CONTENTS 1 Title Page 1.1 Title Page 1.2 Table of Contents 2 Program Abstract 2.1 Executive Summary............................................................................................ 8 3 Program Synopsis 3.1 Program Abstract...............................................................................................13 4 Program Degree Level Standard 4.1 Program Degree Level Standard.......................................................................14 4.2 Samples of Student Work..................................................................................16 5 Admissions, Promotion, Graduation Standard 5.1.1 Admission Requirements Direct Entry...............................................................17 5.1.2 Admissions Policies and Procedures for Mature Students................................18 5.2.1 Credit Transfer/Recognition Policies and Procedures.......................................18 5.2.2 Advanced Placement Policies............................................................................19 5.2.3 Degree Completion Requirements.....................................................................19 5.2.4 Gap Analysis......................................................................................................19 5.3 Promotion and Graduation Requirements..........................................................20 6 Program Content Standard 6.1.1 Program Advisory Committee Membership.......................................................21 6.1.2 Program Development Advisory Committee Minutes........................................22 6.2.1 Professional/Accreditation or Other Requirements...........................................23 6.2.2 Letters of Support: Professional/Accreditation or other Requirements.............24 6.3.1 Program Level Learning Outcomes...................................................................24 6.3.2 Course Descriptions..........................................................................................25 6.3.3.1 Program Hour/Credit Conversion Justification..................................................26 6.3.3.2 (A and/or B) Undergraduate Academic Course Schedule (s) ..........................27 6.3.3.3 (A and/or B) Graduate Academic Course Schedule (s) ...................................28 6.4 Course Outlines................................................................................................30 6.5.1 Table: Course Outline.......................................................................................64 6.5.2 Support for Work Experience............................................................................64 6.5.3 Work Experience Outcomes and Evaluation.....................................................64 7 Program Delivery Standard 7.1.1 Quality Assurance Policies...............................................................................64 7.1.2 Policy on Student Feedback.............................................................................65 7.1.3 Student Feedback Instruments.........................................................................68 7.2.1 On-Line Learning Policies and Practices..........................................................82 7.2.2 Academic Community Policies..........................................................................82

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8 Capacity to Deliver 8.1 Legal Characteristics........................................................................................83 8.2.1 Governance and Administrative Structure........................................................87 8.2.2 Responsibilities of Governing Bodies...............................................................88 8.2.3 Reporting Structure..........................................................................................91 8.3.1 Co-ordinated Business and Academic Plans...................................................94 8.3.2 Administrative Staff......................................................................................... 121 8.4 Participation in Academic Policies and Standards.......................................... 188 8.5.1 Library Resources........................................................................................... 171 8.5.2 Computer Access.............................................................................................184 8.5.3 Classroom Space.............................................................................................184 8.5.4 Laboratory/Equipment (where applicable)...................................................... 184 8.6 Resource Renewal and Upguiding..................................................................184 8.7 Support Services..............................................................................................184 8.8 Policies on Faculty...........................................................................................185 8.9.1 CV Release......................................................................................................207 8.9.2 A Curriculum Vitae Exceptions........................................................................... 208 8.9.2 B Curriculum Vitae for Faculty Responsible for Teaching and Curriculum for DW Courses....................................................................................................208 8.9.2 C Curriculum Vitae for Faculty Responsible for Teaching and Curriculum for DO and DL Courses........................................................................................209 8.9.2.D Curriculum Vitae for Program Development Consultants................................290 8.9.2 E Curriculum Vitae for On-Line Learning Professional and Professional and Technical Staff.........................................................................................290 ....... 9 Credential Recognition Standard 9.1 Program Design and Credential Recognition.................................................291 10 Regulation and Accreditation Standard 10.1.1 Current Regulatory or Licencing Requirements..............................................293 10.1.2 Letters of Support from Regulatory/Licencing Bodies.....................................294 11 Program Evaluation Standard 11.1 Periodic Review Policy and Schedule.............................................................295 12 Academic Freedom and Integrity Standard 12.1.1 Academic Freedom Policy...............................................................................296 12.1.2 Academic Honesty Policy.................................................................................297 12.1.3 Academic Honesty Procedures........................................................................299 12.2 Policy on Intellectual Products.........................................................................300 12.3 Policy on Ethical Research Practices...............................................................308 13 Student Protection Standard 13.1 Academic Calendar Information...................................................................... 313 13.2.1 Dispute Resolution.......................................................................................... 313 13.2.2 Fees and Charges...........................................................................................314 13.2.3 Student Dismissal............................................................................................319

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13.2.4 Withdrawals and Refunds..............................................................................330 13.3. Student Protection Information......................................................................332 14 Optional Material 14.1 Student Transcript Protection........................................................................348 14.2.1 Plan for Record Management........................................................................352 14.2.2 Plan for 75 year Accessibility.........................................................................362 14.2.3 Plan for Weekly Record Back-up...................................................................363 14.2.4 Accuracy of e-records....................................................................................364 14.3.1 Third-Party Record Keeper............................................................................365 14.3.2 Verification of Agreement...............................................................................366

Appendix A: Web Addresses for sections referred to in this application....................................................................................367

Appendix B: Charles Sturt University Annual Report 2005.............................................................................................................386

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2.1 Executive Summary Proposed Credential Nomenclature: MBA

Specify Discipline/Field of Study: Business

Is a work experience/work placement term required for the degree completion? NO

Anticipated Program Start Date: September 2007

Overview Charles Sturt University (CSU) was established as Australia’s 26th University on 19 July 1989 by the Charles Sturt University Act (NSW) and is a statutory corporation. The Act brought together the Mitchell College of Advanced Education located in the City of Bathurst, and the Riverina-Murray Institute of Higher Education located in the Cities of Wagga Wagga and Albury/Wodonga. The Act also required the University to establish a new campus in the City of Dubbo, New South Wales. The name of the University honours the Scottish explorer, soldier and public servant, Charles Sturt, who undertook extensive exploration of areas of eastern Australia previously unknown to European settlers. He was particularly associated with explorations of the Macquarie, Lachlan, Murrumbidgee, Darling and Murray River Systems which flow to the west. These are the principal rivers of the region which CSU was established to serve. The University was originally created as a federated, network university with semi-independent member campuses and a central administration. Amendments to the Act in 1998 now encapsulate in the legislation a new structure of the University that evolved during the University’s first ten years of operation. The new structure may be described as an integrated, multi-campus structure in which the major academic units, the Faculties, are represented on at least three campuses of the University and the administrative divisions have University-wide rather than campus-specific responsibilities. As required by the Act, the University operates main campuses in the cities of Albury-Wodonga, Bathurst, Dubbo and Wagga Wagga in the state of New South Wales. CSU also operates from other locations in the state of New South Wales, including the City of Sydney, Manly, Goulburn, Morpeth and Broken Hill and in the Australian Capital Territory (ACT) in the City of Canberra. The University’s headquarters, the Chancellory, known as The Grange which houses the Vice-Chancellor’s office, is located on the Bathurst Campus. The Faculty of Business is one of the four Facuties of the University. The Annual Report for the University for 2005 is attached to this application as Appendix B The Mission Charles Sturt University will be a bold and innovative leader in providing an accessible, adaptable and challenging learning environment to develop graduates and research that meet the needs of its regional, national and international communities (CSU Strategic Planning, 2007-2011). The University seeks to achieve this mission by committing itself to, and being accountable for:

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• providing a student centred educational environment to develop highly employable graduates who will be able to contribute to the economic, social and cultural life of their University and wider communities and have the capacity for, and commitment to, continued personal and professional development;

• producing high quality research of significance to its regions and the professions, and of

national and international distinction; • undertaking dynamic and sustainable regional engagement; and • ensuring effective resource management and generation. The key values relevant to Charles Sturt University achieving its mission are: • the discovery, preservation, refinement, and dissemination of knowledge through teaching,

research and scholarly inquiry, which draw strength from each other; • social justice - equity of opportunity, tolerance, ethical conduct, accountability; • intellectual independence and freedom of enquiry; • personal, regional, national and international enrichment; • economic, social and environmental sustainability; and • participation, cooperation and collaboration.

Summary of the MBA Program This trimester structured two year, part-time graduate entry program has been highly successful in developing managers in Australia and southern and eastern Asia. The program has also been undertaken by a number of Canadians, primarily from Ontario, who have participated directly by Distance Education. The proposal to offer the program with a residential in Ontario is consistent with the University’s mission and a key strategy of the Faculty of Business Strategic Plan 2007-2011 to become a leading, high quality international provider of tertiary programs in business education. Currently, CSU offers programs in higher education organizations in countries, such as, China, Croatia, India, Malaysia, Pakistan, Singapore, Switzerland and to individual students studying with the University directly by Distance Education in Canada, USA, South Africa, Zimbabwe, UK, and countries of the Middle East. The MBA curriculum is designed to cover the key areas necessary for management in business for university graduates who may not have a business education background or for graduates who need to enhance their undergraduate business education experiences in order to fill management related positions in a wide range of contexts in public and private sectors in small to large organizations. The program consists of 12 subjects each of which seeks to enhance the capacity of students to develop knowledge and skills to be a competent executive in a business context. The strengths of the CSU MBA program include: • its proven track record in producing high quality graduates sought after by business and

government in Australia and other countries referred to above;

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• the flexibility in program completion which permits students to undertake one of more subjects in an enrolment period to suit their work and other commitments;

• a curriculum that develops students further in business related knowledge and skills which can make a positive, ethical difference to organizational outcomes;

• use of flexible modes of delivery such as print and online media; and • interaction between staff and students and among students through the online medium of

subject forums and local seminars. The delivery of the program in Ontario is based on a multimedia model using online, print and interactive media along with local seminars and consultation to complement the assistance and mentoring from CSU based staff using e-mails, web forums, phone and facsimiles. The students are required to attend for 120 hours over their course to present and experience seminars, participate in interactive workshops and engage with their facilliators in a range of other appropriate learning experiences through direct personal contact with program staff and other students.

Offering the Charles Sturt University’s MBA program in Ontario is an extension of the program already available throughout the world by Distance Education and available through partner institutions in Asia, Europe, and Africa. As discussed earlier in the submission, a number of Canadians have already undertaken the MBA program. The offering of the program in Canada is entirely consistent with the Mission and Values of the University which seeks to enhance its growing international reputation and be an active participant in the globalization of higher education. Program Recognition The CSU MBA program is recognised by Commonwealth of Australian Department of Education, Science and Training (DEST) and is subject to cross institutional evaluation in the Australian University Quality Assurance Process (AUQA) process required of all publicly funded Australian Universities. Employment Prospects The MBA program is designed primarily for students who are already in employment to meet their needs for enhanced business skills and knowledge. Graduates of the MBA are well equipped to meet the demands of more responsible management and related positions.

Capacity to Deliver The Faculty of Business at CSU already delivers the program in Australia by distance education and throughout the world directly and through partner organizations Subjects in the program are well designed and have benefited from the constant review and upgrading as a result of staff, student and professional feedback and comment. A detailed subject teaching package containing guidance notes, instructional materials and a collection of readings along with assignments and criteria for assessment, is provided to each student both as hard copy and online. The packages include notes and Readings and all students are provided with the prescribed textbook. Staff may also provide a CD ROM or DVD ROM version. Additional materials may also be provided through the on-line Forum in each subject. The CSU Sub-Dean, MBA, and staff coordinating each subject, will ensure, that information technology and library facilities are appropriate for the cohort. Suitably qualified additional staff will be recruited for the Burlington Campus of CSU on a sessional basis where required as local tutors and mentors.

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The full administrative, information technology and financial services of CSU will be available to support the program. Overall, the program will be monitored by the Sub-Dean, CSU MBA Program, the CSU Faculty of Business, the MBA Board of Studies, the MBA Advisory Board, the CSU Faculty of Business Board and the Dean of the Faculty, Professor John Hicks. Enrolment Patterns This is a trimester based two year part-time graduate entry program available to graduates wishing to enhance their management and related business knowledge, skills and capacities. Projected student numbers in Canada are: Year 1 20 students 1 FTE Faculty

Year 2 40 students 2 FTE Faculty



There have been a small number of enrolled MBA students who have undertaken the program by Distance Education with Charles Sturt University from Ontario. A range of recruitment strategies were used to attract these students and it is proposed to continue with similar strategies to recruit students into the on-campus Distance Education program in Ontario. Recruitment will be handled by the University directly through its world wide Website, by staff from the CSU Campuses in Australia. Recruitment to the program may include following techniques. • Dissemination of information on the MBA program in the media in Ontario. - Advertisements in Ontario newspapers; - Advertisements in student campus newspapers;

- Presentation and information sessions conducted by the Dean and staff of the Faculty of Charles Sturt University at various locations across Ontario; and - Maintenance by Charles Sturt University of web-based information about the University, the Faculty and the MBA.

Financial Capacity This program is offered with the approval and full financial support of the Charles Sturt University Council, its Chancellor and Vice-Chancellor. The University is financially well managed with an annual budget of AUD $150 million (2006) in surplus and is confident it can deliver a high quality MBA program by Distance Education with the prescribed residential at the CSU Campus in the Bay Area Learning Centre, Burlington, Ontario. It should be noted, of course, that the program will be offered on a full fee-paying basis and the fee structure is based on calculations by the Executive Director of Financial Services at CSU to ensure its viability and commercial success. CSU, with extensive overseas operations, has been very cautious and conservative in the establishment and management of its international programs. However, the University is convinced that the MBA in Ontario will be highly successful. The financial position of the university is appended.

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3. Program Synopsis 3.1 Program Abstract

he Master of Business Administration degree program is designed to develop and enhance in managerial areas of business that require high level

positions in a wide range f contexts in public and private sectors in small to large organizations. The program consists

ledge ness context.

Tthe capacity of students to workanalytical skills The CSU MBA program is designed to develop and enhance the key cognitive and affective areas necessary for management in business for university graduates who may not have a business education background or for graduates who need to enhance their undergraduate business education experiences in order to fill management related oof 12 subjects each of which seeks to enhance the capacity of students to develop knowand skills to be a competent executive in a busi

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4.0 Program Degree Level Standard 4.1 Degree Le 4.1.1 Degree Level SummaryThe MBA is a f management a iness executive pos knowledge, a ts, and communication eded for business management in a wide variety of organisational contexts. The program c ore subjects and four electives. The subjects are indicat

vel

trimester based two year part-time academic program in the foundations ond business subjects for graduate students who are in, or aspire to, bus

itions. It entails the enhancement of an understanding of business related critical awareness of current business problems and new insigh and analytical skills; and an appreciation of business diversity ne

onsists of 12 subjects comprising eight ced in the Table below.

COURSE STRUCTURE MBA (On Campus, Distance learning and Off-Shore) (PROPOSED COURSE)

96 POINTS • MBA501 Management, People and Organizations • MBA502 Business and Economic Environment • MB keting for Managers A503 Mar• MBA504 Accounting and Financial Management • MBA505 Managing Business Information • MBA506 Foundations of Operations Management • MB oject Methods A507 Business Pr• MB rategy A508 Business St• Elective • Elective • Elective • Elective

Master of Business Administration (96 points)

Graduate Certificate Completion of eight subjects, of hich at least six are from the core subjects, leads to the award of Graduate

t MBA 508 Business Strategy is the final session of study.

Summary of C

and context of management; rganization theory and behaviour relating to the key functions of management;

dership and management, and management valuation.

Note: Completion of any four of the core subjects leads to the award of in Business Administration.

wDiploma in Business Administration. The subjecthe ‘capstone’ subject and must be completed in

ore Subjects MBA501 Management, People and Organizations (8)

Prerequisite: Nil

Management competence is a critical success factor in any organization and for any person in that organization. The management task is complex and dynamic, involving legal, ethical, social, economic and technological issues that span local and global environments. This subject provides an advanced foundation for understanding the management task faced by the individual manager in an organization. The subject will cover: the natureoHRM issues, change leae

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MBA502 Business and Economic Environment (8)

Prerequisite: Nil

This subject describes the business and economic environment as it rebusiness managers. The subject discusses and outlines the international, macroeconomic, market and firm environments. The subject focusedevelopment and use of economic principles and tools which will equip business managers to effectively operate in the environment they face.

MBA503 Marketing for Managers (8)

lates to

s upon the

ories, rketing Management is concerned

tering, and developing markets. The aim of marketing is to profitable relationships with customers. Central to this is the

troduces students to the accounting and finance disciplines in an integrated nting, management accounting, finance and

g quantitative information technology and tudents will gain an understanding of the accounting

ing process and the uses and limitations of

l

This subject aims to provide an introduction to the use and management of information systems (IS), with an emphasis on business implications of

information technology. Students will have the opportunity to develop their knowledge and understanding of the role of IS in organizations,

s by ons acquire, deploy and evaluate information systems for

managing information and driving organizational performance. Current research and practice in the field of management information systems is analysed incorporating ethical practices related to the development, use and governance of these systems. The subject will include practical activities involving the usage of business IS and tools germane to the area

Prerequisite: Nil

The aim of this subject is to provide a thorough understanding of the theconcepts and techniques of marketing. Mawith identifying, endevelop long-term development of a market-oriented approach to the conduct of its entire business.

MBA504 Accounting & Financial Management (8)

Prerequisite: Nil

Inmanner dealing with financial accoubusiness decision making usincommunication skills. Sprinciples underlying the accountfinancial statements published by business entities. Accounting and finance issues faced by management and some of the techniques used by managers in decision making will also be addressed

MBA505 Managing Business Information (8)

Prerequisite: Ni

developments in

examine information technology components of IS and review the meanwhich organizati

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MBA506 Foundations of Operations Management (8)

This subject is desig reciation of operations management – the “real work” of the enterprise or organization. It extends into underseffectiveness of ourbusiness environme e field, such as site seconsiderations. This a variety of tools and techniques to the students that will enable them to analyse a manufacturing or service operation and to recommend a variety of actions.

MBA507 Business Project Methods (8)

Prerequisite: Nil

tr the principles of undertaking a business project in f the subject is to give some of the experience, confidence

and skills needed in order to undertake a business research project. The subject examines how to plan and organise a research project. The subject provides an opportunity to learn the basics of two broad approaches to research: quantitative and qualitative research methods. Ethics in research and writing a research report are also examined

MBA508 Business Strategy (8)

Prerequisite: MBA507

This subject introduces the key practical and theoretical aspects of strategic management. An overview of the key forces and debates that gave rise to, and have influenced the ongoing development of, strategic management is provided. The potential benefits and limitations of strategic management will be also addressed. This approach allows for the development of knowledge and skills in the areas of strategic analysis, strategic choice and strategic implementation. To successfully complete this subject, students must undertake a major project.

4.2 Samples of Student Work CSU has on file and available on request samples of student work in compliance with the requirements of Appendix 4.1.2

Prerequisite: Nil

ned to equip students with a keen app

tanding how we can improve the efficiency and service and manufacturing operations in the global nt, and detail some of the strategic elements related to thlection, quality management, and environmental course will focus on delivering

This subject will inbusiness. The aim

oo

duce

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5. Admissions, Promotion, Graduation Standard 5.1 Direct Entry Admission

5.1.1 Admission Requirements Direct Entry gram Admission Requirements

Pro Academic

ts have been met.

Applicants must hold a prior Bachelor degree award in any subject area, or furnish documentary evidence which demonstrates, to the satisfaction of the Sub-Dean, CSU MBA Program, Faculty of Business, that equivalent requiremen

Related WExperi c

ork/Volunteer N/A

en e

Other (eg

pecialised testing, interview, portfolio,

N/A

sG.R.E., etc)

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5.1.2 Admission Policies and Procedures for Mature Students

rogram must have

recognised tertiary institution and/or an equivalent ssional qualification.

• A minimum of three years work experience. Students with less than three years rience may be admitted, if they can demonstrate high levels of academic

ment, motivation and maturity. Applicants with less than two years work experience may be required to undertake the Graduate Management Admissions Test (GMAT). For those applicants required to undertake the GMAT, a minimum score of 500 or higher is required.

• Students for whom English is not a first language will need to demonstrate a minimum IELTS score of 6.0 in each category with no less than 5.5 in each of the skill areas, or other comparable evidence of English language ability, which is acceptable to the University.

• Students without a tertiary qualification may be admitted to the Graduate Certificate in Commerce if they can demonstrate they have a minimum of 7 years appropriate professional/managerial work experience. Upon successful completion of the Graduate Certificate in Commerce, students may apply to articulate onto the MBA.

Applicants must hold a Bachelor degree award in any area, or furnish documentary evidence which demonstrates, to the satisfaction of the Sub-Dean, CSU MBA Program, Faculty of Business, that equivalent requirements have been met. Other than the provisions indicated above, there is no entrance examination for admission to the Master of Business Administration program. Charles Sturt University has a comprehensive Admissions Policy for its range of courses. Details can be found in the CSU Undergraduate and Postgraduate Handbook – Admission Regulations. As the Master of Business Administration degree program requires applicants to hold a Bachelor degree, all students entering the program are mature students. 5.2 Advanced Standing 5.2.1 Credit Transfer/Recognition Policies and Procedures Students must satisfactorily complete all 12 subjects required for the degree. Credit may be granted for equivalent subjects completed at the postgraduate level at a recognised tertiary institution, or those judged by the Director, CSU MBA program, as equivalent in content scope and depth, level of study, assessment and outcomes. The maximum credit for similar or higher level subjects completed outside of CSU is 50 per cent of the MBA course.

To be admitted into the p

• An undergraduate degree from aprofe

work expeattain

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5.2.2 Advanced Placement Policies ance examination and there is no preference given for students who have

redit for prior learning.

.2.3 Degree Completion Requirements ot Applicable

.2.4 Gap Analysis Not Applicable

There is no entrc 5N 5

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5.2.5 Bridging Courses Not Applicable

.3 Promotion and Graduation Requirements 5 Program Requirement

Level of Achievement

Promotion

Graduation

Courses in Disciplines Outside the Main Field(s) of Study

N/A

N/A

Courses in Disciplines Within the Main Field(s) of Study

Minimum of Pass Minimum of Pass

Other, please specify (eg work placement/internship)

N/A N/A

Other, please specify (eg thesis)

N/A N/A

Other, please specify (eg research paper) N/A N/A Other, please specify (eg laboratories, etc) N/A N/A Overall Achievement Minimum o

f Pass Minimum of Pass

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6.0 Program Content Standard 6.1 Program Advisory Committee 6.1.1 Program Advisory Committee Membership The CSU MBA has been developed and adapted over a period of 15 years. Currently, the main management and governance structures are the Sub-Dean, CSU MBA Program, the MBA Board of Studies, the MBA Advisory Board, the CSU Faculty of Business Board and the Dean of the Faculty. Each subject has a co-ordinator. As indicated earlier, the program is being successfully delivered by Distance Education in Australia to domestic and to offshore students throughout the world, and in partner organizations in countries in Europe, eastern and southern Asia The planning and advice for the delivery of the program in Ontario has been primarily with the Dean and senior staff of the Faculty of Business at CSU. A Program Development Advisory Group is to be established to monitor and review the Ontario offering of the MBA. It will consist of the following: • Dean, Faculty of Business, CSU (Chair); • Sub-Dean, MBA Program, CSU; • One Representative from an Industry/Organisation Employing MBA Graduates in Canada; • A Staff member from the Faculty of Business who teaches a core subject in the program; • A member of the Community in the Ontario region with knowledge and understanding of

Canada and its systems of government; and • One currently enrolled student from Ontario, Canada The mandate of the Committee includes the following. • provide advice to the Sub-Dean, MBA, and to the Dean on any matters relating to the

efficient running of the program in Ontario; • to elicit student feedback on any aspect of the course; • to liaise with program tutors; • to liaise with employers of MBA graduates in Canada; • to liaise with graduates on the level of preparedness for managerial work; • to conduct periodic, systematic reviews of the program, initially at the end of the first year,

and then every 2-3 years; • maintain, monitor and develop the relationship with liaison staff in the Burlington Campus; • monitor the curriculum to ensure it best meets the needs of students already employed in

or planning to enter organizational management positions; and • provide an annual program report including any recommended program changes to the

CSU Faculty of Business Board. The CSU Ontario Program Development Advisory Committee will meet formally at least three times per year and will be formally constituted under CSU’s Faculty of Business governance structure. It will have a central role in ensuring that the MBA offered in Ontario is of the highest possible standard and is responsive to, and reflective of, the needs of the various key stakeholders.

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6.1.2 Minutes of Program Advisory Committee As the Ontario Program Advisory Committee will not start meeting until the course ommences, no minutes are available. c

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6.2 Professional/Accreditation or Other Requirements Support 6.2.1 Professional/Accreditation or Other Requirements

ody. The MBA is registered with the ommonwealth of Australia Department of Education, Science and Technology (DEST).

The MBA is not accredited by any professional bC

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6.2.2 Letter of Support: Professional/Accreditation or Other Requirements

Material

Level Learning Outcomes he aim of th gra

disciplines of b provide gradu l tools necessary ccessfullyequipped to ac rofessionally and ethicaable to add significant value to their organ Program Learning Level Outcomes Upon completion of this coursgraduates will have acquired a firmunderstanding of the major areas oknowledge wmanagement,

Not Applicable 6.3 Program Content Summary 6.3.1 ProgramT e course is to equip

usiness; to to manage su

duates with knowledge regarding the fundamental ates with the theoretical frameworks and analytica

a modern enterprise; to ensure that graduates are lly in their chosen field; to ensure that graduates are ization.

e

f

Courses, Course Segments or Workplace Requirements that contribute to this outcome

t p

hich underpin general including:

1. an understanding of the concepts, processes and institutions in the production and marketing of goods and/oservices and the financing of business for Managers

t

r

MBA501 Management, People and Organizations MBA502 Business and Economic Environment MBA503 Marketing

enterprise or other forms of organization MBA504 Accounting and Financial ManagemenMBA507 Business Project Methods MBA508 Business Strategy Electives 1-4

2. an appreciation of the impact of environmental forces on organizations, including: ethical, social, economic, and technological change issues; and theffect of interna

e tional developments

MBA502 Business and Economic Environment MBA505 Managing Business Information Electives 1-4

3 an enhanced ndmanage change

capacity to respond to a MBA501 Management, People and Organizations MBA502 Business and Economic Environment MBA503 Marketing for Managers MBA504 Accounting and Financial ManagementMBA507 Business Project Methods MBA508 Business Strategy

4. an understanding and appreciation of annd

tthe conceptsaccounting a

d applications of finance

MBA504 Accounting and Financial ManagemenMBA508 Business Strategy

5. an understanding and management theory and HRM issues

appreciation MBA501 Management, People and Organizations

6. an understanding and appreciation of the processes and problems of general management at the operational and strategic level

MBA506 Foundations of Operations Management MBA508 Business Strategy

7.an appreciation of the significance of business strategy

MBA508 Business Strategy

8. and understanding and appreciation business research methods

MBA507 Business Project Methods MBA508 Business Strategy

9. an enhanced capacity to undertake an individual business project/dissertation MBA508 Business Strategy

MBA507 Business Project Methods

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6.3.2 Course D s There is flexibility in the order of subjects chosen as long as students undertake the subject

BA508 last.

isYear 1 Trimester 1

escription

M The following a suggested order.

Course Title Calendar Course Description

MBA501 Management, People and Organizations

ing legal,

Management competence is a critical success factor in any organization and for any person in that organization. Themanagement task is complex and dynamic, involvethical, social, economic and technological issues that span local and global environments. This subject provides an advanced foundation for understanding the management task faced by the individual manager in an organization. The subject will cover: the nature and context of management; organization theory and behaviour relating to the key functions of management; HRM issues, change leadership and management, and management evaluation.

MBA502 Business and Economic Environment

ect

conomic principles and tools which will equip business managers to effectively operate in the environment they face.

This subject describes the business and economic environment as it relates to business managers. The subjdiscusses and outlines the international, macroeconomic, market and firm environments. The subject focuses upon the development and use of e

MBA503 Marketing for The aim of this subject is to provide a thorough niques of with he aim of

nships with a market-

oriented approach to the conduct of its entire business.

Managers

understanding of the theories, concepts and techmarketing. Marketing Management is concernedidentifying, entering, and developing markets. Tmarketing is to develop long-term profitable relatiocustomers. Central to this is the development of

Trimester 2

Financial Management

used by managers in decision making will also be addressed

MBA504 Accounting &

Introduces students to the accounting and finance disciplines in an integrated manner dealing with financial accounting, management accounting, finance and business decision making using quantitative information technology and communication skills. Students will gain an understanding of the accounting principles underlying the accounting process and the uses and limitations of financial statements published by business entities. Accounting and finance issues faced by management and some of the techniques

Trimester3 MBA505 Managing Business Information

This submanagem

ject aims to provide an introduction to the use and ent of information systems (IS), with an emphasis

lications of developments in information nts will have the opportunity to develop

derstanding of the role of IS in ine information technology components

of IS and review the means by which organizations acquire, deploy and evaluate information systems for managing information and driving organizational performance. Current research and practice in the field of management information systems is analysed incorporating ethical practices related to the development, use and governance of these systems. The subject will include practical activities involving the usage of business IS and tools germane to the area

on business imptechnology. Studetheir knowledge and unorganizations, exam

25

Elective 1 From the Graduate Subject Availability List

Trimester 4 MBA506 Foundations of

Operations Management

This subject is designed to equip students with a keen appreciation of operations management – the “real work” of the enterprise or organization. It extends into understanding how we can improve the efficiency and effectiveness of our service and manufacturing operations in the global business environment, and detail some of the strategic elements related to the field, such as site selection, quality management, and environmental considerations. This course will focus on delivering a variety of tools and techniques to the students that will enable them to analyse a manufacturing or service operation and to recommend a variety of actions.

MBA507 Business Project Methods

This subject will introduce the principles of undertaking a business project in business. The aim of the subject is to give some of the experience, confidence and skills needed in order to undertake a business research project. The subject examines how to plan and organise a research project. The subject provides an opportunity to learn the basics of two broad approaches to research: quantitative and qualitative research methods. Ethics in research and writing a research report are also examined

Elective 2 From the Graduate Subject Availability List Trimester 5

Elective 3 From the Graduate Subject Availability List

Elective 4 From the Graduate Subject Availability List Trimester 6

MBA508 Business Strategy

This subject introduces the key practical and theoretical aspects of strategic management. An overview of the key forces and debates that gave rise to, and have influenced the ongoing development of, strategic management is provided. The potential benefits and limitations of strategic management will be also addressed. This approach allows for the development of knowledge and skills in the areas of strategic analysis, strategic choice and strategic implementation. To successfully complete this subject, students must undertake a major project.

6.3.3 Academic Course Schedule Information 6.3.3.1 Program Hour/Credit Conversion Justification 1) Does the program include laboratory components? NO

26

6.3.3.2 Undergraduate Academic Course Schedule Does NOT apply – Graduate program

27

6.3.3.3 Graduate Academic Course Schedule The CSU MBA is offered through Distance Education only on a part-time basis. The hours below are expressed as internal, non Distance Education equivalent. Course Schedule Year & Trimester

Course Title

Total DW Course Semester Hours

Total DO Course Semester Hours

Total DL Course Semester Hours

Course Pre- or Co- requisites

Proposed Instructor (or indicate if faculty is to be recruited)

Highest Qualification earned (or required of faculty to be hired) and, only where applicable, highest qualification in progress

Page Reference to CV

YEAR 1 Trimester 1

MBA501 Management, People and Organizations MBA502 Business and Economic Environment

45-60 45-60

N/A N/A

N/A N/A

N/A N/A

Professor Andy Smith Dr TillBrook Dr Yapa Bandara

PhD (Human Resource Management) PhD (Economics)

251 286 243

YEAR 1 Trimester 2

MBA503 Marketing for Managers MBA504 Accounting and Financial Management

45-60 45-60

N/A N/A

N/A N/A

N/A N/A

Professor Mark Farrell Associate Professor John Williams and Associate Professor Jayne Bisman Professor Terry Heazlewood

PhD (Marketing) Masters (Accounting) PhD (Accounting) (On Special program Study till June 30, 3007) Masters (Accounting)

210 282 222 282

YEAR 1 Trimester 3

MBA505 Managing Business Information MBA506 Foundations of Operations Management

45-60 45-60

N/A N/A

N/A N/A

N/A N/A

Ken Crofts Dr Padma Nathan

Masters (Information Technology) PhD (Operations Management)

259 246

YEAR 2 Trimester 1

Elective 1 Elective 2

45-60 45-60

N/A N/A

N/A N/A

N/A N/A

YEAR 2 Trimester 2

Elective 3 Elective 3

45-60 45-60

N/A N/A

N/A N/A

N/A N/A

YEAR 2 Trimester 3

MBA507 Business Project Methods MBA508 Business Strategy

45-60 45-60

N/A N/A

N/A N/A

N/A N/A

Professor Eddie Oczkowski Dr G O’Neill

PhD (Econometrics) PhD (Strategic Planning)

217 261

Total Program Hours 405-540 % of program offered in DO & DL courses N/A % of breadth of courses offered in DO courses N/A % of breadth of courses offered in DL courses N/A

29

6.4 Course Outlines

Summary)

IVERSITY

agement, People and Organizations

er subject title

ement competence is a critical success factor in any rganization and for any person in that organization. The

agement task is complex and dynamic, involving legal, cal, social, economic and technological issues that span l and global environments. This subject provides an

ced foundation for understanding the management task ced by the individual manager in an organization. The subject

re and context of management; organization relating to the key functions of

anagement; HRM issues, change leadership and ion.

5. Objectives: to:

the way they shape the management task; nd critically examine the relevance and

and

ment task; nd and critically examine the role of HRM, and

er

ement processes, and the effectiveness of individual management

6. Syllabus: the following topics:

nd functions of managers t

management – legal, ethical, global, social, technological and economic issues

decision making by individual managers iour – individual and group behaviour;

zational processes and dynamics R

Organizational change and innovation – the context of change, the nature of change, approaches to change

Assessing management effectiveness 7. Residential School:

None

8. Grading System:

Graded HD/FL

6.4.1 Course Outlines ( CHARLES STURT UN 1. Subject Code:

MBA501

2. Subject Title:

Man

3. Subject Title

Abbreviation:

As p

4. Abstract:

Managoman

thielocaadvanfawill cover: the natutheory and behaviour mmanagement, and management evaluat

students will be able Upon completion of the subject,

understand the local and global environments of business

and analyse understand a

practical application of organization theory organizational behaviour concepts to the individual manage

understachange leadership and management, in the broadmanagement context;

understand the application of business ethics in individual manag

critically analysepractice.

erThe syllabus will cov

The management task – the role a

and theories of managemen The environmental context of

Planning and Organizational behav

communication; organi HRM – the role of HRM in organizational performance, H

functions and strategies; emerging trends

30

9. Point Value: 8

0. Duration of Subject: One session

erved: Master of Business Administration (Compulsory)

Restrictions:

isite[s]: Nil

5. Relationship to Nil

6. Incompatible Subjects: Nil

this Subject:

Nil

First Offering: Trimester 1, 2004

Campus: Wagga Wagga, Bathurst, Albury Session: Trimesters 1, 2 and 3 Teaching School Name: Asia Pacific Graduate School of Management AOU Code: 207

a Pacific Graduate School of Management

Commerce

Chrys Gunasekara, Lecturer, School of Management Maria Farrell, Courses Manager, International School of Business

2930 Email: [email protected]

1 11. Courses S

12. Enrolment MBA students only

13. Pre-requ

14. Co-requisite[s]: Nil 1

Existing Subjects: 1 17. Subjects Replaced by

18. Year and Session of

19. Subject Offering[s]:

Mode: Distance Education and Tutorial

20. Convening School: Asi 21. Faculty: 22. Development Panel:

23. Contact: Chrys Gunasekara

School of Management Phone: 02 69 332697 Fax: 02 69 33

24. ASCED Field of

080301 Business Management

5. DEST Subject Content 100% Academic

Faculty Standing Committee SCC 03/033, 19 August 2003

Education [FOE] Code 2

Mix 0% Industry Experience 26. Faculty Board

Approval:

31

Attachment A: New Subject Profile - Additional information for approval of a new subject

. Body of Literature

003) Management: An Australasian Perspective (2nd edn), Milton: John Wiley & Sons Samson, D. and Daft, R. (2003) Management: A Pacific Rim Edition, Southbank, Victoria: Thomson Darwin, J., Johnson, P., McAuley, J. (2002) Developing Strategies for Change, Essex: Pearson Educational Graetz, F., Rimmer, M., Lawrence, A., Smith, A. (2002) Managing Organizational Change, Milton, QLD:John Wiley & Sons Noe, R., Hollenbewck, J., Gerhart, B. and Wright, P. (2003) Human Resource Management: Gaining a Competitive Advantage, Boston:McGraw-Hill Irwin French, W, Bell, C. and Zawacki, R.(2000) Organizational Development and Transformation, Boston:Irwin McGraw-Hill Goold, M. and Campbell, A. (2002) ‘Do you want a well designed organization”, Harvard Business Review, March 2002 p117-124 Stevens, C., Guthrie, J., Ash, R. and Coate, C. (2003) Does personality predict preferred managerial style? Evidence from New Zealand and the US, Asia Pacific Journal of Human Resources 40, 3, 322 Journals Academy of Management Review Academy of Management Executive International Journal of Management Reviews Asia Pacific Journal of Human Resources Journal of Organizational Change Management Organization Studies Administrative Science Quarterly Harvard Business Review 2. Teaching Strategies This subject encourages students to reflect on their own practice by engaging with a range of learning experiences. There will be strong emphasis on the processes and problems of general management faced by individual, including ethical dilemmas, managing individual and group processes and evaluating management effectiveness. On-Campus Students Weekly contact of three hours in the form of seminars to facilitate discussion, the exchange of views and debate. Learning experiences to be imparted to on-campus students may include: • seminar presentations; • team work; • undertaking case studies; and, • debates. Distance Education Students Learning experiences to be imparted to distance education students may include: • study guide and readings; and • on line discussion forums.

1 Davidson, P and Griffin, R (2

32

3. Assessment Strategies

either (I) assignments or (ii) assignments and examination – as etermined by the Faculty.

or designated cohorts of students, F

d

33

6.4.1.2 Course Outlines

UNIVERSITY

502

iness and Economic Environment

bes the business and economic lates to business managers. The

ect discusses and outlines the international,

se of ip business

es: of this subject, students will be able to:

nomic, market and firm environments play in managerial decisions;

ructures irm levels;

ts under different

d cost conditions as they pertain

roduction and pricing strategies 6.Syllabus: ng topics:

conomic environment and

The macroeconomic environment and principles; of markets under alternative market

Demand in theory and practice;

cing in theory and practice;

7.Residential School:

None

8.Grading System:

Graded HD/FL

9.Point Value:

8

10.Duration of Subject:

One session

11.Courses Served:

Master of Business Administration (Compulsory)

12.Enrolment Restrictions:

MBA students only

CHARLES STURT 1.Subject Code:

MBA

2.Subject Title:

Bus

3.Subject Title Abbreviation:

Nil

4.Abstract: This subject descrienvironment as it resubjmacroeconomic, market and firm environments. The subject focuses upon the development and ueconomic principles and tools which will equmanagers to effectively operate in the environment they face.

5.Objectiv Upon completion • Appreciate the role that the international,

macroecoshaping

• Describe existing economic and market stand fwhich operate at the global, national

• Understand basic international economics and macroeconomics principles;

• Comprehend the operation of markecompetitive structures;

• Analyse demand anto the firm;

• Develop optimal p The subject will cover the followi • The international e

principles; •• The operation

structures; •• Costs in theory and practice • Pri

34

13.Pre-requisite[s]: Nil

4.Co-requisite[s]: Nil

5.Relationship to Existing Nil

6.Incompatible Subjects: Nil

7.Subjects Replaced by Nil

8.Year and Session of Trimester 1, 2004

Campus Albury, Wagga Wagga, Offshore

Teaching School Name Asia Pacific Graduate School of

AOU Code 207

School: Asia Pacific Graduate School of Management

pment Panel: Prof Eddie Oczkowski, School of Commerce Dr Kishor Sharma, School of Commerce Dr Parikshit Basu, School of Marketing and Management Dr Hailu Kidane, School of Commerce Prof Mark Farrell, School of Commerce Prof Eddie Oczkowski School of Commerce Phone: 02 69332377 Fax: 02 69332930

1 1Subjects: 1 1this Subject: 1First Offering: 19.Subject Offering[s]: Mode Distance Education. Tutorial, Internal

Session Trimesters 1, 2 and 3

Management

20.Convening

21.Faculty: Commerce 22.Develo

23. Contact:

Email: [email protected] 24. ASCED

Edu 1901 (Economics)

25.DESMix:

100% Academic

26.Facu y Approv :

lty Standing Committee SCC 003/034, 19 August 2003

Field of 09cation [FOE] Code

T Subject Content 0% Industry Experience

lt Board Facual

35

Attachment A: New Subject Profile - Additional information for approval of a new subject 1. Body of Literature Required Text Hornby, W., Gammie, B., and Wall, S. (2001) Business Economics, 2nd edn., Pearson Education: United Kingdom Recommended Readings Adams, J., and Juleff, L. (2003) Managerial Economics for Decision Making, Palgrave Macmillan: Basingstoke. Baron, D.P. (2000) Business and its Environment, 3rd edn., Prentice Hall: Upper Saddle River. Fraser, I., Gionea, and Fraser, S., (1999) Economics for Business, 2nd edn., McGraw-Hill: Sydney. Layton, A., Robinson, T., and Tucker, I.B. (2002) Economics for Today, Thomson: Melbourne. Meier, G.M. (1998) The International Environment of Business, Oxford University Press: New York. Mulhearn, C., Vane, H.R., and Eden, J. (2001) Economics for Business, Palgrave Macmillan: Basingstoke. Oster, S.M. (1999) Modern Competitive Analysis, 3rd edn., Oxford University Press: Oxford. Journals The Australian Economic Review Economic Papers The Economist The Far Eastern Economic Review Reserve Bank of Australia: Bulletin. 2. Teaching Strategies Internal students will have 3 hours weekly contact (lectures, tutorials and/or workshops) Learning experiences to be imparted to on-campus students may include:

. project and case study work;

. team work;

. seminar presentations;

. group presentations;

. computer work including software packages and Internet usage. Support arrangements to assist on-campus students usually include:

. consultation with teaching staff;

. learning skills programs;

. additional classes/tutorials for students in need;

. computer and library support. Distance education students will have access to study materials. Telephone support with the lecturer. Online support will provide:

Online version of the subject outline. Forum access to discuss the subject material with the lecturer and other students. Access to CSU Library. Direct email to subject coordinator. Feedback to students on assignments.

3. Assessment Strategies

36

For designated cohorts of students, either (I) assignments or (ii) assignments and examination – as determined by the Faculty.

37

6.4.1.3 Course Outlines HARLES STURT UNIVERSITY

. 503

3. keting for Managers

.

. Abstract: he aim of this subject is to provide a thorough understanding of pts and techniques of marketing. Marketing

Management is concerned with identifying, entering, and op long-

tomers. Central to this is conduct

9. Objectives: of this subject, students will be able to:

portance of a market orientation. eveloping long term relationships

tomers. d evaluate marketing opportunities.

10. 1. Syllabus:

ion and measuring market demand t

our of consumers and businesses

t segments and selecting target markets Positioning the marketing offer through the product life cycle Developing new market offerings

bal market offerings rand strategies

ging services

Managing retailing, wholesaling and market logistics Managing marketing communications and sales

12. Residential School:

No

13. Grading System:

Graded HD/FL

14. Point Value:

8

15. Duration of Subject:

One session

16. Courses Served:


17. Enrolment

Restrictions: MBA students only

C 12. Subject Code:

MBA

4. Subject Title: 5.

Mar

6. Subject Title Abbreviation:

Nil

78

Tthe theories, conce

developing markets. The aim of marketing is to develterm profitable relationships with custhe development of a market-oriented approach to theof managing a business. Upon completion

Understand the im Understand the value of d

with cus Analyse an Develop effective marketing strategies. Manage and deliver marketing programs.

1

he syllabus will cover the following topics: T

Building customer satisfaction, value and retention Market-oriented strategic planning Gathering informat The marketing environmen Analysing buying behavi Analysing competitors Identifying marke

Designing glo Developing product and b Designing and mana Developing price strategies and programs Managing marketing channels

38

18. Pre-requisite[s]: Nil 19. Co-requisite[s]:

Nil

Existing Subjects:

this Subject:

3. Year and Session of Trimester 1, 2004

4. Subject Offering[s]: Mode Distance Education, Internal

Session Trimesters 1, 2 and 3 Teaching School Name School of Commerce

5. Convening School: School of Commerce

Faculty: Commerce

pment Panel: Professor Mark Farrell, Sub-Dean, MBA Program Associate Professor Felix Mavondo, Monash University Professor W Schroder, Monash University

Professor Mark Farrell cific Graduate School of Management

one: 02 69 332756 Fax: 02 69 332930 Email: [email protected]

20. Relationship to Nil

21. Incompatible Subjects:

Nil

22. Subjects Replaced by Nil

2

First Offering: 2

Campus Wagga Wagga, Bathurst, Albury, Offshore

AOU Code 207 2 26.

27. Develo

23. Contact:

Asia PaPh

2. ASCED Field of

Education [FOE] Code

080505 (Marketing)

3. DEST Subject 100% Academic 0% Industry Experience

al:

Content Mix

4. Faculty Board Approv

Faculty Standing Committee SCC03/35, 19 August 2003

39


nagement, 11th edn., Prentice Hall.

gic, value-based

et-led strategic change, Oxford, UK: Butterworth-Heinemann

practices, South Western, USA:Thomson

aworski, B. and Kohli, A. (1993) Market Orientation: Antecedents and Consequences, Journal of

e capabilities of market driven organizations, Journal of Marketing, 58, October, 37-52. Journals Journal of Marketing Journal of the Academy of Marketing Science European Journal of Marketing International Journal of Research in Marketing Journal of Market Focused Management Journal of Strategic Marketing Harvard Business Review Journal of Business Research Industrial Marketing Management Journal of Marketing Management 2. Teaching Strategies On-Campus Students Weekly contact of three hours in the form of seminars to facilitate discussion, the exchange of views and debate. Learning experiences to be imparted to on-campus students may include: • seminar presentations; • team work; • undertaking case studies; and, • debates. Support arrangements to assist on-campus students may include: • Contact with staff through weekly consultation out of class; • e-mail and telephone contact; • library support; • supplementary seminars; and • online forums Students will need access to a computer and the internet for the purposes of participating in an online learning environment and completing practical assessment tasks.

1. Body of Literature Kotler, P., (203) Marketing Ma Whitwell, G.., Lukas, B.A. and Doyle, P. (2003) Marketing Management: a strateapproach, Milton, Qld, Australia: J. Wiley and Sons Piercy, N. (2002) Mark

3) Marketing: BestHoffman, K. et al (200 Kohli, A. and Jaworski, B. (1990) Market Orientation: The Construct, Research Propositions, and Managerial Implications, Journal of Marketing, 54, 1-18. JMarketing, 57, 53-70. Narver, J. and Slater, S. (1990) The effect of a market orientation on business profitability, Journal of Marketing, 54, 20-35. Day, G.S. (1994) Th

40

Distance Education Students

earning experiences to be imparted to on-camL•

pus students may include: tudy guide and readings; and

• ms Sup assist on-cam• h weekly c• • libra• eminars; and • online forums Students will need access to a computelearning environment and completing p 3. Assessment Strategies For designated cohorts of students, edetermined by the Faculty.

sonline discussion foru

port arrangements toontact with staff throug

pus students may include: ltation hours; C onsu

e-mail and telephone contact; ry support;

supplementary s

r and the internet for the purposes of participating in an online ractical assessment tasks.

ither (I) assignments or (ii) assignments and examination – as

41

6.4.1.4 Course Outlines CH ITY

A504

& FINANCIAL MANAGEMENT

eviation: NT

ting and finance disciplines with financial accounting,

agement accounting, international accounting, social and ronmental accounting, finance and business decision ing using quantitative information technology and munication skills. Students will gain an understanding of accounting principles underlying the accounting process the uses and limitations of financial statements published

y business entities. Accounting and finance issues faced by used by managers

5. s: pletion of this subject, students will have:

tanding of basic accounting and finance ideas that underlie and limit the usefulness of accounting and

re of, and measurement of assets,

e of the analytic tative techniques used in accounting and

an understanding of the concepts behind the ment decision making processes associated with

the efficient allocation of business resources;

6. Syllabus:

An introduction to financial accounting ation technology

ectives of financial accounting retation of accounting reports

sSocial and environmental disclosures

ounting - Introduction to management accounting including

nvironmental management accounting ) analysis

ions Budgeting

Sources of finance; analysis of debt financing and leasing.

ARLES STURT UNIVERS

1. Subject Code:

MB

2. Subject Title:

ACCOUNTING

3. Subject Title Abbr

ACCTG & FINANCIAL MANAGEME

4. Abstract: Introduces students to the accounin an integrated manner dealing manenvimakcomthe andbmanagement and some of the techniques

decision making will also be addressed.in

Objective Upon com - an unders

finance information;

- an insight into the natuequities, revenues, expenses and income;

- an appreciaand interpre

tion and application of som

finance;

- manage

- familiarity with and experience in using informationtechnology, communication skills and quantitative datafor business decision making.

The syllabus will cover the following topics: - - Accounting applications of inform- The nature and obj- Analysis and interp- Co t of capital - - International acc

e- Cost-Volume-Profit (CVP- Relevant costs and special decis- - Capital budgeting -

42


No

9. 8

10. ject: One session

11.

12. Enrolment Master of Business Students only

13. Prerequisite[s]:

14. Cor

15.

16. Inc jects: ACC501 Business Accounting & Finance

17. Subject:

18. Yea

19. ga Wagga

20.

21.

22.

John Williams, School of Commerce Ms Simone Carey, Lecturer, School of Commerce Professor M Mathews, Head, School of Accounting Dr Jayne Bisman, Senior Lecturer, School of Accounting Professor Linda Kidwell, Lecturer, School of Commerce

23. Associate Professor John Williams Phone 02 6933 2090

02 6933 2790 [email protected]

8. Grading System:

Graded HD/FL

Point Value:

Duration of Sub

Courses Served:

Master of Business Administration

Restrictions:

Nil

equisite[s]:

Nil

Relationship to Existing

Nil

Subjects:

ompatible Sub

Subjects Replaced by this

N/A

r and Session of First

Autumn 2004

Offering:

Subject Offering[s]: Mode Distance education, internal Campus WagSession Session 2, Trimester 1, Trimester 2 Teaching School Name Financial Studies AOU Code 203

Convening School: School of Financial Studies

Faculty: Commerce

Development Panel: Professor C T Heazlewood, International School of Business Mr Neil McKenzie, Lecturer, School of Financial Studies Associate Professor

Contact:

Fax Email

24. 24. ASCED Field of

Education [FOE] Code

080101 Accounting

25. Mix

% Academic __100%

DEST Subject Content _____ % Industry Experience __0%_____

Faculty B

26. oard Approval: Faculty Standing Committee SCC 03/036, 19 August 2003

43

ATTACHMENT A:

al information for approval of a new subject

orngre Introduction to management

Williams. (latest edition). Accounting – financial and ng. McGraw Hill, Roseville.

nting and finance for

otesta urphy H.M. (latest edition). Writing for accounting students. Butt

rtered Accountants in Australia. (latest edn). Accounting ll.

we, K.E. (latest edition). The business of n. McGraw-Hill.

The interpersonal communication book. Harper & Row.

Gaffikin, M., Walgenbach, P.H., Dittrich, N.E. and Hanson, E.I. (latest edition). Principles of

e-Hall.

Huseman, R.C., Lahiff, J.M. & Hatfield, J.D. (latest Aust. edn). Business communication – strategies and skills. Holt, Rinehart & Winston.

Northcott, P.H. (latest edition). Ethics and the accountant: Case Studies.

Peirson, G., Brown, R., Easton, S. & Howard, P. (latest edition). Business finance. Sydney, McGraw Hill.

Shelly, G.B., Cashman, T.J. & Quasney, J.S. (latest edition). Microsoft Excel Complete concepts and techniques. Course Technology.

Appropriate Journals CPA Australia CA Charter Financial and business newspapers and magazines. E-Resources http://www.cpaaustralia.com/au

New Subject Profile - Addition

. Body of Literature 1

Suitable Texts

tratton, W.O. (latest edn). H n, C.T., Sundem, G.L. and Saccounting. Prentice Hall.

Recommended Readings

Carnegie, Norris, Jones, Wigg & organizational decision maki

Cooper, B.J., Leung, P., Mathews, C. & Carlson, P. (latest edition). Accoumanagers. John Wiley, Brisbane.

C P.V., Crosling G.M. and Merworths.

CPA Australia and The Institute of Chaand auditing handbooks. Prentice Ha

avies, D M.R., Kreis, K.E., Nutting, J.B. and Trocommunicating. Latest editio

Devito, J. (latest edition).

accounting. Harcourt, Brace, Jovanovich.

Horngren, C.T., Harrison, W.T. & Bamber, L.S. (2002) Accounting. 5th edn. Prentic

http://www.icaa.org.au CD-Rom/Video. 2. Teaching Strategies On-Campus Students Weekly contact of three hours in the form of seminars to facilitate discussion and the exchange

of views. Learning experiences to be imparted to on-campus students may include:

44

• seminar presentation

• team tasks; s;

• case studies ideo. ents to assist with staff throu onsultation; nd telephone contact; • port; lementary semina scussion forum • CD-Rom/Video. Distance Education Students Support arrangements to assist • study guide and readin • contact with staff throu • e-mail and telephone c • library support; • supplementary semina • on line discussion forum

• CD-Rom/Video.

3. Ass gies Assessment will consist of a fin x y include:

seminar presentations; essays; ft

• CD-Rom/V

Support arrangem on-campus students may include:

• contact • e-mail a library sup

gh weekly personal c

• supp• on line di

rs; s; and

distance education students may include:

gs; gh weekly consultation hours; ontact;

rs; s; and

essment Strate

al e amination, and continuous assessment which ma so ware applications; case studies; and group work.

45

6.4.1.5 Course Outlines HARLES STURT UNIVERSITY

anaging Business Information

:

4. Abstract: his subject aims to provide an introduction to the use and

emphasis on usiness implications of developments in information

s will have the opportunity to develop their knowledge and understanding of the role of IS in organizations,

mine information technology components of IS and review means by which organizations acquire, deploy and evaluate rmation systems for managing information and driving nizational performance. Current research and practice in the of management information systems is analysed rporating ethical practices related to the development, use

rnance of these systems. The subject will include ractical activities involving the usage of business IS and tools

ane to the area. pon successful completion of this subject, students should:

understand how and why management information systems are essential to business;

nderstanding of how information e used to process data into useful

information for problem solving, decision making and r strategic advantage; pes of information

evels within an organization are

luate ent information systems and their role in

nizational and international alliances in the drive to succeed in sed economy;

tion systems on the such as

nd reflective judgement about ethical, sues created by the widespread rmation systems.

6. Syllabus: over the following topics:

The information age: Foundations of information systems in

Strategic and competitive opportunities with information technology

Information technology infrastructure

anizational support systems for business

Security, governance and ethical challenges

C

1. Subject Code:

MBA505

2. Subject Title:

M

3. Subject TitleAbbreviation

As for Subject Title

Tmanagement of information systems (IS), with an btechnology. Student

exathe infoorgafieldincoand govepgerm

5. Objectives: U

advance their utechnologies ar

creating new information products fof different ty recognise the functions o

systems and how different lserved by different information systems;

rate an understanding of how to eva demonstmanagemorganizations;

understand the increasing use of inter-orgasystemsa globali

recognise the growing impact of informareorganization of businesses, including movesoutsourcing, right sizing and merging;

exercise critical asocial and governance is

t infouse of managemen

The subject will c

business

E-business Management and org

Developing and implementing business systems

46

Managing international information systems

7.

No residential school

8


14. Co-requisite[s]: Nil

nship to Existing Subjects:

Nil

Subjects:

by this Subject:

of First Offering:

Offering[s]: Campuses: Wagga Wagga

rce AOU Code:

20. Convening School: Asia-Pacific Graduate School of Management

Commerce Ms Catherine Hardy, School of Commerce

fessor Mark Farrell, Sub-Dean, MBA Program Ms Catherine Hardy

of Financial Studies one: 69 332482

x: 69 332790 E-mail: [email protected]

Residential School:

8. Grading System: Graded HD/FL

9. Point Value:

10. Duration of

One session

Subject:

11. Courses Served:

12. Enrolment Restrictions:

MBA students only

13. Pre-requisite[s]: Nil

15. Relatio

16. Incompatible

Nil

17. Subjects Replaced

Nil

18. Year and Session

Trimester 2, 2004

19. Subject

Mode: Internal and Distance Education

Sessions: Trimesters 2 and 3 Teaching School Name: School of Comme

21. Faculty:

22. Development

Panel: Pro 23. Contact:

SchoolTelephFa

24. ASCED Field of

tion [FOE] Code

080301 Business and Management

0% Industry Experience

Approval:

Faculty Standing Committee SCC 03/037, 19 August 2003

Educa

25. DEST Subject 100% Academic

Content Mix

26. Faculty Board

47

Attachment A: New Subject Profile - Additional information for approval of a new subject 1. Body of Literature

brey, D.J. Management Information Systems for the Information

stems, 8th edn, USA:Prentice Hall

, USA:McGraw-Hill

dings

al, R. and Sambamurthy, V. (2002). Shaping up for e-commerce: Institutional nablers of the organizational assimilation of web technologies, MIS Quarterly, 26(2), 65-89.

able competitive advantage due to an -enabled strategy, Journal of Strategic Information Systems, 12, 7-28.

arl, M. and Feeny, D. (2000). How to be a CEO for the information age, Sloan Management Review,

ation Systems and Strategic Change. Currie, W. and Galliers, B. ds), Rethinking Management Information Systems, New York:Oxford University Press

search for strategic advantage from the o rnal of Electronic Commerce, 5(4), 117-133.

d trust in interorganizational exchange relationships: the role of ces on trust formation, Journal of Strategic Information Systems, 11(3-4), 215-243.

f Electronic Commerce, 6(2), 61-113.

02) Studying knowledge management in information systems search: Discourses and theoretical assumptions, MIS Quarterly, 26(3), 213-242.

Accounting, Management and Information Technologies Communications of the ACM Decision Sciences Decision Support Systems European Journal of Information Systems Information Systems Journal Information Systems Research International Journal of Electronic Commerce Journal of Management Information Systems Journal of Strategic Information Systems MIS Quarterly MIT Sloan Management Review E-Resources IT Governance Portal http://www.itgovernance.org/

Suitable Texts

H g, S., Cummings, M. and McCubA:Mc-Graw Hill

auAge, 4th edn, US

Laudon, K.C. and Laudon, J.P. (2004). Management Information Sy

O’Brien, J.A. (2004). Management Information Systems, 6th edn Recommended Rea Chatterjee, D., Grewe Dehning, B. and Stratopoulos, T. (2003). Determinants of a sustainIT EWinter, 11-23. Galliers, B. and J. Swan. (1999). Inform(e Lederer, A.L., Mirchandani, D.A. and Sims, K. (2001). TheW rld Wide Web, International Jou Pavlou, P.A. (2002). Institution-baseonline B2B marketpla Romano, N.C.Jr. and Fjermestadet, J. (2002), Electronic Commerce Customer Relationship Management: An Assessment of Research. International Journal o Schultze, U. and Leidner, D.E. (20re Journals

Australian Computer Emergency Response Team http://www.auscert.org.au/2. Teaching Strategies On-Campus Students

48

Weekly contact of three hours in the form of seminars to facilitate discussion, the exchange of views and

earning experiences to be imparted to on-campus students may include: ;

dies; and,

Suppo o assist on-campus students may include: Conta h weekly co

one contact; • • supplementary seminars; and, • on line forums. Students will need access to a computer online learning environment and completing pra Distance Education Students Learning experiences to be imparted to • study guide and readings; and • on line discussion forums.

up to assist off-camp• rough weekly con• e-mail and telephone contact; • library support; • supplementary seminars; and, • on line forums. Students will need access to a computer d online learning environment and completing pra ic 3. Assessment Strategies For designated cohorts of students, eit n – as determined by the Faculty.

debate. L• seminar presentations

team work; • • undertaking case stu

debates. •

rt arrangements tct with staff throug•

• nsultation out of class;

and the internet for the purposes of participating in anctical assessment tasks.

distance education students may include:

e-mail and telephlibrary support;

S port arrangements

contact with staff thus students might include:

ultation hours; s

an the internet for the purposes of participating in anct al assessment tasks.

her (I) assignments or (ii) assignments and examinatio

49

6.4.1.6 Course Outlines CHARLES STURT UNIVERSITY

1. Subject Code:

2. Subject Title:

3. Subject Title

Abbreviation:

4. Abstract:

his subject is designed to equip students with a operations management – the

a

vi

lity management, and environmental siderations. This course will focus on delivering

s and techniques to the students hem to analyse a manufacturing or

rvice operation and to recommend a variety of tions.

ion of this subject, students will have:

g of the primary topics in Operations Management

erstanding of the technology which is now his sector

an understanding of the management problems which arise from, and how they might be addressed

n completion of this subject students will be able to:

formulate solutions to problems which can arise in the manufacturing/service sector

analyse industry situations and make recommendations to improve operations performance apply decision models in a range of operational situations

te industry performance nd develop controls applicable

to various industries

s:

nology gn and location

Project Management

Forecasting demand for products and services on planning and scheduling

Quality control

MBA506



Tkeen appreciation of “re l work” of the enterprise or organization. It extends into understanding how we can improve the efficiency and effectiveness of our service and manufacturing operations in the global business

ronment, anen d detail some of the strategic elements related to the field, such as site selection, quacona variety of toolthat will enable tseac

5. Objectives:

Upon complet • a sound understanding of the what Operations

Managers do • an understandin

• an undemployed in t

•

Upo

critically evalua set standards a

6. Syllabus:

following topicThe subject will cover the

Operations Strategy Products and services Processes and Tech Facilities desi

Managing the supply chain

Producti

Generic Skills:

50

A contribution to the development of the following genskills will be part of this s

eric ubject:

to improve decision making

of students as independent learners of lengthy and complex case studies

vely with professionals in the manufacturing/service industries

ct of their future professional decisions on themselves and the public

ce of personal interaction in various

The challenges facing an operations managers

7. School: Nil


9. Point Value:

8

10. Duration of Subject:

One session

11. Courses Served:


12. Enrolment

Restrictions:

MBA students only

13. Pre-requisite[s]:

Nil

14. Co-requisite[s]:

Nil

15. Relationship to

Existing Subjects:

Nil

16. Incompatible

Subjects:

Nil


by this Subject:

Nil

18. Year and Session of

First Offering:

Trimester 2, 2004


Mode Distance Education and Internal Campus Wagga Wagga Session Trimesters 2 and 3 Teaching School Name Asia Pacific Graduate School of Management AOU Code 207

20. Convening School:

Asia-Pacific Graduate School of Management

21. Faculty:

Commerce

22. Development Panel:

Dr R. Wickramasekera, Lecturer, School of Management

• Use of modern technology

and analysis • The development

in the evaluation• The ability to communicate effecti

An appreciation of:

• The impa

• The importanindustries

•

Residential

51

Professor E. Oczkowski, School of Management Associate Professor K. Sharma, Senior Lecturer, School of Management

Dr Rumintha Wickramasekera School of Management

332930 Email: [email protected]

23. Contact:

Phone: 02 69 332753 Fax: 02 69

] Code

classified.

ject Content Mix

100% academic 0% Industry Experience

ulty Board Approval:

Faculty Standing Committee, SCC 03/038, 19 August 2003

24. ASCED Field of Education [FOE

080399 Business and Management not elsewhere

25. DEST Sub

26. Fac

52


1.

perations Management (4th edn), Pearson Education ternat 95-5)

Davis, M te value, New York:Mc

aither, outh-Western homas Learning

oduction and Operations Management, USA:South-Western College

ussell, R.S. & Murdick, R.G. (2000) Service Management and Operations nd edn), Prentice Hall International, Inc.

Markland, R.E., Vickery, S.K. & Davis, R.A. (1998) Operations Management: Concepts in manufacturing and services (2nd edn), USA:South-Western College Publishing Waller, D.L. (2003) Operations Management: A supply chain approach (2nd edn), USA:Thomson

Fitzsimmons, J.A., & Fitzsimmons, M.J. (2000). Service Management Operations, Strategy and Information Technology. 3rd edn. New York:McGraw-Hill Journals International Journal of Innovation Management Academy of Management Executive Harvard Business Review Academy of Management Journal Strategic Management Journal Journal of Marketing Business Horizons California Management Review Journal of Operations Management The International Journal of Technological Innovation, Entrepreneurship and Technology Management (Technovation) International Journal of Operations and Production Management. Journal of Purchasing and Supply Management. E-Resources British Process Resource Centre (Reengineering studies) http://bprc.warwick.ac.uk

Body of Literature

Prescribed Text(s): Russell, R.S. & Taylor, B.W. III (2003) O

ional Prentice Hall. (ISBN: 0-13-0782In Recommended Reading

.M. & Heineke, J.(2003) Managing Services: Using technology to creaGraw Hill Irwin

G N. & Frazier, G. (2002) Operations Management (9th edn), United States:ST GP

aither, N. & Frazier, G. (1999) Prublishing

Haksever, C., Render, B., R(2

53

2. Teaching Strategies

On-Campus Students

Lectures and tutorials (may include industry visits). ents to assis s students. These might include:

ion Students

ments to assist distance education students. These might include:

onsultation times iing material

A self-paced package incorpora 3. Assessment Strategies For designated cohorts of students, e n – as determined by the Faculty.

Support arrangem t on-campu

Nominated consultation times. Distance Educat

Support arrange

Nominated cOn-line teach

ncluding after normal business hours.

ting multi-media in the form of a CDROM

ither (I) assignments or (ii) assignments and examinatio

54

6.4.1.7 Course Outlines CHARL T UNIVERSITY

e:

2. Subject Title: usiness Project Methods

3. Subject Title il

his subject will introduce the principles of undertaking a ness project in business. The aim of the subject is to

give some of the experience, confidence and skills ded in order to undertake a business research ect. The subject examines how to plan and organise

rch project. The subject provides an opportunity learn the basics of two broad approaches to research:

ntitative and qualitative research methods. Ethics in research and writing a research report are also

5. pletion of this subject, students will be able to:

s; nd be able to use the techniques

ch

capacity to undertake and write up a research project.

and Quantitative Research

s; ction: Questionnaires and

nivariate and

nning, Design, Collection and Analysis ;

• Combining Quantitative and Qualitative Research; Ethics in business research;

search Report.


9. Point Value:

8

ES STUR

1. Subject Cod

MBA507

B

Abbreviation:

N

4. Abstract:

Tbusi

neeproja reseatoqua

examined.

Objectives: Upon com • Understand the research process. • Plan and design a research project. • Understand and be able to use the techniques

associated with quantitative business research methodologie

• Understand aassociated with qualitative business researmethodologies;

• Have thebusiness

6. Syllabus:

cs: The subject will cover the following topi

• Research Process, Planning and Design; Qualitative•

Methodologies; • Sampling Technique

lle• Modes of Data CoInterviews;

• Quantitative Data Analysis : UMultivariate Statistical Methods;

• Qualitative Data: Pla

•• Writing the Re


None

55

10. Duration of One session Subject:

11. Courses Served: Master of Business Administration

12. Enrolment MBA students only

Nil

ubjects:

t:

d 3 f

AOU Code 207

t

culty: Commerce

Oczkowski, School of Management Dr Robert Macklin, School of Business Prof Mark Farrell, Asia Pacific Graduate School of Management

Fax: 02 69332930 Email: [email protected]

00% Academic ce

Faculty Standing Committee SCC 03/39 19 August 2003

Restrictions:

13. Pre-requisite[s]:

14. Co-requisite[s]: Nil

15. Relationship to

Existing S

Nil

16. Incompatible

Subjects:

Nil


by this Subjec

Nil

18. Year and Session

Trimester 3, 2004

of First Offering:


Mode Distance Education and Internal Campus Albury, Wagga Wagga, Offshore Session Trimesters 1, 2 anTeaching School Name Asia Pacific Graduate School oCommerce


Asia Pacific Graduate School of Managemen

21. Fa

22. Development Prof Eddie

Panel:

23. Contact: Prof Eddie Oczkowski

School of Management Phone: 02 69332377

4. 2 ASCED Field of

Education [FOE] 091301 (Management)

Code 25. DEST Subject

Content Mix: 10% Industry Experien

26. Faculty Board

Approval:

56

Attachm n al information for approval of a new subject

. Body of Literature

ecommended Readings

de Vaus, D.A. (2002) Surveys in social research, 5th edn., Allen and Unwin, Sydney. Denzin N.K., and Lincoln Y.S.(eds.) 2000, Handbook of qualitative research, Sage Publications, Thousand Oaks. Glesne, C. & Peshkin, A. (1999) Becoming qualitative researchers: An introduction, 2nd edn., New York:Longman Cheshire Hair, J.F., Babin, A.H., Money, A.H., and Samouel, P. (2003) Essentials of Business Research Methods, New York:John Wiley Hughes, J.A. and Sharrock, W. (1998) The philosophy of social research, Longman Lewins, F. 1993, Writing a thesis: A guide to its nature and organization, Canberra:ANU Minichiello, V., Aroni, R., Timewell, E. & Alexander, L. (1995) In-depth interviewing: Principles, techniques, analysis, 2nd edn., Melbourne:Longman. Taylor, S.J. & Bogdan, R. (1998) Introduction to qualitative research methods: A guidebook and resource, 3rd edn., New York:Wiley Yin, R.K. (2002) Case study research: Design and methods, 3rd edn., London:Sage Journals

Accounting and Business Research Electronic Journal of Business Research Methods Journal of Applied Business Research

2. Teaching Strategies Internal students will have 3 hours weekly contact (lectures, tutorials and/or workshops)

• Learning experiences to be imparted to on-campus students may include: project and case study work; team work; seminar presentations; group presentations; computer work including software packages and Internet usage. • Support arrangements to assist on-campus students usually include: consultation with teaching staff; learning skills programs; additional classes/tutorials for students in need; computer and library support.

Distance education students will have access to study materials. Telephone support with the lecturer. Online support will provide:

Online version of the subject outline. Forum access to discuss the subject material with the lecturer and other students. Access to CSU Library.

e t A: New Subject Profile - Addition

1

equired Text R Cooper, D.R. & Schindler, P.S. 2003, Business research methods. 8th edn., McGraw-Hill, Boston. R

57

Direct email to subject coordinator. assignments.

. Assessment Strategies

or designated cohorts of students, e (I) assignments or (ii) assignments and examination – as dete y.

Feedback to students on

3

F ither rmined by the Facult

58

6.4.1.8 Course Outlines CHARLES STURT UNIVERSITY

1. Subject Code:

2. Subject Title:

3. Subject Title Abbreviation:

4. Abstract: key practical and theoretical

of the key influenced the

nagement is provided. tential benefits and limitations of strategic ement will be also addressed. This approach allows for

ent of knowledge and skills in the areas of s, strategic choice and strategic

on successful completion of this subject, students should:

the evolution of ideas and practices leading to the development of strategic management and its

d

rocesses and problems of general c level;

have the ability to describe the various components of gic management and their inter-relationships;

understand the importance of thinking about parts and the whole, the importance of developing strategically appropriate relationships between people, processes,

nctional areas such as marketing, finance, operations and human resource management

act conjointly toward the attainment of the organization’s strategic aims and objectives; demonstrate understanding of the efficacy of strategic management for the realization of organizational change and/or success in the private, public, and not-for-profit

• hold their own informed perspectives regarding strategic analysis, choice and implementation in this era of rapid

d external

ns and their competitors; ity to produce strategic alternatives, evaluate

them, and make informed choices from them; and

capacity to play a number of roles in relation to

6. Syllabus:

MBA508 Strategic Management As per subject title

This subject introduces theaspects of strategic management. An overviewforces and debates that gave rise to, and haveoT

ngoing development of, strategic mahe po

managthe developmstrategic analysiimplementation.

5. Objectives:

pU

• understand

relationship to other management practices anprinciples;

• understand the pmanagement at the strategi

•strate

•

functions, structures and even organizations; • comprehend how fu

should

•

sectors;

change and relative uncertainty; • have the ability to undertake internal an

strategic analysis; • have the ability to assess the strategic capabilities of

organizatio• have the abil

• have the ability to think and act strategicallyreflexively;

• have thestrategic management.

The syllabus will cover the following topics:

59

The conceptual paradigm

s he changing strategic context

of strategic management

ocus t focus

e advantage’ he case study approach

Leadership requirements for strategic change plementation of strategic changes

7.

School:

8. Grading System: raded HD/FL

9. Point Value: 8

10. Duration of

Subject:

One Trimester

11. Courses Served:


12. Enrolment

Restrictions:

MBA students only

13. Prerequisite[s]:

MBA507

14. Corequisite[s]:

Nil

15. Relationship to Existing

Subjects:

Modified version of MGT510 (Strategic Management) for revised MBA program

16. Incompatible Subjects:

MGT510

17. Subjects Replaced by this

Subject:

Nil

18. Year and Session of First Offering:

Trimester 1, 2004


Mode Distance Education, Tutorial, Internal Campus Albury, Bathurst, Wagga Wagga Session Trimesters 1, 2 and 3 Teaching School Name Asia Pacific Graduate School of Management AOU Code 207


Asia Pacific Graduate School of Management

21. Faculty:

Commerce

22. Developmental Panel:

Mr Pat Bradbery, School of Marketing and Management, Bathurst Ms Clancey Covington, School of Marketing and Management, Bathurst

Corporate and business-level strategy The strategic focus The planning focuTCritical evaluationOrganizational analysis The internal environment fThe external environmenStrategic intent and ‘corporatTStrategies for change

Im

Residential None

G

60

Dr Grant O'Neill, School of Marketing and Management, Bathurst Mr Rob Sharkie, School of Management, Wagga Wagga A/Prof. G. Walker, Head, School of Marketing and Management

School of Marketing and Management Phone: (02) 6338 4274

Email: [email protected]

23. Contact: Dr Grant O'Neill

Fax: (02) 6338 4769

24. ASCED Field of Education

[FOE] Code

080307 Organization Management

0% Industry Experience

25. DETYA Subject Content Mix

100% Academic

26. Faculty Board Approval: Faculty Standing Committee SCC 03/040, 19 August 2003

61


rescribed reading:

d ey:Prentice Hall

Recommended additional reading: Books De Wit, B. & Meyer, R. (2004) Strategy: Process, content, context, 3rd edn, International Thompson Business Press, London. Forster, J. & Browne, M. (1996) Principles of strategic management, Macmillan, South Melbourne. Johnson, G. & Scholes, K. (2002) Exploring corporate strategy, 6th edn, Europe, Hemel, Hempstead, UK:Prentice Hall Mintzberg, H., Ahlstrand, B. & Lampel, J. (1998) Strategy safari: A guided tour through the wilds of strategic management, New York:The Free Press Thompson, A.A. & Strickland, A.J. (2001) Crafting and implementing strategy, 12th edn, Singapore:McGraw-Hill Viljoen, J. & Dann, S. (2003) Strategic management, 4th edn. Frenchs Forest:Longman Journals Academy of Management Review Harvard Business Review Journal of Business Strategy Journal of Management Studies Journal of Management Long Range Planning McKinsey Quarterly Planning Review Strategic Management Journal 2. Teaching Strategies The learning experiences for on-campus and distance students will variously include a combination of: • lectures; • tutorials; • video conferencing; • online forums; and • multi-media materials. The goal is to foster deep learning and develop in the students an informed perspective on strategic management theory and practice. Additional support arrangements for distance education students will include: • consultation via telephone, facsimile or email; and • electronic networks and bulletin boards.

1. Body of Literature P Lewis, G., Morkel, A. & Hubbard, G. (1999). Australian Strategic Management, Concepts - Context anCases. 2nd edn, Sydn The Collection of Readings and Case Study provided by CSU.

62

3. Assessment Strategies Students will be required to master the theoretical frameworks and practices underlying strategic

anagement theory and practice addressed in the subject. It may also require them to apply strategic management

For designated cohorts of students - assignments as determined by the Faculty. The assignments will

management. Assignment work will require students to demonstrate an understanding of the strategic m

thought and practice.

build to form a major research project.

63

6.5.1. Table: Course Outline

ing the quality of its educational nd administrative services. This is reflected in the University Strategy 2007-2011, where the

t is responsive to organisational change and renewal;

lanning and performance through commitment to quality

sources. Quality assurance processes in d complement existing

anagement and accountability stru e all staff to assume

implemcycle. develop ional Operational Plans,

ligns budget allocations with activities reflected in these plans and ensures annual review of

rform AUQA Consis Department of Education, Science and Technology Policy,

harles Sturt University underwent a review by the Australian University Quality Agency

ing bupplementary material requested by the Panel and an Audit visit. The outcomes of the audit

Subseqwere co nal settings. Accordingly, CSU

rovided brief narrative for each for inclusion in the AUQA Good Practice Database.

e Unissues next au

Please see Table above 6.5.2 Support for Work Experience There are no work related workshops or practical requirements for the course

6.5.3 Work Experience Outcomes and Evaluation Not Applicable

7. PROGRAM DELIVERY STANDARD 7.1 Course/Requirement Delivery Policies 7.1.1 Quality Assurance Policies Charles Sturt University recognises the importance of assuraUniversity states its intention to ‘continue to build institutional strength, reputation and sustainability’ by:

• creating a culture tha

• aligning institutional values, pand continual improvement; and

• ensuring ethical and effective governance practices and the responsible stewardship of re

Charles Sturt University utilise anctures and reporting lines and requirm

an appropriate level of responsibility. This quality aspect is incorporated into the entation of the University Strategy 2007-2011 through an annual planning and review This planning and review cycle identifies institutional priorities, facilitates the ment of suitably aligned University Plans and Faculty and Divis

aperformance. Accountability for achieving planned outcomes is achieved through annual pe ance evaluation, implemented at all levels within the University.

Audit tent with the Commonwealth

C(AUQA) in July 2004. The audit was conducted according to standard AUQA procedures, be ased upon the University’s self assessment in the form of a Performance Portfolio, swere reflected in the Audit Report, which was released in November 2004.

uent to the release of the Audit Report, AUQA identified seven Commendations that nsidered beneficially transferable to other organisatio

p Th iversity is required to provide a progress report indicating actions taken in response to

raised in the Audit Report. AUQA will also review these actions in the context of the dit, which is expected to occur approximately five years after the initial audit.

64

Assurance of Program Delivery in the Faculty of Business Assurance is undertaken through three related sets of processes: subject and program by staff and external advisory panels tha

QualityQualityreviews t include employers; subject evaluations by tudents which are cyclical; and teaching evaluations by students to meet Quality Teaching

The Faparame essential for the Faculty to ontinue to receive funding through the University or else receive a penalty of a 15 per cent duction in funding for places sponsored by the Commonwealth of Australia Department of

cluding postgraduate programs requiring fees.

Both internal and external applicants for positions in the Faculty are required to provide formation about their teaching (see attached). Once employed, staff must maintain a

Studen d to demonstrate to the Head

f School what they have done as a result of student feedback in improving the subjects for which t 7.1.2 P

s approved by the Vice-Chancellor, endorsed by the Academic Senate on 19 August 1998 98

00/133

OBJECTIVES

1. s the primary arising out of this process

p mprove the quality of teaching and of subjects/courses te d to student learning.

2.

of the results of other methods, such as peer and the processes of course review

3. m.

ar

5.

vailable only to the staff teaching the he Dean of the appropriate Faculty, with

srequirements.

culty of Business requires all staff to undertake a review of their teaching within the ters set by the Quality Teaching Policy. This is also

creEducation, Training and technology (DEST). This requirement impacts on all other programs in

inteaching portfolio and undertake evaluations.

t evaluation of courses is mandatory and staff are requireo

hey are responsible.

olicy on Student Feedback

A(AS /169) and amended by Academic Senate on 26 July 2000 (AS 00/131, AS 00/132, AS

)

STATEMENT OF

The assurance and enhancement of quality in content and delivery ipurpose of a system of student subject surveys. Information is rovided to staff members to iin rms of their impact on matters relate

Student subject surveys are recognised as being only one means of ascertaining the quality and effectiveness of the teaching program. The results of student subject surveys must be seen in the context review, student review, group discussion undertaken by the Faculty.

A formal opportunity should be provided for the staff member to comment on the student subject survey. This should be done by means of the attached reporting for

4. If the results of student subject surveys are to be useful and effective, the surveys must

be undertaken on a regular and mandatory basis. “Regular” in this context means that each subject offered by the University must be surveyed by this means in the first yeof offering and then at least once every three years.

The results of student subject surveys will be available as follows: for an individual subject, the raw data will be available only to the subject co-ordinator, and aggregated data in the form of a summary report will be asubject, the appropriate Head of School, and tthe exceptions noted in (6) below.

65

6. Notwithstudent subjSummary reFaculty for q

7. Aggrega

Academic Syear. This insurvey of ind

ROCEDURES FOR RESPONDING TO THE RESULTS OF STUDENT SUBJECT SURVEYS 1. Subject

(CELT).

2.

Note: In each instance, the person who will receive the results (both the raw data and

person will be the subject co-ordinator from the campus on which the subject is taught. 3. With regard to student subject surveys, the subject co-ordinator shall prepare an

"Action Report" which builds on consideration of the student surveys, discussions with teachers involved in the subject and discussions with the Head of School; and that an "Action Report" detail where appropriate:

• action that has or has not been undertaken as a result of the survey; • any action required to enhance the quality of the subject; • the resources required; and • completion dates for these actions.

(Such enhancement is probably required when: • an item mean score is significantly lower than those of other items in that subject;

and/or • an item mean score is below 4.50)

4. With regard to student subject surveys, the subject co-ordinator shall ensure, where

appropriate, that any enhancements to a subject, which are undertaken as an outcome of a student survey of that subject, be communicated in the next subject outline.

5. The objective of any meeting between the subject co-ordinator/convenor and Head of

School is developmental, and the aim is to devise strategies to resolve problems and difficulties where these have been identified in the delivery of the subject.

6. The subject co-ordinator/convenor and the Head of School are to jointly decide what

action, if any, is to be taken. In the event of a dispute the matter may be referred to the Dean by either party. In some cases, the Dean may refer the matter to the appropriate Sub-Dean for advice.

7. With regard to student subject survey reports:

standing points (1) and (5) above, a staff member may include results of ect surveys in competitive applications, eg for teaching grants, promotion. ports of student subject surveys are to be made available to the relevant uality assurance purposes.

ted information derived from student subject surveys will be provided to enate in the form of Deans’ reports for noting and possible action twice per formation will be presented in a consolidated form and the results of the ividual subjects will not be identifiable.

P

s are to be surveyed by the Centre for Enhanced Learning and Teaching

Summary reports are to be provided in the first instance to the subject co-ordinator/convenor, who is to provide each lecturer or tutor with a copy of the report on the subject and of the Action Report proforma attached.

the summary report) from CELT is the person who has the primary oversight of the actual teaching of the subject being surveyed. In the case of internal subjects, this

66

7.1 each Head of School shall prepare for the Faculty Board a "School Action Report" which draws on the information provided in subject co-ordinators'

summarises enhancements to subjects, resources ired, completion dates (where appropriate) and trends;

school and which highlights significant s;

ary reports should ference to individual subjects or to teaching staff.

Note: For u rt is to be provided to Academic Senate no later than the December meeting of Academic Senate in the same year surveyed, no later than the July meeting of ca

8. A copy of D bject surveys will be held by the Academic

Secretariat t be made available for ucted by the Australian Quality Agency.

action reports and requ

7.2 the Dean then shall prepare for Academic Senate a report, based on the Action Reports from all Schools in the Faculty, which summarises the enhancement to be made to subjects which have been agreed to by all of the subject co-ordinators in their trends, if any, and provides, where deemed appropriate, completion dateand

7.3 neither School Action Reports nor Deans' summ

contain any re

A tumn/Trimester 1 subjects surveyed, this repo

and, for Spring/Trimester 2 and 3 subjects A demic Senate in the following year.

all eans' reports on student suo audits cond

67

7.1.3 Student Feedback Instruments

he primary purpose of a system of student subject surveys is the assurance and nt and delivery. Information arising out of this process is

rovided to staff members to improve the quality of teaching and of subjects/courses in terms

Student subject surveys are recognized as being only one means of ascertaining the quality

s, such as peer review, student review, group iscussion and the processes of course review undertaken by the Faculty.

cademic staff use the results to:

d subjects,

enrich the study material and readings,

valuation of learning and teaching

they are offered. The Online Evaluation Survey

Evaluation of Learning and Teaching (Information for Staff) Tenhancement of quality in contepof their impact on matters related to student learning.

and effectiveness of the teaching program. The results of student subject surveys must be seen in the context of the results of other methodd

A

improve aspects of their teaching an

refine the assessment component and

reflect upon their teaching.

E

All subjects at CSU are surveyed each time System allows academic staff to customise surveys and provides access for students to

he surveys have 11 common core items

complete the surveys.

T which allow the University to compare student an experiences across all subjects. Academic staff are able to add further items chosen from

item bank to seek feedback on particular aspects of the learning and teaching in their subjects.

ho gets the results?

he purpose of evaluation of learning and teaching is to assure and enhance the quality of the ontent and delivery of the University's subjects. The aggregated results of all subject surveys

ff

he University may use aggregated data from surveys for research purposes. These data will

W

Tcexcept where a single student enrolled are provided to Heads of Schools and academic stamembers after final grades for the semester have been posted.

Tnot identify any individual student in any way. Aggregated results by school are published on

e learning and teaching website.

newal, probationary review, tenure, promotion or teaching excellence awards.

eaching staff use the information from the survey to improve the quality of learning and dent ses student

th

Results from surveys may also be used by the academic to support applications for contract re

What happens with student feedback?

Tteaching at the subject level. Where it is appropriate, action that has arisen from stufeedback will be noted in the next subject outline. Examples of how the University ufeedback are available online.

68

Who you can contact

If you have any questions please do not hesitate to contact either Manager, Evaluation Unit or Manager, Evaluation Services and Education Policy in the Centre for Enhancing Learning and

luation for Students

five alternatives (from Completely Agree

Teaching (CELT). Online Eva

Online Evaluation of Subjects Current Core Questions

There are 11 current core questions. For each item, there areto Totally Disagree) on the electronic response form.

1. I found this subject stimulated my learning. 2. The quality of teaching in this subject assisted my learning. 3. Teaching was clearly directed towards the objectives of the subject. 4. Clear guidelines were provided for all assessment tasks. 5. The assessment tasks assisted my learning. 6. I was given guidance on how to improve my work. 7. I received enough feedback to understand how my performance was being judged against the assessment criteria. 8. The workload was appropriate for a subject at this level. 9. The supporting resources in this subject (eg. handouts, study material, CD-ROM, online forums, verheads, presentation software, online offerings, etc.) facilitated my learning. o

10. There were adequate opportunities for communicating with academic staff if the need arose. 11. I have developed my capacity to communicate my ideas/knowledge in this area more effectively

.

The following options can be used to customise the Feedback Survey Instruments by academic staff for

staff)

. The academic staff member's approach helped develop my problem-solving skills.

any subject. Online Evaluation of Subjects: Customised Item bank Questions (Available for Generic Skill Development This category has 10 item bank questions. 1. The academic staff member's approach helped sharpen my analytic skills. 23. The academic staff member's approach helped develop my confidence in tackling unfamiliar problems.

69

4. The academic staff member's approach enabled me to think critically about issues pertaining to the

lan my own work.

. Studying the subject has enabled me to develop time management skills.

ways in which this subject was

estions.

staff member.

demic staff member appeared knowledgeable with regard to the subject matter. skills in this subject.

demic staff member helped me understand how professionals in this field acquire new nowledge.

stic in his/her teaching. students.

t hours. ect.

ssessment and Feedback This category has 12 item bank questions.

ment tasks contributed to my learning in the subject.

lete my assessment tasks. 1. The academic staff member returned marked assignments in a reasonable time.

ication Skills (Clarity of Instruction) This category has 13 item bank questions.

tations made by the academic staff member were to the point.

stions related to the subject were answered clearly.

. The academic staff member's use of examples helped my understanding.

ring class time. ppropriate presentation tools while teaching.

pth. ectures.

aking this subject.

f member provided a helpful overview at the beginning of each class.

subject. 5. The academic staff member's approach helped me develop the ability to p6. Studying the subject has enabled me to develop analytic skills. 78. Studying the subject has enabled me to develop teamwork skills. 9. My capacity to work collaboratively has been enhanced through thestructured. 10. By participating in this subject, I have developed my communication skills. Global or Overall Effectiveness This category has 3 item bank qu1. Overall, I would recommend this subject to other students. 2. Overall, I would like to take another subject from this academic3. Overall, the academic staff member is a good teacher. Academic Staff Member This category has 10 item bank questions. 1. The aca2. The academic staff member helped me to develop specific 3. The academic staff member helped me to develop points of view in this subject. 4. The acak5. The academic staff member presented materials beyond the textbook. 6. The academic staff member appeared up to date with regard to the subject matter. 7. The academic staff member seemed enthusia8. The academic staff member made provisions for the different backgrounds and interests of9. I could contact the academic staff member in the specified contac10. The academic staff member was generally available to students seeking advice about the subj A1. The answers to test questions were adequately explained after any class test was given. 2. The academic staff member kept me informed about my progress in the subject. 3. Feedback on assignments was provided quickly enough to benefit me. 4. The relative weight given to the assessment tasks was appropriate. 5. The types of assessment used by the academic staff member were appropriate. 6. Assess7. I had to undertake my own research to address the assessment tasks. 8. The assessment tasks were too easy for the level of the subject. 9. The assessment tasks were too difficult for the level of the subject. 10. The academic staff member provided adequate time for me to comp112. The EASTS system was helpful in submitting assignments. Commun1. Presentations made by the academic staff member were clear. 2. Presen3. The academic staff member spoke at a pace that I found appropriate for my understanding. 4. My que5. In discussions, the academic staff member used strategies to encourage students to participate actively. 67. The academic staff member was able to simplify difficult material. 8. The academic staff member provided sufficient opportunity for questions du9. The academic staff member made effective use of a10. The academic staff member made clear the practical application of this subject. 11. The academic staff member dealt with topics in sufficient de12. The academic staff member provided adequate examples in his/her l13. The academic staff member told us what we could expect to learn as a result of t Subject Organisation (Organisation and Clarity) This category has 6 item bank questions. 1. The academic staf2. The academic staff member emphasised key points in lectures.

70

3. The academic staff member summed up presentations in a way that helped my understanding. er.

stions.

nner that furthered my interest in the subject.

ff member was able to further my interest in the subject.

ct. 0. The academic staff member's approach encouraged me to take greater responsibility for my

ate methods to involve me in learning the

s category has 6 item bank questions.

. I felt free to express my own views in class. at was conducive to learning.

this class.

ard all students.

m bank questions. fforts of the academic staff member.

ld of study.

my professional

ing this subject.

emic staff member was responsive to my learning needs.

through my studies in this

this

ues and developments through my studies in this

rstanding of international issues and developments through my studies in this

uided me well through my learning in the subject.

ding my understanding.

riences provided for in the learning materials were interesting.

demic staff member who taught me provided an adequate number of supplementary readings uring the session.

ommended reading.

4. As the subject progressed I could see how the various topics were related to each oth5. The academic staff member covered the topics in an organised manner. 6. The academic staff member appeared well prepared for each session. Enthusiasm / Motivation This category has 12 item bank que1. The academic staff member was enthusiastic in his/her teaching. 2. The academic staff member dealt with topics in a ma3. The academic staff member presented interesting ideas about the subject. 4. The academic sta5. The academic staff member motivated me to do my best work. 6. The academic staff member motivated me to reason in this subject. 7. I was encouraged to think for myself in this subject. 8. I was encouraged to think critically about the subject. 9. The academic staff member encouraged me to raise questions in the subje1learning. 11. I was provided with exciting challenges in the subject. 12. The academic staff member used a variety of approprisubject. Interaction with Students (Rapport) Thi1. The academic staff member related to students in ways that promoted mutual respect. 23. The academic staff member helped to generate a climate th4. The academic staff member had a good rapport with5. The academic staff member seemed genuinely concerned with students' progress. 6. The academic staff member behaved in an equitable way tow Impact on Students (Amount Students Have Learned) This category has 8 ite1. I learned a great deal from this subject because of the e2. As a result of this academic staff member's teaching, I have positive feelings toward this fie3. The academic staff member helped me to value new viewpoints in the subject. 4. The academic staff member, in the way she/he taught, contributed significantly totraining. 5. I have found myself questioning my beliefs as a result of study6. I learnt new ways to think through difficult issues in this subject. 7. I increased my understanding of ethical conduct through my studies in this subject. 8. The acad Breadth of Learning This category has 4 item bank questions. 1. I gained a greater understanding of the demands of professional practicesubject. 2. I gained a greater understanding of regional issues and developments through my studies insubject. 3. I gained a greater understanding of national isssubject. 4. I gained a greater undesubject. Learning Materials and Resources This category has 21 item bank questions. 1. The learning materials g2. The learning materials explained concepts clearly. 3. The learning experiences provided for in the learning materials helped my understanding. 4. The learning tasks were useful in ai5. The non-assessed activities were useful in aiding my understanding. 6. The learning expe7. The study guide enabled me to understand the subject more comprehensively. 8. The acad9. The author of the learning materials provided a useful list of rec

71

10. The recommended reference materials were readily available. 11. The learning materials provided were consistent with the objectives of the subject.

my learning. issues in

forum

r who taught me provided adequate teaching support via phone and

uted to my understanding of the subject. 1. The handouts provided contributed to my understanding of the subject.

nk questions. the online components were clear.

other study materials. eful.

her learning materials for this subject.

. The academic staff member provided clear guidelines about how to interact using the subject forum. sy.

e academic staff member. er students.

. mic staff member.

r students. de its use worthwhile.

s otherwise not available. to communicate with experts and/or others outside the

learning. 5. My understanding of the subject has improved because of the subject forum.

ic staff member. ther subjects.

as a positive experience. when my contributions to a debate were sent

lexive in taking a position in response to

dialogue

ce without the need to provide a "right"

research prior to making a

to discuss issues because I do not usually

12. The author of the learning materials structured them in a manner that facilitated13. The author of the learning materials provided learning material that enabled me to exploredepth. 14. The academic quality of the learning materials was high. 15. The academic staff member who taught me provided adequate teaching support via the onlineand other means if applicable (eg. teleconferencing). 16. The academic staff membeemail consultation. 17. The recommended resources in the subject were readily available to students. 18. The readings provided contributed to my understanding of the subject. 19. The text(s) contributed to my understanding of the subject. 20. The CD-ROM(s) provided contrib2 Online Learning and Teaching This category has 6 item ba1. Instructions from the academic staff member on how to use2. It was easy to find my way through the online content. 3. The academic staff member effectively integrated online components with4. The online references to other web sites were us5. I enjoyed this form of online learning. 6. The online components were a valuable supplement to ot Subject Forums This category has 26 item bank questions. 1. I had the necessary skills to use the subject forum. 23. Getting access to the online forum in this subject was ea4. The subject forum made it easy for me to communicate with th5. The subject forum made it easy for me to communicate with oth6. The subject forum made it easy for me to ask for help7. The subject forum made it easy for me to get feedback from the acade8. The subject forum made it easy for me to get feedback from othe9. Overall, the benefits I received from the subject forum ma10. The subject forum was an appropriate way to support the learning activities. 11. The subject forum made learning in this subject interesting. 12. The subject forum allowed access to a range of resource13. The subject forum made it possible university. 14. Responses to my postings on the subject forum helped in my 116. The subject forum was well managed by the academ17. I would like to see the same subject forum approach used in o18. On the whole, the use of the subject forum for an assignment w19. I was challenged to think through issues more clearlyto the forum rather than discussed face to face. 20. The forum discussion assignment allowed me to be more refthe discussion question. 21. The online forum discussion provided a learning experience that allowed for an informed about a complex issue. 22. The online forum discussion provided a learning experienanswer to the lecturer. 23. The online forum discussion assisted my analytic abilities. 24. The online forum discussion provided an opportunity for me tocontribution to discussion. 25. I found the online forum discussion a preferable wayspeak up in class. 26. Overall, I believe that the online forum discussion provided a challenging but beneficial learning journey. Residential School This category has 12 item bank questions.

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1. The academic staff member at residential school provided clear explanation of subject matter. s.

ulating tutorials. activities.

ation. evel communication skills.

nhanced my

ol was available for consultation. l communication skills. ctical knowledge/skills.

2. The academic staff member at residential school provided input that significantly enhanced my

returned marked assignments in a reasonable time. . The tutor provided feedback that facilitated my learning.

ssions.

sed studies and the fieldwork experience. at I learned in the theory.

he fieldwork.

adequately prepared me for the practicum. . I was aware of the objectives of the practicum for my learning.

rience.

.

e practicum website.

Clinical Placement This category has 12 item bank questions.

2. The academic staff member at residential school provided interesting lecture3. The academic staff member at residential school provided stim4. The academic staff member at residential school provided meaningful practical 5. The academic staff member at residential school was available for consult6. The academic staff member at residential school possessed high-l7. The academic staff member at residential school imparted relevant practical knowledge/skills. 8. The academic staff member at residential school provided input that significantly eunderstanding of the subject. 9. The academic staff member at residential scho10. The academic staff member at residential school possessed high-leve11. The academic staff member at residential school imparted relevant pra1understanding of the subject. Tutoring This category has 10 item bank questions. 1. The tutor encouraged active participation in discussions. 2. The tutor helped students to improve their presentations. 3. The tutor clearly explained concepts I found difficult in lectures. 4. The tutor clearly explained any difficulties I found in texts and readings. 5. The tutor marked my assignments thoroughly. 6. The tutor 78. The tutor stimulated me to think in his/her sessions. 9. The tutor encouraged me to express my views on the topic in his/her se10. The tutor conducted the tutorials in a manner that was interesting. Fieldwork This category has 12 item bank questions. 1. My course studies adequately prepared me for the fieldwork. 2. I was aware of the objectives of the fieldwork for my learning. 3. My fieldwork was appropriate to my learning needs. 4. I received adequate support from the University during the fieldwork. 5. The fieldwork was clearly linked to the objectives of the course. 6. I was aware of the assessment criteria for the fieldwork. 7. I could see the links between my university-ba8. I was able to incorporate into the fieldwork wh9. My fieldwork enhanced my understanding of the theory. 10. The fieldwork was well organised. 11. The fieldwork was useful for developing the required skills. 12. I was clear about what I was required to do at t Practicum This category has 17 item bank questions. 1. My course studies23. My practicum was appropriate to my learning needs. 4. I received adequate support from the University during the practicum. 5. Practicum was clearly linked to the objectives of the course. 6. I was aware of the assessment criteria for the practicum. 7. I could see the links between my university-based studies and the practicum expe8. I was able to incorporate into the practicum what I learned in the theory. 9. My practicum enhanced my understanding of the theory. 10. The practicum was well organised. 11. The practicum was useful for developing the required skills. 12. I was clear about what I was required to do at the practicum13. The documentation for the practicum was clear. 14. It was easy to find a suitable site for my practicum. 15. It was easy to find a workplace supervisor for my practicum. 16. The workplace was able to provide me with appropriate experiences to complete my practicum. 17. It was easy to access documentation on the practicum from th

73

1. My course studies adequately prepared me for the clinical placement. 2. I was aware of the objectives of the clinical placement for my learning.

. My clinical placement was appropriate to my learning needs. g the clinical placement.

.

ent experience. theory.

tudio Practice This category has 7 item bank questions. udy.

.

ork were fair. ork helped me to improve

kill required at this level of study. n at this

vel. ubject.

eveloped team-working skills for live and mediated production.

e developed a coherent and extended understanding of dramatic structures.

ns.

aterial (texts, observations,

cted ensured that group critiques of my work were fair.

V Production This category has 15 item bank questions. dy.

dy. aching in this subject has satisfactorily covered the main aspects of television production.

subject.

of improvising and devising processes. d mediated productions.

roduction procedures for live and mediated events. y.

ial (texts, observations,

4. The way in which they were conducted ensured that group critiques of my work were fair.

34. I received adequate support from the University durin5. The clinical placement was clearly linked to the objectives of the course6. I was aware of the assessment criteria for the clinical placement. 7. I could see the links between my university-based studies and the clinical placem8. I was able to incorporate into the clinical placement what I learned in the 9. My clinical placement enhanced my understanding of the theory. 10. The clinical placement was well organised. 11. The clinical placement was useful for developing the required skills. 12. I was clear about what I was required to do at the clinical placement. S1. The teaching provided me with the skill required at this level of st2. The studio practice has given me the confidence to produce material appropriate to this level of study3. My artistic skills have been developed as a result of the teaching in this subject. 4. I understand how theory and research are central to artistic processes. 5. I have developed team-working skills for live and mediated production. 6. The way in which they were conducted ensured that group critiques of my w7. The way in which they were conducted ensured that group critiques of my wits quality. Theatre Production This category has 16 item bank questions. 1. The teaching provided me with the s2. The teaching in this subject has satisfactorily covered the main aspects of theatre productiole3. My artistic skills have been developed as a result of the teaching in this s4. I understand how theory and research are central to artistic processes. 5. I have d6. I can utilise a range of improvising and devising processes. 7. I hav8. I can analyse theatrical and drama-based events systematically. 9. I am competent to carry out a range of production roles in presenting live and mediated productio10. I can apply OHS criteria to live productions. 11. I can conduct risk analyses for live events. 12. I can carry out effective post production procedures for live events. 13. I am able to document artistic and theatrical production effectively. 14. I can effectively analyse, synthesise and evaluate a wide range of minterview, images, ideas, etc.) for live production. 15. The way in which they were condu16. The way in which they were conducted ensured that group critiques of my work helped me to improve its quality. T1. The teaching provided me with the skill required at this level of stu2. The studio practice has given me the confidence to produce material appropriate to this level of stu3. The te4. My artistic skills have been developed as a result of the teaching in this5. I understand how theory and research are central to artistic processes. 6. I have developed team-working skills for live and mediated production. 7. I can utilise a range 8. I am competent to carry out a range of production roles in presenting live an9. I can apply OHS criteria to live and mediated productions. 10. I can conduct risk analyses for live and mediated events. 11. I can carry out effective post p12. I am able to document artistic, mediated and theatrical production effectivel13. I can effectively analyse, synthesise and evaluate a wide range of materinterview, images, ideas, etc.) for live and mediated production. 1

74

15. The way in which they were conducted ensured that group critiques of my work helped me to

d me with the skill required at this level of study. vel of study.

this subject.

eam-working skills. 6. I can utilise a range of improvising and devising processes.

were fair. me to improve

s quality.

e with a perspective within which to view my research problem. oad subject area.

ertake.

gn.

ever facilities are available.

. The research supervisor facilitated critical thinking that better enabled me to judge qualities of

ch

in the broad subject

h I should undertake. lated literature.

research design. . The research supervisory team provided for adequate consultation time.

y efforts. ever facilities are available.

of issues related to my research.

d to my learning

or clearly outlined what I was to do.

s. . The workplace supervisor encouraged my active participation in the work.

eoretical knowledge to practical

oblem-solving skills. ifficult situations.

0. The workplace supervisor gave me constructive feedback on my performance.

improve its quality. Visual Arts This category has 9 item bank questions. 1. The teaching provide2. The subject has given me the confidence to produce material appropriate to this le3. My artistic skills have been developed as a result of the teaching in 4. I understand how theory and research are central to artistic processes. 5. I have developed t7. I can apply a range of research skills to my art-making. 8. The way in which they were conducted ensured that group critiques of my work 9. The way in which they were conducted ensured that group critiques of my work helped it Research Supervisor This category has 10 item bank questions. 1. The research supervisor provided m2. The research supervisor exhibited a familiarity with the recent advances in the br3. The research supervisor provided clear guidance on the type of research I should und4. The research supervisor provided clear guidance on the review of related literature. 5. The research supervisor provided clear guidance on the research desi6. The research supervisor provided me with helpful feedback on my efforts. 7. The research supervisor assisted me in accessing what8. The research supervisor stimulated my interest in research. 9ideas/issues related to my research. 10. The capacity of the research supervisor to maximise my research potential was good. Research Supervisory Team This category has 12 item bank questions. 1. The research supervisory team provided me with a perspective within which to view my researproblem. 2. The research supervisory team exhibited a familiarity with the recent advancesarea. 3. The research supervisory team provided clear guidance on the type of researc4. The research supervisory team provided clear guidance on the review of re5. The research supervisory team provided clear guidance on the67. The research supervisory team provided me with helpful feedback on m8. The research supervisory team assisted me in accessing what9. The research supervisory team stimulated my interest in research. 10. The research supervisory team facilitated critical thinking that better enables me to judge qualities ideas/11. The capacity of the research supervisory team to maximise my research potential was good. 12. The research supervisory team's teaching provided me with a clearer understanding of the key aspects of research. Workplace Supervisor This category has 10 item bank questions. 1. The workplace supervisor helped me formulate placement goals that were relateneeds. 2. The workplace supervis3. The workplace supervisor provided access to well-planned learning experiences. 4. The workplace supervisor ensured I had access to clear demonstrations in the use of equipment/material56. The workplace supervisor linked required actions to policy. 7. The workplace supervisor clearly demonstrated the application of thsituations. 8. The workplace supervisor helped me to develop my pr9. The workplace supervisor assisted me in coping with d1 Workplace Supervisory Team This category has 9 item bank questions.

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1. The workplace supervisory team provided access to well-planned learning experiences. 2. The workplace supervisory team helped me formulate placement goals that were related to my

supervisory team clearly demonstrated the application of theoretical knowledge to ractical situations.

tuations. constructive feedback on my performance.

equipment that students

. The academic staff member helped me develop confidence in laboratory work.

cal content of the subject.

ct content.

linical Staff This category has 10 item bank questions.

s. inical equipment/materials.

y performance in clinical sessions. echniques.

current research findings.

. The clinical educator enabled me to evaluate treatment options competently.

e therapy goals.

item bank questions.

Teaching lecture clearly. I found Interactive Video Teaching was less effective because of student indiscipline at the remote

ophones for students to interact with Interactive Video tive because of good

taking. o raise questions.

. Interactive Video Teaching was organised to allow students to discuss issues. udents all

ote site, Interactive Video Teaching was disturbed by erratic camera panning by the

or my learning needs. . The facilities provided for classes were well resourced.

through OASIS helped my learning.

learning needs. 3. The workplace supervisory team ensured I had access to clear demonstrations in the use of equipment/materials. 4. The workplace supervisory team encouraged my active participation in the work. 5. The workplace supervisory team linked required actions to policy. 6. The workplacep7. The workplace supervisory team helped me to develop my problem-solving skills. 8. The workplace supervisory team assisted me in coping with difficult si9. The workplace supervisory team gave me Laboratory Work This category has 8 item bank questions. 1. The academic staff member demonstrated familiarity with the laboratorywere required to use in this subject. 23. The academic staff member exhibited safety consciousness during laboratory work. 4. The academic staff member linked the practical exercises to the theoreti5. The laboratory exercises were relevant to the subject content. 6. The laboratory exercises assisted in my understanding of the subje7. Laboratory facilities were well ordered and organised. 8. Laboratory facilities were adequate for class requirements. C1. The clinical educator clearly showed the application of theoretical knowledge to clinical situations. 2. The clinical educator encouraged active participation in the clinical session3. The clinical educator gave clear demonstrations in the use of cl4. The clinical educator gave me constructive feedback on m5. The clinical educator clearly demonstrated various treatment t6. The clinical educator linked treatment decisions to7. The clinical educator provided well-planned learning experiences in clinical sessions. 89. The clinical educator helped me to develop my clinical assessment skills. 10. The clinical educator helped me to formulat Interactive Video Teaching This category has 111. I could see the Interactive Video Teaching clearly on screen. 2. At the remote site, I could hear the Interactive Video 3.site. 4. At the remote site, there were adequate micrTeaching lecturer. 5. At the remote site, Interactive Video Teaching was effecclassroom management by the lecturer. 6. Interactive Video Teaching was appropriately paced to allow note 7. Interactive Video Teaching was organised to allow students t89. At the remote site, Interactive Video Teaching discussion was less effective because stspoke at the same time. 10. Interactive Video Teaching was not effective in helping my learning in this subject. 11. At the remstudent operator. Campus Facilities This category has 4 item bank questions. 1. Access to computer facilities was sufficient f23. Infrastructure for online learning was well resourced. 4. Infrastructure for online learning was well supported. OASIS This category has 5 item bank questions. 1. I found that the online assessment exercises available

76

2. I found the online assessment tasks available through OASIS were appropriately designed for this

ssessment tool (i.e. ment for this subject.

mative assessment tool (i.e.

pleting the online assessment tasks

tions. . The course helps me develop my ability to work as a team member.

blems.

gory has 6 item bank questions.

hings.

th my work.

es This category has 6 item bank questions. owledge.

g.

tives other than my own.

uestions.

ailable to help me learn.

rning is effective. . The library resources are appropriate for my needs.

ary services are readily accessible.

nt learning resources are accessible when I need them.

tisfied with the course and careers advice provided.

ons. for my study.

services and resources

has 1 item bank question.

This category has 1 item bank question. iversity.

n This category has 1 item bank question.

level of study. 3. The use of online multiple choice assessment (through OASIS) as a formative aprimarily as a learning tool) was an appropriate way of conducting assess4. The use of online multiple choice assessment (through OASIS) as a sumcounts towards your final grade) was an appropriate way of conducting assessment for this subject. 5. I found that there was adequate support available to me in comfor this subject. Student Experience Questionnaire: Core Generic Skills This category has 6 item bank ques12. The course sharpens my analytic skills. 3. The course develops my problem-solving skills. 4. The course improves my skills in written communication. 5. As I do this course, I feel confident about tackling unfamiliar pro6. My course helps me to develop the ability to plan my own work. Student Experience Questionnaire: Core Good Teaching This cate1. The staff put a lot of time into commenting on my work. 2. The teaching staff normally give me helpful feedback on how I am going. 3. The teaching staff of this course motivate me to do my best work. 4. My lecturers are extremely good at explaining t5. The teaching staff work hard to make their subjects interesting. 6. The staff make a real effort to understand difficulties I might be having wi Student Experience Questionnaire: Graduate Qualiti1. The course provides me with a broad overview of my field of kn2. The course develops my confidence to investigate new ideas. 3. University stimulates my enthusiasm for further learnin4. I learn to apply principles from this course to new situations. 5. I consider what I learned valuable for my future. 6. My university experience encourages me to value perspec Student Experience Questionnaire: Learning Materials This category has 5 item bank q1. The study materials are clear and concise. 2. It is made clear what resources are av3. Course materials are relevant and up to date. 4. Where it is used, the information technology in teaching and lea5 Student Experience Questionnaire: Student Support This category has 5 item bank questions. 1. The libr2. I am able to access information technology resources when I need them. 3. Releva4. Health, welfare and counselling services meet my requirements. 5. I am sa Student Experience Questionnaire: Library This category has 3 item bank questi1. The library's online systems help me to locate relevant information2. I know how to access help from the library if I need assistance in using the that it offers. 3. I am confident in locating relevant information for my study through the library. Student Experience Questionnaire: Learning Community This category 1. I feel I belong to the university community. Student Experience Questionnaire: Academic Satisfaction1. I am satisfied with the quality of academic support provided by the Un Student Experience Questionnaire: Overall Satisfactio1. Overall, I am satisfied with the quality of this course.

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Guest Lecturers This category has 8 item bank questions.

. The guest lecturer helped me to develop specific skills in this subject.

rer helped me understand how professionals in this field acquire new knowledge.

the subject matter.

re of the objectives of the industry placement for my learning.

rom the University during the industry placement.

. I could see the links between my university-based studies and the industry placement experience.

ement was well organised.

ternship This category has 12 item bank questions.

rnship was clearly linked to the objectives of the course.

2. I was clear about what I was required to do at the internship.

. I gained a greater understanding of the demands of professional practice through my studies in this

and developments through my studies in this

sues and developments through my studies in this

ff member were clear. ect.

bject matter. e new

ly enough to benefit me.

plete my assessment tasks

uter facilities was sufficient for my learning needs. 5. The classroom facilities provided were adequate for my learning.

1. The guest lecturer appeared knowledgeable with regard to the subject matter.23. The guest lecturer helped me to develop points of view in this subject. 4. The guest lectu5. The guest lecturer presented materials beyond the textbook. 6. The guest lecturer appeared up to date with regard to7. The guest lecturer seemed enthusiastic in his/her teaching. 8. The guest lecturer made provisions for the different backgrounds and interests of students. Industry Placement This category has 12 item bank questions. 1. My course studies adequately prepared me for the industry placement. 2. I was awa3. My industry placement was appropriate to my learning needs. 4. I received adequate support f5. The industry placement was clearly linked to the objectives of the course. 6. I was aware of the assessment criteria for the industry placement. 78. I was able to incorporate into the industry placement what I learned in the theory. 9. My industry placement enhanced my understanding of the theory. 10. The industry plac11. The industry placement was useful for developing the required skills. 12. I was clear about what I was required to do at the industry placement. In1. My course studies adequately prepared me for the internship. 2. I was aware of the objectives of the internship for my learning. 3. My internship was appropriate to my learning needs. 4. I received adequate support from the University during the internship. 5. The inte6. I was aware of the assessment criteria for the internship. 7. I could see the links between my university-based studies and the internship experience. 8. I was able to incorporate into the internship what I learned in the theory. 9. My internship enhanced my understanding of the theory. 10. The internship was well organised. 11. The internship was useful for developing the required skills. 1 Partner Institutions This category has 20 item bank questions. 1subject. 2. I gained a greater understanding of national issues subject. 3. I gained a greater understanding of international issubject. 4. Presentations made by the academic sta5. The academic staff member made clear the practical application of this subj6. The academic staff member dealt with topics in sufficient depth. 7. The learning materials guided me well through my learning in the subject. 8. The academic staff member appeared knowledgeable with regard to the su9. The academic staff member helped me understand how professionals in this field acquirknowledge. 10. Feedback on assignments was provided quick11. Feedback on assignments was provided in sufficient detail to benefit me. 12. The teaching schedule provided adequate time for me to com13. Marked assignments were returned in a reasonable time. 14. Access to comp116. Infrastructure for online learning was well resourced. 17. I could contact the academic staff member in the specified contact hours.

78

18. The academic staff member was generally available to students seeking advice about the subject. 19. I was able to use online learning resources from CSU.

e clear to me.

respond to Carrick Teaching Excellence Awards items This category has 10 item

. The teaching staff member motivated and inspired me to learn.

kills of analysis and critical thinking.

vided clarity of expectations of students.

ld be

ent tasks for students to fully

ents as individuals. er students help and advice.

s 3 item bank questions. section of the online materials

via the material in the nline materials

bject has developed skills which will assist me to progress in my desired career This subject has challenged me to think about alternate approaches to currently accepted industry

. This subject allowed me to develop a deeper understanding of the organisation I work in. 5. This subject allowed me to develop a deeper und tanding of the organisation I wish to work in.

ure occupation. upation.

teractive Video Teaching: Research Items This category has 15 item bank questions.

. I could hear the students at the remote site.

. I could see the whiteboard clearly.

o link. 1. This technology facilitated participation in discussion.

ced my learning experience.

rest Items This category has 5 item bank questions. . Access to an on-site tutor is an important supplement to Video Teaching.

20. The role that CSU played in developing this subject was mad Items that corbank questions. 12. The teaching staff member stimulated my curiosity. 3. The teaching staff member supported the development of my s4. The teaching staff member provided engaging and relevant subject materials and resources. 5. The teaching staff member pro6. The teaching staff member provided helpful feedback on my progress. 7. The teaching staff member made efforts to explain what particular knowledge and skills wouassessed. 8. The teaching staff member provided opportunities in assessmdemonstrate their knowledge. 9. The teaching staff member showed respect and concern for stud10. The teaching staff member showed willingness to off "New Resources" Section of Online Subject Outline This category ha1. I was able to access the supporting material within the new resourcesduring the session. 2. The academic staff member who taught me provided good teaching supportnew resources section of the online materials. 3. The new resources section of the ocontributed to my understanding of the subject. Career Relevance of Subject This category has 9 item bank questions. 1. This subject has developed skills which will make me more employable when I graduate. 2. This su3.practice. 4

ers6. Principles taught in this subject were relevant to my fut

. The subject matter covered in class was relevant to my future occ78. The objectives of the subject are relevant to my future career aspirations. 9. The subject has equipped me with the skills that will assist my future professional development.

ontribution to Community This category has 1 item bank question. C1. I can see how the application of concepts in this subject could benefit the community. In1. I could hear my lecturer as clearly as I needed to. 23. I could see my lecturer as clearly as I needed to. 45. I could see the data clearly on screen. . It is important for some information to be written live onto the data screen. 6

7. The data screen information encouraged me to participate in solving problems. . The data screen information encouraged me to participate in discussions. 8

9. This technology would be useful for interactive tutorial discussion groups. 10. I felt the lecturer was able to respond to my educational needs through the vide112. This technology facilitated asking questions. 13. I found the Video Teaching classroom enhan14. I feel comfortable learning in a Video Teaching classroom. 15. I understood the subject content better when I was at the receiving site than when I was at the broadcasting site. nteractive Video Teaching: Special Inte I

1

79

2. Technical difficulties with the Interactive Video Teaching technology have consistently interfered with my learning in3. I like the camera to zoom in on the person who is speaking. 4. I would have liked a copy of Interactive Video Teaching PowerPoint slides before the lecture commenced. 5. Familiarity with Video Teaching technology will be relevant in my future career.

this subject.

. The podcast lectures helped me realise what the lecturer was trying to get me to focus on. ry.

dy material (print-based). ence.

1. Podcasts helped me engage with the subject matter in a more personal way. 2. Podcasts helped stimulate my thinking on issues presented. 3. I find that I have to wait too long to download the podcast material.

5. I listen to podcast material related to the subject while I am on the move. y understanding of the subject.

subject. 8. The podcast content in this subject allowed me to interact more effectively with the subject. 9. The podcast content in this subject allowed me to interact more effectively with my lecturer.

20. The podcast content in this subject enhanced my ability to undertake the assessment tasks for this subject. D:\Data\CELT Evaluation Unit\EU 2007 OES\OES Categorised Item Bank List.doc

SUBJECT CO-ORDINATOR'S ACTION REPORT This Action Report is to be completed by the subject co-ordinator of the subject surveyed. The purpose of this Action Report is to build on consideration of the student surveys, discussions with teachers involved in the subject and discussions with the Head of School. Session: __________________________________ Year: __________ Subject Name: _____________________________ Subject Code: ___________ School: __________________________ Faculty: _________________________ Name of Subject Co-ordinator or Convenor: ___________________________ Name(s) of Staff Teaching the Subject: ______________________________ Note

Podcast Lectures This category has 20 item bank questions. 1. The podcast lectures helped me to prepare my assignments. 2. The podcast lectures helped me understand each of the topics. 3. The podcast lectures helped me engage with the subject matter. 4. The podcast lectures helped me feel more a part of Charles Sturt University. 56. In the podcast lectures, the quality of the sound was satisfacto7. In the podcast lectures, the voice of the lecturers was clear. . Podcasts complement my current study material (web-based). 8

9. Podcasts complement my current stu0. Podcasts enhance my overall learning experi1

11114. I do not have any difficulty in downloading the podcast material. 116. The podcast content in this subject enhanced m7. The podcast content in this subject involved me more in the 1

11

: Additional comments may be appended where space is insufficient. 1. What action is required to enhance the quality of this subject based on the results of the student subject survey questionnaire? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

80

2. Please detail, where appropriate, action that has or has not been undertaken as a result of

_____________________________________________________________________________________________________________

__________________________________________________________________________

. What resources are required to undertake these actions? ___________________________________________

__________________________________________________________________________

ate: _____________________________

the survey. ________________________________________________________________________ 3______________________________________________________________________________________________________ 4. When are the completion dates for these actions? _________________________________________________________________________ 5. Additional comments/questions. Signature of Subject Co-ordinator: __________________________________________ D

81

7.2 On-line Delivery

.2.1 On-line Learning Policies and Practices

copies of current software and ystems agreement that pertain to the delivery of electronic/online learning.

7.2.2 Academic Community Policies

printed hard copy of articles and book

xtracts. All students are required to attend a residential of a minimum of 120 hours face to s, seminars and workshops. Students enrolled in Canada, will be

quired to attend the 120 hours at the Bay Area Learning Centre Campus at Burlington, cilitate communication between students and the Faculty and amongst

udents themselves.

arles Sturt University staff conduct a continuous on-line forum in each subject which brings the respective subjects for discussions on subject content, the

ubject materials, assessment tasks and individual and group challenges.

should be noted that the students in this program are all university graduates upon entry and demic community in their undergraduate years. The aim in the MBA is

extend this and to immerse them in an academic community which will be an important imulation, sharing of ideas, professional development and collegial support.

7 Charles Sturt University has on file and available upon requests

All instruction in the program is delivered by a combination of on-line teaching, andcomprehensive notes and Readings which includes reeface on campus for lecturereOntario. This will fast Chtogether all students enrolled ins It have been part of an acatosource of st

82

8.0 Capacity to Deliver 8.1 Legal Characteristics

n extract from the Charles Sturt University Act 1989 follows. Full text of the Act can be u/adminman/gov/gov.htm

Aaccessed online at http://www.csu.edu.a

CHARLES STURT UNIVERSITY ACT 1989 (AS AMENDED)

This copy of the Charles Sturt University Act 1989 (NSW) incorporates the amendments of the Charles Sturt University Amendment Act 1998 (NSW).

ART 1 - PRELIMINARY 1.

Th

l functions" of the University means the commercial functions described in ection 7 (3) (a).

) "Council" means the Council of the University.

)"general staff" of the University means staff other than the academic staff of the University.

"major campus" means a campus of the University at a location referred to in section 6 (a),

reference to a graduate of the University is a reference to a person who is the cipient of a degree or diploma, or of such other award or certificate as may be prescribed by

(a) by (b) by stitution that has, pursuant to this Act or otherwise, become

network member of, or a part of, the University, or (c) by . In this

) a reference to a function includes a reference to a power, authority and duty, and

P

Name of Act

is Act may be cited as the Charles Sturt University Act 1989. 2. Commencement This Act commences on a day or days to be appointed by proclamation. 3. Definitions In this Act: 1) "commercias 2 3 4)(b), (c) or (d) 5) "University" means the Charles Sturt University established by this Act. In this Act, arethe by-laws, conferred or awarded:

the University,

or on behalf of any former ina

any predecessor of any such institution

Act:

(a

83

(b) a e to the PART 4. stablishment of University A Uni

(a)

(b) Convocation,

(c) lasses of

(d)

5. ion of University The U 6. University campuses The U (a) (b)

(c) Dubbo,

ga, and may have campuses at other locations.

s, of

(a) the provision of facilities for education and research of university standard, having

New South Wales,

tion, advancement, development and application of knowledge informed by free inquiry, (c) the provision of courses of study or instruction across a range of fields, and the c eet the needs of the community,

(d e p

reference to the exercise of a function includes, where the function is a duty, a referenc performance of the duty.

2 - CONSTITUTION AND FUNCTIONS OF THE UNIVERSITY

E

versity, consisting of:

the Council,

the members of the academic staff of the University and such other members or cmembers of the staff of the University as the by-laws may prescribe, and

the graduates and students of the University, is established by this Act.

Incorporat

niversity is a body corporate under the name of the Charles Sturt University.

niversity is to have campuses at the following locations:

Albury,

Bathurst,

(d) Wagga Wag 7. Object and functions of University (1) The object of the University is the promotion, within the limits of the University resourcescholarship, research, free inquiry, the interaction of research and teaching, and academic excellence. (2) The University has the following principal functions for the promotion of its object:

particular regard to the needs and aspirations of the residents of western and south-western

(b) the encouragement of the dissemina

arrying out of research, to m

) th articipation in public discourse,

84

(e) the conferring of degrees, including those of Bachelor, Master and Doctor, and the awarding of diplomas, certificates and other awards,

(f prinquiry,

(g e darrangem nce processes that are underpinned by the values and goals referred to in the functions set out in this subsection, and that are sufficient to e e th

) T ollows:

(a) the University may exercise commercial functions comprising the commercial

, of any facility, resource or property of the University or in which the University has a right or interest (including, for example, study, research, knowledge and intellectual property and the practical application of study, research, knowledge and intellectual property), whether alone or w the

(b) the University may develop and provide cultural, sporting, professional, technical and v ion

(c) the University has such general and ancillary functions as may be necessary or c nie ing the University to promote the object and interests of the University, or as may complement or be incidental to the promotion of the object and interests

(d) the U itthis or any other

(4) The functio xercised within or outside the State, including outside Australia. 8. Facilities for student The University may, for the pu ise of its functions, provide such facilities for its students and staff and other members of the university community as the Univers cons s de Schedule 2, clauses 1 to 4 of the Miscellaneous Acts (Higher Education) Repeal and Amendment 1989 are reproduced. Remaining sections of this Act refer to other bodies not associated with Charles Sturt University. Charles Sturt University Act 1989 No. 76: (1) Section 6 (University network): After section 6 (2), insert:

(3) the Governor may make regulations of a savings or transitional nature consequent on the making of an order under this section.

) the ovision of teaching and learning that engage with advanced knowledge and

) th evelopment of governance, procedural rules, admission policies, financial

ents and quality assura

nsur e integrity of the University's academic programs.

(3 he University has other functions as f

exploitation or development, for the University's benefit

ith o rs,

ocat al services to the community,

onve nt for enabling or assist

of the University,

nivers y has such other functions as are conferred or imposed on it by or under Act.

ns of the University may be e

s, staff and others

rposes of or in connection with the exerc

ity ider sirable.

85

ic staff of the University".

(b) After "elected" in section 9 (6) (b) (iii), insert "by members of the non-academic

staff of the University". (c) After "elected" in section 9 (6) (c) (iii), insert "by students of the University".

(3) Section 20 (Delegation by Board): After "other person", insert "or body". (4) Schedule 4 (Savings and transitional provisions):

(a) Omit clause 4 (1). (b) From paragraph (b) of the definition of "relevant commencement" in clause 2 (1)

omit "clause 6", insert instead "clause 5". (c) From paragraph (c) of the definition of "relevant commencement" in clause 2 (1)

omit "clause 7", insert instead "clause 6". (d) After clause 23, insert:

Control and direction of former institutions 23A. Pending the relevant commencement, each former institution is subject

to the control and direction of the University. Conduct of elections etc. 23B. (1) For the purpose only of enabling the Board to be duly constituted

on or after the commencement of section 9, elections may be conducted and appointments made before that commencement as if the whole of this Act were in force.

(2) A member who is elected or appointed to the Board under this

clause does not assume office before the commencement of section 9.

(2) Section 9 (The Board):

(a) After "elected" in section 9 (6) (a) (iii), insert "by members of the academ

86

8.2 Governance and Administrative Structure (See previous information on the enacting legislation and Section 8.2.3 below.)

87

responsibilities, both academic and administrative, are appointed by pen public advertisement according to criteria identified in their job descriptions (see below).

These selectio and a ciples and guidelines. The majorex officio and elected . For example, the University Council has members appointed by the Minister for Education and Training in New South Wales; ex officio members such as the Vi -Chan d elected administrative tatives. The Faculty Board has the Dean, Heads of School and members of the professoriate as ex officio members; elected staff representative and e Directors (or nomineeAdministration, Librarygovernance mechanis emic staff of teaching Schools\ and student representatives Vice-Chancellor The Vice-Chan llor i ble to the Council for the good government of the University. The Vice-Chancellor is assisted by two

Deputy Vice-C anceThe Deputy Vice-ChaUniversity, including d e Deputy Vice-Chancellor (Administration) is responsible for the delivery of an integrated and efficient University adm istratUniversity. Heads of Campus Each of the four main e, has University-wide ac well as being responsible for representing and promoting a particular campus. Support Divisions and Departments The administra e an and Centres of the Un

hancellor or an Executive Director or a Director who have University-wide responsibilities.

he Divisions include: Planning and Development; Learning and Student Support; Public Affairs; Human esouCommunications and . The Departments include: Student Administration; Student Services; Residences and Catering; the International Office; the University cretaResearch and GraduaContinuing and Professional Education Centre; and the Learning Materials Centre. Dean The Dean shall be res(Academic) for the maFaculty and, in consul to the Faculty. In the exercise of these responsibilities Deans will be expected to make substantial del ation for which they have responsibili

8.2.2 Responsibilities of Governing Bodies Staff with managemento

n ppointment procedures follow Equal Opportunities (EO) prin bodies of the University (refer to 8.2.3) contain a mixture of appointed, representatives

ce cellor, Deputy Vice-Chancellors and the Chair of Academic Senate; an and academic staff represen

s; lected undergraduate and postgraduate students representatives.; ands) of the various support divisions of the University such as Student , Indigenous Education Unit, etc. School Boards are grass roots level ms which have members of the acad

ce s the chief executive officer of the University and is accounta

Deputy Vice-Chancellors.

h llors ncellor (Academic) is responsible for the academic development of the istance education and related student activities. Th

in ion, including the physical and technological development of the

campuses has a Head of Campus who, as a member of the executivcountabilities as

tiv d academic support services are provided by the Divisions, Departmentsiversity. Each of these organizational units is headed by a Pro-Vice-

C T

R rces; Financial Services; University Properties; Information Technology; International Relations; and Library Services

Se ry; and the Aboriginal Education Unit. The Centres include: the Centre of te Training; the Centre for Enhanced Learning and Teaching; the

ponsible to the Vice-Chancellor through the Deputy Vice-Chancellor nagement of the academic, financial and personnel activities of the tation with the Heads of Campus, for the physical resources available

eg s to Heads of School to enable them to administer the Schoolsty.

88

The responsibility of D ns s

1.1 Academic

with the advice of the Dean's Advisory Committee and with

. culty maintains medium term (3-6 year) plans for

its academic development;

. f

resources available and, in particular, to avoid unnecessary duplication

. to liaise with external bodies where appropriate; and

.

1.2 Financial

. human and physical resources efficiently and to reflect in the use of these resources the most effective

ates of

aculty in the succeeding year;

entation to the Deputy Vice-Chancellor when the allocation of funds for a budget year has

to monitor expenditure against approved financial delegations; and

. each s necessary to adjust rates of expenditure.

1.3

. to promote excellence in teaching and research among members of the nd academic staff of the Faculty;

ong all staff engaged in the general administration of the Faculty;

e efficiency, interest and well-being of all staff nd

velopment activities

ulty in

t Plan;

ea hall be in the area of each of the following.

. endorsement of the Faculty, to define the faculty's academic objectives and priorities;

to ensure that the Fa

to conduct regular reviews of the conduct of teaching and research in the disciplines represented in the Faculty in order to optimise the use o

of services, facilities and functions;

to prepare a faculty educational profile and enrolment plan.

to manage the Faculty's financial,

expression of the faculty's plans and aspirations;

. to prepare for presentation during the annual budget cycle estimthe resources needed by the F

. to prepare an operating budget plan for pres

been finalised;

.

to monitor financial performance against operating budget duringyear and to take any step

Personnel

teaching a

. to encourage administrative efficiency and the effective use of resources am

. to promote and monitor th

by ensuring that their personal development needs are recognised athat they are encouraged to take part in career dedesigned to improve their performance and enhance their potential;

. to promote equal opportunity in employment, in the facaccordance with the University's EO Managemen

89

. to convey to the Faculty, directly or through the Dean's Advisory

Committee, all executive and policy decisions affecting the University or the Faculties in particular that emanate from the offices of

the Vice-Chancellor, and Deputy Vice-Chancellors; . as the Faculty's chief administrator, to carry out such tasks and provide

such advice and information as are required of Deans by the University's standing personnel procedures. Such tasks, advice and information include:

. presiding memberships of selection committees for appointment to

associate lecturerships and lectureships and senior lectureships in the Faculty where the Head of the relevant campus elects not to preside;

. membership of selection committees for appointment to Chairs in the

Faculty; . recommendations to the Deputy Vice-Chancellor (Academic) on

appointment within the Faculty including Directors of Research Centres;

. recommendations to the Deputy Vice-Chancellor on appointment of

and Fellows; . presiding membership of tenure review committees; and . recommendations on special studies program applications and

applications for special leave.

1.4 Responsibilities for Managing Accommodation

. to ensure that the accommodation made available to the Faculty is used in the most effective way possible;

. to prepare submissions, in consultation with the Dean's Advisory

Committee, on alterations and additions to the accommodation allocated to the Faculty;

. to keep the Head of Campus informed of any changes in the allocation

and use of space occupied by staff and students. 1.5 Committees

The Dean is an ex-officio member of the following University and relevant faculty committees: . Vice-Chancellor's Advisory Committee . Academic Senate . Faculty Board and faculty standing committees (Presiding Member) . Dean's Advisory Committee (Presiding Member) . Selection Committees for lecturers and senior lecturers (Presiding

Member where the Head of Campus elects not to preside). . Faculty Promotions Committees (Presiding Member) . Tenure Review Committee (Presiding Member)

generally

Visiting Professors

90

8.2.3 Reporting Structure Council and its committees:

cademic Senate and its committees:

Council

Campus Advisory

Committees

A

Academic Senate

Person l Committee

neFi e Committee

nancAudit Committee

Standing Committee

Honorary Awards

Committee

Academic Senate

Standing Committee

University Medals

Committee

Board of Graduate

Studies

Research Management Committee

Academic Awards

Committee

Quality Audit

Committee

Academic Programs Committee

Student Equity Committee Faculty

Boards
Academic Appeals
Committee

91

Faculty Boards and their committees:

Note 1: . The above committees are the only committees that Academic Senate requires ablish. Faculty Boards may establish other committees. The example

the Faculty of Business

chool Boards and their committees:

Note 1

Faculty Boards to estshown is the committees of

S

: School Assessment Committees are the only committees that Academic Senate requires School Boards to establish. School Boards may establish other committees.

Faculty Board

School Boards

CourCommittee

ses Assessme t Committee

n

Standing Committee

Research and Higher Degrees

Committee

School Board

ScAsse nt Committees

hool ssme

92

Committees reporting to the Vice-Chancellor: Vice-Chancellor

Environ & Safety Mgt

Committee

Information and Learning

Systems Committee

University Courses Planning

Committee

Vice-Chancellor's Advisory

Committee

Senior Executive

Committee*

Equal Opportunity &

Affirmative Action

Committee

Administrative Services

Committee

* Note. The Senior Executive Group also meets as the Budget Committee with additional members having the right of audience and debate. These additional members include: Director, Financial Services; Finance Manager (Business); and Human Resources Manager.

93

8.3.1 Coordinated Business and Academic Plans Coordination of the University’s business and academic plans takes place at different levels and comes together in the University’s Strategic Plan and the Faculty’s Triennial Plan (both provided below). For the Faculty, preparation of the rolling Triennial Plan includes an annual revision of the

sources of non-recurrent income such as funds from fee-paying domestic and international students, research and consultancy income and revenue from overseas aid projects. Targets are set in each of these areas and the planning process reviews how successful the Faculty was in achieving past targets.

Strategic Planning 2007-2011 (Extract from CSU website - http://www.csu.edu.au/division/plandev/publications/))

The University began the process of updating its Strategic Plan in early 2005. The process was initiated with university wide discussion stimulated by the position paper, A University for the next 25 Years, written by the Vice-Chancellor. This in turn informed the development of the University Strategy 2007-2011, a restatement and where necessary clarification of the University’s vision, values, mission and objectives. The University Strategy 2007-2011 was approved by the University Council in December 2005. Key institutional indicators of performance and long term targets were approved by Council in its April 2006 meeting.

he University Strategy 2007-2011 is underpinned by a framework of four University

ourses Plan - responsibility of the Deputy Vice-Chancellor (Academic); Learning a ancellor

ic)h and Graduate

Training);

ve, the Vice-Chancellor has prepared

Aug s

Faculty course profile, an analysis of student demand for courses, attrition and graduation rates for all courses, new course proposals, and the allocation of government-funded load across the Faculty. This process also closely analyses projected

Tplans:

Cnd Teaching Plan - responsibility of the Deputy Vice-Ch; Plan - responsibility of the Pro-Vice-Chancellor (Research

(AcademResearc

Institutional Development Plan responsibility of the Deputy Vice-Chancellor (Administration).

With regard to the update of the documents aboa Progress report.

u t 15th Progress report

ition, a number of subsidiary institutional wide plans willIn add also be developed.

The n rs of performance, annual targets and a "bridge" to similarly aligned Faculty and Divisional annFaculty/Divisional Operational Plans is to occur within the University’s general planning, review and budget dev Timeline for a

U iversity Plans will align with the University Strategy, providing indicato

ual Operational Plans. The development of the University Plans and

elopment processes, as documented in the Pl nning and Review Activities.

http://www.csu.edu.au/division/vcoffice/vc/Strategic Plan 2007-2011 spread.pdf

http://www.csu.edu.au/division/plandev/secure/strategy/k1.htm

http://www.csu.edu.au/division/plandev/secure/strategy/k1.htm

94

These planning and review processes will be conducted in a spirit of "continuous demonstrated in the Users Guide to the CSU Strategic Plan.

tes (

Per rm rated into the cesses.

improvement", as

Faculty and Divisional planning documentation will be guided by planning templaOperational Plan | Single layered template (Risk register) ), which incorporates a risk register.

fo ance against institutional objectives will be tracked annually and incorpo University's Performance Management pro

University Str -2011

Vision:

the professions, strategic and applied research and flexible delivery of learning and teaching

) is committed to using the University Strategy 2007-

universities for teaching and research by 2012.

CSU holds to the Values and Mission which are outlined in the University Strategy 200 2 onitoring of four key objectives:

ns that prepare students for work and citizenship.

• Conduct strategic and applied research of an international standard.

• Continue to lead in the quality provision and flexible delivery of learning and

ategy 2007

A national university for excellence in education for

Charles Sturt University (CSU2011 to be a national university of choice in the second quartile of Australian

7- 011 and looks to achieve these through the m

• Provide distinctive educational programs for the professio

teaching.

• Continue to build institutional strength, reputation and sustainability.

95

Ke

Provide distinctive educational programs for the professions that prepare students r

• Are recognised by, and developed in collaboration with, the professions, particu

ernational understanding including opportunities for international

Key Performance Outcomes:

1. nal course profile as indicated by:

sions

in 7% of the total UAC first preference pool by 2011]

increase to 22,000

o omestic fee paying student load to make up

Key Objec iv

Conduct strategic and applied research of an international standard which:

• Creates new knowledge

• Is appl

• Is responsive to emerging opportunities and challenges

Enhances collaboration with industry

• Develops partnerships with professions, communities and other researchers

• Facilitates opportunities for linkages with learning and teaching, and

• Focuses on agricultural sustainability, applied philosophy and public ethics, public and contextual theology, complex systems and professional practice

y Objective 1

fo work and citizenship and which:

larly through practicum placements

• Are accessible to students who have the capacity for university study

• Foster ethical practice

• Promote intexchange, and

• Maintain high levels of satisfaction among graduates, employers and the University's communities

An enhanced natio

o Proportion of first preferences through the NSW University AdmisCentre (UAC). [Target: CSU to ga

o Applications for distance education places. [Target : Number of distance education applications toby 2011]

The proportion of total load from international and fee paying students. [Target: International and d42% of total load by 2011]

t e 2

ied for the benefit of our communities

•

http://www.csu.edu.au/division/plandev/secure/strategy/ko3a.jpg

http://www.csu.edu.au/division/plandev/secure/strategy/ko3a.jpg

96

Ke

1. An enhanced national research profile as indicated by:

icators of research performance. [Target: CSU to be ranked in the top 18 of Australian universities by

[Target: CSU to achieve the top or second rank for 12 research areas in

Key Objective 3

Continue to lead in the quality provision and flexible delivery of learning and tea

• Is supported by well-researched curriculum and teaching methodologies

• Uses research and technology to be flexible and responsive to student needs and

• Provides shared learning spaces and teaching experiences for students on and off m

• Builds communities of learning especially amongst dispersed students

Key

1. An hdistanc

e

2. National recognition for academic se ice to students as indicated by:

o Rating by students in subject evaluations and the Student Experience Questionnaire (SEQ). [Target: Annual improvement in each rating]

o Ranking in the DEST Learning and Teaching Performance Fund. [Target: CSU to be ranked in the top 10 of universities by 2011]

Key Objective 4

Continue to build institutional strength, reputation and sustainability by:

• Adhering to the concept of ‘One University’

• Creating a culture that is responsive to organisational change and renewal

y Performance Outcomes:

o Ranking in DEST ind

2015]

the RQF by 2010]

ching which:

feedback

ca pus, and

Performance Outcomes:

en anced profile in the Australian higher education sector for delivery of e and flexible delivery of education as indicated by:

o Proportion of the national market in distance and flexible education. [Target: CSU domestic award course enrolments make up 18% of thnational market by 2011]

rv

http://www.csu.edu.au/division/plandev/secure/strategy/ko4-2b.jpg

97

• Aligning institutional values, planning and performance through commitment to quality and continual improvement

• Ensuring ethical and effective governance practices and the responsible stewardship of resources

• Forming collaborative networks and alliances with other institutions, and

• Attracting, retaining and developing committed, high quality staff and empowering them within a e work environment

Key Performance Outcomes:

1. Increased institutional strength and sust b

o cial operating result.

o estments (cash position). increase by $5m annually]

o o to remain below 5%]

strength and reputation as indicat

o f with a doctorate qualific

positiv

aina

staff to increase annually]

ademic staff with a doctorate

ility as indicated by:

ed by:

ation.

Finan[Target: CSU to achieve a surplus each year]

Level of inv[Target: Total investments

institutional

[Target: The proportion of CSU acqualification to be

Level of Debt to Equity.[Target: Debt to equity rati

The number of state, national and international awards received for teaching, research or service.[Target: The number of awards to

The proportion of CSU academic staf

2. Increased

o

above 60% by 2011]

98

Charles Sturt University

Faculty of Business 2007 Operational Plan (Transitional)22-11-06

Statement of Context

Set the context of the Plan: a succinct, out the plan sits within/relates to ongoing work or developmental activities; consequences for other areas, etc. line of how

The Operational Plan of the Faculty of to Business provides the starting point for the contribution of all teaching and research in business related areas development of the University.

Key Objective 1: Support of the CSU Course Plan

Link to Course Plan Context / planned outcomes

historic performance / proposed actions / expected outcomes (targets or deliverables) / timeline [Associated Risks]

Statement/planned outcome/target No 1 Identification of new course areas: The Faculty will act to identify new course areas

MIT,

ile of to extend CSU’s profile of professional courses…” The Faculty will

under the leadership of Rob Macklin and Grant O’Neill to identify new course opportunities for the

ply chain management, business and mathematics teaching (in association with the ), Hotel and Hospitality Management (with Western Institute of TAFE), Project/Risk Management, IT

Historic Performance The Faculty has successfully developed a range of innovative programs for specialised markets (e.g. MAcc, MBA, Master of Systems Development, GD/GC in Project Management BBS, DBA and DBL). Proposed Action: Objective One of CSU’s Key Course Profile Objectives 2007-20011 is to “[e]nhance the quality and scope of CSU’s profrofessional courses” through “seek[ing] opportunitiesp

establish a project teamFaculty in Business. In addition, similar investigations will be undertaken in Mathematics and IT led by John Louis and John Atkinson. In particular, programs that utilise the skills of staff across the spectrum of the Faculty’s disciplines will be nvestigated. For example: logistics, supiFaculty of EducationManagement (with IT Masters Pty Ltd), industry based programs and more business/IT/maths/statistics integrated programs. (Project Leaders: John Atkinson, John Louis, Rob Macklin, Grant O’Neill, Irfan Altas). Expected Outcomes:

99


Set the context of the Plan: a succinct, outline of how the plan sits within/relates to ongoing work or developmental activities; consequences for other areas, etc.

The Operational Plan of the Faculty of Business provides the starting point for the contribution of all teaching and research in business related areas to development of the University.



historic performance / proposed actions / expected outcomes (targets or deliverables) / timeline [Associated Risks] The identification of new programs at undergraduate level for which there is significant demand for laces. The Faculty will seek to identify new programs by which we can increase net enrolme

government funded nts by 100 EFTSU.

d, in association with the Division of Marketing, extensive market ill be undertaken (including networking with professional bodies) to establish the potential demand for the

ent

ent of ppropriate staff to support the new programs. Seed funding requested $250,000 per year for 2008 and 2009.

ched for which the demand does not exist or opportunities are missed which may have proved viable.

p Timeline

he Faculty will identify prospective areas in 2007 anTresearch wproposed programs. Where significant demand is established for programs, a Course Coordinator will be appointed to manage the developmf the appropriate approval documentation. The approval process will be completed in 2008. o

Additional Resources

o the extent that the Faculty seeks to enter new discipline areas it will require seed funding for the appointmTa Associated Risks The major risk is that demand is miss-specified so that programs are laun

Statement/planned outcome/target No Optimise student/staff ratios

2

ction to appoint staff with a strong research capacity to key discipline areas.

naged its student/staff ratio in order to ensure that sufficient funding is available for all Faculty activities

ofile of onal courses” through “enhanc[ing] the quality of courses, including through links with research, depth of staffing,

sup es as in whic ng se to

The Faculty will act to optimise its student/staff ratios utilising the funding flowing from subject redu

Historic Performance The Faculty has maand that significant deficits are avoided. Proposed Action: Objective One of CSU’s Key Course Profile Objectives 2007-2011 is to “[e]nhance the quality and scope of CSU’s prprofessi

port faciliti …” The Faculty will establish a process through the Dean’s Advisory Committee to identify discipline areh staffi numbers need to be enhanced and will apply the funding provided through the subject reduction exerci

100






historic performance / proposed actions / expected outcomes (targets or deliverables) / timeline [Associated Risks] create and fill v Expected OutcAn increase in t TimelinThe funding hasexerci enonce com leted Additio al ResourcFaculty expects

ssociated Risksentified it will be difficult to recruit appropriate staff.

acancies with appropriate staff. (Project Leader: John Hicks and Heads of School)

omes he depth of staffing in identified areas.

e: now been earned by the Faculty in the areas of commerce and IT. DAC is currently undertaking an

se to id tify the discipline areas in which staffing will be enhanced. That exercise will be completed in 2006 and, p , recruitment will commence. Recruitment will flow through into 2007 and 2008.

n es additional annual funding to the order of $500,000 for Business and $200,000 for IT.

A In some of the areas id

Statement/planned outcome/target No 3 Continue to develop collaborations with international universities. The Faculty will continue to grow its business through collaboration with international universities

iversity.

roposed Action: ne of CSU’s Key Course Profile Objectives 2007-20011 is to “[e]nhance the quality and scope of CSU’s profile of

on of approvals for the delivery of the DBA and DIT at the University of Applied Sciences Bern t Leader: Greg Walker).

Historic Performance The Faculty has developed contractual relationships with a range of international universities to the benefit of the Un PObjective Oprofessional courses” through “increasing] the number of collaborations with international universities in course provision…” The Faculty will continue its endeavours to establish profitable contracts with a range of universities. This activity will include:

1. Finalisati(UASB). (Projec

101






historic performance / proposed actions / expected outcomes (targets or deliverables) / timeline [Associated Risks] 2. The approval of a schedule for the teaching of the MBA at UASB in an integrated program with the UASB

Greg Walker and Mark Farrell). the MBA, GD/GC in IT in Canada (possibly in association with McMaster

versity). (Project Leader: Michael O’Mullane and Mark Farrell). Development of Academic Programs

rrell if MBA). Expansion of program in China with existing Universities and the addition of new universities. This project

mpt to increase the number of foreign onshore students studying at CSU. (Project Leader: John

nd Switzerland. (Project Leader: Mark Farrell). enia and Croatia (Project Leaders: Greg Walker with Hazbo Skoko)

CSU dent exchange activity with France and Switzerland in

ent exchanges in the Faculty of Business with Croatia and China. CSU will have students in

he Faculty is exploring approaches from another Swiss university to extend ed to commence in early 2007 (if the appropriate approvals have been put in

exchange programs will commence operation in 2007. Intakes into the MBA in Canada and either

EMBA. (Project Leader:3. Approval for the delivery of

Uniwith Cambrian College Ontario. (Project Leader: John Messing).

4. Approval for the delivery of a graduate program in business (MBA or MBus) through a university in the Balkans (Slovenia or Croatia) (Project Leaders: Greg Walker and Grant O’Neill and Mark Fa

5. will atteHicks).

6. Extension of student exchange program in France aSlov

7. Development of Academic Programs with the European Study Centre in Bretten (Project Leaders: John Messing and Terry Heazlewood).

Expected Outcomes CSU will have doctoral and masters students in Switzerland and masters students in Canada, Slovenia and Croatia. will be recruiting graduate students from China. CSU will have stuaddition to current studGermany and in Singapore. Timeline: The DBA is currently taught in Switzerland, and this program. The MBA in Switzerland is targettplace. The new studentthe MBA or MBus in the Balkans are targeted for 2008 or 2009. Programs in Singapore and Germany should commence in late 2007 or early 2008.

102






historic performance / proposed actions / expected outcomes (targets or deliverables) / timeline [Associated Risks] Additional Resources

ssociated Risks he timeline may not be kept to and opportunities may be lost because of difficulties in getting all of s. Once approved, there will be risks associated with market demand and exchange rate

All new programs will be self financing. AThe biggest risk is that tthe appropriate approvalmovements.

Statement/planned outcome/target Establish the BBus (Accounting)course of national standing

No 4 as a

The Bachelor of Business Accounting will be developed into a course of national standing. To investigate/establish Master of HRM and MAcc as programs of national standing.

ce

rofile of

teria for national and international standing. The Faculty will continue its endeavours to establish the

Outcomes ding.

y 2009.

ng lent to IT, Maths and Stats subjects to reflect the additional teaching

Historic PerformanThe Faculty has operated a BBus (Accounting) for a number of years. Proposed Action: Objective One of CSU’s Key Course Profile Objectives 2007-20011 is to “[e]nhance the quality and scope of CSU’s pprofessional courses” with an expected outcome of achieving an “increase in the number of u/g courses which meet Academic Senate’s criBBus (Accounting) as a course of national standing by developing a plan to enhance the status of the program for implementation in 2008. Project Leader:Terry Heazlewood. Expected CSU’s BBus (Accounting) achieves designation as a course of national stan Timeline: Implementation of plan to be achieved b Additional FinanciAll accounting and Law subjects to be weighted equivaresources required.

103






historic performance / proposed actions / expected outcomes (targets or deliverables) / timeline [Associated Risks] Associated Risks The biggest risk is that adequate staffing in the accounting area will not be sourced.

Statement/planned outcome/targeInternationalise curriculu

t No 5 m

The successful delivery of subjects written specifically for international cohorts.

istoric Performance he Faculty has introduced a range of changes to programs in order to internationalise the curriculum for Australian

eased opportunities for student exchange and for learning and teaching.

ess rmance in this area through the development and delivery of undergraduate subjects in the

achelor of Business Studies (BBS) written specifically for our international students. Project Leader: Alan Fish.

will consist of 4 x 16 point subjects that are written specifically for the al cohorts concerned. Extend the double subjects to other countries as necessary.

imeline: mented by 2008 in China and (possibly) Malaysia.

dditional Resources ces are requested.

ssociated Risks a relatively risk free proposal.

HTstudents. These incr Proposed Action: Objective Two of CSU’s Key Course Profile Objectives 2007-20011 is to “[s]trengthen alignment of course characteristics with University Strategy 2007-2011” through a “strengthen[ing] internationalisation of curriculum”. The Faculty of Businwill build on its past perfoB Expected Outcomes

he final year of the BBS in both China and MalaysiaTinternation TNew subjects to be imple ANo additional resour AThis is considered to be

104







Statement/planned outcome/target No 6

stablish fee-paying programs in corporate governance.

ce

n

Propos ActiObjecti wo o en alignment of course characteristics with Univers Strat The Faculty of Business will build on its past pe an ubjects in corporate governance which w orm t nt departments. (Project Leader: stin O Expected OutcThe de me TimelinNew co to

dditional Resources O’Brien’s salary from the Restructure Fund.

t risk is the readiness of the Australian market to support fee-paying programs in governance.

Strengthen the teaching of ethics E

Historic PerformanThe Faculty has been involved from an early stage in both teaching and research in ethics. Ethics is a core subject in the MBus, elective subject in the BBus and the topic is embedded in a variety of IT and MBA subjects. Staff member with PhD iethics in IT

ed on: ve T f CSU’s Key Course Profile Objectives 2007-20011 is to “strengthity egy 2007-2011” through a “strengthen[ing] the teaching of ethics”.rform ce in this area through the development and delivery of postgraduate s

te programs for corporates and governmeill f he cornerstone of a suite of gradua Ju ’Brien).

omes velop nt of programs in corporate governance.

e: urses be implemented by 2008.

APayment of Professor Associated Risks The bigges

Statement/planned outcome/target No 7 Strengthen articulation pathways

istoric Performance t provider of articulated pathways in the University.

HThe Faculty is the larges

105







The Faculty will build on its programs with domestic HE providers.

roposed Action: SU’s Key Course Profile Objectives 2007-20011 is to “[i]mprove demand from well qualified students”

1. TAFE Griffith (Project Leader: Michael O’Mullane)

5. SG, Sydney, Melbourne and Brisbane (Project Leader: Greg Walker)

opment of integrated IT program with TAFE throughout NSW. (Project Manager: John Atkinson)

13. Review the structure and operation of the Professional Development Unit (PDU)

s.

Timeline:

al Resources o additional resources will be required.

PObjective Three of Cthrough “strengthen[ing] articulation pathways…”. The Faculty of Business will build on its past performance in this area through the continued development of programs with TAFE and Study Group (SG) including:

2. TAFE Orange (Project Leader: John Hicks) 3. Canberra Institute of TAFE (Project Leader: Michael O’Mullane) 4. Wodonga Institute of TAFE (Project Leader: Michael O’Mullane)

6. IMIA (Project Leader: John Hicks) 7. APESMA (Project Leader: John Hicks) 8. Holmesglen (Project Leaders: Terry Heazlewood and John Messing) 9. AGMC (Project Leaders: Greg Walker and Grant O’Neill) 10. Devel11. IT Masters program of industry linked courses (Project Leaders: Greg Walker and Irfan Altas) 12. TAFE Hornsby, Games Technology program.

Expected Outcomes The development of new programs and the strengthening of existing program

Processes for the delivery of programs to be revised through 2007. New courses to be implemented by 2008. AdditionN

106






historic performance / proposed actions / expected outcomes (targets or deliverables) / timeline [Associated Risks] Associated Risks The biggest risks are associated with the number of students attracted into the programs, the quality of students and the uality of teachinq g (and other academic services) provided by the partner organisation.

Statement/planned outcome/target No 8 Continue scholarship policy The Faculty will build on its programs to attract high quality research students.

Propos ActiObjecti hree ctives 2007-20011 is to “[i]mprove demand from well qualified students” hrough the “use [of] scholarships…”. The Faculty of Business will build on its past performance in this area through

students to whom offers can be made. (Project Leaders: HoS).

xpected Outcomes e in the numbers of high quality students undertaking honours and masters by research programs.

ngoing through 2007.

students enrolled in the honours program.

k that having trained the students in research they will move on to other institutions that will benefit form ur efforts.

Historic Performance The Faculty has been seeking to build its research strength by attracting high quality students into honours and research masters programs through a range of fee scholarships, fractional and full time appointments at junior levels.

ed on: ve T of CSU’s Key Course Profile Obje

tidentifying outstanding EAn increas Timeline: O Additional Resources

rovision of HECS free places for P Associated Risks There is a high riso

107







Statement/planned outcome/target No 9 Enhance on-campus international enrolments The Faculty will build on its programs to attract high quality international students.

Historic Performance The Faculty is the largest recruiter of international on-campus students in the University. Master of IT offered on campus at Wagga Wagga. Proposed Action: Objective Three of CSU’s Key Course Profile Objectives 2007-20011 is to “[i]mprove demand from well qualified students” through “enhanc[ing] on campus international enrolments through articulation…”. The Faculty of Business will build on its past performance in this area through the continued development of programs with our international partners including:

1. TEI (Project Leader: John Hicks) 2. HUC (Project Leader: Alan Fish)

Expected Outcomes Extend the offering of on-campus program for post graduate international students. Timeline: Approvals processes for the on-campus delivery will be completed during 2007 and the Faculty will begin to attract new students. Additional Resources This initiative will be self funding. Associated Risks The biggest risks are associated with the demand by international students for CSU on-campus program services such as accommodation.

108







109

Key Objective 2: Support of the CSU Research Plan

Link to Research Plan Context / planned outcomes



Raise the profile of research through the

Historic Performance st few years, lead the University in research output per head. This is a record on which we wish to

roposed Action: An objective of the Research Plan is to “[i]dentify and support major areas of research strength” through “[s]trategic

s.” A key academic appointment to be made by the Faculty of Business will be to appoint an e

one line budget to fund the initiatives to be bought forward.

An increase in the quantity and quality of research.

Ongoing through 2007.

Funding will be required for loading to be paid to person appointed Associate Dean (Research).

There is a risk that there will be insufficient funding to maintain a substantive push on the research front. Another risk is the ssociated with a switch towards research quality.

Appointment of Associate Dean (Research)

appointment of an Associate Dean (Research)

The Faculty has, for the labuild substantially. P

academic appointmentAssociate Dean (Research) to develop and drive the research plan of the Faculty and to liaise with the professoriate of thFaculty on the enhanced contribution that they can make to the development of research within the Faculty and to liaise withHeads of School to ensure that they achieve their PBF research targets. To assist this strategy, the Faculty will establish a

Expected Outcomes

Timeline:


Associated Risks

loss of research quantum a

Statement/planned outcome/target No 2 ptimise student/staff ratios

atios utilising the funding flowing from subject reduction to appoint

een addressed under Key Objective 1, Target No. 2 and in this context it addresses the objective of the ts.” O

The Faculty will act to optimise its student/staff r

This proposal has bResearch Plan to “identify and support major areas of research strength” through “strategic academic appointmen

110

Key Objective 2: Support of the CSU Research Plan


historic performance / proposed actions / expected outcomes (targets or deliverables) / timeline [Associated Risks] staff with a strong research capacity to key discipline areas.

Statement/planned outcome/target No 3 Provide rewards for publishing in RQF relevant journals Staff can earn up to $5,000 through publication in appropriate journals.

Performance ely small number of researchers publishing in high impact journals. This is an area on which we

need to build substantially.

Proposed Action: of the Research Plan is to “[p]roduce research outputs of high quality and impact ”through provision of

$5,000 for research published in RQF ated journals provided the researchers have achieved a satisfactory rating in all other performance management targets.

xpected Outcomes An increase in the quantity and quality of research published in RQF relevant journals.

imeline: Ongoing through 2007. Additional Resources The Faculty will require funding to meet the expected payments under this scheme. Associated Risks There is a risk that there will be insufficient funding to meet the success rate.

HistoricThe Faculty has a relativ

An objective “performance-based funding” The Faculty of Business will provide rewards to staff of r E

T

Statement/planned outcome/target No 4 Undertake transdisciplinary and applied disciplinary research The Associate Dean (Research) will facilitate research in specified areas of high priority.

Historic Performance The Faculty research staff have a good record in applied research. Proposed Action: An objective of the Research Plan is to “[s]upport transdisciplinary and disciplinary teams … The Associate Dean (Research) will assist the Faculty to identify appropriate problem areas and to put together transdisciplinary and disciplinary teams to research the problems. Expected Outcomes

111

Ke Objective 2: Support of the CSU Research Plan y


historic performance / proposed actions / expected outcomes (targets or deliverables) / timeline [Associated Risks] An increase in applied research in areas of importa

to initiate transdisciplinary research in the Faculty will be required.

nce to regional Australia.

Timeline: Ongoing through 2007. Additional Resources Seed funding Associated Risks There is a risk that there will be insufficient funding to facilitate the desired research.


112

K Learning and Teaching Plan ey Objective 3: Support of the CSU

Link to Learning and Teaching Plan Context / planned outcomes


Statement/planned outcome/target No Support for sub-Dean Learning and

1

Teaching

a sub-Dean (Learning and Teaching) and established Learning and Teaching Committees on ng together, these staff have been responsible for the development of the Faculty’s Learning and

g and teaching, especially between the Schools and Divisions”. The Faculty of Business will build on e Associate Dean level and allocating an appropriate one teaching.

within the Faculty of the importance of learning and teaching. An expansion in learning and the Associate Dean (Learning and Teaching). Better assistance to heads of School in meeting their

aching.

ugh 2007.

ciated with this strategy and it is a natural progression on past activity.

Upgrade the position to Associate Deanand establish a separate, one line, budget.

Historic Performance he Faculty has appointedT

each campus. WorkiTeaching Plan. Proposed Action: Objective One of CSU’s Key Learning and Teaching Objectives 2007-20011 is “Promotion and Recognition of Good Practice n Learning and Teaching” through “support for sub-Deans, Learning and Teaching [and through] strengthen[ing] inter irelationships in learninits past performance in this area through establishing the role at thine budget for Faculty-based programs for enhancing learning and l Expected Outcomes A greater understandingteaching activities led byPBF targets. Closer liaison with the new Institute of Flexible Learning and the Divisions on issues of learning and te Timeline: Ongoing thro Additional Resources Funding for the payment of appropriate loading. Associated Risks There are few risks asso

Statement/planned outcome/target No 2 Optimise student/staff ratios

This proposal has been addressed under Key Objective 1, Target No. 2 and in this context it addresses Objective OnCSU’

e of s Key Learning and Teaching Objectives 2007-20011 which is “Promotion and Recognition of Good Practice in

ng” through “ improve[ing] academic staff:student ratios and academic staff: subject ratios. Learning and Teachi

113

Key Objective 3: Support of the CSU Learning and Teaching Plan



Statement/planned outcome/target No 3 Increased use of, and improvement in, flexible learning techniques Introduce training programs to enable staff to make a wider use of the flexible learning methodologies that are available.

e of different cohorts.

1 is “creation of a more accessible and effective vironment” through “enhance[ing] the flexible learning resources of CSU, including VLE, to enhance

nt needs”. The Faculty of Business will build on its past performance in this area through training its reater and more sophisticated use of the options available. (Project Leader: Jenny Kent).


d to be

sure that a greater efficiency in terms of outcomes is also achieved. Risk is that the Faculty will not be able to n the DE/Online market if the University does not provide state of the art technology support.

Historic Performance The Faculty has had a tradition of adopting flexible teaching methodologies and tailoring them to meet the needs of a wideangr

Proposed Action: Objective Two of CSU’s Key Learning and Teaching Objectives 2007-2001learning enresponsiveness to studetaff and encouraging a gs

Expected Outcomes Wider and more sophisticated use of flexible learning processes. Timeline: Ongoing through 2007.

Some new techniques may be costly to initiate. Both resources in terms of software and hardware may need to be purchased and additional administrative and academic staff with skills in particular areas of teaching delivery may neeemployed. Associated Risks There are few risks associated with this strategy and it is a natural progression on past activity. However, the Faculty will need to enremain competitive i

Statement/planned outcome/target No 4 Introduce improved assessment strategies. The introduction of more efficient and meaningful assessment strategies.

ropos ActiObjecti wo o 2007-20011 is “creation of a more accessible and effective learning viron ulgat[ing] improved assessment strategies, including for the on-line environ an pment of graduate attributes”. The Faculty of Business will establish a program to

Historic Performance The Faculty has been confronted with a number of challenges to its assessment strategies both for cost and cultural reasons. P ed on:

ves ve T f CSU’s Key Learning and Teaching Objectilop[ing] and prom en ment” through “deve

ment d to support the develo

114

Key Objective 3: Support of the CSU Learning and Teaching Plan


historic performance / proposed actions / expected outcomes (targets or deliverables) / timeline [Associated Risks] identify mos r its various programs and cohorts of students. (Project Leader: Ms

ent).

rough 2007.

t practice in assessment – especially for DE students may require the application of modern

ast activity.

the t appropriate assessment strategies foK Expected Outcomes The introduction of more appropriate and efficient assessment practices.

imeline: TOngoing th Additional Resources The development of bestechnology as significant cost. Associated Risks There are few risks associated with this strategy and it is a natural progression on p

Statement/planned outcome/target No 5 Strengthen the teaching of ethics

his proposal has been addressed under Key Objective 1, Target No. 6 and in this context it addresses Objective Three of CSU’s Key Learning and Teaching Objectives 2007-20011 which is “[s]trengthen partnerships with the professions in learning and teaching” through “ strengthen[ing] learning and teaching in professional ethics”.

T

Statement/planned outcome/target No 6 Increase the involvement of the professions

Historic Performance The Faculty has always considered it important to enure the involvement of the professions in the development of our programs. Proposed Action: Objective Three of CSU’s Key Learning and Teaching Objectives 2007-20011 is to “[s]trengthen partnerships with the professions in learning and teaching” through “ increase[ing] involvement of professions in assessing outcomes.” The Faculty of Business will seek to enhance the involvement of the professions in a range areas in which courses need to be accredited including:

1. Accounting (Project Leader: Terry Heazlewood) 2. Computing (Project Leader: John Atkinson) 3. MBA (Mark Farrell) 4. AACSB (John Hicks)

115

Ke Objective 3: Support of the CSU Learning and Teaching Plan y


historic performance / proposed actions / expected outcomes (targets or deliverables) / timeline [Associated Risks] 5. HRM has accreditation thro

cant

d Risks iling to meet the requirements of the professional bodies.

ugh AHRI

Expected Outcomes

reater involvement of the professions in the development of our courses and growth towards the achievement of signifiGaccreditations Timeline: Ongoing through 2007. Additional ResourcesFunding for appropriate networking activities will be required. AssociateThe major risks are in fa

116

Ke tutional Development Plan y Objective 4: Support of the Insti

Link to Institutional Development Plan

Context / planned outcomes


Statement/planned outcome/target No 1 Strengthen the concept of “One University within the Faculty.

erformance University in the development of courses that are truly cross-campus rather than campus based.

sity’ is an underpinning principle for the CSU culture. The es for the allocation of subjects to schools to ensure that all schools are

ther than in competition, to deliver the best outcome for the University. (Project Leader: Rob Macklin).

The introduction of a more efficient and University centred delivery of programs.

07.

ciated with this strategy and it is a natural progression on past activity.

Historic PThe Faculty has led the Proposed Action: The Institutional Development Plan states that “… ‘One Univer

aculty of Business will establish a set of principlFworking together, ra Expected Outcomes

Timeline: Ongoing through 20 Additional Resources There are no apparent additional resources required. Associated Risks There are few risks asso

Statement/planned outcome/target No 2 Advance good practice in sustainability students are exposed to methods for analysing and reacting to issues related to sustainability.

opment Plan recognises the “need to analyse the implications of embedding sustainability in our e]mbed components of sustainability throughout the curriculum and a goal to [e]nsure that CSU is at

. The Faculty of Business will continue to develop subjects which promote thinking research projects in this area. (Project Leader: Eddie Oczkowski).

stainability into

Historic Performance The Faculty has developed a range of subjects associated with sustainability in relation to business. It also ensures that all business Proposed Action: The Institutional Develthinking”, has a goal to [the forefront of research on sustainabilityon issues of sustainability and to support Expected Outcomes The continued development of subjects in sustainable management and the introduction of topics in su

117

Key Objective 4: Support of the Institutional Development Plan



historic performance / proposed actions / expected outcomes (targets or deliverables) / timeline [Associated Risks] existing subjects. Timeline: Ongoing through 2007. Additional Resources Seed funding for research projects on issues of sustainability. Associated Risks There are few risks associated with this strategy and it is a natural progression on past activity.

Statement/planned outcome/target No 3 Ensure that the Faculty participates in service alignment

nal Office and the Division of Marketing in promoting programs.

Action: ment Plan states that “[i]t is imperative that services delivered by and within the University are

ligned with the University’s mission and core business of teaching, learning and research. The Faculty of Business will integrate the decision making of the Faculty with the Division of Marketing and the Office for

ers: Heads of School, Sub-Dean International Business, Sub-Dean MBA and Sub-ean International IT).

he introduction of more appropriate and efficient promotion of programs, especially fee-paying programs and international

07.

and it is a natural progression on past activity.

Historic PerformanceThe Faculty has worked closely with both the Internatio Proposed The Institutional Developaestablish practices whichInternational Relationships. (Project LeadD Expected Outcomes Tactivity.

imeline: TOngoing through 20 Additional Resources No additional resources will be required. Associated Risks

here are few risks associated with this strategy T

118

Key Objective 4: Support of the Institutional Development Plan




Statement/planned outcome/target No 4 Establish best practice for workforce planning and change management

d workforce policies to meet the needs of the Faculty’s development within the resources available

velopment Plan states that “…the workforce planning strategies should aim to enhance the attraction, alues critical to CSU being

ples and procedures for effective orkforce planning and change management which incorporates the findings of the 2006 Organisational Culture Survey.

Project Leader: Rob Macklin).

xpected Outcomes The introduction of a more effective Faculty workforce. Timeline: Ongoing through 2007. Additional Resources No additional resources will be required. Associated Risks There are few risks associated with this strategy and it is a natural progression on past activity.

Historic Performance he Faculty has operateT

to it.

roposed Action: PThe Institutional Deretention and development of a collaborative and capable workforce that reflects the underlying vwidely considered an ‘employer of choice’. The Faculty of Business will establish princiw(

E

Statement/planned outcome/target No 5 Ensure financial viability

Historic Performance The Faculty has led the University in the development of non-government revenue. Proposed Action: The Institutional Development Plan aims to “[m]aintain non-government funding at a level of more than 50% of total funding. The Faculty of Business will seek to develop its non-government revenue in line with this objective. (Project Leaders DAC). Expected Outcomes The expansion of effective fee-paying programs. Timeline:

119

Objective 4: Support of the Institutional Development Plan



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121

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123

Visiting Academic Farah, D S A, BFA Alexandria

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124

Senior Technical Officers Clulow, G W Sweetnam, G B Theatre Technical Officer Shead, K S, BCA Wgong Administrative Officer Pascoe, V R School Secretary †Merton, W J School of Humanities & Social Sciences

r F C, BA Belfast, MA Syd, PhD NUI

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125

Segal, A P M, BA WAust, PhD Cantab Shankar, J, MPhil NIMHANS, MA TataInstSocScis, PhD Syd

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126

Beauchamp, C, DMA LocalGovExamBoard(UK), BSc(Econ) MSc Lond, GradDipMgt CapricorniaIAE,

yd , MA PhD Tor, FAPS

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GDipEd SAustCAE, PhD NSW McLachlan, R C D, MA Alta, PhD ANU Adjunct Lecturer Franks, W E, BA Syd, MEd Birm, MLitt NE Professors Bradley, B S, MA Oxon, PhD Edin, MAPS, MBPsS †Lupton, D A, BA LittB ANU, MPH PhD SThomson, D M, BA Melb, LLB MonashAssociate Kiernan, M J, BSc MPsychol(Hons) PhD NSW, BTh SydTheoloTyson, G A, MSc Natal, PhD Wits, MAPS Senior Lecturers Jennett, C, BA PhD NSW, GradCertUnivTeach&Learn CSturt Mallard, D, BSc PhD NSW Murrell, E R, BSc(Hons) MPsychol(Hons) NSW, MAACBT,Wallace, J E, BA Melb, DPhil Oxon Lecturers Ambery, D A, BSocSci PhD WSyd Arciuli, J A, BA(Hons) PhD Macq Buckingham, R M, BA Cant, MA(Hons) Auck, PhD Syd Bull, D W, BA BA(Hons) MA Well †Dryer, M R O, BSc(Hons) PhD Auck Gibson, R J, BA LLB Macq, SoliHarris, J B, BA BA(Hons) PhD Newcastle(NSW) Ingham, R V, BAdEd MEd WSyd Islam, M R, BA(Hons) MManock, I D, ADipEmergMgt Tas, BSocSc MEmergMgt CSturt McKay, R T, BSc(Hons) WAust, MClinPO'Carroll, J J, BA(Hons) BCom JamesCook, MA(HoPalmer, L S J, BA PhD LaTrobe Quartermaine, P J, BA Oxon, MSc Lond Seymour, C A, BSocAdmin Flin, BSocSc Thompson, A E, BPsych(Hons) MSc DCP Syd Associate Lecturers Douglass, E, BPsych(Hons) CSturt, AssocMAPS Gullifer, J M, BPsych(Hons) CSturt, AssocMAPS, CMACA Hiramatsu, I, BPsych(Hons) CSturt Scott, G I, BPsych(HonShaw, R M, BPsych(Hons) GradCertEd JamesCook West, E, DipT NorthShoreTC, AdvCertPersMgt NSWTAFE, BSAdministrative Officers Garrett, S M, BPsych(Hons) CSturt Hogan, V M, AdvCertPersMgt NSWTAFE, BA CSturt Technical Officers †Castillo, P A, BSocSc(Hons) CSturt †Forman, P I, BSc NSW, GDipSecretary/Admin Assistant Montgomerie, J J School of Theology Head of School, Director, St Mark’s National Theological Centre, CanberraFrame, Associate Professor T R, BA(Hons) NSW, DipEd Melb, MTh SCD, MA(Hons) KeAssociate Head of School, Acting Principal, United Theological College, PPearson, Associate Professor C, BA(Hons) BD Otago, PhD CantBiblical Scholar Painter, Professor J, DipRE Melb, BD Lond, ThSchol ACT, Associate Professors MacKinley, E, RN, BA Macq, MEd Canb, BTh SCD, PhD LaTrobe, FRCNA PickaARC Research Fellow Anstey, M P, BTh CanberraCollTh, MChristStud RegentColl, Ph

127

Research Fellows Garrett, G J, BSc Melb, BD MCD, ThD Berkley Lorenzen, T, BA Syd, ThM BaptistTheolSemRuschlikon, ThD Zur

CT, PhD Boston

NSW, PhD Cantab

BD MA PhD Syd

Bachelard, S, BA(Hons) ANU, BA(Theology) Oxon, PhD ANU Clark, M, BEc Monash, MBA Tor, BTh CSturt PhD CSturt Cowdell, S, BSc Griff, BTh BCT, PhD Qld Drayton, D, BSc(Hons) Adel, BD MCD, PhD ChicagoTheolSem Havea, J, BA TexasWesColl, MDiv MTS PhD SMU Hynd, D, DipLib NSW, BComm NSW, BD MCD, MA ANU Lindsay, G D, BEc NE, GradCertDiaconateStud GradDipTh MMin CSturt McCutcheon, F, BA(Hons) KingsCollLond, GDEd Monash, PhD NSW Miller, E H, AMusA, ThC Moore, DipOT Syd, BCouns MCouns(Hons) UNE Monro, A, BA Qld, BTh BCT, BLitt(Hons) Deakin, PhD Griff Parker, E A, BA Avondale, MA Andrews, BEdSt Qld, MA LaTrobe, PhD Newcastle Pocock, P G, BA UNE, BTh CSturt, MM DMA Southern California Rebolledo, J F, BTh GDipMin Tabor, BTh CSturt, GradCertEdMgt NE, MEd SQld Rodger, L M, MA Syd, MA Prin Thomson, H J, BSW NSW, MTh SCD, PhD CSturt Willsher, D M, BAppSc BallaratCAE, BA(Hons) Newcastle, BD MCD, PhD Newcastle Associate Lecturers Allan, K, BA Monash, BTh CSturt, MDiv(Hons) MCD, MMin CSturt Beresford, M, BTh CCT, MMin CSturt Bongers, P R N, BSocWk MSocWk(Research) Qld Budden, C, BA Syd, DMin SFTS Byford, E C, BSc(Hons) ANU, BD MCD, MA Chicago, PhD Manchester Carroll, Sef, BTh SCD, MTh(Hons) SCD Carroll, Stephen, MA Deakin, GradDipPastCouns CSturt Casey, K. BTh SCD, MTh SC Ceramidas, D M, BAppSc Syd, MA (Couns) Canberra, GradDipAdolMentHlth NSWInstPsych Cleary, J, BA Natal, BD Melb, DipEd CCAE, MTh RPU, MA NSA Cohen, J, TeachC Newcastle, BA UNE, MEd Saskatchean, PhD Ohio State, ACP Preceptors, GradDipL&IS RMIHE, MLitt UNE, BD MCD, MA South Australia, MRelEd ACU Craig-Emilsen, C, BA(Hons) Syd, GradCertCouns Inst Couns Cullen, H V, BA Melb, DipEd Melb, BEd Monash, MEd CanbCAE, BTh ACT, DipMin ACT, Dicker, G, BA Syd, BD(Hons) Syd, ThM MCD, ThD UnionThSeminary, NY, DTh Honoris Causa SCD Douglas, B, DipTeach BA(Hons) Macq, BD MelbCollDivinity, MTh(Hons) CSturt, PhD Newcastle Driver, J W, ThL ThSchol ACT, MTh SCD Grocott, K, BTh Tabor, BTh(Hons) CSturt Harris, J, BA Macq, ThD ACT Hillis, M, BA NSW, BD Syd, GradDipEdRE BCAE, MEd Newcastle, PhD Newcastle Holt, J, DipTech(Primary) NSW, BD(Hons) Moore Knowles, J J S, BA ANU, GradDipEd WACAE, BEd Deakin, MEdAdmin Adel Ledger, C, BSc(Hons) ANU, BSc(Hons) Murdoch, MScSoc NSW, PhD CSturt Llewellyn, P, BA(Hons) Macq, BD MCD, GDipEd Canberra, GradDipPastCouns CSturt Mathews, J, BAppSc Lincoln, BD IntBaptistThSem, MRelSt(Hons) Cape Town McNamara, L J, STL GregorianUniversity, Mlitt Oxon, PhD Adel Meyer, O S, BA BTh LTh MTh DTh Stellenbosch Millikan, D H, BD MCD, BA Monash, PhD FullerTheolSem Morris-Bannerman, A, BA ANU, GradDipLib CanbCAE, GDipPastCouns MA Canberra Morgan, B K, DipTeach BEd WSyd, DipBibStd DipArts(Theol) BTh Moore, GradDipAdultEd MEd PhD UTS Palmer, D, BTh CanbCollTh, MTh CSturt Parker, G R, BA BSc(Psychology) BSc(Hons) PhD Newcastle

Stevens, B A, LTh BTh CanberraCollTh, MTh ASutton, A J, BA(Hons) Melb, PhD Lond Withycombe, R, ThL ACT, BA Syd, BD Lond, MA Senior Lecturers Emilsen, W, DipEd BSc(Hons) NSW, Neville, D J, BA BD MCD, PhD Murdoch Squires, J T, BD MA Syd, PhD Yale Lecturers

128

Purnell, D J, BA WAust, DMin SFTS Reid, S, BA(Hons) Syd, PhD Syd, MA Oxon, PhD Macq Rodger, C H, BA BEc Syd, BTh SCD, ThM Prin Short, M, BCom NSW BTh ACT, PhD Dunelm Thompson, R D, ThL ACT, GradDipEd SACAE, MA SalveReginaColl, DMin FullerTheolSem Varcoe, G, BA Syd, BD(Hons), DLitStudies MCD White, J D, BSc DipEd MEd Melb, DipTh ACT, GradDipAgeingPastStuds CSturt White, R J, BCom UNSW, BTh SCD Willsher, J K, BD MCD, BSc MAppEthic Newcastle Withycombe, S M, BA Syd, MA NSW Wright, I A, BSc Syd, BTh ACT, MTh SCD Yang, M D, BTh SCD, MA Syd, DMin SFTS Pacific Theological College Ernst, M, Diplom-Politologe, DPhil Hamburg Havea, T K, BA TexWesColl, MDiv, MTS SMU, PhD Sheffield Nokise, U F, BA Vic(Wellington), BD, MTh Otago, PhD ANU Po’e, A T, DipTh UniSthPacific, MDiv PSR, STM Yale, MA, PhD Vanderbilt Press, M C V S, DTheol Heidelberg Solomone, K A, MA CathUniAm, STL, PhD Louvain Uriam, K, B D, MTh PTC, MA, PhD ANU School of Visual & Performing Arts Head of School Green, D L, DesRCA RCA Associate Professor Keen, A J, BA Newcastle(UK), MA DEd RMIT, FCSD Senior Lecturers Agzarian, M, DipArt RiverinaCAE Wicks, D B, DipArt VCA Lecturers Gater, B, BA CSturt Hagan, A P, BA BA(Hons) CSturt Holcombe, J B, BA SydCollArts, GDipArt Newcastle(NSW) Klabbers, J G, BA SydCollArts, DipEd GDipArt Newcastle(NSW), PhD CSturt McNamara, P J, MA CSturt Montgarrett, J D, DipT Melb, GDipEmbroidery RMIT, MA CSturt Pagan, S, DipGemm GAGTL, Certified Jeweller Switz Poynter, K P, DipArt VCA, MA CSturt Ryan, P M, BA SydneyCAE, GDipDesign TechnolSyd Sproule, P D, BA CSturt Wain, A N, BA(Hons) Monash, PhD WSyd Waller, M B, BAppSc RMIT, MA Wits Associate Lecturer Candusso, D J, BA BA(FineArts) CSturt Facilities Manager Gordon, G J, DipT ArmidaleCAE, AssocDipVisArts BA CSturt Technical Officers Hawke, D M Jones, J C, AssocDipCreativeArts RiverinaCAE, BA CSturt Rowston, T T, GDipVisualArts ANU, AssocDipCreativeArts MitchellCAE School Administrative Officer Kendall, V D Secretary/Administrative Assistant †Flaskas, K L Technical Assistant McGarva, D A, DipIT RiverinaTAFE Technical Support Officer †Olsen, K D Faculty of Business Faculty Office Dean of Faculty Hicks, Professor J R L, BCom DipEd MA Melb, PhD Massey

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Associate Dean Walker, Associate Professor G A, DipEd MCom NSW, PhD Macq Sub-Dean, Accounting Heazlewood, Professor C T, BCom DipEd Melb, MEc Monash, FCA(NZ), FCPA Sub-Dean, Graduate Training Robbins, W M, BEc(Hons) MEc Monash, PhD NSW, IRSNSW Sub-Dean, Information Technology Atkinson, J S, BAppSc GordonIT, GDipComp Deakin, GDipEd HawthornIE, MInfSys CQld, PhD Monash Sub-Dean, International Business Heazlewood, Professor C T, BCom DipEd Melb, MEc Monash, FCA(NZ), FCPA Sub-Dean, International IT Messing, Associate Professor J, BSc DipEd Syd, GradDipEdStud MitchellCAE, MEd(Hons) PhD CSturt, MACE Sub-Dean, International Research Sharma, Associate Professor K K, PGDipMgt IMI, MEc TUNepal, PhD LaTrobe Sub-Dean, IT (Industry Programs) Altas, Associate Professor I, MSc METU, PhD Sask Sub-Dean, Learning & Teaching Kent, J M, BOccThy Qld, MCom Deakin, MAcc CSturt, FCPA Sub-Dean, MBA Farrell, Professor M A, BA(Hons) Warw, MSc Manc, PhD Monash Sub-Dean, Research Jarratt, Professor D G, BPharm Syd, MCom(Hons) NSW, PhD NE Emeritus Professor Fatseas, V A, MCom NSW, FCA, FCPA Adjunct Professors Bound, W, BSc MSc PhD Lond Chan, P, BA(Hons) MEc Malaya, MA McMaster, HonDLitt OxfBrookes, PhD ANU, HonDBus CSturt Chan-Low, K Y, DipEd BA MEc Malaya, HonDBus CSturt Cheong, K C, BA(Hons) MEc Malaya, PhD LSE Dai, J, BA Shaanxi Fredericks, L J, BA Malaya, MScAgr Col, AgrDr Uppsala Jungmeister, A, PhD Zurich Mathews, M R, DipBusStud FootscrayIT, BBus VicInstColl, DipEd StateCollVic, MSocSc Birm, MPhil Lough, MPhil Massey, DEd Montana, CMA, FCA(NZ), FCPA Mullen, J D, BAgrEc MEc NE, PhD TexasA&M Ninck, A, MSc PhD Bern Poon, S P H, BSc GDipBusSys PhD Monash, MBus RMIT, MACS Ratnatunga, J, MBA PhD Bradford Adjunct Associate Professors Ardagh, A V, BA Wis, JurisD SanFrancisco, SB(Calif) Moore, R E, BSc Alta, MSc BrCol, MBA Sask, MACS Porritt, D, BSc(Hons) MSc PhD NSW Saul, P, BA(Hons) Syd, PhD NSW Wren, G G, BE WAust, MDefenceStud Canberra, MSc PhD TexasA&M Adjunct Senior Lecturers Choong, Y W, BA GDipCompSc MCompSc Malaya, AMIM Flowers, N, DipFinPlan Deakin, BBus CSturt Hale, M, GradDipAdultEd&Train Melb, MBA SCross Waterson, R, BA GradCertEd Wgong, MCom Syd Yap, K L, BA PrestonIT, MA Reading, PhD Otago, CPA Zhang, L, MEd Syd, MA Warw Adjunct Lecturers Ang, E S, MBA OklahomaState Battersby, B D, BBus PhD CSturt Bentley, C, DipMgt&Lead PenrithTAFE, GradCertChangeMgt GradDipMgt MBA WSyd Booth, A, BBus TechnolSyd, MBA NSW Dick, K, GradCertMgt Wgong, GradDipBus MBA TechnolSyd Hermens, G, GradDipEd TechnolSyd, MBA Deakin, MA Macq Lee, M J W, DipIT Ballarat, DipBus Charles Darwin, DipTrain&Assess Melb, AdvDipIT NSWTAFE, MInfoTech CSturt,

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AALIA(CS), AIMM, AMAMI, FSBT, MACE, MACEL, MACM, MACS, MAECT, MAES, MAHRI, MAITD, MASCILITE, MASTD, MCES, MIET, MODLAA, SMIEEE Lich, H, GDipAcc RMIT, MBA SQld Mokashi, U M, MMgt MSc PhD BITSPilani Nayagam, J, DipLabStud Oxon, BA Sus, MA Reading Robbins, J, DipHRM SIT Robertson, S P, DipBus GradCertMgtComm NEInstTAFE, MBA NE Scott, J E, BSc NSW, DipEd NE, GDipCompApp RiverinaMurrayIHE, MAppSc CSturt, MACS Selvanadan, M, BCom Madr, MBA Hull, MPhil Middx, CIMA Shukla, R, BSc Glas, BA OpenUK, MBA WSyd Simatos, I, DipLaw BA BBus Syd, GradDipVocEd&Train CSturt Smith, A N G, BLegS Macq, Barrister Stevens, T, BBus RMIT, MEd LaTrobe van Ree, B, AdvCertMgt NSWTAFE, AssocDipRes&MatMgt DipCivilEng Australian Army, MBA Preston(USA) Professors Farrell, M A, BA(Hons) Warw, MSc Manc, PhD Monash Jarratt, D G, BPharm Syd, MCom(Hons) NSW, PhD NE O'Brien, P J Associate Professor Sharma, K K, PGDipMgt IMI, MEc TUNepal, PhD LaTrobe Executive Officer Cooper, M D, BA GradCertTESOL CSturt, ATEM Programmer †Thompson, J N, BInfTech CSturt Coordinator, Postgraduate Programs Wong, J W S, BBus GradCertBusAdmin MBA CSturt, AIMM Program Supervisor Knox, J M Research Assistant †Sappey, R B, BEc(Hons) Syd, MSc Lond, PhD Qld International School of Business Head of School Fish, Professor A J, BBus Kuring-gaiCAE, MCom(Hons) NSW, PhD Syd, AFAHRI Adjunct Lecturers Caroccia, A, DipEd Monash, BA Melb, GradDipAcct Deakin Chan, M S S Kaur, J, LLM Kebangsaan Professor Heazlewood, C T, BCom DipEd Melb, MEc Monash, FCA(NZ), FCPA Associate Professor Messing, J, BSc DipEd Syd, GradDipEdStud MitchellCAE, MEd(Hons) PhD CSturt, MACE Lecturers Bush, A F, BBus MEd CSturt, HERDSAM, MAIB, MAITD, TESOL Arabia Herriot, R G, MBA DBA SCross Jarratt, A G, BSc DipEd Syd, MCom NSW, AAMI, IAIM, MAITD Ramudu, B, BCom Madr, MCom MPhil PhD Annam Executive Officer Scully, R J, ADipHealthAdmin MitchellCAE Executive Assistant Masters, J Administrative Officer Bennett, A School of Accounting & Computer Science Head of School Wilson, Associate Professor R H, DipFinMgt BAgrEc GradDipTertiaryEd MEc NE, ASA Adjunct Professor Kim, D, BE Kwangwoon, ME Yonsei, PhD Suwon Adjunct Senior Lecturer Lee, S, BEng PhD Kwangwoon, ME Hanyang Professor

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Bossomaier, T R J, BA Cantab, MSc PhD EAnglia, MACM Associate Professors Bisman, J E, MEc NE, BBus MitchellCAE, PhD CSturt, CA, FCPA Gao, J, BSc MSc HUST, PhD DUT Senior Lecturers Antolovich, M, BSc PhD NSW, MACS, PCP Lodge, K W, BSc Syd, MSc PhD NE Nesbitt, K V, DipTechAnalysis ATAA, BMath MComp Newcastle(NSW), DPhil Syd, MIEEE Plummer, K S, BA MA MEc Macq, GradDipEd STC, CA Tien, D D, BSc Heilungjiang, MSc ChineseScienceAcademy, MSc OhioState, PhD Syd, MIEEE Wilkins, K J, BSc MA NSW, MEd Syd Lecturers Britton, E A, MPET Deakin, BBus GradDipVocEd&Train CSturt, ACIS, PNA Chopping, E G, DipT STC, BA NE, GradDipEdStud MitchellCAE Crofts, K R, GradCertPubSectMgt MEc Macq, BBus MitchellCAE, GradDipInfoSys CSturt, CA, MAIS Curry, B J, BSc MA Syd, MCogSc NSW Goela, N, BCom(Hons) MCom MPhil Delhi, FCA(India) Gray, P N, BA LLB Melb, LLM Syd Kemp, M C, BSc(Hons) PhD Syd Menchin, M A, BA LLB GradDipPubLaw ANU Nel, J C, BA OFS, LLB LLM UNISA, GDipTax Johannesburg, GDipPLEAT Qld Toner, J L, DipLaw LPAB, GradDipLegalPrac TechnolSyd, LLM Macq Tulip, J R, BSc ANU, GDipCompSt CanberraCAE Witney, N W, BSc DipEd Monash, GDipComp BendigoCAE, MInfSys CQld Wood, R J, MSc TechnolSyd, DipT MitchellCAE, BAppSc CSturt Xu, Y, BEng NSW, PhD TechnolSyd Associate Lecturers Baines, W E, BCom GradDipEd NSW, MCom CSturt, CA Benter, A M, BInfoTech(Hons) CSturt Blackmore, K L, BInfTech CSturt Davis, N M, BBus MCom CSturt Muntean, D A, BBus CSturt †Nunn-Clark, K S, BA Wash, BInfoTech CSturt Pawsey, N L, BBus CSturt Administrative Assistant Leeder, C E C School Administrative Officer Sharp, J A, BBus CSturt School of Business & Information Technology Head of School O'Mullane, Associate Professor M J, DipUrban&RegPlanning BEd MEd(Hons) NE, BA DipEd Newcastle(NSW), PhD Wgong, MACE Senior Lecturers Atkinson, J S, BAppSc GordonIT, GDipComp Deakin, GDipEd HawthornIE, MInfSys CQld, PhD Monash Robbins, W M, BEc(Hons) MEc Monash, PhD NSW, IRSNSW Rose, G C, BCom Melb, MEc NE, PhD Monash, FCPA Lecturers Ash, J K, DipMechEng BendigoCAE, BE(Hons) Monash, DipEd StateCollVic, MInfSys CQld, ADipComp RiverinaMurrayIHE, MACS(PCP) Bhattacharya, M, BTech Kakatiya, GDipCompApp MTech BITMesra, MACM, MIEEE Coghlan, I A, BCom NSW, MAgrSc Melb, AFAMI Grigg, K M, BCom Newcastle(NSW) Harriss, I E, LLB Deakin, BLitt NE, BA BCom MGS NSW, PhD Melb, CPA McGrath, D M, BEc ANU, MCom LaTrobe, FCPA Petzke, S P, GDipMktMgt CQld, MEc NE, BBus RiverinaMurrayIHE, CPA Williams, A L, BBus SCross, BBus SwinburneUT, GDipHosp&Tourism FootscrayIT Yea, S W, BA(Hons) PhD Monash Associate Lecturers Bevacqua, G V, CertIVAssess&WorkTrain WodongaTAFE, BCom LLB(Hons) Melb Lawrence, J E, ADipComp Newcastle(NSW), BAppComp GradDipGIS&RemoteSens CSturt Murphy, D T, BBus CSturt

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†Turner, H E, BBus CSturt, CPA Whiting, B C, BBus ChisholmIT School Administrative Officer Livermore, G S School of Commerce Head of School Macklin, Associate Professor R B, BCom NSW, MCom(Hons) Wgong, PhD CSturt Professors Oczkowski, E A, BEc PhD LaTrobe, MEc ANU †Smith, Professor A, PGCE Oxon, MBA Aston, MA Cantab, PhD Tas Associate Professor Bamberry, G, DipPublicAdmin BA Qld, MA Sus, PhD NSW Senior Lecturers Ardagh, D W, DipEd Edin, MA Windsor, MA(Hons) StAnd, PhD Wash Deeley, C M, BA Brist, GDipEd SydneyCAE, MBA Melb Kent, J M, BOccThy Qld, MCom Deakin, MAcc CSturt, FCPA †Sims, M A, MCom(Hons) Deakin, BBus RiverinaCAE, CPA Lecturers Bandara, Y M W Y, BA MBA Sri Jay, GradDipEcDev MA Colombo, PhD Qld Couper, B J, LLB NSWIT, MEd CanberraCAE, LLM Deakin Ewang, F N, LLM Wits, PhD Adel Farrell, M C, ProfDip(HRM) HKPoly, MBA NE, BBus CSturt Fromholtz, M A, BA Griff, MPA Liv, BBus RiverinaMurrayIHE, GradCertUnivTeach&Learn CSturt Geyer, D M, BA Macq, MAcc CSturt, CPA Guild, W G, BA LLB NSW, LLM Syd James, K E, BCom(Hons) MAcc WAust, PhD Curtin Kharabsheh, R A, BSc Yarmouk, MBA PhD CSturt Kidane, H, BSc Mak, MSc Nair, PhD Hannover Kong, E, BA(Hons) Sund, PGDipTrain Leic, MSc Paisley, MAOM Mathews, P J, DipBusAdmin MA MBS Massey, EdD CSturt McKenzie, N J, BA GDipProfAcc CanberraCAE, CPA Nathan, P, BE(Hons) Liv, MBA Strath, PhD Brunel Sharkie, R E, BCom Melb, GradDipVocEd&Train MBA MEd CSturt, FCPA Swann, M J, MEc Monash Walsh, M D, LLB MSc Lond, BEc DipEd Syd Associate Lecturers Dyki, M P, BEc Flin, GradCertBus GradDipCom MBus SAust Jenkins, S N, BBus SCross, MHRM CSturt, CAHRI Sujan, A I S, BBA NorthSouth, BCom(Hons) Macq, MPA WSyd Course Administrative Officer Wakem, A M M Executive Assistant Hall, D M School of Computing & Mathematics Head of School Altas, Associate Professor I, MSc METU, PhD Sask Adjunct Research Fellow Ernest, A D, DipEd BSc(Hons) Syd, MSc PhD NE Associate Professor Louis, J P, BSc PhD NSW, FAMS Senior Lecturers Al-Saggaf, Y M, BE(Hons) I.I.U.Malaysia, MInfoTech PhD CSturt, MACS Dean, A F, MLitt NE, PhD Wgong, BEd RiverinaCAE Lecturers Adams, P D C, BA GradDipMgt Deakin, AssocDipAppSc RiverinaMurrayIHE, MBA CSturt †Adamson, P L, BSc Syd, MSc Lond, MSc Manc Buckley, S R, DipTech BAppSc TechnolSyd, MSc Deakin, MLitSt Qld Burmeister, O K, DipMin BTh(Hons) AustCollTheol, BAppSc MInfoTech SwinburneUT Chan, A H, MEd Deakin, MIEEE Charlton, P R, BMath BMath(Hons) PhD Newcastle(NSW) Cullis, K L, BSc Syd, GDipEd STC, MLitt NE Eustace, K N, BSc ANU, GDipEd Kuring-gaiCAE, MA Paideia, GDipCompApp RiverinaMurrayIHE

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Fellows, G H, ADipComp RiverinaCAE, BAppSc RiverinaMurrayIHE, MInfoTech CSturt, MACS Howarth, J P, BInfoTech(Hons) CSturt Lang, T, MSc Linz, PhD SAust Mather, K A, BA Lond, GDipInfoServ MBus RMIT, MACS Miller, D H, BSc NE, DipEd WAust, GradDipGIS&RemoteSens CSturt, GDipCompApp RiverinaMurrayIHE, MACS Roy, P E, BAppSc RMIT Stow, E H, BSc GDipCompSc GDipLib Tas, MInfoTech CSturt Thomas, K A, BSc Syd, BAppSc(Hons) DipEd CSturt Viera, F, MEngSc PhD NSW Administrative Officer Adams, C M A School of Marketing & Management Head of School Walker, Associate Professor G A, DipEd MCom NSW, PhD Macq Associate Head of School O'Neill, G C, BA(Hons) PhD NSW, PGDipMgt Macq Visiting Professor Collins, J, BEc(Hons) MEc Syd, PhD Wgong Adjunct Professors Buerki, L, LicPhilNat PhD Bern, MSc&Tech CompiÞgne, MBA MIT Fayed, R, BSc MSc PhD Manc Fiedler, M R G, DipFinPlan Deakin, BCom MCom Melb, PhD Qld, FAII, FCESA, FCIM, FCIS, FCPA, SIA Jakobi, R Selby Smith, C, BA(Hons) Melb, DPhil Oxon Adjunct Associate Professor Williams, J F, MCom(Hons) NSW, FCPA Adjunct Senior Lecturers Kraus, P, MA Chic, MSc PhD ETHZ Sappey, R B, BEc(Hons) Syd, MSc Lond, PhD Qld Williams, J E M, BA(Hons) Wales, PGDipIndAdmin Bath, PhD Plym Adjunct Lecturers Blagojevic, S, BEc Zagreb, MBA CQld Covington, C, AA ARC, MBA Auck, AAIM, AIBM, AIMM Houterman, B, BSc Mass, MBA Boston, MA NorthEastern Lesser, S J, MAppFin Macq, BBus CSturt Mahinder, S, BA Bangalore, MHRM Macq Mashman, A I, BBus MBus CSturt McKenzie, C, DipEd EdD Monash, BSc(Hons) MSc Brist Simpson, A, BA LLB LLM Monash Teys, M J, LLB QldUT Turnbull, D, BSc Syd Adjunct Administrator Seale, A, BEd(EarlyChild) Macq Associate Professor Morrison, M D, BEc Macq, PhD NSW Senior Lecturers Basu, P K, BA(Hons) MA Calc, PhD Bombay Heffernan, T W, MCom NSW, BBus GradDipEd DBA CSturt Krivokapic-Skoko, B, MA Belgrade, PhD Lincoln(NZ) Murphy, T A, BEc NE, MSc Lanc O'Neill, G C, BA(Hons) PhD NSW, PGDipMgt Macq Watson, G K, BRurSc(Hons) MEc NE, GDipAg HawkesburyAgColl, PhD Stell Lecturers Bone, Z, AssocDipAsianStud DDIAE, BA GradDipEd NSW, MEd SCross †Braithwaite, I, ADipBusMgt NorthernRiversCAE, DipAppSc HawkesburyAgColl, GradCertHigherEd NSW, MA Lanc Duncan, R G, LLB BEc(Hons) ANU, BSc(Hons) NSW, PhD Stan, PhD TechnolSyd Frost, M A, BEc NE, MAppSc WSyd Keogh, D, MAppFin Macq, BAppSc CSturt, BBus MitchellCAE, AAIB Lynch, J M, BAgSc Qld, GDipEc MEc NE McMullen, C M, BCom GradCertHigherEd NSW

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†Sappey, J R, MBus QldUT, PhD Griff, DipT BA MitchellCAE Siemionow, V, BA CanberraCAE, MBA Adel Skoko, H, BBusSc Podgorica, MSc DScience Belgrade, MCom Lincoln(NZ) Tierney, R L, PhD Macq Wong, A H, BCom MFM Qld, CFP, FRM Associate Lecturers †Harre, M S, BSc MSc(Hons) Auck Small, F A, BA Syd, BBus(Hons) GradDipEd CSturt Research Assistant †Foundling, M M, BSocSci MBA CSturt School Administrative Officers Pendarakis, J K Porter, J Professional Development Unit Adjunct Lecturers Bourke, D, BEd StateCollVic, MPA WFlor, DBA RMIT, FAHRI, FAIM, MIMC Gerstmeier, S, BSc Natal, MBA WSyd Glenister, N, DipTextileChem GordonIT, DipRetailStud Monash, GradDipAppPolySc ChisholmIT, GradDipOHS Newcastle(NSW) Haughey, P, BAppSc MBA NSWIT, GradDipAdultEd TechnolSyd Lacroix, M J, DipMktMgt GradCertMgtComm North Coast TAFE, BA Victoria, GradCertMgt CSturt Coordinator/Lecturer Bradbery, P J, GradDipEd SAustCAE, BSc MBA NSW, DipEd MitchellCAE Faculty of Education Faculty Office Dean of Faculty Downes, Professor T I, BEd Syd, MEd Tor, PhD WSyd Associate Dean Reid, Professor J, BEd PhD Deakin, BA DipEd Qld, GradCertEd Ballarat Sub-Dean, Graduate Studies Sumsion, Professor J J, GDipEd STC, BEc MEd PhD Syd Sub-Dean, Learning & Teaching Letts, W J, BA BatesColl, PhD Delaware Sub-Dean, Professional Experience Hastings, W J, BSc Syd, GDipEd STC, MEd(Hons) CSturt Sub-Dean, Quality Assurance Hemmings, B C, BEd Syd, MEdSt Newcastle(NSW), PhD NSW Sub-Dean, Research & Scholarship Green, Professor W C, BA(Hons) DipEd WAust, MPhil PhD Murd Emeritus Professors Braggett, E J, BA DipEd NE, MA NSW, MEd Syd, PhD Newcastle(NSW), FACE Meyenn, R J, AdvDipEd MEd Brist, PhD Aston Adjunct Professors Laughlin, A, DipEd BSc MEd Syd, MEdAdmin PhD NSW Meyenn, R J, AdvDipEd MEd Brist, PhD Aston Adjunct Senior Lecturers Eyre, G D, BA Leeds, PhD Sheff Reid-Smith, E R, DipAdultEd BA MEd Manc, MEdAdmin PhD NE, MBus RMIT, EdD Syd, FCLIP Adjunct Lecturers Adler, J, BA(Hons) McMaster, MSc Niagara Browne, T, BEd WOnt, BA York(Can), MEd Brock Dickinson, L P, DipChildStud EdM DEd Tor Fraser, C, BA McMaster, BEd Tor, MEd Brock Higgins, S, BA MLibSc Ariz, PhD FlorState Marshall, M, BA Qu, BEd Windsor Popp, M, BA StLawrence, BEd York(Can), MEd Brock Turner, S, BA MA WOnt, MLS Tor Executive Officer Kowalski, H M, BBus MitchellCAE Centre for Indigenous Education Director, Indigenous Studies

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Shipp, G W B, BA ANU Murray School of Education Head of School Hard, Associate Professor L M, DipT MelbourneCAE, BEd SAustCAE, MEd DEd QldUT Lecturers DeJean, W F, DEd San Diego Knipe, S, MEd Deakin, EdD LaTrobe, DipArt GDipEd RiverinaCAE Mackenzie, N M, BEd MEd DEd LaTrobe, DipTeach RiverinaCAE Munday, J R, DipMus MelbaConsMusic, ATCL TrinityCollLond, GradDipArtsEd PhillipIT, GradDipEd VCA, MA CSturt Ortlipp, M, DipT StateCollVic, BEd PhD Melb Rafferty, J, DipT SignColl, GDipAppSc ECowan, MEd AustCath Smith, W M, DipT SydKindergartenColl, BEd MEd JamesCook Taffe, R, DipT NorthernRiversCAE, BA NE, MEd PhD Syd Associate Lecturers Campbell, H M, ADipAppSocSc(Child Care) WodongaTAFE, BEd Melb Logan, H A, DipT BEd NewcastleCAE, GDipTESOL Deakin, GradDipSpecEd Melb Research Assistant †Greenhill, J C, DipT GradDip Religous Ed BendigoCAE School of Education Head of School Lowrie, Professor T J, DipT MEd Wgong, PhD Newcastle(NSW) Adjunct Senior Lecturers Bannister, R S, DipMusEd NewcastleTeachColl, BA NE, MA Case Western Resv.Uni, PhD Deakin, ARCM, LTCL Kay, R W, MLitt MA(Hons) NE Adjunct Lecturers Clancy, S D, BA MLitt NE Halliwell, N, DipEd NSW, MHRM CSturt Kell, G R, DipTrain&AssessSys WSydInstTAFE, DipTech BEd TechnolSyd, GradCertTESOL AustCath, MEdAdmin NSW, MAITD, MSIA, Lee, M J W, DipIT Ballarat, DipBus Charles Darwin, DipTrain&Assess Melb, AdvDipIT NSWTAFE, MInfoTech CSturt, AALIA(CS), AIMM, AMAMI, FSBT, MACE, MACEL, MACM, MACS, MAECT, MAES, MAHRI, MAITD, MASCILITE, MASTD, MCES, MIET, MODLAA, SMIEEE Maio, N, BA Macq, MEdAdmin NSW Scott, J E, BSc NSW, DipEd NE, GDipCompApp RiverinaMurrayIHE, MAppSc CSturt, MACS Professor Kemmis, S D, BA Syd, EdM PhD Ill Associate Professors Francis, Associate Professor R G, BAgricSc DipEd STC, PhD Syd Smith, E, BA Keele, MA Lond, PhD TechnolSyd, GradDipVocEd&Train MBus CSturt Senior Lecturers Boylan, C R, BEd(Hons) Deakin, BSc GradDipEd MEd Syd, PhD JamesCook Brennan Kemmis, R E, BA(Hons) Macq, DipReadLang RiverinaCAE, MEd CSturt Cocklin, R B, DipT ChristchurchTC, BEd MPhil PhD Massey, BSc Otago Dalgarno, B J, BSc ANU, GDipEd MAppSc Canberra, PhD Wgong Grootenboer, P J, DEd Waik Hemmings, B C, BEd Syd, MEdSt Newcastle(NSW), PhD NSW Lambert, E B, DipT MelbKindTeachColl, BA Melb, GDipTESOL SAustCAE, GDipAdvEdStud StateCollVic, MEd LaTrobe Rushbrook, P W J, BA(Hons) DipEd LaTrobe, MEdSt PhD Monash Wallace, A R, BA DipEd NSW, MLitt NE, GDipComp PhD CSturt Lecturers Cornius-Randall, R E, BEd Syd, MEd CSturt Croft-Piggin, L M, ATCL TrinityCollLond, BA(Hons) GDipEd NSW Edwards-Groves, C J, DipT InstCathEd, MPhil PhD Griff, GradDipEdStud RiverinaMurrayIHE Green, A M, DipT ChristchurchTC, BA Cant, MEd CSturt Hardy, I J, GDipEd BA MEdAdmin Qld

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Rawolle, S B P, BEd MEd Newcastle(NSW) Reupert, A E, DipEd BA Melb, GradDipCounsPsych RMIT, PhD LaTrobe, MAPS Russell, H M, DipTeach NorthernRiversCAE, BA Macq, GradCertHigherEd PhD TechnolSyd, GradDipEdStud Syd, MEd NSW Smith, T J, DipT RiverinaCAE, BEd(Hons) CSturt †Timma, H F, BEd MEd PhD Melb, GradDipEdAdmin HawthornIE Wilkinson, J, BLitt(Hons) Deakin, BA(Hons) Monash, DipEd MelbourneStateColl, MA Melb Williams, P J, BA MEd NE Woodcock, S, BA(Hons) Brighton, MEd Wgong Associate Lecturers †Armstrong, M J, DipTeach CSturt Dean, C A, BT CSturt Otsuka, S, BA MEd Well Thompson, J M, BSocSci NE, GDipEd GradDipPsych WAustIT Course Administrative Officer Guiton, K R, BA CSturt Research Assistant †Logan, T M, BEd CSturt School Administrative Officer Rosser, A J School of Human Movement Studies Head of School Marino, Associate Professor F, BPEd WAust, MEd Syd, PhD CSturt Senior Lecturers †Dionigi, R A, PhD Newcastle(NSW), BSocSc(Hons) CSturt Gard, M J, BPE ACPE, MSportsSc NSW, PhD Wgong Lecturers Bird, S P, BHumanMvt(Hons) CSturt Cannon, J, BSocSc GDipEd PhD CSturt Clarke, D K, DipTeach AustCath, BEd MEd Wgong Drinkwater, E J, BPEd MPE Memorial, PhD Vic Duffield, R J, BSc(Hons) PhD WAust Micalos, P S, DipT ACPE, BPE WAust, GDipExerSportSc Cumb, MEd Syd O'Flynn, G H, BEd(Hons) PhD Wgong Podlog, L W, BA MA SimonFraser, PhD WAust Woodruff, C A, DipPE WgongTC, MSc Oregon Associate Lecturers Bamblett, L C, BHumanMvt(Hons) BHumanMvt CSturt Thomson, P M, BSocSc GDipEd CSturt School Administrative Officer Smith, D K School of Information Studies (NSW), 025973E (QLD), and 01947G (VIC) for Charles Sturt University. Head of School Dillon, K W, BADipEd Macq, PhD SQld, GDipLib RiverinaCAE, MEd(Hons) CSturt, AALIA Adjunct Lecturer New, J P, DipInfoMgt NSW, BA(Hons) Syd, GDipAppSc MInfoTech CSturt Professor Harvey, D R, DipNZLS NZLibrarySchool, BMus PhD Well, AFALIA, ANZLA Senior Lecturers Hider, P M, BSc(Hons) LSE, MLib UnivCollWales, PhD City, AALIA, FCLIP Lloyd-Zantiotis, A, GradDipSocSc BA PhD NE, MAppSc CSturt, AALIA McGregor, J H, MEd Alta, PhD FlorState Mills, J J, BAppSc WAustIT, MLitt NE, PhD CSturt, AALIA Sanders, R F, DipNZLS NZLibrarySchool, BA Cant, MA SAustIT, AALIA, ANZLA †Williamson, C M, DipLib MelbourneStateColl, MLib Monash, PhD RMIT Lecturers Freeman, A T, DipT ArmidaleCAE, BEd CanberraCAE, MEd NE, ASLA Hay, L A, BA DipEd Macq, MAppSc CSturt Herring, J E, DipLib MA Strath, MA Edin Lodge, D E, AssocDipAppSc TAFETasmania, BBus MBA RMIT, MAppSc CSturt, AALIA

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Pymm, R A, GradDipIM-Lib PhD NSW, MBA Deakin, BA MitchellCAE, AALIA Wallis, J B, DipIT MA Glas, MSc Strath, AALIA Associate Lecturers †Archibald, A L, DipEd BA LaTrobe, GradDipEd Deakin Administrative Officer Jones, L F, BHos WSyd Centre for Information Studies Director Ferguson, K S, PGDipLib RobertGordonIT, MPhil Glas, MA(Hons) Edin, PhD CSturt, AALIA Administrative Officers Halverson, S G, MEc Macq McNicol, M J School of Teacher Education Head of School Thomas, Associate Professor N D, DipEd MSc NSW, PhD Macq Associate Heads Of School Francis, Associate Professor R G, BAgricSc DipEd STC, PhD Syd Simpson, T M, BADipEd MEarlyChild Macq Adjunct Senior Lecturer Allan, R C, DipRemT Qld, BA Newcastle(NSW), MLitt NE Adjunct Lecturer Martello, J M, BPhil Newcastle(UK), MEd Deakin, DEd WSyd, DipT MitchellCAE Professors Green, W C, BA(Hons) DipEd WAust, MPhil PhD Murd Reid, J, BEd PhD Deakin, BA DipEd Qld, GradCertEd Ballarat Sumsion, J J, GDipEd STC, BEc MEd PhD Syd Associate Professors McKinnon, D, BSc Glas, MEd PhD Syd, DipEd MitchellCAE McLeod, S L, BAppSc Cumb, MAppSc PhD Syd Senior Lecturers Bain, A, DipTeach BEd SAustCAE, MEd Maine, DEd WMich Harrison, L J, BSc(Hons) MSc McG, MEd Syd, PhD Macq, DipT MitchellCAE Letts, W J, BA BatesColl, PhD Delaware Press, F L, BA MA NSW Saltmarsh, B S, BA(Hons) PhD Macq Simpson, T M, BADipEd MEarlyChild Macq Wilson, P G, BA Macq, GDipVisualArts Monash, MCA Wgong, DCA WSyd, DipT MitchellCAE Lecturers Bennet, M G, DipTeach RiverinaCAE, GradDipSpecEd MEd CSturt Borg, T E, BAppSc NSWIT, GDipEd MEd CSturt Burgess, C A, DipTeach GuildTC, BA NE, MEd WSyd Crawford, L K, MEdSt SAust, DipT MitchellCAE, BEd CSturt Cribb, M C K, MEd CSturt Daniel, G R, BEd SCross, MEd(Hons) Murd, DipTeach MitchellCAE Dengate, R W, BA DipEd Macq, MEd(Hons) NE Gaul, P W, BA MitchellCAE Gulson, K N, BA GradDipEd MEd(Hons) PhD Macq Han, J, BA MA NENU, PhD WSyd Hastings, W J, BSc Syd, GDipEd STC, MEd(Hons) CSturt Hill, R J, DipSocSc MEd(Hons) NE, BA(Hons) Syd Ireland, L A, DipTeach MitchellCAE, BEd MEd CSturt Jones, P T, DipT NorthernRiversCAE, BEd WAustCAE, MA TechnolSyd, PhD NSW Klopper, C J, HDE EdgewoodCollEd, BMus(Hons) MMus DMUS Pret Lancaster, J A, GradDipEdStud MSpecEd WSyd Leggatt, M J, BTeach MEd TechnolSyd McDonagh, S H, BEd MEd NE, PhD Oregon McFarland, L, PhD Texas Nicholas, Z S, DipTeach SydneyCAE, BEd Syd, MEd Wgong Owens, K D, BA MEd Syd, TCert DeptEducationNSW, PhD Deakin Page, J M, DipEd BA Macq, GradDipEdStud MEd CSturt Parkes, R J, BEd(Hons) Syd, PhD Newcastle(NSW) Pennell, B J, DipEd BA Syd, MA PhD Macq, MEd(Hons) WSyd

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Pickford, S J, DipT BEd SturtCAE, GDipEd SAustCAE, MEdAdmin PhD Deakin Wood, D M, DipT BEd MitchellCAE, GradDipEdStud MEd(Hons) CSturt Zundans, L A, BA DipEd MA Macq, MEd Syd Associate Lecturers Danaia, L J, BEd(Hons) CSturt †Edwards, K M, BEd BEd BTeach BTeach CSturt Lord, A M, BTeach(EarlyChild) BEd(Hons) CSturt Smith, M D, BEd CSturt Research Assistant Hutchesson, R C, DipTeach CSturt Course Adminstrative Officer Lanagan, J, BA Macq School Administrative Officer Marmion, J L Administrative Assistants Fletcher, D E McCarthy, J A Centre for Information Studies Director Ferguson, K S, PGDipLib RobertGordonIT, MPhil Glas, MA(Hons) Edin, PhD CSturt, AALIA Administrative Officer Halverson, S G, MEc Macq Faculty of Science Faculty Office Dean of Faculty Burton, Professor M A, BSc PhD NE, APSA Associate Dean McKenzie, G H, BSc BSc(Hons) DipEd PhD Melb, ASBMB Sub-Dean, Courses McKenzie, Associate Professor G H, BSc BSc(Hons) DipEd PhD Melb, ASBMB Sub-Dean, Graduate Studies Davie, P S, BSc(Hons) PhD Cant Sub-Dean, Honours Currie, G M, MAppMgt MMedRadSc Newcastle(NSW), GradCertUnivTeach&Learn CSturt Sub-Dean, International Cavanagh, H M, BSc(Hons) PhD Glas, PGCE Strath Sub-Dean, Learning and Teaching Wilson, B P, BSc(Hons) PhD NSW Sub-Dean, Regional Engagement McAlpin, S F, DipNutr&FoodServ RMIT, GradDipHSM MHlthSc CSturt Sub-Dean, Research Wilkinson, J M, BSc(Hons) Qld, GradDipFET SQld, PhD Macq Sub-Dean, Sydney Research Students Gurr, Professor G M, BSc(Hons) Plym, GradCertEdStud Syd, PhD Lond Emeritus Professor Wolfe, E C, MScAgr Syd, PhD NE Adjunct Professors Angus, J F Auld, B A, BScAg MScAgr PhD Syd Batten, G D, MRurSc NE, PhD ANU Bryden, D I Bristow, K L, PhD Wash Chudleigh, J W, BScAgr(Hons) Syd, MAIST Connett-Porceddu, M, MBA SCarolina, PhD Cornell Cother, E J, BScAgr Syd, PhD ANU Cullis, B R, BSc BSc(Hons) Syd, PhD NSW Dear, B S, BRurSc NE, MSc NSW, PhD WAust Fletcher, M, BSc(Hons) PhD Syd Goldney, D C, DipEd BSc Adel, PhD Qld, HonDScience CSturt Hamilton-Smith, E, BA(Hons) Adel Harris, G P, BSc(Hons) PhD ImpColl Helyar, K R, WDA WaggaAgCol, BScAg MScAgr Syd, PhD UCDavis

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Hughes, S G, BSc UnivCollWales, MSc PhD Edin Jefferson, R, BA Calif, PhD Colorado Kilian, A, MSc PhD Silesia Landsberg, J, BSc MSc Natal, PhD Brist Lewin, L G, BScAgr(Hons) Syd, PhD Adel Lovett, J V, BAgSc PhD Wales, FAIBiol, FAIST, FIBiol McCully, M E, BSc Tor, MSc Guelph, PhD Harv May, C, BSc MSc(Hons) PhD Auck Meyer, W S, BAgSc PhD Adel Michalk, D, BSc PhD UtahState, BScAg Syd, MSc NSW Mitchell, D S, UED BSc CapeT, PhD Lond Morton, S R, BSc PhD Melb Rutledge, D N, BSc Syd, MSc Paris Saunders, D, BSc ANU, PhD WAust Walker, R, BAgrSc PhD Tas Adjunct Associate Professors Briggs, S V, BScAgr Syd, MNatRes NE, PhD ANU Hunt, E R, BVSc MVSc PhD Syd, GradDipEd DDIAE Huttner, E, PhD INAGP Jayawardane, N S, BSc Ceyl, PhD Tas Oliver, J, DipAppSc DipBiochem SwinburneCollTech, GradCertMgt WSyd Olley, J M, BSc(Hons) ANU, PhD NSW Pennay, B J, BA MA Syd, MA Macq, PhD Deakin Scott, B, BScAgr MScAgr Syd, PhD WAust Stevens, M M, BSc(Hons) PhD Syd Adjunct Senior Lecturers Abbas, M A, BSc(Engin) Agriculture Faisalabad, ME AsianIT, PhD Tokyo Uni of Agriculture Boles, W E, PhD NSW Bormans, M, PhD Dal Brennan, J P, BA MAgrSc Melb, PhD NE Conyers, M K, BNatRes NE, MScAgr Syd, PhD LaTrobe Dare-Edwards, A J, BSc Brist, MSc Aberd, PhD ANU Dunn, A M, BRurSc NE, MAgrSc Melb Freudenberger, D O, MAppSc Lincoln(NZ), PhD NE Henry, E S, GradDipBus NE, GradDipTertiaryEd SQld, MBA HawkesburyAgColl Holzapfel, B P E, DipAgSc DAgrSc Bonn Li, G, BAgr MAgr Gansu, PhD Massey Liu, D L, BAgricSc SWAU, PhD NE Luckett, D, BSc(Hons) Sheff, MPhil PhD Cantab Mitchell, H J, BSc(Hons) PhD S'ton Nordblom, T L, BSc Cal Poly, MSc PhD OregonState Raman, H, BScAgr MScAgr Overseas Institution, PhD PunjAg Rehman, A, BSc PunjAg, MSc Quaid-i-Azam, PhD Lond Schaeffer, J, BAppSc RMIT, MSc Wgong Wilkins, J, BScAgr Syd, MSc NSW, PhD WAust Wu, H, BSc MSc Fujian Agricultural University, MSc WageningenAg, PhD CSturt Xevi, E, BSc(Hons) KNUST, MSc PhD Leuven, MBA Newcastle(NSW) Adjunct Lecturers Allen, H M, MAgr Syd, ADipLabTech BAppSc CSturt Collings, D, BSc(Hons) Syd, PhD ANU Deegenaars, A L, BAppSc BEd CSturt Dickenson, R, BVSc Melb Holloway, J C, BSc(Hons) PhD NE Hume, I, BSc(Hons) Silsoe Lanoiselet, T L, AssocDipAppSc BAppSc BAppSc(Hons) RMIT Rahman, M L, BScAgr(Hons) MScAgr BdeshNatnl, MSc PhD Lond Rawson, G A, BSc(Hons) NSW, MSc Syd, PhD Newcastle(NSW) Read, B, BAgSc PhD Syd Rogiers, S Y, BSc(Hons) PhD Alta Scott, R F, DipEd BScAgr Syd, MSc NSW Small, G, BHortSc MA WSyd Venkatanagappa, S, BSc MSc Bangalore, PhD Syd

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Vink, S, BSc WAust, PhD Hawaii Whish, J, BSc(Hons) GradDipHortSc MRurSc PhD NE Win, M, BEng Rangoon, MEngSc Melb Adjunct Research Associates Dowling, P M, BScAgr MScAgr Syd, PhD Cornell Herr, A, MSc Freiburg, PhD CSturt Jones, G, BScAgr(Hons) WAust, MRurSc PhD NE McKenzie, D C, BNatRes MSc NE, PhD Syd Nikandrow, A, BScAgr MScAgr Syd, PhD Adel Race, D H, BHortSc Victorian College of Agricultu, GradDipEnvMgt LaTrobe, PhD ANU, MAppSc CSturt Slade, J, BBus Syd Senior Academic Associate Mailer, R J, MSc ANU, PhD Manit, BAppSc RiverinaCAE Honorary Associates Berman, S L, BAppSc ChisholmIT Chua, S Cope, M, BSc PhD Bradford Heiyanthuduwage, R, BSc(Hons) Kelaniya, MSc Colombo Wong, C T, MBA SheffHallam Honorary Fellows Ballantyne, L A, BSc(Hons) MSc PhD Qld Kan, L, BSc PhD HK, MA MLIS Calif Adjunct Academic Administrator Har, E, BSc UPM Senior Lecturer Pope, R P, BAppSc Cumb, GradDipPsychStud Deakin, PhD CSturt Lecturers An, M, MRurSc NE, PhD CSturt Faculty Executive Officers Ryall, P W, BBus RiverinaMurrayIHE Tucker, L T, DipT RiverinaMurrayIHE, BA CSturt Course Quality Officer Wilks-Separovich, J V, BBus CSturt Administrative Officer Bennett, A J David Morell Laboratories Laboratory Manager Ryan, K M Senior Technical Officers Asmus, M W, BAppSc CSturt Burton, P J, BAppSc CSturt White, G M, ADipLabTechChem RiverinaCAE Technical Officers Loughlin, M J, BAppSc CSturt Rose, M E, BAppSc CSturt Wilson, M A, BAppSc CSturt Environmental & Analytical Laboratories Laboratory Manager Johnson, G L G, BSc(Hons) Salf Technical Officer Wade, D W M, ADipLabTech DDIAE Laboratory Services Unit Laboratory Manager Watt, C J, ADipLandMgt NE Technical Officers Poposki, J U, BSc Deakin Wilde, S K, BSocSc BHumanMvt(Hons) CSturt Sutherland Laboratories Laboratory Manager Thompson, D J, ADipLabTech RiverinaCAE, BAppSc CSturt Senior Technical Officers Allison, N E, BSc Otago

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Munn, K J, BSc NSW, MAgrSc Melb Technical Officers Early, R G, DipHort AustHortCorrespSchool, BAppSc CSturt Farish, C, BSc Strath Grant, W I, ADipFarmMgt OAC, BInfoTech CSturt Price, J P, BAppSc CSturt Smith, R J, BSc NE †West, J J Zander, A, CertIVUrbHort CertIVWorkTrain TAFESA, BAppSc(Hons) CSturt, ASL, ESA, MRACI School of Agricultural & Veterinary Sciences Head of School Kent, Associate Professor J H, BAppScRuralTech GDipPlantProt QldAgColl, MAppSc CSturt Associate Head of School Abbott, Professor K A, BVSc MVetStud Melb, GradCertRurSc NE, PhD Syd, FACVSc, MRCVS Adjunct Associate Professors Black, A S, QDA MAgrSc PhD Qld Cutler, R Kennedy, D, BVSc(Hons) MSc Syd Little, P J, DipEd STC, BEd Syd, MEd NSW Adjunct Senior Lecturers Davies, H Groves, P J, BVSc Syd Hardy-Smith, P, BVSc(Hons) Melb, GradDipAquaculture Deakin McGowan, C M, DipVetClinStud BVSc(Hons) PhD Syd Sackett, D, BVSc Syd, MVSc Melb, FACVSc Sergeant, E, BVSc Syd Shephard, R W, BVetStud(Hons) Massey, BVSc(Hons) Syd, MACVSc Adjunct Lecturers Beck, L, BVSc Melb Booth, M G, BVSc(Hons) Syd Cameron-Cook, Y, BVSc(Hons) Syd Della-Vedova, J J, BVSc Syd Fielding, R, BVSc QldUT Frauenfelder, A R, BVSc Syd Golland, D, BVSc Syd Hall, S N, BVSc Melb Hayes, J J Munro, B E, BVSc Syd Nicholls, R L, BAppSc Canberra, MSc PhD WAust Nott, P J W, BVSc(Hons) Syd O'Rielly, J L, FACVSc Paton, J S, BVSc Melb Treloar, G, BVSc Syd Wiltjer, J Postdoctoral Research Fellows Robertson, S M, PhD NSW, BAppSc(Hons) CSturt Stodart, B J, BSc(Hons) Flin, PhD Adel Professors Abbott, Professor K A, BVSc MVetStud Melb, GradCertRurSc NE, PhD Syd, FACVSc, MRCVS †Bowmer, K, BSc PhD Nott Chenoweth, P J, BVSc PhD Qld Davie, P S, BSc(Hons) PhD Cant Lemerle, Professor D, BSc Reading, MSc PhD Syd Sangster, N C, BVSc(Hons) PhD Syd Sillence, M N, BSc PGCE PhD Leeds Associate Professors Ash, G J, BSc(Hons) PhD NE Eberbach, P L, BAgSc LaTrobe, PhD Melb †Glastonbury, J R W, BVSc MVSc Syd, MVetStud Melb, MACVSc Raidal, S R, BVSc(Hons) PhD Syd, FACVSc Senior Lecturers Burrows, G E, BSc PhD Qld

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Connolly, J H, BSc BVSc(Hons) PhD Syd, GradCertTertTeach Massey Friend, M A, BSc PhD NSW, GradCertUnivTeach&Learn CSturt Harper, J D I, BSc PhD Belfast Norman, S T Raidal, S L, BVSc PhD Syd, GradDipEd Murd, MVetStud Qld, MACVSc Tunstall, A W, DipAgrSc DookieAgrColl, BEc Monash, GradCertPubPol PhD NE, MAgrSc LaTrobe Virgona, J M, BScAgr Syd, PhD ANU Lecturers †Austin, H E, BVSc Syd Buckley, P, BVSc Massey, BVSc(Hons) Syd, MVSc Melb, MVetClinStud Syd, MACVSc, MACVSc Condon, J R, BAgricSc LaTrobe, PhD CSturt Culas, R J, BSc Peradeniya, MEc NHH, MSc NLH, PhD Syd Doughty, H C, DipAppSc DipEd RiverinaCAE, MAppSc CSturt Dutton, G J, BSc Newcastle(NSW), BVSc PhD Syd, PGDipSc Qld Glyde, S N, BSc GDipConEd NE Grillo, V L, BVM PhD Glas, MRCVS Hyams, J H, DipEd NE, BVSc Syd Jahromi, F G, GradDipNatResMgt Adel, BAgrSc Sevilla, PhD CSturt Katupitiya, A, BSc Peradeniya, MIrrigEng Leuven, PhD Nebraska †King, B J, BRurSc(Hons) PhD NE Knott, S A, BSc(Hons) Syd Lanoiselet, V M, DipITA MinistryAgr(Fr), PhD CSturt Lees, N M, BVSc GradDipVetStud Syd, MACVSc Mandel, R M, BSc Leth, MSc PhD Calg Noble, G K, BAppSc GradCertUnivTeach&Learn PhD CSturt Urwin, N A R, BSc(Hons) WEngland, PhD PaisleyColTech Associate Lecturers McCrone, M D, BLArch NSW, AssocDipAppSc CSturt Equine Centre Manager Smart, J L, ADipAgr RiverinaMurrayIHE Administrative Officers Grundy, W J, BA NSW Welsh, K Senior Techical Officer Broster, J C, BAppSc(Hons) Adel, MAppSc CSturt Technical Officer Clegg, H A, BAppSc CSturt Graduate Assistant Parker, C J Tech Officer (Native Pastures) Hildebrand, S M, BAppSc CSturt School of Biomedical Sciences Head of School Angel, Associate Professor L A, ADipMedLabSc BAppSc RiverinaCAE, MAppSc CSturt, HGSA Associate Head of School Walker, T L, ADipBioTech UCCQ, BAppSc(Hons) PhD CSturt Adjunct Professors Carroll, P R, BPharm MSc PhD Syd Jackson, D M, BPharm MSc PhD Syd Adjunct Associate Professors Curran, S W, BMSc MBBS Tas, FACEM Fogliani, C L, AM, BSc(Hons) DipEd NSW, MSc(Hons) Macq, FRACI Adjunct Senior Lecturer Nolan, G, MAppSc CSturt Adjunct Lecturers McCarthy, G J, BHlthSc CSturt Morrison, A J, BAppSc TechnolSyd, GradDipEd WSyd, DipHSc CSturt O'Brien, D J, AdvDipParamedSc AmbulanceNSW Visiting Fellow He, S, DipUni Haerbin, BM MM Weifang Professors Ball, P A, BSc Aston, MSc Birm, PhD Wales

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Wang, L, BMEd Changwei, MM PUMU, PhD Tas, ASCEPT Associate Professor O'Meara, P F, BHA PhD NSW, MPubPol Deakin Senior Lecturers Burton, D L, BSc(Hons) NE, PhD CSturt Cavanagh, H M, BSc(Hons) PhD Glas, PGCE Strath Currie, G M, MAppMgt MMedRadSc Newcastle(NSW), GradCertUnivTeach&Learn CSturt Kennedy, R A, BPharm(Hons) PhD Qld Madigan, V M, BHlthSc CSturt McAlpin, S F, DipNutr&FoodServ RMIT, GradDipHSM MHlthSc CSturt Simpson, M D, BPharm PhD Qld, BSc(Hons) Griff Swan, H S, BSc PhD NE Towers, P A, BSc Murd, MAppSc WSyd, PhD Qld, ASRB Walker, T L, ADipBioTech UCCQ, BAppSc(Hons) PhD CSturt Wheat, J M, MMedRadSc Newcastle(NSW), GradCertUnivTeach&Learn CSturt Wilkinson, J M, BSc(Hons) Qld, GradDipFET SQld, PhD Macq Lecturers Abu-Izneid, T, BSc Applied Science University (Jordan), PhD Griff Andrew, D S Arora, D S, BPharm Mangalore, MPharm Punjabi, PhD Panjab Baverstock, K A, BPharm SAustIT, GradDipCommPracPharm SAust Brown, L E, DipAdminNurs Cumb, BAdminNurs NE, GradCertUnivTeach&Learn MBus CSturt Bwititi, P T, DipMedLabMgt ILMS, BSc(Hons) CNAA, PhD Zimbabwe, AIMS, FIMLS, FIMLS(Zim) Car, N G, BSc PhD CapeT Collins, M P, BSc(Hons) WSyd Garbett, I T, BSc Lanc, MSc Leeds Graham, B J, BSc Monash, MSc PhD Oregon, MEd WAust, SMA Hamilton, L, AdvDipParamedSc AmbulanceNSW, BSc NSW Kalle, W H J, DRS Utrecht, PhD Leiden Kerr, P G, DipEd Murd, GDipAppSc WAustCAE, MSc WAust, PhD Curtin Kewley, R J, BSc(Hons) PhD Adel Lighton, D S, MEd SQld, BA NE Logan-Sinclair, P A, BSc Macq, MAppSc Syd, GradCertUnivTeach&Learn CSturt Lusby, L W, MIR Moriarty, H T, DipMedTech SIT, BAppSc RiverinaCAE, MAppSc CSturt, AIMS, HGSAAC O'Kane, G M, DipNutrition BSc Syd, MPH NSW, DipEd CSturt Olsen, M J, BAppSc Canberra, MSc Wgong Pollard, K, ADipDMR NewcastleCAE, MHEd NSW, GradCertUnivTeach&Learn MEd CSturt, MIR Ritchie, D J, DipHealthAdmin Massey, BSc Cant, MHA NSW, FCHSE Robinson, H K, BPharm(Hons) PhD Syd †Sangster, J M M, DipNutrition BSc Syd, MPH NSW, APD Scott, C J, BScAgr(Hons) Syd, PhD Monash Tall, J A, BSc Syd, MCogSc NSW Todoroska, E J, MSc Warsaw, PhD PolishAcadSciences, ACNEM Vanniasinkam, T, BAppSc(Hons) Flin, GradDipMedLabSc PhD SAust Yen, M, AssocDipCommunityHlthNurs MHM Cumb, BHlthSc CSturt Zheng, X, MSc Zhejiang, PhD Newcastle(NSW) Associate Lecturers Cox, J L, BSc NE †Day, S J, BPharm Tas Huang, J, BMSc(Hons) Syd King, J Q, BAppSc GradCertHlthScEd Syd Loberg, J P K, BAppSc CSturt Menzies, N A, RN DipAppSc MitchellCAE, BHlthSc GradCertClinEd CSturt Wang, J, PhD SCross Laboratory Manager Crampton, A L, PhD Qld Senior Technical Officer Diment, L M Administrative Officer McIntyre, J L Laboratory Supervisor

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Power, K J School Administrative Officer Daley, V L Technical Officers Kay, G L, RN NMBNSW, ADipMedLabSc RiverinaMurrayIHE Matthews, L M, BAppSc RiverinaCAE Moon, T, ADipLabTech RiverinaCAE Shaw, K J Sides, G H, BAppSc CSturt Swain, S E, MRurSc NE †Tidd, N E, BAppSc CSturt School of Community Health Head of School Coyle, Associate Professor J A, MManipPhys LaTrobe, GradCertUnivTeach&Learn CSturt, MAPA, MMPAA Adjunct Associate Professor Hocking, C, DipOT AdvDipOccTherapy CIT, MHlthSc SAust, PhD Auck Neumayer, R J, MSc Idaho, PhD PennState Adjunct Senior Lecturer Bevan, C A, DipPublicAdmin Exe, GDipComDev PhillipIT, BA RiverinaMurrayIHE, MSocSc CSturt Professors Whiteford, G E, BAppSc WAustIT, MHlthSc PhD SAust, MAAOT Associate Professors McAllister, L L G, BSpThy Qld, MA WMich, PhD Syd, FSPAA Ruston, S A, BScRPT BrCol, GradCertQualImproveHlthCare Newcastle(NSW), PGDipBiomech PhD Strath, GradDipManipTherapy WAustIT Tinley, P D, BSc(Hons) PCL, PhD QldUT Senior Lecturers Curtin, M J, BOccThy Qld, MPhil OxfBrookes, DEd S'ton Jelinek, H F, BSc NSW, GradDipSc ANU, PhD Syd, GradCertUnivTeach&Learn CSturt Trevethan, R, BA(Hons) ANU, MSc Lond, PhD Macq Winkworth, A L, BAppSc GradCertEdStud PhD Syd, MSPA Lecturers †Barbara, A J, BOccThy Qld, MOccThy SAust Beecham, R, BA Wits, DEd UDW Clark, E J, BAppSc LincolnInstHS, MA Melb Corrigan, R, BAppSc Cumb, MAppSc SAust Denshire, S J, DipOT CIT, MAppSc Syd Dunphy, J L, BSc(Hons) PhD Monash Farquhar, H J, NDipPod CIT, BSc Cant, GradCertPopulHlth Newcastle(NSW) Harvey, R, BSocSc PrestonIT Hinderaker, J R, BSc Syd, GradDipAcupuncture MAppSc RMIT, MMedSc Newcastle(NSW) †McLeod-Boyle, A, BOccThy Qld, GradCertEd MOccThy JamesCook †Murtagh, J, BAppSc Cumb †Parnell, T E, BAppScOT GradDipHlthSc MOccThy SAust Patton, N T, BAppSc Cumb, MHlthSc CSturt Pitman, T E, DipOT Cumb, MHlthSc SAust Richards, R S, PhD Newcastle(NSW), MAppSc CSturt Robinson, C J, MSc CNAA Smith, M C L, MAppSc Syd, GradCertUnivTeach&Learn CSturt, MAPA Smythe, G M, BSc(Hons) PhD WAust Spetch, L A, BAppSc LincolnInstHS, MSportsPhysio LaTrobe †van Huet, H, BAppScOT LincolnInstHS, AccOT †Wilding, C B, BAppSc LaTrobe, MAppSc SAust, AccOT Wilson, L J, BAppSc(Hons) PhD Syd Associate Lecturers Brett, A J, BSc Wgong †O'Connor, B E, BAppSc SAustIT Robson, K M, DipHSc NSWTAFE, MHlthSc Syd Senior Technical Officers Hughes, D L, DipMgt WodongaTAFE, BSc Wgong

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Kolbe, C E, ADLT DDIAE School of Environmental Sciences Head of School Klomp, Professor N I, BAppSc Curtin, BSc Murd, PhD Glas Associate Head of School Watts, Associate Professor R J, BSc(Hons) PhD WAust Adjunct Professor Smith, C J, BAgSc(Hons) PhD Melb Adjunct Associate Professor Page, K J, DipEd MA Syd, PhD Wgong Adjunct Senior Lecturer Asghar, M N, BSc MSc(Hons) Agriculture Faisalabad, PhD Newcastle(UK) Birckhead, R J, BSc StLouis, PhD Alta Hafeez, M, BSc Agriculture Faisalabad, ME UETLahore, PhD Bonn Paydar, Z, BSc(Hons) Tehran, MSc OhioState, PhD UtahState Adjunct Lecturer Starkey, G V, BE(Hons) Qld Adjunct Research Fellow Griffith, R, BSc(Hons) NE, PhD WSyd Professors Curtis, A L, BA DipEd Melb, PhD CSturt †Khan, S, BSc(Hons) UETLahore, MSc PhD Birm, MIntEnvLaw Macq, GradCertAppSc GDipGIS&RemoteSens CSturt Associate Professors Spennemann, D H R, MA Fran, PhD ANU Watson, D M, BSc(Hons) Monash, PhD Kansas Watts, R J, BSc(Hons) PhD WAust Senior Lecturers Black, R S, BSc(Hons) Lond, PhD Monash Davidson, P A, ADipRec Kuring-gaiCAE, BSc NSW, MA RMIT, DPhil JamesCook Lunt, I D, BSc(Hons) PhD LaTrobe Taylor, I R, BSc PhD Aberd Thwaites, R, BSc Melb, PhD CSturt Wilson, B P, BSc(Hons) PhD NSW Lecturers Allan, C A, BAgrSc Melb, MNatRes NE, PhD CSturt Dehaan, R L, BSc(Hons) PhD NSW Hall, A, BSc MSc Otago, PhD CSturt Howard, J L, DipNatRes NE, BEnvSc Wgong, GradDipMgt CQld Humphries, P, BSc(Hons) Monash, MSc Tas, PhD Murd Luck, G W, BSc SAust, PhD ECowan Millar, J E, BAgricSc Melb, PhD CSturt O'Brien, R A, BCMS(Hons) Waik, MSc Well, PhD Curtin Spooner, P G, BAppSc(Hons) PhD CSturt Wassens, S M, BAppSc BAppSc(Hons) PhD CSturt Wilson, A L, BAppSc PhD CSturt Associate Lecturers Ahmad, A, BScAgricEng Faisalabad, ME AsianIT Rumbachs, R M, BAppSc CSturt Senior Technical Officers †Kent, K M, BAppSc CSturt Valentine, D S, BAppSc(WineSC) MMgt CSturt Water Systems Analyst Mushtaq, S, PhD UP Technical Officers Bowdren, P J, BAppSc CSturt School of Nursing & Midwifery Head of School Duffy, Professor M E, DipAppSc BAppSc LincolnInstHS, MNurs PhillipIT, PhD Monash Adjunct Associate Professor Stockhausen, L J, RN DipTeach NewcastleCAE, BEd ArmidaleCAE, MEdSt PhD Qld

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Senior Lecturers Brackenreg, J Y, RN DNE Cumb, BA NE, MEd Deakin Crowther, A J B, RN MA Portsmouth, PhD LaTrobe Dietsch, J E, RM RN GradCertAdvNurs NSWCollNurs, MNurs NE, PhD CSturt, MACMI Goddard, L D, RN BHlthSc MEd CSturt Grootjans, J, RN DipAppScNurs BAppSc Cumb, MAppSc PhD WSyd Jeeawody, A B, RN DipNurs PGCE Lond, BA OpenUK, MEd WAust, PhD LaTrobe, FANZCMHN, MAPS Kerr, R J, RN BA DipEd NSW, MEd(Hons) Wgong, DipAppSc RiverinaCAE Lecturers Clatworthy, C D, RM RN MEd Wgong, BHlthSc CSturt Croxon, L A, RM RN BEd ArmidaleCAE, GDipGerNurs MEd Deakin Davies, C E, RM RN BA Macq, MTH Qld, FRCNA, MCN(N.S.W.) de Sousa, J E, RN DipT SydneyCAE, BEd ArmidaleCAE, MNurs Syd Gadd, M C, BNursing NE, GradCertEmergNurs NSWCollNurs, MNurs Newcastle(NSW), RN NSWNurseReg Haley, C E, GradCertWomensHlth NSWCollNurs, MPHC Flin, RN NMBNSW, BHlthSc CSturt Havelka, J E, DipHSc Syd, BHlthSc CSturt Latham, H J, RN DNE ArmidaleCAE, MNurs Syd, BSocSc CSturt Mackey, S J, RN BN NE, PhD Syd Maginnis, C L, RN DipAppSc Cumb, BAppSc Syd, GradCertChild&AdolesHlthNurs NSWCollNurs, MHlthSc CSturt Mahony, P H, RN GDipEd BSc MEd&Work Macq, MHlthSc CSturt Matheson, A K, RN DipHSc BNursing(Hons) Syd McGill, R D, RN BNurs WSyd, GradCertCriticalCareNurs CentCoastHlthServ, MNurs TechnolSyd †McLeod, M M, RN PhD Monash, BA MHumanServMgt CSturt Ross, G C, RN BSc Syd, GradCertCriticalCareNurs NSWCollNurs, MNurs Flin, MRCNA Shackleton, P K, RN MHEd NSW, BHlthSc CSturt Stott, A, RN BSocSc MEd CSturt Warner, P, RN DipAppSc SAustCAE, BAdVocEd SAust Associate Lecturers Mackin, K E, BNursing Syd, MNurs WSyd Townsend, R B, RN DipParamedicalScience AmbulanceNSW, LLB NE, GradDipLegalPrac Wgong, BNurs TechnolSyd, GradCertVET CSturt, Solicitor(N.S.W.) Laboratory Supervisor Ryan, W, RN School Administrative Officer Morgan, S D School of Rural Management Head of School Parton, Professor K A, BCom(Hons) Liv, MSc Newcastle(UK), PhD NE Adjunct Senior Lecturers Baldwin, B J, BSc(Hons) NottTrent, GradDipEd SAustCAE, MAgrSc Adel Charry, A A, BAgrBusAdm LaSalle(Colum), MSc Col, PhD NE King, W M, BSc(Hons) PhD Otago Adjunct Research Associate Strutt, N, ADipAgr Melb Visiting Academic Takahashi, T, BSc MSc Tokyo, PhD ANU Visiting Scholars Xiu, C Zhou, X, BAgricSc Gansu Professors Gurr, G M, BSc(Hons) Plym, GradCertEdStud Syd, PhD Lond Kemp, D R, BScAgr(Hons) MScAgr Syd, PhD WAust, CPAg Senior Lecturers Cox, R J, DipAg TocalAgCol, GDipAg HawkesburyAgColl, MRurSc NE Hodgkins, D, DipEd BSc WAust, MA Murd, GradDipEnvMgt CSturt Morgan, C K, BScAgr Syd, GradDipEd CanberraCAE, MEd(Hons) NE Raman, A, BSc MSc DScience PhD Madr Lecturers Cochrane, K W, BScAgr Syd, GradDipSocComm HawkesburyAgColl, DipEd STC, MA Lanc

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Crockett, J A, DipEnvSt BA GradCertAgronFarmSys MA Adel, PhD CSturt †Hedberg, P R R, BScAgr MScAgr Syd †Kinross, C M, ADip(Wildlife&ParkMgt) SalisburyCAE, BA NE, GradCertEdStud Syd, GradDipResMgt Canberra, PhD CSturt Simmons, A T, PhD Syd Warren-Smith, A K, MAppSc WSyd, BAppSc(Hons) CSturt Wheatley, W M, WDA WaggaAgCol Associate Lecturer Guisard, Y, BAppSc(Hons) Qld, BAppSc CSturt School Administration Officer Madden, K Technical Officer †Gogala, K M, BSc GradDipHortSc NE School of Wine & Food Sciences Head of School Harden, Associate Professor T J, DipTertEd NE, BSc PhD Qld, MAppSc WSyd Adjunct Associate Professor Learmonth, R P, DipCompStud Melb, BSc BSc(Hons) PhD Monash Adjunct Lecturer McCabe, B K, BSc(Hons) Syd, PhD WSyd Professors Henick-Kling, T E Robards, K, BSc PhD NSW Scollary, G R, BEd MSc Melb, PhD LaTrobe, BAppSc CSturt Associate Professors Allen, M S, MSc PhD Manc, CChem †Bulleid, N C, MW InstMastWineLond, MSc S'ton Steel, C C, BSc(Hons) Cardiff, PhD Birm Senior Lecturers Agboola, S O, BSc MSc Ib, PhD Guelph Bedgood, D R, BSc GeorgeMason, PhD MontanaState Bishop, A G, BSc(Hons) PhD Monash, GradCertUnivTeach&Learn CSturt Blanchard, C L, BAppSc PhD CSturt Greer, D H, BSc(Hons) PhD Otago Helliwell, S, DipAppChem HobartTAFE, PhD Sask Prenzler, P D, BSc(Hons) PhD Qld Zhao, J, BSc TianjinInstLightInd, MAppSc PhD NSW Lecturers Clark, A C, BSc(Hons) PhD Melb Delves, T R, BE Syd, MEngSc NSW Doran, G S, BSc LaTrobe, MAppSc RMIT, PhD CSturt Gray, J D, BSc PhD Adel Meunier, M A, BScAg McG, DAAViticulture-Oenologie DNOE ENSAMontpellier, GradCertUnivTeach&Learn CSturt Novak, I, BSc MChem DScience Zagreb, FIOP, FRSC Ryan, D M K, BAppSc(Hons) PhD CSturt Savocchia, S, BAgSc PhD Adel Schmidtke, L M, BAppSc MAppSc Tas Tesic, D, BSc MSc Belgrade, PhD Massey Associate Lecturer Blackman, J W, BAppSc TechnolSyd, BAppSc CSturt Technical Officers Bullock, J R, BAppSc CSturt Kater, M, BAppSc CSturt Administrative Officer Thomson, R G Office of the Vice Chancellor Office of the Vice Chancellor Vice Chancellor Goulter, Professor I C, BE(Hons) Cant, MSc PhD Ill Emeritus Professors

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Blake, C D, AM, AO, BScAgr Syd, PhD Lond, FAIAS Rothwell, B, BSc Lond, PhD Bath, CBiol, MBiol. Director, Corporate Governance & University Secretary Burdack, M G, BA BLegS Macq Strategic Projects Officer Moffatt, S C, BSc Syd, DipEd STC, MDistEd Deakin, BAppSc MitchellCAE, MODLAA University Solicitor ... Manager, Complaints Dayhew, M, GradDipAdmin Kuring-gaiCAE, MBA CQld Manager, Corporate Communications & Media Friend, L J, BA Well Manager, Stakeholder & Community Relations Stocks, N, BA CSturt Stakeholder Relations Consultant ... Manager, Policy & Research Butt, L E, BSc(Hons) TechnolSyd, MBA CSturt Legal Officer Lewis, G A, LLB Macq, GradDipLegalPrac CollLaw Media Officers Halloran, F L, MA NSW, BA MitchellCAE Heath, E A Ward, W S, BScAg GDipAgEc NE, MA CSturt Administrative Officers Mooney, K J Noyes, M G Alumni Relations Officer Fawkes, M L Donor Relations Officer Fish, S A, BA(Hons) CSturt Corporate Relations Officer Owens, A T, BA CSturt Deputy Vice Chancellor, Academic Office of the Deputy Vice Chancellor Deputy Vice Chancellor, Academic Chambers, Professor R C, BA PhD Syd Adjunct Professor Jung, K, BA MA Busan, PhD Ill Executive Officer Collins, M K Academic Secretariat Academic Secretary Drengenberg, N, BE(Hons), MScSoc, PhD NSW, DipEd Syd Manager, Academic Senate Bond, M E, BA Newcastle(NSW) Academic Secretariat Officers Hicks, J C, BBusStud CSturt †Matthews, F M, BBus TechnolSyd †Montgomery, H J, BAppSc Syd Paton, I E, ATCL TrinityCollLond †Sharp, K L, BA RiverinaMurrayIHE †Stoneman, L R, BEd CSturt Winkley, Y Australian Centre for Christianity & Culture Director Haire, I J M, MA Oxon, HonDD Belfast, HonDUniv Griff, HonDLitt Ulster, PhD Birm Centre Manager ... Programs & Functions Manager Pitman, J L, BA(Hons), BA(Hons) Adel

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Centre for Enhancing Learning & Teaching Director Tulloch, Associate Professor M I, BA Sus, MEd PhD NE, MAPS Manager, Evaluation Services Arthur, J, DipT MEd QldUT, BEdSt Qld Manager, Educational Design & Educational Technology Uys, P M, AdvDipTertTeach WellPolyTech, BCom Stell, BCom(Hons) UNISA, PhD Well Manager, Educational Design & Teaching Development Buckland, E M, DipT KelvinGroveCAE, BEd GDipTLib SAustCAE, MA SAust, AALIA, ARMA Educational Designers & Coordinators, Learning Materials Laboratory †Buchan, J F, BSc DipEd Natal, MEd SQld Flynn, L A, MPET Deakin, BSocSc GradDipEd CSturt Educational Designers Addinsall, M G, BA GDipEd CSturt †Adlong, W P, MA WSyd, BGenStud CSturt Crease, R R, BA CSturt Dunn, M, BSc ANU, GDipEd Canberra †Faust, J, GradDipVocEd&Train LaTrobe Gill, L D, BEd GradCertMulti&OnlineLearn CSturt Graf, P M G, BA MitchellCAE, MAcc CSturt Harris, J M, DipT BendigoCAE, BEd MEd CSturt, GradDipEd RiverinaMurrayIHE Hunter, C L, BEd Syd McDonald, A P, BEd WAustCAE, GDipEd MAppSc CSturt McKenzie, A D, DipEd BA Monash, MSc(Hons) WSyd Mozer, M, BEd AvonColl, GDipL&Literacy SAust, MA Deakin Murphy, R M, BA NE, GCertCBL Wgong †Newell, C V, BBus NSWIT, GradDipEd CSturt Pfitzner, W E, DipEd BA Syd Prescott, D A W, BA(Hons) Syd, GDipEd SydneyCAE, MAppLing Monash Relf, S P, BA Qld, MEd TechnolSyd Learning Media Laboratory Coordinator Muldoon, N I, AssocDegVocEd&Train BAdVocEd CSturt Manager, Evaluation Unit Sequeira, D, BA Bangalore, MEd PhD Baroda Administrative Assistant Reid, L D Administrative Officer Hunter-Rose, K A Learning Materials Centre Administration Director Klapdor, K M, BEc Syd Deputy Director Griffin, D P, BBus MBA CSturt, CPA Dispatch Manager Patterson, R T Coordinator, Assignments Murphy, J F Online Production Coordinator, Online Services Parker, S M, BBus BBus(Hons) CSturt Online Publishing Coordinator Piper-Nagy, S Online Services Coordinator Shaw, P F, BEc Macq Systems Officer Cochrane, M G, BInfoTech CSturt Team Leader, Learning Materials Wright, J Production Manager

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McKeown, N E, GradCertMgt WSyd Officer, Media Production ... Learning Media Processing Officer Langham, M A Production Coordinator Harden, J Reproduction Unit Manager Lloyd, I M Deputy Vice-Chancellor, Administration Office of the Deputy Vice-Chancellor, Administration Acting Deputy Vice Chancellor, Administration Gorman, Professor L, BA NE, GradCertMgt WSyd, PhD Sus Director, Special Projects Wiggins, L V, AACS Office of International Relations Director ... International Operations Manager Moloney, S M, BBus SwinburneUT, MBA CSturt Project Manager ... Project Officer Reeves, P F, BEd MitchellCAE Coordinator, Study Abroad & Exchange Grundy, F M, DipTeach AustCath, BEd GradDipPR Deakin International Partnerships Coordinator Oke, K C, DipTeach RiverinaCAE Heads of Campus Head of Albury-Thurgoona Campus Head of Campus Whiteford, Professor G E, BAppSc WAustIT, MHlthSc PhD SAust, MAAOT Head of Bathurst Campus Head of Campus Walker, Associate Professor G A, DipEd MCom NSW, PhD Macq Head of Dubbo Campus Head of Campus Shipp, G W B, BA ANU Dubbo Service Unit Campus Operations Manager Bell, H A, DipOH&S Charles Darwin, DipT SydneyCAE, MBus CSturt Administrator/Learning Coordinator Noonan, T L, BSc OregonState, GradDipEd CSturt Head of Orange Campus Head of Campus Parton, Professor K A, BCom(Hons) Liv, MSc Newcastle(UK), PhD NE Head of Wagga Wagga Campus Head of Campus Green, Professor D L, DesRCA RCA Pro Vice Chancellor, Research & Graduate Training Office of the Pro Vice Chancellor Pro Vice Chancellor, Research & Graduate Training Burnett, Professor P C, DipAppPsych Flin, DipT KelvinGroveCAE, MEdSt Qld, PhD Ohio Adjunct Professor Pratley, J E, BSc(Hons) PhD NSW Visiting Fellow Schummer, J, MPhil PhD Karlsruhe Professor Smith, Professor A, PGCE Oxon, MBA Aston, MA Cantab, PhD Tas Senior Research Fellow Race, D H, BHortSc Victorian College of Agricultu, GradDipEnvMgt LaTrobe, PhD ANU, MAppSc CSturt

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Manager, Research Services Wood-Meyer, K L, BA ANU, MBA SQld Graduate Studies Officer Morton, M A, Research Finance Officer Mandel, V G, BRE BrCol, GradDipFin Capilano College (Canada) Programs and Information Officer Bowman, N J Research Grants Officer Barrett, K D, BSc Syd Research Student Finance Officer Morris, P S Special Projects Officer †Dean, C L Archives & Art Collection Director, Archives & Records Doubleday, W A, GradDipSc ECowan, BA(Hons) CSturt Art Curator Middlemost, T A, BA GradDipArts ANU Reference Archivist Cottle, L J, BLibISc CSturt Spatial Data Analysis Network Manager Fuller, G, DipEd BAppSc GDipGIS&RemoteSens MAppSc CSturt Senior Systems Programmer McKenzie, G L, BAppSc UCCQ, GradDipAppComp CQld, MAppSc QldUT Information Technology Officer McDonald, S P, BSc CSturt Poynter, C N, BAppSc BAppSc(Hons) GradDipEd CSturt Research Centres Centre for Applied Philosophy & Public Ethics (CAPPE) Director Miller, Professor S R M, GDipJourn Rhodes, BA ANU, GDipEd StateCollVic, MA Oxon, PhD Melb Adjunct Professor Mackay, H C, BA Syd, MA HonDLitt Macq, HonDLitt NSW, HonDLitt CSturt, FAMSRS, FAPsS Professors Campbell, T D, MA PhD Glas †Kleinig, J I, BD MelbCollDivinity, MA WAust, PhD ANU †Weckert, J F, DipCompSc MA LaTrobe, BA Adel, PhD Melb, MACS Senior Research Fellows Clarke, S P, BA Melb, PhD Monash Cocking, D G, PhD LaTrobe Research Fellow †Moss, J Centre Manager ... EH Graham Centre for Agricultural Innovation Director Lemerle, Professor D, BSc Reading, MSc PhD Syd Adjunct Professor Waters, E J, BSc PhD Adel Visiting Professor Przybylski, R, MSc(Hons) PhD Poznan Adjunct Senior Research Fellow Haig, T J, BSc PhD Newcastle(NSW) Adjunct Research Fellows Burns, H M, BScAgr(Hons) NE Loch, A D, BSc BSc(Hons) PhD Qld Moroni, J S, BSc MSc PhD Alta Pitt, W M, BAppSc BAppSc(Hons) PhD CSturt Research Associates Stanton, R A, BSc(Hons) NE, PhD CSturt

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Professor Pratley, J E, BSc(Hons) PhD NSW Centre Business Manager ... Administration Officer Matthes, B J, BBus CSturt Experimental Winemaker Rouse, E J, BAppSc CSturt Centre Coordinator †Crowley, M T Technical Officers Greer, L A, BSc(Hons) Otago Huang, R, BAppSc(Hons) CSturt Pan, H Y, BAgrSc Gansu, MAppSc(Hons) Massey Institute for Land, Water & Society (ILWS) Director Curtis, Professor A L, BA DipEd Melb, PhD CSturt Adjunct Research Fellows Ifeka, C, PhD Lond Mazur, N, BSc Syr, MEnv PhD Adel McDonald, A G, BSocSci RMIT, MEnvPlan Melb, PhD CSturt McGregor, D L, BEng Melb, GDipBus MBA Deakin, GradDipMunicipalEng WarnamboolIAE, MEngSc NSW Roshier, D A, PhD CSturt Senior Research Fellow Roshier, D A, PhD CSturt Research Fellow Ross, K A, BSc(Hons) PhD NSW Communications Coordinator †Beemster, M C, BA RMIT, GradDipEd Melb Conference Coordinator †Roberts, K M, BA Canberra Centre for Rural Social Research Director Alston, Professor M M, BSocStud Syd, MLitt NE, PhD NSW, GDipCompApp RiverinaMurrayIHE, MAASW Research Coordinator †Loane, N J Centre Coordinator ... Johnstone Centre – Research in Natural Resources & Society Program Director Klomp, Professor N I, BAppSc Curtin, BSc Murd, PhD Glas Manager, Environmental Consulting Unit Grabham, C, BAppSc CSturt Senior Techical Officers Broster, J C, BAppSc(Hons) Adel, MAppSc CSturt Asmus, M W, BAppSc CSturt National Wine & Grape Industry Centre Director Scollary, Professor G R, BEd MSc Melb, PhD LaTrobe, BAppSc CSturt Senior Lecturer Saliba, A J, BSc(Hons) Deakin, PhD Essex Lecturer Smith, J P, BAgricSc Melb, PhD CSturt Centre for Research in Complex Systems (CriCS) Director Bossomaier, Professor T R J, BA Cantab, MSc PhD EAnglia, MACM Centre for Research into Professional Practice Learning & Education (RIPPLE) Director Whiteford, Professor G E, BAppSc WAustIT, MHlthSc PhD SAust, MAAOT Adjunct Professor

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Saliba, G J, DipEd BSc(Hons) PhD Syd Adjunct Research Associate Clancy, S D, BA MLitt NE Administration Officer †Beverly, L K Public and Contextual Theology (PACT) Director Haire, I J M, MA Oxon, HonDD Belfast, HonDUniv Griff, HonDLitt Ulster, PhD Birm Division of Facilities Management Executive Office Executive Director Lennon, P M, BEng NSWIT, GradCertMgt WSyd, BBus CSturt Manager, Business Administration Marshall, L R, ADipBus NSWTAFE, BBus CSturt, ASA Enviromental & Energy Manager Taylor, P A, DipEd TechTeachColl, BA MA Cantab, MArch Deakin, BA(VisualA) RiverinaMurrayIHE Operations Director Millar, W L, ATEFMA Manager, Strategic Services Geddes, R Manager, Campus Services, Albury/Wodonga & Canberra Jones, P W, CertIVTrain&AssessCat2 WodongaTAFE, AssocDipEng ACT Accreditation Registration Manager, Campus Services Bathurst & Broken Hill Gittoes, S J Manager, Campus Services Dubbo & Maintenance Supervisor Orange Hewitt, T Manager, Finance & Facilities, Orange Dowler, P, BBus MitchellCAE, MBA CSturt Manager, Campus Services Wagga Wagga O'Meara, T P, BBus BSocSc CSturt Procurement & Risk Management Director Hogan, K B, BEng TechnolSyd Project Manager, Construction Wright, N L Facilities OH&S Manager Simpson, K B, BAppSc RiverinaMurrayIHE Project Managers Baker, P V Johnson, C G, ADipConstMgt CaulfieldIT Project Officer/Coordinator Padwal, V Planning & Design Director ... Senior Architect Nesakumar, C A, BSc MScArch Mor'wa, MDesSc Syd Senior Planner Tonkin, J R, BAppSc Canberra Project Officers Beauly, I, BSc(Hons) PGDipCompAidBldDes MPhil Strath Crichton, G J McCormick, E J, BArch(Hons) NSW Mechanical Services Officer Matthes, A J Division of Financial Services Executive Office Executive Director Hackett, J F, FCIM, FCIS, PNA Executive Assistant Watt, K L

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Director's Office Director, Finance Lindner, A K, BHA NSW, BBus RiverinaCAE, FCPA Financial Accountant Comerford, A M, BBus CSturt, CPA Management Accountant Seaman, R W, ACIM, ACIS, PNA Manager, Finance & Facilities Dowler, P W, BBus MitchellCAE, MBA CSturt, CPA Finance Officer, Insurance †Burrett, A P Business & Risk Officer Ryan, A M, AssocDegBusStud CSturt Corporate Services - Payables Finance Manager (Assets & Services) Kendall, D J, AssocLocalGovAdmin MitchellCAE Finance Manager (Payables) Hamilton, W G Finance Officer Nairn, B Finance Officer (Payables) Gilmore, C J Purchasing Officer Cooper, J F Purchasing/Residences Officer Fairweather, P Corporate Services - Revenue Finance Manager (Receivables) Gamble, T J, BBus CSturt Finance Officer (Contracts) Collins, B T, GradCertBusAdmin CSturt Finance Officer International Tout, D J, BBus RiverinaCAE Cashier Schmich, D M Finance Officer (Debtors) Carroll, J E Corporate Services - Travel Travel Manager Medaris, J M Travel Officer †Howard, S L Levett, J S, AdvCertTrav&Tour NSWTAFE McLeod, P T Corporate Services - Supply Finance Manager (Supply) Smith, M B Manager, Fleet Services Smith, R S Finance Officer (Transport) Baillie, B P Mechanic/Fitter Green, R C Stores & Mail Officer Gill, J W Transport & Services Officer Jackson, G G Systems Finance Manager (Systems) Wilson, G J, BBus, MBA CSturt Finance Officer (Treasury) Waugh, J H, AdvCertHR SwinburneUT, BA LaTrobe

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Management Services - Budget Finance Manager (Budget) Smith, S C, BBus CSturt, ASA Management Services - Costing Cost Accountant Maloy, P J, AdvCertCommerce RiverinaTAFE, BBus CSturt Finance Officer (Costing) Arneill, D L, BBus CSturt, CPA Management Services - Payroll Finance Manager (Remuneration) Frost, C Finance Officer Roberts, C A Remuneration Officer Corlett, R Payroll Clerk †Jones, N T Salaries Officer †Webber, K M Management Services - Tax Finance Officer (Taxation/Contract) Mumford, R J, GDipComp RiverinaMurrayIHE, CA Management Services - Risk Management/Enterprises Farm Managers Mellor, J E, BAgEcon NE Mannix, S, AdvDipHorseMan OAC Finance Officer (Business & Risk) Von Brockhusen, C M, BBus CSturt, ASA Vineyard Manager Cannon, P A Vineyard Supervisor Drechsler, B J Albury Children's Centre Director Smith, M M, BTeach CSturt Wagga Children's Centre Early Childhood Teacher/Director †Isaac, M J, DipTeach Melb Early Childhood Teacher †McKenzie, J B, DipTeach RiverinaMurrayIHE Division of Human Resources Executive Office Executive Director Shaw, R L, GDipBusAdmin WAustIT, BBus RiverinaCAE, AFAHRI, CPA Employee Relations Director Wilson, M J HR Officer, Employee Relations Compton, P J Environment, Health & Safety Manager Maxwell, P J, GDipAppSc CSturt HR Officers E,H & S Barton, F A, BBus TechnolSyd Lombe, M A, RN ADipAppSc(CommunityHlthNurs) Cumb HR Officer, Injury Management Combs, A S Organisational Development Director Bounds, A C, BEd CanberraCAE, GDipPersMgt&IndustRel PhillipIT, MAHRI Manager, Workforce Planning Bell, J A, GDipEd NE, MOD&T SCross

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Manager, Equal Opportunity McCormick, S A H, BA Macq, GDipCounsell AustCollAppPsych Manager, Leadership & Professional Development Bryant, H, DipAppSc WaggaAgCol, GradDipEnvMgt MEM CSturt Indigenous Employment Coordinator Kime, K L, BA(SocWelf) RiverinaMurrayIHE, MAppSc CSturt Performance Management & Schemes Coordinator Marr, N G, DipT ArmidaleCAE, MEd MEdAdmin NE, BVocEd&Train CSturt Organisational Development Officers Haniford, A, DipDevelDisab SAustCAE, GDipLib&InfoSc Tas †Stephens, P L, BAppSc CapricorniaIAE, GradDipTeach MEd QldUT Recruitment Director, HR Services Thomson, S P, BEd Syd, MEd TechnolSyd, GradCertHRM CSturt HR Coordinator, Recruitment Young, R M, BA Paisley Recruitment Officers Barnes, J G, BCom LLB NSW †Lewis, T G, BAppSc WSyd Services & Systems Director, HR Services Knight, M G, MMgt SQld, BBus MitchellCAE, FAHRI Managers, HR Client Services Bailey, M E, BBus TechnolSyd, GDipCounsell InstCounsell, GradCertIntnlHRMgt CSturt Earl, G A Manager, HR Systems Smee, A G, MACM Human Resources Officer, Services Jones, M A, BBus CSturt HR Administrators Guthrie, D B, DipOH&S WodongaTAFE, BBus CSturt †St John, J P, CertIVBus NSWTAFE van Gemert, L A Division of Information Technology Executive Office Executive Director .. Manager, IT Developments Hughes, T J, BA Macq, GradDipInfoTech CSturt Executive Officer †Tinley, D A, BCom Griff Finance Officer Russell, N E, BBus CSturt CSU Project Service Centre Manager Mackinnon, L D, BBus CSturt Business Analyst Armstrong, M L, BEc Syd Project Managers Beven, C J A, DipTeach SydneyCAE, GDipAppSc MInfoTech CSturt Chisholm, M A, BA GradCertMgt CSturt Trainee Business Analysts Boyd, M C Colombera, C A Technology Services & Infrastructure Centre Director Taylor, G B, ADipComp RiverinaCAE Infrastructure Manager, IT Infrastructure Ireland, D M, DipT Catholic College of Education, BAppSc CSturt Team Leaders Fromholtz, K M, AssocDipAppSc BInfoTech CSturt

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Rayner, T C, BEng BSc NSW Senior Systems & Infrastructure Officers Jeffries, S M, AssocDipEng FootscrayTAFE Short, L J, BInfTech CSturt Network Services Officer Terry, T D, BInfoTech CSturt System Programmer Hay, R J, BInfoTech CSturt Systems & Infrastructure Officers Bennett, T L Brown, T G, BBus CSturt Tolhurst, R S, BInfoTech CSturt Weston, L P Systems Programmers Ahmad, S, BInfTech CSturt Cain, B N McDonnell, D J L, BInfoTech CSturt Senior Computer Systems Administration Officer Meekin-Sutherland, S M Technology Support Services Manager Roberson, B M, ADipDP MitchellCAE Team Leaders Burrow, A W, ADipBus NSWTAFE Paton, R J Desktop Services Officer Rosser, S I, BComp Monash Desktop Support Officer Heron, T J Information Technology Support Officer Godschalk, J B Senior Information Technology Officer Talan, I B Information Technology Officers Browne, D A L, DipIT NSWTAFE, BIT CSturt Drake, P F Dusselaar, A P Jonas, B C May, N C, BInfTech CSturt Oliver, A P Shave, P R IT Support Officer Case, M J, DipIT NSWTAFE, BInfoTech CSturt PC Consultant Pattinson, A P, BInfoTech CSturt Computer Shop Supervisor Smith, G D Technology Service Management Centre Director Sefton, P T, DipRelEd DipT StMaryColl, GDipAppSc MInfoTech CSturt, GradDipEdStud MitchellCAE Customer Service Management Manager, Customer Service & QA Locke, R D, BBus CSturt Team Leaders Eyles, J P Slack-Smith, F Information Technology Training Officers Brimson, R M Dixon, S E, CertWorkplaceTrain NSWTAFE Laverty, P J †Williams, M L

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Teaching & Business Information Management Centre Director Bedwell, D J, BE Wgong, GradCertElectCom CSturt Teaching Learning & Business Applications Manager Haines, A G, DipViticulture NSWTAFE, BBus TechnolSyd Manager, Application Development & Integration Cottee, D O, BAppSc CSturt Project Manager Roberts, J D Applications Developer Robertson, A J CSU Web Curator/NSW HSC Online Coor Coller, P E, BA GradDipEd CSturt Snr Analyst Programmer Graham, W T, BBus GDipAppSc CSturt Team Leader, CSU OnLine Bristow, P T, AssocDipInfoTech BInfoTech CSturt Technical Leads Martin, D J, BInfoTech CSturt Pitcher, V M, BA Melb, DipEd GDipComp LaTrobe Analyst Programmers Boetto, R, AssocDipAppSc BAppSc CSturt Marr, W S, DipTeach ArmidaleCAE, GDipComp ECowan Morton-Allen, M, BInfoTech CSturt Walsh, M F, BEng RMIT Applications Programmers Archer, T J, BAppComp Tas Benton, L P, BBus CSturt †Davis, G, BBus CSturt Jenkins, J A Joshi, H, BE Nag, MInfoTech ECowan †Mackay, K L, BInfoTech CSturt Patterson, C M Roma, D W, BInfoTech CSturt †Thomson, A, AssocDipInfoTech BInfoTech CSturt Programmer Dunstall, C N G, BInfoTech CSturt Web Designer †Watson, K D Website Support Officer Tulloh, B F E, CertIVInterMedia VETAB, BA CSturt Enterprise Information Architecture Senior Database Administrator Reeves, A J, BE Monash Database Administrator Goopy, D M, BEc JamesCook Analyst/Programmer Kauter, S K, BInfoTech CSturt CSU Records Office Manager McMenamin, S S, BAppSc Curtin, MRMAA Division of Library Services Executive Office Executive Director Oakley, S D, BA GradDipMgt MMgt WAust, AALIA Director, Development Bishop, S A, BA NSW, GradDipLibSc Kuring-gaiCAE Director, Operations Amery, K L, BA SwinburneUT, GDipLibrarianship MelbourneCAE, MAppSc CSturt, AALIA Adjunct Administrator O'Neill, S L

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Coordinators, Library Web Site †Hosie, B A, BInfoTech(Hons) CSturt †Watson, K D Coordinator, Administration Morrice, J A, DipBus WInstTAFE Albury Library Manager, Client & Information Services Fry, G M, BEng RMIT, GDipLIS Melb Coordinator, Client & Information Services Burr, B R, BA ANU, DipEd Monash, GradDipArts CSturt Librarian, Client Services Whitaker, I R, BEd MelbourneCAE Librarians, Information Services †Bowman, P M M, BEd GDipIM Melb †Hardiman-Orford, J, DipT MelbourneCAE, GradDipInfM Melb Bathurst Library Manager, Client & Information Services Sempell, R H, BA Kuring-gaiCAE, GDipIM Melb Manager, Collection Services Evans, I G, BA DipEd NSW, GDipTLib Kuring-gaiCAE Coordinator, Information Services Smith, K M, BA Kuring-gaiCAE Coordinator, Lending Services Dissanayake, B G, MLIS Colombo, MSc(Hons) Patrice Lumumba P.F. Coordinator, Remote Services Cox, S F, GradDipMgt CQld, GradDipChildLit Macq, BA RiverinaCAE, AALIA Coordinator, Cataloguing Khoo, H C, BSc(Hons) DipEd MSc Malaya, GradDipArts CSturt Librarians, Collection Services Arrow, J M, GDipScTeacherLibrarianship ECowan, DipTeach MitchellCAE, MAppSc CSturt Johnstone, M, BADipEd Macq, GDipTLib SAust, GradDipSpecEd CSturt Librarians, Information Services Boland, D E, BSc NE, GDipLib BallaratCAE Mariette, M R, BAppHum BA(Hons) WSyd, GradDipInfM TechnolSyd, AALIA Orange Library Manager, Library Services Eggleston, L, AALIA Librarian Woodside, D, GradDipTeachLib Kuring-gaiCAE, DipT MitchellCAE Wagga Library Manager, Client & Information Services Ferguson, A K, GDipLib RGIT, MA Aberd, ALA Manager, Collection Services Fitzpatrick, K L, BA BallaratCAE Coordinator, Information Services Jackson, K A V, BA CSturt Coordinator, Lending Services Murphy, J, ADipLib BAppSocSci RMIT, DipWelfSt SunraysiaTAFE, BA Deakin Coordinator, Acquistions Sleeman, G S, ALAA Coordinator, Cataloguing Henman, J E, BA CSturt Librarians, Collection Services Griffiths, C N, BA CSturt, AALIA †Moloney, J V, BA DipEd GDipLib NSW Librarians, Information Services Baker, J M, BA Newcastle(NSW), GradDipLibInfoStud Curtin Griffin, L M Division of Marketing Executive Office Director Ansell, S A J, HND Ealing C.H.E., MBA CSturt

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International Marketing Officer Tarbit, A S, BBus QldUT Administrative Assistant Michel, C M, BA Canberra Contact Centre Manager, Contact Centre Browning, K A, AdvCertTelecomm CertWorkplaceTrain DipCallCentreMgt WInstTAFE Training & Development Coordinator Hughes, S, DipTeach Catholic College of Education Team Leader, Contact Centre Burgess, R, BBus CSturt Customer Service Agent Gorrell, C Hall, D Harvey, J Heffernan, T Hornery, L, AdvDipHotelMgt BMIHMS Peacock, F Pigott, B, BFinAdmin UNE Purcell, E Schumacher, S Walsh, J Administrative Assistant Smith, H CSU Print Printery Manager Hope, P I Graphic Designer O'Neill, A G, DipGraphic Design SIT Production Co-Ordinator Robinson, C S Graphic Reproducer Kevin Roughley Offset Printers Scott Mutton Chris Dury Dean Rheinberger Administration Assistant Monique Constable Binding Finisher Pauline Osborn Marketing Communications Manager (Acting) Pym, G M, BA CSturt Editor/Web Editor Richardson, J M, BA ANU Senior Editor Pym, G M, BA CSturt Editor/Project Manager Vincent, P M, BA CSturt Editor/Project Manager Vacant Graphic Designer Johanson, A L, BA(GraphicDesign) CSturt Dispatch Supervisor Wilson, C E Market Development Market Development Manager Howell, C, BA(LiberalStudies) RiverinaMurrayIHE, MBus (Marketing) CSturt Market Analyst/Researcher Lasky, G F J, BBus MBus CSturt Prospective Student Advisers

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Dwyer, N F Legg, S E, DipT RiverinaCAE Skate, S M Smith, C A, BBus CSturt Media/Promotions Officer Manning, H W, BA CSturt Administrative Assistant Barber, L G, BA CSturt, Cert Workplace Train & Assess Riverina Institute of TAFE Division of Student Administration Executive Office Executive Director Honey, G B, BBus RiverinaMurrayIHE, GradCertMgt CSturt Director, Student Administration Evans, M D K, BA ANU Admissions Office Manager Chapman, S K, BCom NSW, GradDipSocSc NE Senior Admissions Officer †Dawe, M J, BMgt SCross Admissions Officers Armour, T L Bourke, M L, BA CQld Byrne, T L, DipTeach HawkesburyAgColl Case, S J, BA CSturt Collins, P C Gifford, H L, BA QldUT Manton, L S, BA NE, BLitt(Hons) Deakin Admissions Officers, International Craig, K L Esler, S L Grainger, J M Mitchell, J A, BTeach CSturt Van Wel, F A Albury Student Administration Office Manager Carden, M E, BA MitchellCAE Senior School Liaison Officers Baker, F M, DipT STC Cleary, J T, BEd LaTrobe Yates, I C, GDipTax NSW, BBus(Admin) RiverinaMurrayIHE School Liaison Officers †Hall, G M, BA ANU, GDipSecStud Canberra Hindle, B J Lowden, G A McKinley, E J Potter, M G, DipTeach BEd AvonColl, DipSocSc Massey, GDipTESOL SAustCAE Stewart, A R Bathurst Student Administration Office Manager Gooley, D L Senior School Liaison Officer Munro, S L Quah, M J, DipT ChristchurchTC School Liaison Officers Flood, B I Jones, L †Pleming, K M, BBus MitchellCAE Sugden, M A, BA CSturt Thurling, S D Toole, D R, AdvCertAcct OTEN, BBus(Acc) CSturt †Waddell, R G Examinations Office

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Manager Brownlow, C D Examinations Officer Jones, E J, AdvCertPersMgt WInstTAFE Orange Student Administration Office Manager Duffy, B J, DipEd BBus MitchellCAE Senior Liaison & Student Services Officer May, S L, DipEd BA Macq, MSustMgmt Syd School Liaison Officer Brennan, S L Systems & Quality Manager, Systems & Quality Office McDermott, I W, AssocDipInfoTech BInfoTech CSturt Student Systems & Quality Officers Armstrong, I A, AssocDipEng NSWTAFE, BBus CSturt Pearce, C H, BAgrEc NE Third Party Programs Coordinator Yensch, P J, DipProjMgt NE Wagga Student Administration Office Manager Hall, L M, BEd CSturt, ATEM Senior School Liaison Officers Bellairs, M M Martin, S S, BA CSturt Liaison Officer Rogers, N M School Liaison Officers Brabin, E J Castle, P W Chaplin, D R Halbisch, R M †Morton, C E †Reberger, M A St John, K Tye, T M, BTeach CSturt Wallace, H C, BAppSc BTeach Deakin Ward, M J, BBus QldUT Division of Student Services & Indigenous Support Executive Office Executive Director Callander, A J, GDipMan CQld, MSc SheffHallam, BBus CSturt, ACIA Deputy Director Burr, L J, GradDipEdAdmin RMIT, BEd LaTrobe, GDipEd HawthornIE, MPhil CSturt Protocol Officer Lander, K E, BA Deakin, GradCertTESOL CSturt Student Services, Administrative Support Assistant Finance Manager Clark, J P T, ADipBus NSWTAFE, BBus CSturt Manager, Student Access and Work Worsfold, P W, DipT RiverinaCAE, GradCertDispResln MBA CSturt Career Development Officer Anderson, V M International Student Advisers Dunn, Y S, DipAppSc HawkesburyAgColl, GDipEd Syd Furze, L S, BA LaTrobe, GDipEdStud(MulticulturalEd) NE †Sinclair, F M, BA Syd Team Leader, Student Contact Delaney, P K Quality Assurance Officer #†... #Battersby, J L

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#Combs, M M #Foster, M T #Tilden, D A Student Services Officers #†Fitzpatrick, G J #†Schembri, C M Student Services QA Officer #Stacker, L T Careers Assistant #†... Indigenous Support Unit Manager Eldridge, R J, DipHlthSc Syd, MIndigHlthStud Wgong Community & Student Liaison Officers Clegg, D L R, BAppSc(Parks&Rec) CSturt Hull, J G Lane, S L Administrative Assistant #Connors, M G Office Assistant #McKay, K A Learning Support Manager Smith, E A, GradCertInstDes GDipAppSc Deakin, MEd SQld, DipT MitchellCAE, BEd CSturt English Language Support Adviser †Tempke, R M, DipEd NE, MA SthnIll Learning Skills Advisers Ardren, S P, DipActuarialTechnique InstActuaries, BSc(Hons) MSc PElizabeth †Barton, H E, BSc Melb, DipEd MelbourneStateColl †Butler, P F, BADipEd Macq, BD MelbCollDivinity, MTh(Hons) SydCollDivinity †Hall, H T, BA Syd Lance, R L, BScAgr Syd, GDipEd CanberraCAE McGowan, B M T, DipT AustCath, BAdEd Canberra McKinney, S H, DipTeach Melb, DipBusStud VictoriaUT, GradCertEd Tas McVilly, B M, GDipEd HawthornIE, GDipCareersEd RMIT, BA CSturt Urwin, T A, BA WAust, RSA/CTEFLA RMIT Learning Skills Officers Manners, J M, BA GDipEd NSW, GradDipMgt CSturt †Scott, J M, BMath DipEd Newcastle(NSW) Personal Support Student Community Coordinator Simmons, G D, BA BSocWk Melb Student Counsellors Rutherford, P D, BA Qld Weaver, J L, BPsych(Hons) CSturt Disability Liaison Officers †Lavicka, K A, BAppScOT Cumb †Shaw, R L, BA NSW Student Equity Officers †Bragg, S M, BN CSturt †Dorman, D C †Ross, J S, BA PhD Syd Student Community Coordinators †Roche, C N, BA CSturt †van Toor, M J, BHSc CSturt University Nurse Pearce, C, RN NSWNurseReg, BBus(Admin) CSturt Residence & Catering Director ... Administration Unit Manager, Administration, Contact & Services

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Reinhold, A J, BA Canberra Finance Officer Heffer, R V Bathurst & Orange Catering Unit Catering Manager Russell, B S Assistant Catering Managers Booth, J J, AdvCertHosp&CateringSupvsn AssocDipAppSc NSWTAFE Bowden, A M Bathurst, Orange & Dubbo Operations Manager, Residential Operations Horner, V A, RN Residential & Finance Officer Faulkner, K C Residential Operations Officers Hennock, P M, DipHSc(Nurs) CSturt Kelly, J L Wagga Catering Unit Catering Manager Cooke, E E Assist Catering Manager - Services Perry, T D Assistant Catering Manager White, A J Wagga Wagga & Thurgoona Operations Manager, Residential Operations Bell, P J Residential Operations Officer Miskell, R L Office of Planning & Audit Director Sharp, C J, MLitt NE, BAppSc CSturt, BEd MitchellCAE University Auditor Ranby, P P, BEc Macq, GradCertFinPlan Canberra, CPA Manager, Planning Clemson, N A, BA Auck, GradDipInfoTech TechnolSyd Applications Programmer Scott, T J, BInfoTech CSturt Planning Officer †Lamb, M A, BAppSc CSturt Systems Officers Newell, R I, BInfoTech CSturt Williamson, T C, BInfoTech CSturt Administration Officer Saban, A K Assistant Auditor Payne, K F, BBus CSturt Council Official Members Chancellor Willett, L J, AO (term to 31 December 2010) Deputy Chancellor Macintosh, A I, AC, BA ANU (term to 30 June 2007) Vice-Chancellor Goulter, Professor I C, BE Cant, MS PhD Ill Chair, Academic Senate Green, Professor D L, DesRCA RCA (term to 30 June 2007) Council Members Bell, H, MBus CSturt (term to 30 June 2008) Benedyka, S E, FinMgtCert MCAE GDipBus CSturt (term to 30 June 2007) Catanzariti, A, MLC (term to 31 March 2007) Elks, M (term to 30 June 2008)

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Frangopoulos, A, BA MitchellCAE (term to 30 June 2007) Hancock, C, BA CSturt MBA UNSW (term to 30 June 2009) Hanrahan, W T, BBus RiverinaCAE, BLegS Macq, BRegS MSC Melb, FCPA, FCIS (term to 30 June 2007) Kennett, G, BBus, GradDipTrain&Develop, MTrain&Develop (term to 30 June 2008) Macklin, R, BCom NSW, MCom(Hons) Wgong, PhD CSturt (term to 30 June 2008) Martin, G F, MP (term to 31 March 2009) Murphy, P A, BAgEc Syd (term to 30 June 2007) Pitkin, K, BA Newcastle(NSW), DipEd Armidale, GradCertActionLng WSyd (term to 30 June 2007) Towers, P A, BSc Murd, MAppSc WSyd, PhD Qld, ASRB (term to 30 June 2008) Wise, G A, BVSc Syd (term to 30 June 2009) Executive Committee Willett, L J, AO (Chair) Benedyka, S E Goulter, I C Green, D L Macintosh, A I, AC Towers, P Wise, G A Audit and Risk Committee Hanrahan, W T (Chair) Frangopoulos, A Pitkin, K Compliance and Commercial Activities Committee Murphy, P A (Chair) Wise, G A Macklin, R Jarratt, B Corporate Governance and Nominations Committee Willett, L J, AO (Chair) Benedyka, S E Goulter, I C Hancock, C Macintosh, A I, AC University Secretary Burdack, M G, BA BLegS Macq Regional Consultative Committees Albury-Wodonga Regional Consultative Committee Chair Whiteford, G E, BAppSc WAustIT, MHlthSc PhD SAust, MAAOT Members Hanrahan, W T, BBus RiverinaCAE, BLegS Macq, BRegS MSC Melb, FCPA, FCIS Melville, N J, BSci ULIV, PostGrad Cert Ed ULIV Stocker, F J, DipT MAdEd TechnolSyd, BEd HawthornIE Smith, A P, BA, BEc ANU Vacancy Vacancy Bathurst Regional Consultative Committee Chair Walker, Associate Professor G A, DipEd MCom NSW, PhD Macq Members Blanch, P, LLB Syd, ISMP OPM Harvard, FAICD Flynn, A Hector, J, BSC Syd Kitcher, D Macintosh, I, BA ANU Moran, B Roach, A, BBus CSturt Roach, R, BSci NSW, MBA Scot Stocks, N, BA CSturt Dubbo Regional Consultative Committee Chair

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Bell, H, MBus CSturt Members Biles, C, BSocSc C.Sturt Browne, M, BArts(Hon) DipEd University of Tasmania Eckford, G Walters, M, AM MBE Wise, G A, BVSc Syd Orange Regional Consultative Committee Chair Parton, Professor K, DipEconStat NE, BComm (Hons) Liv, MSc Newcastle, PhD NE Members Wagga Regional Consultative Committee Chair Green, Professor D, NDD Des RCA London Members Briggs, J, MBA CSturt Dale, P S, AssocDip AREI Hart, A Mahon, J K J, DipAgr WaggaAgrColl Merrylees, M Rogers, W, BSc ANU, BA NE, DipEd CCAE Senior Officers of the University Chancellor Willett, L J, AO Vice-Chancellor Goulter, Professor I C, BE Cant, MS PhD Ill Deputy Vice-Chancellor, Academic Chambers, Professor R C, BA PhD Syd Deputy Vice-Chancellor, Administration Gorman, Professor L, BA NE, GradCertMgt WSyd, PhD Sus Presiding Officer, Academic Senate Green, Professor D L, NDD Des RCA London Pro Vice-Chancellor, Research & Graduate Training Burnett, Professor P C, DipAppPsych Flin, DipT KelvinGroveCAE, MEdSt Qld, PhD Ohio Executive Director, Division of Financial Services Hackett, J F, FCIM, FCIS, PNA Executive Director, Division of Human Resources Shaw, R L, GDipBusAdmin WAustIT, BBus RiverinaCAE, AFAHRI, CPA

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8.4 Participation in Academic Policies and Standards Curriculum development and the maintenance of high quality, professionally relevant courses and programs is central to teaching and learning in the Faculty of Business at Charles Sturt University. When a new program is proposed an advisory committee is established and extensive consultation is undertaken with all key stakeholders. Program coordinators are appointed by the Dean and have responsibility for managing and teaching the program. This includes a requirement that the coordinator report annually to the Faculty Courses Committee for undergraduate courses and to the Graduate Courses Committee for postgraduate courses. Suggested changes to programs are discussed by the program advisory committee and proposals are put to the Faculty Courses Committee and Faculty Board. From here, they are transmitted to University-wide committees such as Academic Senate. Within each program, each course has a course coordinator who is responsible for maintaining the relevancy and currency of that course. Student evaluations (refer to 7.2.2) are also part of this process. The following bodies within Charles Sturt University are involved in the development/decision-making process pertaining to curriculum: 1. COUNCIL

Graduation • confer awards • award University Medals

2. UNIVERSITY COURSES PLANNING COMMITTEE Course Accreditation

• determine the compatibility of awards and courses with the University's mission statement and educational profile

• review evidence of need and demand for courses • evaluate resource implications • determine priority and date of introduction • allocate EFTSU

3. ACADEMIC SENATE Course Accreditation

• approve new courses and course regulations and major variations to course regulations

Graduation

• approve awards • approve awards with distinction

Higher Degrees

• approve awards or otherwise

4. BOARD OF GRADUATE STUDIES

Research Higher Degrees

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• determine eligibility for admission or approve provisional admission and approve supervisors and topic area OR

approve qualifying program • consider reports on candidates' progress and decide appropriate action • approve transfers between higher degree research programs • approve variations to the minimum and maximum times for completion • approve research proposals including the thesis topic and variations to

thesis topic • approve change of supervisors • appoint examiners • receive examiners' reports, supervisor's report and Faculty Board's

recommendation and then: recommend the award; or appoint another examiner; or ask the candidate to resubmit thesis

Higher Doctorates

• receive applications for the award of a Higher Doctorate • appoint examiners

5. ACADEMIC PROGRAMS COMMITTEE

Course Accreditation • receive Faculty Board recommendations on postgraduate coursework and

undergraduate course proposals and make recommendations to Academic Senate

Undergraduate and Postgraduate Coursework Programs • monitor service teaching for undergraduate and postgraduate coursework

programs • monitor aims and goals of undergraduate and postgraduate coursework

education • make recommendations on matters of policy relating to postgraduate

coursework programs and undergraduate courses • receive grade distribution reports for subjects outside Senate norms and

make recommendations to Academic Senate 6. FACULTY BOARDS Course Accreditation

• approve minor variations to course regulations Admissions

• determine policy • approve course transfers • approve admission of cross enrolment, associate and informal students Credits

• determine credit policy • determine credit applications which fall outside policy • determine reviews of credit • determine forward credit

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• determine proficiency credit • determine subject substitution and notify students • determine appeals against credit and subject substitution determinations Enrolments

• determine leave of absence policy • determine policy for approved withdrawal after the HECS date Assessment • determine assessment policy • approve assessment process in subject outlines Examinations • approve the conduct of an examination as specified in subject outline

Graduation • recommend awards • recommend awards with distinction

7. FACULTY COURSES COMMITTEE

• recommend additions/deletions to the course profile for the Faculty • recommend on all proposals for new and revised courses.

8. FACULTY RESEARCH AND HIGHER DEGREE COMMITTEES

• develop policy and make recommendations to Faculty Boards regarding research higher degree programs

8.5 Resources 8.5.1 Library Students will have access to CSU on-line library. Each studenother resourUniversity’s library network in Austr All subjectresearch reas a core se

On-

RelevaArea (fo

Other Library Acbased, inter-liarrang

Provide a suprog

170

Resources

t will also have access to the vast body of educational literature, journals and ces via the world wide web – including on-line services provided by Charles Sturt

alia.

packages include a set of relevant Readings (e.g., Journal articles, book extracts, ports on relevant topics) which provide additional bibliographical information as well t of Readings for the individual subjects.

Number of Holdings (Print) Relevant to the Field of Study

Number of Holdings (Electronic) (include program-specific database)

Site Library Resources Not Applicable See below

nt to Degree Program r students/faculty)

Not Applicale for DE students See below

cess (e.g., web-brary

ements)

Students may borrow through the inter-library arrangements that CSU has with other university libraries

See list below of CSU Electronic Titles data base accessible to students in Ontario

mmary of the currency of the holdings at each location specified. Include a list of the ram-specific databases. (Please see below)

171

CSU Electronic Titles Title Source Holdings EMBARGO Current Economics and philosophy [0266-2671] Cambridge 2000- yes Environment and development economics. [1355-770X] Cambridge 1997- yes European business organization law review [1566-7529] Cambridge 2003- yes European review of economic history [1361-4916] Cambridge 2000- yes Journal of advertising research [0021-8499] Cambridge 2000- yes journal of economic history [0022-0507] Cambridge 2001- yes Journal of pension economics & finance [1474-7472] Cambridge 2002- yes Journal of public policy [0143-814X] Cambridge 1998- yes Macroeconomic dynamics [1365-1005] Cambridge 1997- yes CCH Online various titles CCH yes Accountancy age [0001-4672] Factiva 1986- yes Accounting office management & administration report [0749-2928] Factiva 2000- yes Advanced imaging. [1042-0711] Factiva 1994- yes Asian economic review. [0004-4555] Factiva 1991-2005 Australian financial review [0404-2018] Factiva 1982- yes Barron's [1077-8039] Factiva 1987- yes Best's insurance news [0275-0988] Factiva 1994- yes BioWorld financial watch [1541-0579] factiva 2002- yes BP report on the business of book publishing [0145-9457] Factiva 1991- yes Business and finance. [0007-6473] Factiva 1996- yes Business publisher [8756-0636] Factiva 1991- 2 months yes Business review weekly : [0727-758X] Factiva yes By what authority. [1524-1106] Factiva 1998- yes Call center magazine [1064-5543] Factiva 2000- yes Card news [0894-0797] Factiva 1991-2004 Caribbean update [8756-324X] Factiva 1992- yes Centre. [0703-4598] Factiva 2004- yes Children's business [0884-2280] Factiva 1994- yes CIO. [0894-9301] Factiva 1997- yes Competitive intelligence review : [1058-0247] Factiva -1997 Consumer confidence survey. [1046-1876] Factiva 1999- Corporate financing week [1064-1912] Factiva 2000- 1month yes Cosmetic insider's report [0275-4681] Factiva 1991-1999

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D & O advisor [1546-3966] Factiva 2004- yes Design firm management & administration report [1057-2864] Factiva 2000- yes Directors & Boards Factiva 1999-2002 Electronic payments international [0954-0393] Factiva 1995- Energy compass [0962-9270] Factiva 1999- 1 month yes EU energy [1473-7450] Factiva 2003- yes Everett business journal [1528-0160] Factiva 1999- 1 month yes eWeek. [1530-6283] Factiva 1989- yes Fast company. [1085-9241] Factiva 1998- yes Financial director [0961-2556] Factiva 1986- yes Financial industry perspectives [1072-0049] Factiva 1998- 2 months yes Financial NetNews. [1529-6911] Factiva 1997-2002 Financial sector technology [1358-8664] Factiva 1997- yes Financial services distribution [1393-9580] Factiva 1995- yes George Washington journal of international law and economics [0748-4305] Factiva 1998- 2 months yes Green marketalert. [1052-1755] Factiva 1991-1994 Growth industry news [0160-1083] Factiva 1991- 2 months yes Health business. [1062-6107] Factiva 1991-1993 Health data management [1079-9869] factiva 1996- yes Hospital materials management. [0888-3068] Factiva 1995- 1 month yes HR focus : [1059-6038] Factiva 1989- yes Human resource development quarterly / [1044-8004] factiva 1989- 1 month yes Imaging world. [1060-894X] Factiva 1996 - 1997. Indonesian Commercial Newsletter [0853-2036] Factiva 1994- 2 months yes Industrial specialties news. [0835-5134] Factiva 1991-2002 Information executive : [1092-0374] Factiva 1998-2004 Informationweek [8750-6874] Factiva 1988- yes Inside business [1523-5521] Factiva 2000- 1 month yes Insurance & technology [1054-0733] Factiva 1997- yes Insurance age [0142-6265] Factiva 1985- yes Insurance finance & investment [1529-6636] Factiva 1997- 1 month yes Insurance networking news : [1542-4901] Factiva 1997-2001 Internet business news [1363-9919] Factiva 1994- yes Investor's business daily. [1061-2890] Factiva 2002- yes Investors chronicle & financial world [0261-3115] Factiva 1992- yes IOMA's Human Resource Department management report. [1092-5910] Factiva 2000-2005

173

IOMA's report on Managing logistics. [1097-2021] Factiva 2000- 2002. Japan-U.S. business report. [0888-5702] Factiva 1993-2000 Journal of commerce [0318-8345] Factiva 1997- yes Journal of end user computing : [1063-2239] Factiva 1999- yes Kiplinger California letter [0453-9249] Factiva 2001- yes Lagniappe quarterly monitor. [1040-3183] Factiva 1992 -1996. Latin American law and business report / [1065-7428] Factiva 1995- 1999 Law : [1541-6712] factiva 1998-2001 Logistics management [1089-537X] Factiva 1989- yes Malaysian business [0126-5504] Factiva 1998- yes Management today [0025-1925] Factiva 1987- yes Managing automation. [0895-3805] Factiva 2002-2005 Manila standard [0116-5054] Factiva 1997- yes Manufacturing business technology : [1554-3404 Factiva 2004- yes Market--Europe [1050-9410] Factiva 1991-1997 Marketing [0025-3634] Factiva 1983- yes McGraw-Hill's health business. [0888-9805] Factiva 1994-1996 Medical economics. [0025-7206] factiva 1994- Mortgage technology [1098-4038] Factiva 2000- yes National real estate investor. [0027-9994] Factiva 1991- yes Newsletter on newsletters [0028-9507] Factiva 1999- 1 month yes Optimize. [1537-2308] Factiva 2002- yes Palm Beach daily business review. [1538-232X] Factiva 2001- yes Personal computer world. [0142-0232] Factiva 1996- 2 months yes petroleum economist [0306-395X] Factiva 1990- 1 month yes Physician manager. [1055-1603] Factiva 1994-2002 Platt's oilgram price report [0163-1292] Factiva 1986- yes Presentations. [1072-7531] Factiva 2001- yes Private banker international [0953-7031] Factiva 1995- yes Professional broking [1355-0519] Factiva 2000- yes Project finance. [1462-0014] Factiva 2000- 1 month yes public relations strategist [1082-9113] Factiva 2003- 1 month yes Real estate alert. [1520-3719] Factiva 1996-2004 yes Registered rep [1539-7149] Factiva 1997- yes Reinsurance [0048-7171] Factiva 1986- yes Research in healthcare financial management : [1524-1521] Factiva 1999- yes

174

Rough notes [0035-8525] Factiva 1997- yes Sales & marketing management. [0163-7517] Factiva 1989- 1 month yes Scottish business insider [0952-1488] Factiva 1997- yes Sensor business digest [1060-1902] Factiva 1991- 1 month yes Smart business : [1525-9412] Factiva 1988-2001 Special events magazine. [1079-1264] Factiva 2001- 1 month yes State tax review [0162-1750] Factiva 1998- 1 month yes Supermarket news [0039-5803] Factiva 1989- yes Swiss news. [1420-1151] Factiva 1999- 1 month yes Television business international [0953-6841] Factiva 1995- yes Top producer. [1056-0831] Factiva 2004- yes University business. [1097-6671 Factiva 2000- yes Utility business. [1097-6981] Factiva 1999-2002 VAR business [0894-5802] Factiva 1988- yes Video store [0195-1750] Factiva yes Vietnam investment review [1021-318X] Factiva yes Wall street letter [0277-4992] Factiva 1 month yes Waste treatment technology news. [0885-0003] Factiva 2 months yes Water briefing [1352-6413] Factiva 1996- yes Web marketing today [1094-8112] Factiva 2001- yes Weekly international market alert [1051-807X] Factiva 1995- yes Westchester County business journal [1057-686X] Factiva 1 month yes Wine business insider [1057-8544] Factiva 1996- yes Wireless business & technology. [1533-6735] Factiva yes World bank watch [1054-4313] Factiva 1992- yes Business law Europe. [0266-7630] Factiva 1991-96 Academic open Internet journal [1311-4360] Free 2000- yes ACME [1492-9732] Free 2000- yes ACQNET [1057-5308] Free 1990- yes Annals of economics and finance. [1529-7373] Free 2000- yes Asia today Free Asian development outlook [0117-0481] Free 1996- yes Asian development review [0116-1105] Free 1997- yes AUSTRALIA AIR TRANSPORT STATISTICS DIGEST OF STATISTICS [1320-744X] Free yes AUSTRALIA AIR TRANSPORT STATISTICS GENERAL AVIATION [1320-3274] Free yes AUSTRALIA AIR TRANSPORT STATISTICS INTERNATIONAL SCHEDULED AIR Free yes

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TRANSPORT [1324-5074]B] quest [1084-3981] Free 1996- yes Banking strategies. [1091-6385] Free 1996- yes Bioclips + : [1480-2120] Free 1998- yes Brazilian Electronic Journal of Economics [1516-4373] Free 1997- yes Budget of the United States Government. [0163-2000 Free 1996- yes Canadian journal of educational administration and policy [1207-7798] Free 1995- yes Cause/effect. [0164-534X Free 1994- yes CESifo forum / [1615-245X] Free 2000- yes CLIRinghouse [1536-9951] Free 2001- yes Cost effectiveness and resource allocation [1478-7547] Free 2003- yes Cuadernos de economía. [0716-0046] Free 2000- yes Dairy products ... summary [1057-784X] Free 1999- yes Development outreach [1020-797X] Free yes economic and budget outlook, an update [0737-8866] Free 1994- yes Economic and social progress in Latin America [0095-2850] free 1997- yes Economic bulletin [0029-1676] Free 1999- yes Economic report [1515-5471] Free 1994- yes Economic report of the President transmitted to the Congress [0193-1180] Free 1996- yes Economics bulletin [1545-2921] Free 2001- yes EDUCAUSE quarterly : [1528-5324] Free 2000- yes Electronic journal of business ethics and organization studies [1239-2685] Free 1996- yes Electronic journal of e-government [1479-439X] Free 2003- yes electronic journal of evolutionary modeling and economic dynamics [1298-0137] Free 2002- yes electronic journal of radical organisation theory [1173-6631] Free 1995- yes Electronic journal on information systems in developing countries [1681-4835] Free 2000- yes Enterprise Europe : [1680-0516] Free 2000- yes Ethics in science and environmental politics [1611-8014] Free 2001- yes Family practice management / [1069-5648] Free 1996- yes Finance & development [0145-1707] Free 1996- yes Finance [1445-3002] Free 1992- yes Financial stability review [1378-4633] Free 2002- yes Food engineering. [1522-2292] Free 1999- yes Genders [0894-9832] Free 1998- yes Global economy journal [1524-5861] Free 2004- yes Houston business and tax law journal [1543-2602] Free 2001- yes

176

Human resources for health [1478-4491] Free 2003- yes IAEA NEWSBRIEFS [1011-713X] Free 1994- yes IAM journal [1083-0413] Free 2002- yes IMF staff papers [1020-7635] Free 1998- yes Information research [1368-1613] Free 1995- yes Information technology, learning, and performance journal. [1535-1556] Free 1999- yes Informationweek [8750-6874] Free 1998- yes International journal of government auditing [0047-0724] Free 1997- yes International scope review [1374-1217] Free 1999- yes International trade statistics [0072-064X] Free yes Internet world. [1097-8291] Free 2000- yes Japan times weekly [0447-5763] Free 2003- yes journal of commerce [1542-3867] Free 2002- yes Journal of competitive intelligence and management [1540-4242] Free 2003- yes journal of conceptual modeling [1533-3825 Free 1998- yes Journal of digital information [1368-7506] Free 1997- yes Journal of electronic commerce research [1526-6133] Free 2000- yes Journal of information, law and technology [1361-4169] Free 1996- yes Journal of political ecology [1073-0451] Free 1994- yes Journal of the International Academy of Hospitality Research [1052-6099] Free 1990- yes Journal of transportation and statistics [1094-8848] Free 1998- yes Kappa Omicron Nu] forum. [1520-4820] Free 1986- yes LBJ journal of public affairs. [1087-268X] Free 2000- yes M@n@gement [1286-4892] Free 1998- yes Manufacturing systems. [0748-948X] Free 1995- yes Medical economics [0025-7206] Free 1999- yes Monetary bulletin [1407-1770] Free yes Monetary developments and policy survey [1406-4162] Free yes Monthly report of the Deutsche Bundesbank [0418-8292] free 1996- yes NBER digest. [0888-949X] Free 1997- yes NIH guide for grants and contracts [1050-9364] Free 1970- yes Nova economia : [0103-6351] Free 2000- yes Online planning journal [1471-3128] Free yes Optimum [0475-1906] Free 1998- yes OR MS TODAY [1085-1038] Free 1995- yes Public administration and management [1087-0091] Free 1996- yes

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Public finance [0033-3476] Free yes RESERVE BANK OF AUSTRALIA RESEARCH DISCUSSION PAPER [1320-7229] Free 1993- yes Reserve Bank of India bulletin [0034-5512] Free 1997- yes review of network economics [1446-9022] Free 2002- yes Revista brasileira de economia. [0034-7140] Free 2001- yes Risk : [1073-8673] Free 1994-1998 small business advocate / [1045-7658] Free 2002- Special report [1068-0306] Free 1983- yes Toll facilities in the United States [0360-0742] Free yes Transactions: the Tennessee journal of business law [4486-1457] Free 1999- yes Transit [0938-2062] Free 1997- yes U.S. trade with Puerto Rico and United States possessions [0565-1204] Free 1995- yes Warehousing management. [1077-4068] Free 2001- yes Working paper / [1327-5216 Free 2002- yes Working papers in economics and econometrics [1445-0941] Free yes World economic outlook [0256-6877] Free 1998- yes Journal of management 0149-2063 Highwire 2005- yes Fixed point theory and applications [1687-1820] Hindawi 2004- yes Accounting research journal [1030-9616] Informit 1994- yes Australian company secretary. Informit 1995-2000 Australian journal of labour economics [1328-1143] Informit 1997- yes Australian Mining and Petroleum Law Association yearbook [0812-857X] Informit 1999- yes Economic analysis and policy [0313-5926] Informit 1994- yes Economic Papers - Economic Society of Australia [0812-0439] Informit 1994- yes History of economics review [1037-0196] Informit 1994- yes Labour and industry a journal of the social and economic relations of work [1030-1763] Informit 1995- yes Labour history [0023-6942] Informit 1994- yes National economic review [0813-9474] Informit 1994- Journal for nurses in staff development : [1098-7886 J@O Group dynamics [1089-2699] Ovid 1997- yes American law and economics review. [1465-7252] Oxford 1999- yes Cambridge journal of economics [0309-166X] Oxford 1977- yes Contributions to political economy [0277-5921] Oxford 1992- yes Economic inquiry. [0095-2583] Oxford 2000- IMA journal of management mathematics. [1471-678X] Oxford 2001- yes

178

Industrial and corporate change [0960-6491] Oxford 1992- yes International journal for quality in health care [1353-4505] Oxford 1994- yes Journal of economic geography [1468-2702] Oxford 2001- yes Journal of Islamic studies [0955-2340] Oxford 1990- yes journal of law, economics, & organization [8756-6222] Oxford 1985- yes Journal of public administration research and theory : [1053-1858] Oxford 2003- yes Oxford economic papers [0030-7653] Oxford 1938- yes Oxford review of economic policy [0266-903X] Oxford 1996- yes Socio-economic review [1475-1461] Oxford 2003- yes World Bank economic review [0258-6770] Oxford 1986- yes World Bank research observer [0257-3032] Oxford 1986- yes Enterprise & society [1467-2227] Oxford 2000- yes European journal of international law Oxford 1998- IMA journal of mathematical control and information Oxford 2001- Industrial law journal Oxford 1998- International journal of law and information technology Oxford 1998- Journal of African economies [0963-8024] Oxford 1992- yes Journal of environmental law Oxford 1998- Journal of financial econometrics Oxford 2003- Law, probability and risk [1470-8396] Oxford 2002- yes Parliamentary affairs Oxford 1998- review of financial studies [0893-9454] Oxford 1988- yes Accounting enquiries [1183-904X] ProQuest CBCA 1997-2002 Advisor's edge [1490-814X] ProQuest CBCA 2002- yes Assurances et gestion des risques [1705-7299] ProQuest CBCA 2002- yes BC business [0829-481X] ProQuest CBCA 1985- yes Beyond numbers [1208-5499] ProQuest CBCA 2000- yes Canadian tax journal [0008-5111] ProQuest CBCA 2001- yes CIO Canada [1195-6097] ProQuest CBCA 1998- yes Gestion [0701-0028] ProQuest CBCA 2002- yes Global economic justice report [1706-9904] ProQuest CBCA 1997- yes Human resources advisor newsletter [1206-8977] ProQuest CBCA 1998- yes Labour [0700-3862] ProQuest CBCA 1997- yes Management international [1206-1697] ProQuest CBCA 1996- yes Micro [1198-3558] ProQuest CBCA 1997- yes Physicians financial news [8750-9407] ProQuest CBCA 2003- yes

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Quarterly review of commerce [0317-6797] ProQuest CBCA 1933-1950 RealScreen [1480-1434] ProQuest CBCA 2004- yes S S G M, service station & garage management [0381-548X] ProQuest CBCA 1996- yes SCN [0843-1507] ProQuest CBCA 2003- yes SCN [0843-1507] ProQuest CBCA 2003- yes Technology in government [1190-903X] ProQuest CBCA 1994- yes Asia Pacific journal of human resources. [1038-4111] Sage 2002- yes Critical social policy [0261-0183] Sage 1999- yes International review of administrative sciences. [0020-8523] Sage 1999- yes Applied mathematics and computation. [0096-3003] Science Direct 1995- yes British accounting review [0890-8389] Science Direct 1995- yes Explorations in economic history [0014-4983] Science Direct 1995- yes Human resource management review. [1053-4822] Science Direct 1995- yes Industrial marketing management [0019-8501] Science Direct 1995- yes Information and software technology. [0950-5849] Science Direct 1995- yes International business review [0969-5931] Science Direct 1995- yes International journal of information management. [0268-4012] Science Direct 1995- yes Journal of accounting & economics. [0165-4101] Science Direct 1995- yes Journal of accounting education [0748-5751] Science Direct 1995- yes Journal of comparative economics. [0147-5967] Science Direct 1993- yes Journal of economic theory. [0022-0531] Science Direct 1993- yes Journal of environmental economics and management [0095-0696] Science Direct 1995- yes Journal of environmental management. [0301-4797] Science Direct 1993- yes Journal of financial intermediation. [1042-9573] Science Direct 1993- yes Journal of the Japanese and international economies [0889-1583] Science Direct 1995- yes Journal of urban economics. [0094-1190] Science Direct 1993- yes Journal of world business : [1090-9516] Science Direct 1997- yes Long range planning. [0024-6301] Science Direct 1995- yes Management accounting research [1044-5005] Science Direct 1995- yes Public relations review [0363-8111] Science Direct 1995- yes Research in economics [1090-9443] Science Direct 1997- yes Review of economic dynamics. [1094-2025] Science Direct 1998- yes Ricerche economiche : [0035-5054] Science Direct 1993- yes Tourism management [0261-5177] Science Direct 1995- yes Waste management & research : [0734-242X] Science Direct 1997- yes CESifo economic studies [1610-241X] Socindex 2003- yes

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Australian economic papers. [0004-900X] Synergy 2004- yes Australian economic review / [0004-9018] Synergy 1997- yes Australian journal of public administration. [0313-6647] Synergy 1998- yes British journal of industrial relations. [0007-1080] Synergy 1997- economic journal [0013-0133] Synergy 1997- yes Economica. [0013-0427] Synergy 1997- yes Information systems journal. [1350-1917] Synergy 1997- Journal of management studies. [0022-2380] Synergy 1997- yes Journal of product innovation management. [0737-6782] Synergy 1984- yes Journal of regional science. [0022-4146] Synergy 1997- yes New technology, work, and employment. [0268-1072] Synergy 1997- yes Oxford bulletin of economics and statistics. [0305-9049] Synergy 1997- yes Personnel psychology. [0031-5826] Synergy 2004- yes Public administration [0033-3298] Synergy 1997- yes Social policy & administration. [0144-5596] Synergy 1997- yes Applied stochastic models in business and industry. [1524-1904] Wiley 1999- yes Banks in insurance report. [8756-6079] Wiley 2000-2002 Business change & re-engineering. [0969-3866] Wiley 1997- yes Business strategy and the environment : [0964-4733] Wiley 1997- yes Competitive intelligence review [1058-0247] Wiley 1997- yes Conflict resolution quarterly [1536-5581] Wiley 2002- yes Corporate social-responsibility and environmental management. [1535-3958] Wiley 2002- yes Employment relations today. [0745-7790] Wiley 2000- yes Environmental quality management. [1088-1913] Wiley 2000- yes European environment. [0961-0405] Wiley 1997- yes Health economics. [1057-9230] Wiley 1997- yes Human resource development quarterly / [1044-8004 Wiley 2000- yes Human resource management. [0090-4848] Wiley 1997- yes Information technology for development [0268-1102] Wiley 2003- yes INSOL international insolvency review [1180-0518] Wiley 1999- yes Intelligent systems in accounting, finance and management [1550-1949] Wiley 1996- yes Intelligent systems in accounting, finance and management: [1550-1949] Wiley 1996- yes International journal of auditing [1090-6738] Wiley 1997- yes International journal of finance & economics : [1076-9307] Wiley 1997- yes International journal of network management. [1055-7148] Wiley 1997- yes international journal of tourism research [1099-2340] Wiley 1999- yes

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Journal of applied econometrics [0883-7252] Wiley 1997- yes Journal of corporate accounting & finance [1044-8136] Wiley 1998- yes Journal of futures markets [0270-7314] Wiley 1997- yes Journal of interactive marketing [1094-9968] Wiley 19898- yes journal of mental health policy and economics. [1091-4358] Wiley 1998- yes Journal of organizational behavior. [0894-3796] Wiley 1997- yes Journal of organizational excellence. [1531-1864] Wiley 2001- yes Journal of scheduling [1094-6136] Wiley 1998- yes Knowledge and process management. [1092-4604] Wiley 1997- yes Leader to leader. [1087-8149] Wiley 2000- yes Management report [0745-4880] Wiley 2000- yes Managerial and decision economics : [0143-6570] Wiley 1997- yes Nonprofit management & leadership. [1048-6682] Wiley 1998- yes Process safety progress : [1066-8527] Wiley 1999- yes Public administration and development : [0271-2075] Wiley 1997- yes quality assurance journal : [1087-8378] Wiley 1997- Risknews [1612-8931] Wiley 2004- yes Strategic change [1086-1718] Wiley 1997- yes Strategic management journal. [0143-2095] Wiley 1997- yes System dynamics review [0883-7066] Wiley 1997- yes Systems research [0731-7239] Wiley 1997- yes Systems research and behavioral science [1092-7026] Wiley 1996- yes Thunderbird international business review. [1096-4762] Wiley 2000- yes International journal of communication systems [1074-5351] Wiley 1997- yes International journal of human factors in manufacturing [1045-2699] Wiley 1997- yes International journal of intelligent systems in accounting, finance & management [1055-615X] Wiley 1997- yes Australian journal of communication. Bell journal of economics 1975-1983 Bell journal of economics and management science 1970-1974 Business communication quarterly : a publication of the Association for Business Communication. Chicago fed letter Contributions to Canadian economics 1928-1934 Corporate business law report. Economic policy review /

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Economic quarterly (Federal Reserve Bank of Richmond) . Economic quarterly / Entertainment design : the art and technology of show business. Financial accountability & management Financial executive (1987) . Financial executive. Financial market trends Hospitals & health networks Industrial relations journal International journal of ethics 1890-1937 Irrigation business & technology. Journal of business of the University of Chicago 1928-1953 Journal of economic & social policy. Journal of international business studies Journal of management development Journal of organizational change management Journal of services marketing Journal of the American Planning Association. Keeping good companies. Michigan telecommunications and technology law review [electronic resource] New statesman & society Northwestern journal of international law & business Organization studies People management / Quarterly review of economics and finance TCI : the business of entertainment technology & design. Trends in enterprise bargaining reports [electronic resource] / Who’s who in business in Australia. Ziff Davis smart business for the new economy. yes

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8.5.2 Computer Access As previously indicated, delivery of the MBA in Ontario is by Distance Education mode and in hard copy and on-line but with face to face teaching for 120 hours in Ontario during the program. All MBA students are expected to have regular (daily) access to a computer to use the CSU subject Forums and to access the CSU intranet. Each student has been required by CSU policy from 2005 to have a computer. These will be used for assignment preparation, and accessing their University email accounts and the web generally including participating in the subject forums with their academic coordinators and other students. Postgraduate business degree students may have laptop computers which will allow greater flexibility when travelling in using on-line resources for study and also for accessing tudent services and university admninistration and contacting CSU staff and other students. 8.5.3 Classroom Space The CSU MBA program is offered by Distance Education mode and does not require classsromm space except for the residentials residential seminars, workshops and tutorials. Classrooms available at the CSU Campus at the Bay Area Learning Centre, Burlington, Ontario, will be used for the prescribed residentials in Ontario. These classrooms can accommodate over 100 students which is in excess of the anticipated enrolments. CSU may also hire rooms at another location when necessary. 8.5.4 Labs/Equipment Not applicable 8.6 Resource Renewal and Upgrade Plans Library – The Charles Sturt University Bay Area Learning Area library has a continuing program for the maintenance and renewal of its library resources. CSU Distance Education students are also able to access the library and its resources on-line. This includes access to most of the main libraries in most countries. Computers – as indicated earlier, all students enrolled in the CSU MBA program are required to have their own computer from 2005. All CSU students have an account which enables them to access all the on-line services of CSU and participate in subject forums coordinated by CSD lecturing staff. Lecture rooms – are maintained at the Bay Area Learning Centre. The University has a policy on maintenance and development. Laboratories – N/A 8.7 Support Services Students entering the MBA are already university graduates and are employed. As such, the support they will need is more likely to be focussed on their professional development and understanding and appreciation of business environments where

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they may work in management and related activities. This will be provided in a number of ways: • Academic advising – this will be provided by all lecturers involved in the program.

Students will have access to staff on a face-to-face basis in their offices and by electronic means via email. The Program Coordinator will have responsibility for ensuring appropriate academic advice is readily available to all students.

• Career counselling – provided by both the academic staff teaching in the program

directly via e-mails and phone, as well as staff who attend the Bay Area Learning Centre. Charles Sturt University also has online access to students for career counselling.

• Personal Counselling – access to personal counselling will be made available

through the Bay Area Learning Centre Counsellors and CSU Student Services Division available for on-line assistance

• Tutoring – face to face tutorial assistance will be provided by the program

academic staff in the 120 hours required for attendance at the Burlington Centre. Support Service Brief Description of Service

(Attach additional information as necessary.) Academic Advising

Available from the CSU Division of Student Administration, the Faculty of Business and the MBA academic and administrative staff. Details are propvided to stdeunts on the web and with materrials for each subject

Career Counselling

Not Applicable – All students are employed as a condition of admission

Personal Counselling

Availabe through the CSU Division Services

Placement

Not Applicable

Services for Students with Disabilities

Distance Education Course – On campus tuorials at the Bay Rea Learning Centre are strucytured to cater for varieous categories of disability

Tutoring

All stduents have access to the subject forums and to lecturing staff

Other(s) (please specify)

8.8 Policies on the Faculty Faculty staff are employed under a Performance Management Scheme which has certain performance criteria and entails a reporting system. Academic staff spend a minimum of three years probation (detailes prvided elsewhere in this submission). Faculty staff are expected to devote approximately 60 per cent of their annual workload to teaching and learning activities and processes (covering such areas as teaching, assessment, curriculum design and development, providing supports to students in the learning process, and undertaking professional development in teaching and learning); approximatey 25 per cent of their time to research; and the remainder to adminstrative and management repsonsibilities including program administration, serving on School, Faculty and university committees and Boards and working parties, and undertaking service to the academic and broader society.

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Academic and Professional Credentials – academic staff are appointed on the basis of their academic qualification and/or professional expertise, measured against essential and desired position criteria for each specific position. Academic staff are appointed at levels A, B, C, D or E depending on qualifications and experience. These positions are as follows. Level A is Associate Lecturer; evel B is a Lecturer; level C is a Senior Lecturer; level D is Associate Professor; and level E is Professor. The industrially agreed position classification standards for each level are attached. Positions must be advertised in national media and appointment adheres to a process based on Equal Opportunity (EO) principles. The Dean of the Faculty chairs all selection committees for new Faculty staff of level A and B; the Deputy Vice Chancellor (Academic) Chairs selection committees for Lecturer C and Associate Professors; and the Vice Chancellors chairs selection committees for Professor. All positions require an appropriate academic, research and publication record but each level from A upwards expects a higher level of achievement. Research/Clinical/Exhibition Supervisors – Not Applicable for this program. File Evidence of Academic Credentials – The Division of Human Resources Charles Sturt University maintains a record/file on each employee/Faculty member of the University. This includes an academic and professional qualifications register. Review of Faculty Performance – staff of the Faculty participate in a Performance Management system which was introduced in 2003 and reviewed in 2004 with an implemettaion of the new framework in 2005 for Academic staff. All new appointments must satisfactorily complete a probationary period, usually, up to three years in duration which requires three probationary review interviews and reports by a Faculty Probationary Review Committee at six, 18 and 30 months, before each appointment is confirmed or terminated. All academic staff also are required to qualify each year for salary progression through satisfactory Academic Staff Incremental Progression Report and to participate in Student Evaluations of Subjects Maintaining Faculty Currency in their Field – through the Performance Management processes outlined above, staff must demonstrate that they have maintained currency in their field. They are required to contribute to knowledge in their field by way of publication and presentation at conferences and seminars. Staff are also required to maintain knowledge and awareness of the business environment and their academic discipline. Faculty Teaching and Supervision Loads – workloads of staff of the University are guided by NSW state treasury regulations requiring a nominal 37.5 hours a week and by an Enterprize Agreement. The Faculty of Business requires that all academic staff allocate 60 per cent of their annual workload to teaching and related activities such as, curriculum development; 25 per cent to research which must be

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demonstrated by measurable achievements; and 15 per cent to program management and community service including work. Faculty Availability to Students – staff are required to be readily available to students. In addition to informal contact, staff must assign and publish four hours per week when they are guaranteed to be in their offices for consultation with students. Every staff member and student also has a University email account, so an increasing level of communication is conducted through this technology. Technically, through voice mail, e-mail, and direct contact, staff can be contacted 24 hours a day, 7 days per week. Professional Development of the Faculty – all staff of the Faculty are expected to actively engage in professional development each year. Each School is required to have a minimum of 50 per cent of its academic staff meet quality teaching criteria. The University and the individual teaching Schools provide regular staff development activities on a range of issues. The University wide activities are coordinated by the university’s Centre for the Enhancement of Learning and Teaching (CELT). Examples of the programs provided by CELT can be viewed at: http://www.csu.edu.au/division/celt/html/events.html Staff are also eligible to apply for a semester of study leave every three years which can be undertaken in another university or in professional practice and a combination of both. Position Classification Standards follow.

Minimum Standards for Academic Level A

Minimum standards for levels of academic staff are set out in this Schedule. Minimum standards for academic levels (MSAL) are differentiated by level of complexity, degree of autonomy, leadership requirements of the position and level of achievement of the academic. The responsibilities of academic staff may vary according to the specific requirements of the University to meet its objectives, to different discipline requirements and/or to individual staff development. An academic appointed to a particular level may be assigned and may be expected to undertake, responsibilities and functions of any level up to and including the level to which the academic is appointed or promoted. In addition, an academic may undertake elements of the work of a higher level in order to gain experience and expertise consistent with the requirements of the University’s promotion processes. Mainstream academic staff Level A A Level A academic will work with the support and guidance from more senior academic staff and is expected to develop his or her expertise in teaching and research with an increasing degree of autonomy. A Level A academic will normally have completed four years of tertiary study or equivalent qualifications and experience and may be required to hold a relevant higher degree. A Level A academic will normally contribute to teaching at the University, at a level appropriate to the skills and experience of the staff member, engage in scholarly,

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research and/or professional activities appropriate to his or her profession or discipline, and undertake administration primarily relating to his or her activities at the University. The contribution to teaching of Level A academics will be primarily at undergraduate and graduate diploma level. Research academic staff (inclusive of creative disciplines) Level A A Level A research academic will typically conduct research/ scholarly activities under limited supervision either independently or as a member of a team and will normally hold a relevant higher degree. A Level A research academic will normally work under the supervision of academic staff at Level B or above, with an increasing degree of autonomy as the research academic gains skills and experience. A Level A research academic may undertake limited teaching, may supervise at undergraduate levels and may publish the results of the research conducted as sole author or in collaboration. He or she will undertake administration primarily relating to his or her activities at the University. Minimum Standards for Academic Level B

Minimum standards for levels of academic staff are set out in this Schedule. Minimum standards f or academic levels (MSAL) are differentiated by level of complexity, degree of autonomy, leadership requirements of the position and level of achievement of the academic. The responsibilities of academic staff may vary according to the specific requirements of the University to meet its objectives, to different discipline requirements and/or to individual staff development. An academic appointed to a particular level may be assigned and may be expected to undertake, responsibilities and functions of any level up to and including the level to which the academic is appointed or promoted. In addition, an academic may undertake elements of the work of a higher level in order to gain experience and expertise consistent with the requirements of the University’s promotion processes. Mainstream academic staff Level B A Level B academic will undertake independent teaching and research in his or her discipline or related area. In research and/or scholarship and/or teaching a Level B academic will make an independent contribution through professional practice and expertise and coordinate and/or lead the activities of other staff, as appropriate to the discipline. A Level B academic will normally contribute to teaching at undergraduate, honours and postgraduate level, engage in independent scholarship and/or research and/or professional activities appropriate to his or her profession or discipline. He or she will normally undertake administration primarily relating to his or her activities at the University and may be required to perform the full academic responsibilities of and related administration for the coordination of an award program of the University. Research academic staff (inclusive of creative disciplines) Level B A Level B research academic will normally have experience in research or scholarly activities, which have resulted in publications in refereed journals or other demonstrated scholarly activities. A Level B research academic will carry out independent and/or team research. A Level B research academic may supervise postgraduate research students or projects and be involved in research training.

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Minimum Standards for Academic Level C

Minimum standards for levels of academic staff are set out in this Schedule. Minimum standards for academic levels (MSAL) are differentiated by level of complexity, degree of autonomy, leadership requirements of the position and level of achievement of the academic. The responsibilities of academic staff may vary according to the specific requirements of the University to meet its objectives, to different discipline requirements and/or to individual staff development. An academic appointed to a particular level may be assigned and may be expected to undertake, responsibilities and functions of any level up to and including the level to which the academic is appointed or promoted. In addition, an academic may undertake elements of the work of a higher level in order to gain experience and expertise consistent with the requirements of the University’s promotion processes. Mainstream academic staff Level C A Level C academic will make a significant contribution to the discipline at the national level. In research and/or scholarship and/or teaching he or she will make original contributions, which expand knowledge or practice in his or her discipline. A Level C academic will normally make a significant contribution to research and/or scholarship and/or teaching and administration activities of an organisational unit or an interdisciplinary area at undergraduate, honours and postgraduate level. He or she will normally play a major role or provide a significant degree of leadership in scholarly, research and/or professional activities relevant to the profession, discipline and/or community and may be required to perform the full academic responsibilities of and related administration for the coordination of a large award program or a number of smaller award programs of the University. Research academic staff (inclusive of creative disciplines) Level C A Level C research academic will make independent and original contributions to research which have a significant impact on his or her field of expertise. The work of the research academic will be acknowledged at a national level as being influential in expanding the knowledge of his or her discipline. This standing will normally be demonstrated by a strong record of published work or other demonstrated scholarly activities. A Level C research academic will provide leadership in research, including research training and supervision. Minimum Standards for Academic Level D

Minimum standards for levels of academic staff are set out in this Schedule. Minimum standards for academic levels (MSAL) are differentiated by level of complexity, degree of autonomy, leadership requirements of the position and level of achievement of the academic. The responsibilities of academic staff may vary according to the specific requirements of the University to meet its objectives, to different discipline requirements and/or to individual staff development. An academic appointed to a particular level may be assigned and may be expected to undertake, responsibilities and functions of any level up to and including the level to which the academic is appointed or promoted. In addition, an academic may undertake

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elements of the work of a higher level in order to gain experience and expertise consistent with the requirements of the University’s promotion processes. Mainstream academic staff Level D A Level D academic will normally make an outstanding contribution to the research and/or scholarship and/or teaching and administration activities of an organisational unit, including a large organisational unit, or interdisciplinary area. A Level D academic will provide leadership and foster excellence in research, teaching and policy development in the academic discipline. He or she will make original and innovative contributions to the advancement of scholarship, research and teaching in his or her discipline. Research academic staff (inclusive of creative disciplines) Level D A Level D research academic will make major original and innovative contributions to his or her field of study or research, which are recognised as outstanding nationally or internationally. A Level D research academic will play an outstanding role within the University and his or her discipline and/or profession in fostering the research activities of others and in research training.

Minimum Standards for Academic Level E

Minimum standards for levels of academic staff are set out in this Schedule. Minimum standards for academic levels (MSAL) are differentiated by level of complexity, degree of autonomy, leadership requirements of the position and level of achievement of the academic. The responsibilities of academic staff may vary according to the specific requirements of the University to meet its objectives, to different discipline requirements and/or to individual staff development. An academic appointed to a particular level may be assigned and may be expected to undertake, responsibilities and functions of any level up to and including the level to which the academic is appointed or promoted. In addition, an academic may undertake elements of the work of a higher level in order to gain experience and expertise consistent with the requirements of the University’s promotion processes. Mainstream academic staff Level E A Level E academic will provide leadership and foster excellence in research, teaching and policy development in the academic discipline within the University and within the community, professional, commercial or industrial sectors. A Level E academic will have attained recognition as an eminent authority in his or her discipline, will have achieved distinction at the national level and may be required to have achieved distinction at the international level. A Level E academic will make original, innovative and distinguished contributions to scholarship, researching and teaching in his or her discipline. He or she will make a commensurate contribution to the work of the University. Research academic staff (inclusive of creative disciplines) Level E A Level E research academic will typically have achieved international recognition through original, innovative and distinguished contributions to his or her field or research, which is demonstrated by sustained and distinguished performance.

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A Level E research academic will provide leadership in his or her field of research, within the University and his or her discipline and/or profession and within the scholarly and/or general community. He or she will foster excellence in research, research policy and research training.

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Academic Staff Probation Policy 1 PURPOSE

This document sets out Charles Sturt University’s (CSU’s) policy on academic staff probation, which includes setting appropriate objectives consistent with CSU’s expectations, reviewing the performance of academic staff during the probationary period, ensuring performance is aligned with CSU’s values, assisting academic staff with professional development, and making decisions on the continuation and confirmation of their employment.

2. SCOPE

This policy applies to all academic staff on probation. 3. PRINCIPLES

3.1 This policy is based on principles of:

(a) recruitment, retention and development of high performing academic staff who contribute to CSU’s mission and operate in accordance with its Code of Conduct;

(b) recognition of diversity in the ways in which academic staff contribute to

CSU’s mission and the wide variety of academic work that is appropriate to that mission; and

(c) commitment to a fair, equitable, transparent and confidential process with

respect to all decisions made concerning probation and confirmation or termination of appointment.

3.2 At any time during a probationary period, CSU may confirm or terminate

the employment of a probationary employee. 3.3 Performance management shall commence after confirmation of

appointment. 4. DEFINITIONS

4.1 Probation is an extension of the appointment process and offers a period of

mutual testing, during which time decisions on continuation of employment beyond the period of probation can be made. During a period of probation, an employee shall be required to demonstrate that he/she has satisfactorily performed the duties and responsibilities determined by CSU for his/her position.

4.2 Academic staff refers to employees of Charles Sturt University who are

employed at Academic Levels A to E.

4.3 The supervisor is normally the Head of School for level A, B and C employees and normally the Dean of Faculty for level D and E employees.

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5. RESPONSIBILITIES

5.1 The Executive Director, Human Resources is responsible for:

(a) developing, reviewing and overseeing the implementation of the policy, procedure, guidelines and proforma for probationary reviews; and

(b) appointing an Executive Officer from the Division of Human

Resources to observe at each Probation Review Committee and provide advice as needed.

5.2 The Head of School is responsible for:

(a) managing the employee during the probationary period, including overseeing induction, clarifying duties and expectations, setting objectives, assisting with professional development, and providing feedback and/or formal counselling on performance; and

(b) establishing a Probation Review Committee for each academic staff

member on probation in his/her School. This Committee will review and make recommendations concerning level A, B and C employees on probation.

5.3 The Dean of Faculty is responsible for:

(a) ensuring that each Head of School in the Faculty establishes a

Probation Review Committee for each academic probationary employee in his/her School;

(b) approving Probation Review Committee recommendations for level

A, B and C employees to continue their probationary appointment until the next review;

(c) submitting Probation Review Committee reports recommending

confirmation of appointment of level A, B and C employees to the Deputy Vice-Chancellor (Academic) for approval; and

(d) endorsing Probation Review Committee recommendations for

termination of appointment of level A, B and C employees and forwarding them to the Deputy Vice-Chancellor (Academic) for his/her endorsement.

5.4 The Deputy Vice-Chancellor (Academic) is responsible for:

(a) approving the procedure, guidelines and proforma for probationary reviews;

(b) approving confirmation of appointment of level A, B and C

employees for both continuing and fixed term appointments, including employees whose continuous service arising from two (2) or more appointments at CSU totals at least three (3) years, or who have previously held a continuing position for at least three (3) years in an institution of higher education acceptable to CSU; and

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(c) endorsing Deans’ recommendations for termination of appointment of level A, B and C employees and forwarding them to the Vice-Chancellor for decision.

5.5 The Vice-Chancellor is responsible for:

(a) establishing and presiding over a Probation Review Committee for level D and E employees on probation;

(b) approving confirmation of appointment of level D and E employees,

including employees whose continuous service arising from two (2) or more appointments at CSU totals at least three (3) years, or who have previously held a continuing position for at least three (3) years in an institution of higher education acceptable to CSU; and

(c) making a decision about recommended termination of appointment

of level A to E employees.

5.6 The University Council is responsible for approving the policy for Academic Staff Probation.

6. PROBATION REVIEW PERIOD

6.1 Fixed-term appointments

Unless waived by the University in part or full, the following periods of probation shall normally apply to academic staff on a fixed-term appointment:

Contract Period Period of Probation Less than 2 years 3 months 2 years but less than 3 years 6 months 3 years but less than 4 years 12 months 4 years or more 12 to 18 months

6.2 Continuing appointments

6.2.1 Unless waived by CSU in part or in full, academic staff on a continuing appointment shall normally serve a period of three (3) years’ probation.

6.2.2 Confirmation of appointment would not normally be approved before

completion of at least 18 months’ probation for employees at levels B, C, D and E, or completion of three (3) years’ probation for employees at level A.

6.2.3 Probation shall not extend beyond three (3) years, with the exception of

leave periods without pay, which will have the effect of suspending the probationary period for the period of absence.

6.2.4 Where a continuing appointment follows a fixed-term appointment, then the

probationary period shall be adjusted to take account of the previous probation served. The total period of probation to be served will be equivalent to the period of probation for a continuing appointment.

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7. PROBATIONARY REVIEW AND DEVELOPMENT

7.1 While on probation, academic staff will participate in a process of review and development to assist them to meet the requirements of his/her appointment.

7.2 The probation review process involves formal reviews during the period of

probation, which will be used to:

(a) inform CSU’s determination about whether or not an employee performs at the appropriate standard for continuation of probation until the next review or confirmation of his/her appointment;

(b) assist in the achievement of CSU’s goals and objectives; (c) align demonstrated capacities of employees with CSU’s mission and

strategic priorities;

(d) clarify CSU’s expectations of the employee;

(e) assist an employee to develop and perform to his/her full potential;

(f) provide constructive feedback about performance and progress, and recognise high performing employees for their positive achievements or contributions to CSU;

(g) enable individual employees’ performance problems to be identified

and addressed at an early stage; and

(h) provide access to appropriate professional development activities.

7.3 Probation reviews will be conducted in accordance with CSU’s commitment to equal employment opportunity, and take into account the level of appointment, the opportunities available to the employee during the probationary period, the employee’s experience before appointment, and his/her approach to academic work.

8. PROBATION CRITERIA

8.1 The criteria for confirmation of a continuing or fixed-term appointment shall be made

known to the successful applicant at the time of making an offer of employment.

8.2 Confirmation of a probationary appointment is dependent upon the employee:

(a) satisfactorily performing the duties and responsibilities of the position to which he/she is appointed;

(b) complying with any special requirements or conditions attached to the offer

of appointment and/or probation review reports;

(c) meeting the standards, expectations and qualifications determined by CSU for his/her level of appointment (refer to the “Standards, Expectations and Qualifications of Academic Staff Policy”);

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(d) meeting the agreed expectations, objectives and professional development activities; and

(d) maintaining conduct consistent with the “Code of Conduct for Staff”.

8.3 For a fixed-term appointment of less than three (3) years, successful completion

of the Foundations of University Learning and Teaching (FULT) program is a minimum requirement of probation.

8.4 For continuing appointments and fixed-term appointments of three (3) years or

more, the employee will be required, as a minimum, to: (a) successfully complete the Tertiary Teaching Colloquium (TTC) or its

equivalent; and (b) use systematic feedback from students and CSU’s teaching evaluation

instruments to reflect on and enhance teaching; and/or (c) provide evidence that he/she has the capacity to meet either the Research

Productive or Professional Activity criteria of the CSU Performance-Based Funding model: http://www.csu.edu.au/research/policy/index.htm

8.5 If an academic staff member has successfully completed a fixed-term appointment

and is then employed in a continuing appointment, the employee will be required to successfully complete the TTC if he/she has not previously done so.

9. PROBATION REVIEW COMMITTEES

9.1 The number of formal reviews to be conducted by a Probation Review Committee will normally be as follows:

(a) three (3) reviews for employees serving three (3) years’ probation; (b) two (2) reviews for employees serving 18 months’ probation, and

(c) one (1) review for employees serving 3, 6 or 12 months’ probation.

9.2 Additional reviews may be held.

9.3 A Probation Review Committee may recommend at any review that:

(a) a probationary appointment continue to the next review and/or provide

conditions that the employee is required to meet;

(b) confirmation of appointment be approved; or (c) a probationary appointment be terminated.

9.4 To ensure due process with respect to all decisions made on the continuation, confirmation or termination of an appointment, CSU will advise an employee of any adverse statement, finding or recommendation contained in a probationary report, and provide him/her with an opportunity to submit a written response to it before a decision is reached.

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9.5 A Dean shall not be bound by the recommendation of a Probation Review Committee. The Deputy Vice-Chancellor shall not be bound by the recommendation of a Dean or a Probation Review Committee. The Vice-Chancellor not be bound by the recommendation of the Deputy Vice-Chancellor (Academic), a Dean or a Probation Review Committee.

9.6 The decision of the Vice-Chancellor to terminate the employment of a

probationary employee shall be final and not subject to internal appeal or review.

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Academic Staff Probation Procedure

1. PURPOSE

This procedure describes how Probation Review Committees conduct probationary reviews of academic staff .

2. SCOPE

This procedure applies to all academic staff involved in the probationary review process. 3. DEFINITIONS

3.1 Probation is an extension of the appointment process and offers a period of mutual testing,

during which time decisions on continuation of employment beyond the period of probation can be made. During a period of probation, an employee shall be required to demonstrate that he/she has satisfactorily performed the duties and responsibilities determined by CSU for his/her position.

3.2 Academic staff refers to employees of Charles Sturt University who are employed at

Academic Levels A to E.

3.3 The supervisor is normally the Head of School for level A, B and C employees and normally the Dean of Faculty for level D and E employees.

4. ROLE OF THE SUPERVISOR

The role of the supervisor in the probation process includes conducting a workplace orientation meeting, an Induction Development Plan meeting and reviews to: (d) clarify duties, performance expectations, and any special requirements or conditions of

appointment contained in the letter of offer; (e) in conjunction with the employee, set objectives for the probationary period that are

consistent with the standards, expectations and qualifications for the employee’s classification level;

(f) in conjunction with the employee, plan appropriate professional development activities,

including those required as part of the induction and probation process;

(g) provide feedback on performance and progress; and (h) provide formal counselling to address performance problems and issues raised by a

Probation Review Committee.

5. PROBATION REVIEW COMMITTEES

5.1 Levels A, B and C

The Probation Review Committee for level A, B and C employees in a School will normally be comprised of the following members:

(a) the Head of School (Presiding Officer); (b) one (1) member of the Professoriate of the Faculty;

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(c) a nominee of the Deputy Vice-Chancellor (Academic), who is an employee at level C or above but not a member of the probationary employee’s Faculty; and

(d) an academic staff member on a continuing appointment from an appropriate

discipline.

5.2 Levels D and E

The Probation Review Committee for level D and E employees will normally be comprised of the following members: (a) Vice-Chancellor (Presiding Officer); (b) Deputy Vice-Chancellor (Academic);

(c) Pro-Vice-Chancellor (Research and Graduate Training); (d) the Dean of the probationary employee’s Faculty (except where the Dean of the

Faculty is the subject of the probationary review); and (e) one (1) level E employee or a nominee of the Vice-Chancellor from an appropriate

discipline.

5.3 Gender balance

Probation Review Committees, where possible, will have in their membership at least one male and one female, and normally be comprised of persons who are equal or senior in rank to that of the employee on probation.

5.4 Executive Officer

5.4.1 The Executive Director, Human Resources (HR) will appoint an employee of HR to act as an observer of process at probation reviews, and provide advice and support, as needed, to the Presiding Officer and committee.

5.4.1 The Executive Officer should bring matters relating to process to the notice of the

Presiding Officer of the Committee and, where relevant, to the Executive Director, Human Resources (or nominee).

6. ROLE OF PROBATION REVIEW COMMITTEES

The role of Probation Review Committees includes:

(a) reviewing and making recommendations on the assigned duties for the position occupied by

the academic staff member under review; (b) interviewing the probationary employee to review and report on his/her performance against

the probation criteria (as specified in the Academic Staff Probation Policy and Guidelines);

(c) advising, where appropriate, on the counselling of the employee on all aspects of performance and, where any deficiency is detected, providing advice on how to remedy that deficiency; and

(d) providing guidance and support to the probationary employee in relation to his/her duties,

performance, continual professional development and career development.

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7. TIMING OF THE PROBATIONARY REVIEWS

7.1 The timing of the probationary reviews will normally be as follows:

Period of Probation Timing of Reviews 3 years’ probation 6, 18 and 30 months from

commencement of probation 18 months’ probation 6 months from commencement of

probation and 3 months before its conclusion

12 months’ probation 6 months from commencement of probation

6 months’ probation 3 months from commencement of probation

3 months 2 months from commencement of probation

7.2 On advice from a Probationary Review Committee, the Dean of Faculty or the Vice-

Chancellor may decide to hold more frequent reviews that are in addition to the scheduled reviews.

8. REPORTS OF THE PROBATION REVIEW COMMITTEE

8.1 Level A, B and C employees

8.1.1 Following each review of a level A, B or C probationary employee, a report shall be prepared by the Head of School for endorsement by the Dean.

8.1.2 Where a Probation Review Committee recommends confirmation of appointment of

a level A, B or C probationary employee, the Dean shall forward the report to the Deputy Vice-Chancellor (Academic) for approval.

8.2 Where a Probation Review Committee recommends termination of appointment of a level A,

B or C probationary employee, the Dean shall forward the report to the Deputy Vice-Chancellor (Academic) for endorsement. He/she, in turn, will forward it to the Vice-Chancellor for approval. (See clause 9 of this Procedure.) Level D and E employees

Following each review of a level D or E probationary employee, a report shall be prepared by the Executive Officer for endorsement by the Vice-Chancellor.

8.3 Each review report is to be attached to the prescribed proforma, located in the “Academic Staff Probation Guidelines”, and promptly signed by all Committee members, the Executive Officer and the probationary employee, who will be provided with an opportunity on the form to comment on the report.

8.4 The final review reports submitted to the Deputy Vice-Chancellor (Academic) or the Vice-

Chancellor shall include all supporting documentation, as well as a recommendation that:

(a) a continuing or fixed-term appointment be confirmed at the conclusion of the probationary period; or

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(b) the appointment be terminated, with a minimum of six (6) months’ written notice of the date of termination for a continuing appointment, three (3) months’ written notice for a fixed-term appointment, or payment in lieu of part or all of such notice.

8.5 Where a Probation Review Committee recommends the termination of a probationary

appointment, the Committee is required to cite supporting evidence. 9. RECOMMENDATION OF TERMINATION OF APPOINTMENT

9.1 If the Probation Review Committee recommends termination of appointment, then the employee shall be provided by the Executive Director, Human Resources (or nominee) with a copy of the Committee’s report, including the grounds on which the Committee made its recommendation, and a copy of all documentation and information that resulted in such a recommendation.

9.2 The employee will be allowed a period of not less than five (5) working days to make his/her

written response to the Committee’s report and recommendation. The Executive Director, Human Resources (or nominee) will give consideration to any requests made by an employee to extend the time in which he/she is required to respond.

9.3 Following receipt of the employee’s written response, the Executive Director, Human

Resources (or nominee) shall provide this response and the Committee’s report to the relevant Dean (for level A, B and C employees). The Dean shall determine whether or not to endorse the Committee’s recommendation.

In the event that an employee does not make a written response to the Committee’s report and recommendation within the nominated time, the Executive Director, Human Resources (or nominee) will deem the employee to have chosen not to respond, and the Committee’s report shall be provided to the relevant Dean to determine whether or not to endorse the Committee’s recommendation. The Dean shall record his/her determination on the Committee’s recommendation.

9.4 Where the Dean does not endorse a recommendation to terminate the probationary

appointment, then the employee’s probationary appointment shall proceed in accordance with the relevant provisions of the “Academic Staff Probation Policy”.

9.5 Where the Dean endorses a recommendation to terminate the probationary appointment,

then a copy of the report and the employee’s response to the report shall be provided by the Executive Director, Human Resources (or nominee) to the Deputy Vice-Chancellor (Academic) (in the case of a level A, B or C employee) and the Vice-Chancellor.

9.6 Where the Vice-Chancellor receives a report recommending termination of a probationary

appointment, then he/she shall provide the employee with a copy of the report and the opportunity to:

(a) make a written response to the recommendation; and (b) advise of any mitigating factors to be considered in making his/her decision to

terminate the probationary appointment. 9.7 The employee will be allowed a period of not less than five (5) working days to make his/her

written response to the Vice-Chancellor. CSU will give consideration to any requests made by an employee to extend the time in which he/she is required to respond.

9.8 On receipt of the employee’s response, the Vice-Chancellor will make a decision on the

termination or otherwise of the employee’s probationary appointment and advise the employee in writing of that decision.

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9.9 The Vice-Chancellor’s decision shall be final and not subject to internal review or appeal.

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As approved by the Board of Governors on 19 October 1995, resolution BG95/168 PROGRESSION OF STAFF 1. INTRODUCTION

1.1. Incremental progression is designed to acknowledge that staff gain additional skills, experience and knowledge over time and therefore make an increased contribution to the University.

1.2. All salary points above the bottom salary point are annual incremental points in each of the Levels A, B, C and D. It is envisaged that most academic staff will proceed through the incremental range to which they are appointed without interruption.

1.3. Academic staff shall be entitled to progress annually within the salary range for their level until the maximum salary point is reached, on the basis of satisfactory performance in the criterion areas defined in Section 2.0 - Progression Criteria. Satisfactory performance for the purpose of incremental progression is defined as:

"continuing development in the skills, experience and knowledge which staff should acquire over time and the increased contribution to the University which this should allow them to make".

1.4. Incremental progression is meant to reflect satisfactory performance at the appropriate level for the staff member's appointment. That is, it is to be consistent with the staff member's duties and responsibilities and the Position Classification Standards, in the major areas of academic activity as defined by the Progression Criteria. It is recognised that career paths for academic staff are diverse and that multiple pathways of progression should be catered for, rather than requiring equal performance in all possible areas.

1.5. The procedures for incremental progression assume that role clarity and feedback are part of the normal operations of every Head of School and Faculty Dean, and that decisions will be made to recognise achievements which may advance the careers of staff and provide guidance which may lead to further development and improvement.

2.0 PROGRESSION CRITERIA 2.1 In order to achieve progression to the next salary point on an incremental scale, a staff member

is expected in the preceding year to have shown satisfactory performance within most, but not necessarily all, of the following criterion areas:

2.1.1 undertaken such teaching duties as may have been allocated by the Head of School or

Faculty Dean in consultation with the staff member. 2.1.2 contributed, through research, scholarly writing, publication, creative work in the arts,

professional practice or in other ways to the advancement of and application of knowledge.

2.1.3 participated in the administration of the University and/or provided leadership and

undertaken such administrative duties as might have been assigned by the Head of School or Faculty Dean.

2.1.4 participated in a scheme for staff appraisal for development purposes, if such a scheme

is available, and undertaken such professional or personal development activities as might have been agreed during that process.

2.1.5 contributed service to the relevant discipline through professional activity, continuing

education, consultancy, conference organization or other similar activity relevant to the work of the University.

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3.0 RECOMMENDATION AND DECISION 3.1 GENERAL

3.1.1 The review of a staff member's performance is principally the responsibility of the Head of School (or Supervisor), who will consult with the staff member and, if necessary, any other relevant senior academic staff.

3.1.2 If a staff member is absent from the University and not contactable at the time the

procedure would normally apply, then a positive decision may be processed in their absence, but a negative recommendation shall be dealt with when they are available next.

3.1.3 A decision shall be made prior to the end of the incremental period as to whether the

increment is to be awarded or denied. To this end, the staff member and their Head of School will convene a meeting normally not less than six weeks before the staff member's increment date. At this meeting the Head of School and the staff member will review the staff member's performance against the progression criteria over the period since the last increment was awarded or the staff member was appointed/promoted to their present level, whichever is applicable. The meeting will also be used to agree on or confirm the duties and responsibilities of the staff member for the coming twelve months.

3.1.4 In assessing the staff member's performance for the award or denial of an increment,

due consideration shall be given to equal opportunity principles. 3.2 POSITIVE RECOMMENDATION AND DECISION

3.2.1 Where the Head of School is satisfied that the staff member has met the progression criteria and has provided during the incremental year appropriate evidence that this is so, such as student evaluation of subjects, peer reviews, testamurs of awards granted and copies of research publications, invitations and similar awards, a recommendation shall be made to the Faculty Dean that an increment be awarded. In doing so, the Head of School shall ensure that their recommendation is recorded on the proforma issued by the Division of Personnel Services and that the signature (and comments) of the staff member is also recorded.

3.2.2 After approving the Head of School's recommendation, the Faculty Dean shall forward

the proforma (and any related statements and correspondence) to the Personnel Office on the campus at which the staff member is located for appropriate administrative action, including advice to the staff member and the relevant Head of School.

3.3 NEGATIVE RECOMMENDATION AND DECISION

3.3.1 Where the Head of School is not satisfied that the staff member's performance has justified the award of an increment the following procedures shall apply:

- The staff member shall be informed in writing by the Head of School of their

concerns, which should be expressed in terms of the progression criteria, and be given an opportunity to raise mitigating circumstances or ongoing academic or professional development of which the Head of School might be unaware. The Head of School shall make a recommendation after receiving and considering any such representations.

- The Head of School shall record on the proforma issued by the Division of

Personnel Services that the increment for the staff member is to be denied and, in addition, shall provide a separate, detailed statement on their reasons for making the recommendation. The proforma and the statement made by the Head of School shall be referred to the staff member for comment and signature. The staff member

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shall have two calendar weeks in which to provide a written response on the Head of School's statement and recommendation.

- After receiving the staff member's response, the Head of School shall forward the

proforma and any other related statements and correspondence to the Faculty Dean for decision.

3.3.2 Before coming to a decision on the Head of School's recommendation, the Faculty

Dean shall consult with the staff member and the relevant Head of School and, if necessary, any other relevant senior academic staff.

3.3.3 The Faculty Dean shall advise the staff member and the relevant Head of School in

writing of their decision and include in that advice the reasons for denying the increment and an outline of a plan of action (including staff development and training) to enable the staff member to attain the level of performance required to achieve an increment at the next scheduled review date.

3.3.4 In denying a staff member's increment, the Faculty Dean shall implement one of the

following options:

a) deny increment until the next due date; or b) conduct a further review after a shorter period, with a view to granting the increment

from a new date.

3.3.5 The proforma and all statements and correspondence pertaining to the staff member shall be forwarded to the Personnel Manager on the campus at which the staff member is located for appropriate administrative action, including advice to the staff member on Section 4 - Review Process, and for placement on the staff member's personnel file.

4.0 REVIEW PROCESS 4.1 Where an increment is denied, the staff member may make a request to the Vice-Chancellor to

review the Faculty Dean's decision. 4.2 The Vice-Chancellor shall conduct the review expeditiously and ensure that natural justice is

given to the staff member. 4.3 The review and decision of the Vice-Chancellor shall be based on the documentation submitted

to the Faculty Dean under Section 3.3 of this policy. 4.4 The staff member may request an interview with the Vice-Chancellor, and will be entitled to

have a member of the full-time academic staff of the University accompany them at the interview.

4.5 The Vice-Chancellor may make any enquiries and/or seek such clarification as deemed

necessary before making a decision. 4.6 The decision of the Vice-Chancellor shall be final and, if the decision is that the increment be

awarded, then it shall take effect from the staff member’s review date. 4.7 The Vice-Chancellor shall advise the staff member and the relevant Faculty Dean and Head of

School in writing of his/her decision. 4.8 All correspondence in respect to the review process of the staff member shall be forwarded to

the Personnel Manager on the campus at which the staff member is located for placement on the staff member's personnel file and, if necessary, appropriate administrative action.

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5.0 CONSISTENCY OF ADVICE AND RECOMMENDATIONS

A Head of School is to ensure that, where applicable, their recommendation with respect to incremental progression is not inconsistent with that expressed in a Probationary Review Report of a staff member employed on a tenurable appointment. The possibility of a seemingly divergent recommendation under the policy on Academic Staff Incremental Progression - Policy and Procedures is not precluded. However, the reasons for any apparent divergence must be clearly explained to the staff member and documented in the relevant recommendation.

6.0 THE RELATIONSHIP OF THIS POLICY TO AN ACADEMIC STAFF APPRAISAL SCHEME

FOR DEVELOPMENT PURPOSES The policy on Academic Staff Incremental Progression - Policy and Procedures is separate from

any academic staff appraisal scheme for development purposes. However, participation in any such scheme and the staff development activities arising therefrom is a progression criterion area to be taken into account in incremental progression decisions.

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8.9 Curriculum Vitae of Faculty Assigned to This Degree Program 8.9.1 CV Release

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8.9.2.A Curriculum Vitae Exceptions Not applicable

8.9.2.B Curriculum Vitae for Faculty Responsible for Teaching and Curriculum for

DW Courses No Staff Teaching this mode

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8.9.2.C Curriculum Vitae for Faculty Responsible for Teaching and Curriculum for

DO and DL Courses 1. Name, work address, work phone, work e-mail Professor Mark Farrell Charles Sturt University Locked Bag 588 Wagga Wagga 2678 NSW (02) 69 332756 [email protected] 2. Degrees 1995 Doctor of Philosophy (Marketing) Monash University 1990 Master of Science (Marketing) UMIST 1989 Diploma in Marketing Chartered Institute of Marketing 1987 Bachelor of Arts Politics with International Studies (Hons) (2:1) University of Warwick 3. Employment history 1989–1990 Senior Account Manager Cogent Elliot Advertising Agency - UK. Description of Duties: Undertook market research; prepared strategic marketing plans;

devised and implemented marketing and advertising strategies; managed and monitored advertising campaigns, (press, TV. and radio); managed four advertising accounts with billing's totalling $7 million; assisted in the training and development of graduate trainees; helped generate new business leads.

1987-1988 Marketing Manager Elebert Fumigation Services - UK. Description of Duties: Developing marketing strategies, plans and promotion

campaigns; liaising with clients; researching potential markets; developing customer service program; managing small workforce.

1981-1984 Assistant Marketing Manager Elebert Fumigation Services - UK. Description of Duties: Assisted in developing marketing strategies plans and promotion

campaigns; pricing products, publicity and all aspects of marketing.

2002 – current Sub-Dean MBA Program • I am responsible for ensuring that the newly developed graduate school, is positioned in the

market, both nationally and internationally. I am currently involved in marketing courses off-shore, and investigating procedures and mechanisms to ensure that programs of the APGSM are able to meet the accreditation requirements of several international accreditation bodies, such as AMBA, AACSB and EQUIS.

1999–2002 Asssociate Professor of Marketing • Director - Graduate Business Program. I am responsible for the management, and marketing of

all of the course-work postgraduate programs within the Faculty, including the MBA. In this position I acted as Chairperson of the Graduate Business Programs Committee.

• Director – MBA. In this position, I am responsible for managing all areas related to the operations of the MBA. This includes academic matters, administrative matters, both on the domestic and offshore programs (see below for more information pertaining to the MBA program).

• Acting Head – International School of Business (June – December 2001). In this position I supervised three administrative staff, and one academic staff. I was responsible for ensuring that overseas students of the Faculty of Business receive the same quality education as their Australian counterparts. This is achieved through the development and effective administration of clear academic and administrative policies, and a close working relationship with our overseas partners.

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In this position I have carried out the following: • Director MBA. Since 1993 I have been the Director for the MBA (International Business) degree.

This is taught both on campus and by distance education. Building upon this, in 1997, I led the development and introduction of the trimester MBA degree. This MBA is offered on a trimester basis, and taught by every school within the Faculty. In the short time frame of around four years, the MBA program has around 725 full-fee paying students in Australia, making it one of the largest MBA programs in the country, and probably the fastest growing MBA in Australia.

• Head – Management and Marketing Discipline Group. In this position I acted as a mentor for staff, and provided assistance and advice on matters related to teaching and research. I also assisted the Head of School in allocating workloads, and other related activities.

• Presiding Officer – Marketing and Promotions Sub-Committee. In this position, I presided over a Faculty wide committee, with a budget of around $120,000. This committee was responsible for developing effective marketing and promotion campaigns on behalf of the Faculty. Initiatives include the successful telephone marketing campaigns, which have subsequently been adopted by other Faculties; greater interaction with local high schools; closer working relations with the Division of Marketing and Communications, and a general improvement in the marketing of Faculty programs.

• Member – Education Committee of the Academic Senate. In this position, I represented staff of the Faculty on what was an important and influential committee. As a member of a working party of this committee, I was part of a group of academics that published a paper that stimulated debate regarding teaching and learning at CSU, (see under section ‘papers’).

External Adviser and Examiner • Examiner for PhD thesis – “Organizational Strategy, Learning Orientation, and Market

Orientation", Ms Jillian Georgina Stewart, Monash University. • Examiner for PhD thesis – “Market orientation vs. other business approaches, and their

comparative associations with company performance", Mr John Dawes, University of South Australia.

• Examiner for PhD thesis – “Internal customer orientation: Its Antecedents and Relationship to Market Orientation.” Ms Jodie Conduit, Monash University.

• Examiner for DBA thesis – “The impact of downsizing on survivors’ organizational commitment and performance”, Ms Jongkonnee Wudtison, Charles Sturt University.

• External adviser on PhD thesis submitted to University of South Australia, (see attached letter from Professor Julianne Cheek, Dean of Graduate Studies and Chair, Research Degrees Committee).

• Examiner for the Australian Consortium of Higher Education in Malaysia • Examiner for the University Business Schools Consortium Reviewer for the following Journals and Conferences: • Track Chair – Marketing Theory, Australia and New Zealand Marketing Academy Conference,

University of South Australia, 2003. • Track Chair – Marketing Theory, Australia and New Zealand Marketing Academy Conference,

Deakin University, 2002. • Track Chair – Marketing Theory, Australia and New Zealand Marketing Academy Conference,

Griffith University, 2000. • European Journal of Marketing. • Marketing Bulletin. • Australian Journal of Management. • International Journal of Research in Marketing. • Australasian Marketing Journal. • European Marketing Academy, 28th Conference, Berlin, 1999. • Australia and New Zealand Marketing Academy Conference, Auckland, 2001. • Australia and New Zealand Marketing Academy Conference, Sydney, 1999. • Australia and New Zealand Marketing Academy Conference, Dunedin, 1998. • Journal of Economic and Social Policy.

Teaching Responsibilities Listed below are the subjects that I have been taught during the last 12 years.

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Postgraduate MKT 550 Multinational Marketing Management MKT 501 Marketing Management MKT510 Consumer and Organizational Buying Behaviour MKT560 Organizational and Market Research

Undergraduate MKT 110 Principles of Marketing MKT 310 Promotions Management MKT 330 Sales Force Management

OTHER RESPONSIBILITIES 1999 - current Member – Deans Advisory Committee 1999 - current Member - Courses Committee 1991 - current Member - School Board 1995 - current Member - Faculty Board 1995 1996 Member - School of Management Research Committee 1993-1996 Course Coordinator - Graduate Certificate in Business Administration 1994-1996 Editor - Working Papers in Management

1992-1996 Lecturer in Marketing - Charles Sturt University

1991-1992 Senior Tutor in Marketing - Charles Sturt University 4. Honours 5. Scholarly and professional activities: past seven years Presentations “Developing Psychometric Measures in Social Science Research”, School of Management Doctoral Workshop, Charles Sturt University, November 2001. Guest Speaker, Charles Sturt University Graduation Ceremony, April 11, 2000 (see attached letter from Professor Blake). “Developing a Market Oriented Learning Organization”, Department of Marketing, National University of Singapore, May 13, 1999. “Developing a Learning Orientation”, IRI Institute, Kuala Lumpur and Singapore, invited guest speaker, January 1999. “Measurement and Scaling in Quantitative Research: An Introduction and Demonstration”, International Marketing Institute, Sydney, September 1996. “Influence Tactics Used In The Selection and Purchase of Advertising Agency Services”, School of Management Research Seminar Series, Charles Sturt University, June 1995. “Examining The Dynamics Of The Buying Centre In The Selection And Purchase Of Advertising Agency Services”, paper presented at the Monash University Doctoral Seminars, June 1992. “Measuring Influence Within the Buying Centre” paper presented at The Australia - New Zealand Doctoral Colloquium in Marketing, Graduate School of Business, University of Sydney, February 1994. Community Involvement 2001 Member, Wagga Wagga Marketing and Tourism Committee. This committee provides

advice on marketing and tourism to the Wagga Wagga City Council. Professional Consultancy 1999 Developed a market research survey and questionnaire for Tumut Council. 1998 Developed a marketing and promotional strategy for a local Funeral Director in

Wagga Wagga. 1993 and 1994 “Marketing for Teachers of Design and Technology, Workshop”, seminar and

workshop for the New South Wales Department of Education.

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November 1993 “Consumer Perceptions Regarding Various Heating And Cooling Products”, a survey conducted for Southern Riverina Electricity and Water (with E. Oczkowski).

June 1993 “Consumer Choice and Perceptions Of Retail Chemists in Wagga Wagga”, a survey conducted for Charles Price Chemist (with E. Oczkowski).

1993-1995 Marketing Consultant to Southern Riverina Electricity and Water. 1993 “Marketing For Non-Profit Organizations”, a five-day program conducted for

Personnel Employment Network, a government funded organization that secures jobs for people with disabilities.

6. Names of students supervised within the last seven years, title of thesis or project, year

of first registration and year of completion DBA candidate Dr Troy Heffernan (graduated in May 2003). PhD candidate Mr Radwan Kharabsheh (I am the Associate Supervisor). DBA candidate Mr David Simpson. DBA candidate Mr Gregory Punshon. DBA candidate Mr Mark Gribben. 7. Course (for CSU, read "subjects") taught over the past five years (indicate delivery

method for each) Marketing Management (internal and distance education) Principles of Marketing (internal and distance education) 8. Research funding: past seven years. Grants and Awards 2002 Awarded $10,000 ARC Small Grant to undertake the following project, “The Influence of

the Market Orientation of the Firm on Sales Force Behaviour and Attitudes: The Moderating Effect of Artifacts.”

1998 Awarded $13,700 ARC Small Grant to undertake the following project, “The Impact of Downsizing Strategies on the Market Orientation of Organizations”.

1997 Awarded $4,285 CSU Small Grant to undertake the following project, “How Organizations can become More Market Oriented: An Examination of the Relationship Between Organizational Change Strategies and the Market Orientation of an Organization”.

1997 Awarded, $2,000, School of Management Research Grant. 1996 Awarded $3,500 from the Faculty of Business, to undertake a joint project with Dr.

Oczkowski. The project: “A Comparison of the Measures of Market Orientation and their Impact on Business Profitability”.

1994 Awarded $2,000 from the CSU Seed Funding Scheme. 1994 Awarded Special Study Program leave to attend Monash University as a Visiting

Researcher for six months. 1993 Awarded $1,000, School of Management Research Grant. 9. Publications Refereed Journals • “The Effect of Downsizing on Business Performance,” Asia Pacific Journal of Human Resources,

forthcoming 2004 with Mavondo). • “The Effect of Downsizing and Reorientation on Learning Orientation?” Personnel Review,

forthcoming issue 3, vol. 33, 2004, (with F. Mavondo). • “Cultural Orientation: Its Relationship with Market Orientation, Innovation and Organizational

Performance,” Management Decision, 41, 3 241-249, 2003, (with F. Mavondo). • “The Effect of Downsizing on Market Orientation: The Mediating Roles of Trust and Commitment,”

Journal of Strategic Marketing, 10, 1, 2003. • “Are Market Orientation and Learning Orientation Necessary for Superior Business Performance?”

Journal of Market Focused Management, 5, 3, 197-217, 2002, (with E. Oczkowski). Page No 211 of 428

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• “A Critique of the Development of Alternative Measures of Market Orientation”, Marketing Bulletin, 13, 1-13, 2002.

• “Developing a Market Oriented Learning Organization”, Australian Journal of Management, 25, 2, 2000, 201-222.

• “Measuring Market Orientation: Are There Differences Between Business Marketers and Consumer Marketers?” Australian Journal of Management, 25, 2, 2000, 223-244. (with F. Mavondo).

• “Antecedents and Consequences of a Learning Orientation”, Marketing Bulletin 10, 38-51, 1999). • “Power and Influence in the Buying Centre,” European Journal of Marketing, Vol. 33, 11, 1161-

1170, 1999 (with W. Schroder). • “An Examination of the Form of Market Orientation in Australian Companies, Australasian

Marketing Journal, 6, (2) 3-12, 1998 (with E. Oczkowski). • “Discriminating Between Measurement Scales Using Non-Nested Tests and Two Stage Least

Squares Estimators: The Case of Market Orientation”, International Journal of Research in Marketing, 15, 349-366, 1998 (with E. Oczkowski).

• "The Effect Of Power Bases In The Selection And Purchase Of Advertising Agency Services", Australasian Marketing Journal, 6, (1), 51-62, 1998 (with W. Schroder).

• “An Analysis of the MKTOR and MARKOR Measures of Market Orientation: An Australian Perspective”, Marketing Bulletin, 8, 30-40, 1997 (with E. Oczkowski).

• "Influence Strategies In Organizational Buying Decisions", Industrial Marketing Management, 25, (4), 293-303, 1996 (with W. Schroder).

Under Review • “Strategic Orientation and Business Environment: Impact on Organizational Capabilities and

Organizational Performance,” Journal of Strategic Marketing (with F. Mavondo). In Progress • “The Effect of Market Oriented Norms, Behaviour and Artefacts on Role Conflict and Role

Ambiguity,” to be submitted to the Journal of Personal Selling and Sales Management. • “The Influence of the Market Orientation of the Firm on Sales Force Behaviour and Attitudes: a

Replication and Extension,” to be submitted to International Journal of Research in Marketing. Refereed Conference Proceedings “The Influence of the Market Orientation of the Firm on Sales Force Behaviour and Attitudes: Further Empirical Findings”, ANZMAC Conference, Adelaide, 2003 “The Influence of Market-Oriented Artifacts Of the Firm on Sales Force Behaviour and Attitudes”, ANZMAC Conference, Melbourne, 2002. “The Effect of Downsizing on Market Orientation”, Proceedings of the Australian and New Zealand Marketing Educator’s Academy Conference, Griffith University, 28th November – December 3r (2000). “Developing a Market-Oriented Learning Organization,” Proceedings of the European Marketing Academy Conference, Rotterdam, May 2000. “On Measuring Market Orientation,” Proceedings of the Academy of Marketing, 32nd Annual Conference (UK), 2196-2201, (with F. Mavondo). “Learning Orientation: Antecedents and Consequences”, Proceedings of the Australian and New Zealand Marketing Educator’s Academy Conference, Dunedin, New Zealand, 30th November – December 3rd (with M.C. Farrell). “Discriminating Between Measurement Scales: The Case of Market Orientation”, Proceedings of the Academy of Marketing 31st Annual Conference, (UK), 1997, Vol 1, 669-680 (with E. Oczkowski). "Antecedents and Effectiveness of Influence Strategies in the Selection and Purchase of the Services of an Advertising Agency," Southern Marketing Theory and Applications, 1996, Vol. II, Ed. C. Riquier, and B. Sharp, Marketing Science Centre, University of South Australia, pp. 202-222 (with W. Schroder). "Influence Tactics Used In The Selection and Purchase of Advertising Agency Services", Proceedings of the Marketing Educator’s and Researcher’s International Conference, Gold Coast, 2-5 July 1995 (with W. Schroder). Working Papers

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“The Effect of Downsizing on Market Orientation: The Mediating Roles of Trust and Commitment,” Faculty of Business Working Paper No. 01/03 Farrell, M.A. and Oczkowski, E. “Are Market Orientation and Learning Orientation Necessary for Superior Business Performance?” Faculty of Business Working Paper No. 52/02 “Learning Orientation: Antecedents and Consequences”, School of Management Working Paper, Charles Sturt University, No. 3/98 1-29, (with M.C. Farrell). “Discriminating Between Measurement Scales Using Non-Nested Tests and Two Stage Least Squares Estimators: The Case of Market Orientation”, School of Management Working Paper, Charles Sturt University, No. 6/96, 1-55 (with E. Oczkowski). “Antecedents and Effectiveness of Influence Strategies in the Selection and Purchase of the Services of an Advertising Agency,” School of Management Working Paper, Charles Sturt University, 1995, No. 5, 1-32 (with W. Schroder). Share, P., Farrell, M., Smith, E., Brackenreg, J., Ballantyne, J., Fawkes, L., Dean, M., McFadden, M., and Parker, J., “Towards a Re-examination of Teaching and Learning at Charles Sturt University” Occasional Papers in Open and Distance Learning, 22, 1-13. Open learning Institute. Professional Journals “Why Is Marketing Not A Profession?” Marketing. Official Journal of the Australian Marketing Institute (March 1992). “Training from Top To Bottom”, Broadcasting and Television (November 1, 1991). “Agencies Being Called To Account”, Broadcasting and Television (October 4, 1991). “Trust Takes A Back Seat In Bad Times”, Broadcasting and Television (August 9, 1991). Readings in Australian Marketing Cases, by P. Graham, - Book Review, Australian Library Journal (August 1991). “Finding the Right Client Fit”, Broadcasting and Television (19 July 1991). “Till A Review Do Us Part”, Broadcasting and Television (21 June 1991). “The Emperor’s New Clothes”, Broadcasting and Television (17 May 1991). Presentations “Developing Psychometric Measures in Social Science Research”, School of Management Doctoral Workshop, Charles Sturt University, November 2001. Guest Speaker, Charles Sturt University Graduation Ceremony, April 11, 2000 (see attached letter from Professor Blake). “Developing a Market Oriented Learning Organization”, Department of Marketing, National University of Singapore, May 13, 1999. “Developing a Learning Orientation”, IRI Institute, Kuala Lumpur and Singapore, invited guest speaker, January 1999. “Measurement and Scaling in Quantitative Research: An Introduction and Demonstration”, International Marketing Institute, Sydney, September 1996. “Influence Tactics Used In The Selection and Purchase of Advertising Agency Services”, School of Management Research Seminar Series, Charles Sturt University, June 1995. “Examining The Dynamics Of The Buying Centre In The Selection And Purchase Of Advertising Agency Services”, paper presented at the Monash University Doctoral Seminars, June 1992. “Measuring Influence Within the Buying Centre” paper presented at The Australia - New Zealand Doctoral Colloquium in Marketing, Graduate School of Business, University of Sydney, February 1994. Grants and Awards 2002 Awarded $10,000 ARC Small Grant to undertake the following project, “The

Influence of the Market Orientation of the Firm on Sales Force Behaviour and Attitudes: The Moderating Effect of Artifacts.”

1998 Awarded $13,700 ARC Small Grant to undertake the following project, “The Impact

of Downsizing Strategies on the Market Orientation of Organizations”. 1997 Awarded $4,285 CSU Small Grant to undertake the following project, “How

Organizations can become More Market Oriented: An Examination of the

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Relationship Between Organizational Change Strategies and the Market Orientation of an Organization”.

1997 Awarded, $2,000, School of Management Research Grant. 1996 Awarded $3,500 from the Faculty of Business, to undertake a joint project with Dr.

Oczkowski. The project: “A Comparison of the Measures of Market Orientation and their Impact on Business Profitability”.

1994 Awarded $2,000 from the CSU Seed Funding Scheme. 1994 Awarded Special Study Program leave to attend Monash University as a Visiting

Researcher for six months. 1993 Awarded $1,000, School of Management Research Grant. Community Involvement 2001 Member, Wagga Wagga Marketing and Tourism Committee. This committee

provides advice on marketing and tourism to the Wagga Wagga City Council. Professional Consultancy 1999 Developed a market research survey and questionnaire for Tumut Council. 1998 Developed a marketing and promotional strategy for a local Funeral Directors in

Wagga Wagga. 1993 and 1994 “Marketing for Teachers of Design and Technology, Workshop”, seminar and

workshop for the New South Wales Department of Education. November 1993 “Consumer Perceptions Regarding Various Heating And Cooling Products”, a

survey conducted for Southern Riverina Electricity and Water (with E. Oczkowski). June 1993 “Consumer Choice And Perceptions Of Retail Chemists in Wagga Wagga”, a

survey conducted for Charles Price Chemist (with E. Oczkowski). 1993-1995 Marketing Consultant to Southern Riverina Electricity and Water. 1993 “Marketing For Non-Profit Organizations”, a five-day program conducted for

Personnel Employment Network, a government funded organization that secures jobs for people with disabilities.

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8.9.2.C Curriculum Vitae for Faculty Responsible for Teaching and

Curriculum for DO and DL Courses PERSONAL DETAILS Name: Edward (Eddie) Oczkowski Work Address: School of Commerce, Charles Sturt University Locked Bag 588, Wagga Wagga, NSW 2678, AUSTRALIA. Phone: (02) 69332377 Fax:(02) 69332930 E-mail: [email protected] Web Page: http://csusap.csu.edu.au/~eoczkows/home.htm

Academic Qualifications

• 1988 Doctor of Philosophy (Economics) La Trobe University. • 1983 Master of Economics (Coursework) Australian National University.

Commonwealth Postgraduate Coursework Award • 1982 Bachelor of Economics (1st class Hons & Uni Medal) La Trobe University.

Employment History

• 2004 - present Professor in Applied Economics and Quantitative Methods, School of Commerce, CSU.

• 2001- 2003. Associate Professor in Economics and Quantitative Methods, School of Management, CSU.

• 1999 - 2001: Head of School, School of Management, CSU. • 1993-2000: Senior Lecturer in Economics and Quantitative Methods, School of

Management, CSU. • 1989-1992: Lecturer in Economics and Quantitative Methods, School of Commerce,

CSU/RMIHE. • 1985-1988: Tutor in Economics, School of Economics, La Trobe University.

Teaching experience Undergraduate: Business Statistics, Macroeconomics, Microeconomics, Labour Economics, Managerial Economics, Applied Econometrics, Mathematical Economics, Applied Econometric Models, Forecasting for Business. Postgraduate: Managerial Economics, Business Forecasting, Advanced Econometrics, Research Methods, Advanced Research Methods, Research Methodology for Business, Business Project Methods. Research Supervision Principal • Wickramasekera, R. PhD (2001) The Export Behaviour of Australian Wineries: A Test of an Export

Adoption Model. • Buranakunaporn, S. PhD (2003) Econometric Models of Thailand’s Energy Demand. • Patarasuk, W. PhD (2005) Technology Transfer in Foreign and Local Firms in Thailand. • Battersby, B. PhD (2005) Consumer Demand Theory and Regional Air-Trave: An Integrated

Economic and Econometric Approach. Co-supervision • Sharma, K PhD (1997) Industrial Strategies, Foreign Trade Regimes and Structural Change: An

Analysis of Nepalese Manufacturing. • Herrman, H. DBA (2001) Predictive Modelling of Telecommunications Equipment Tenders.

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Research Publications Refereed Journal Articles: 1. 'A Theory of Market Quantity Controls: The Use of Disequilibrium and Bargaining Theories.'

Australian Economic Papers, 27, 285-297, 1988. 2. 'Disequilibrium Estimation of Single Market Effective Demand Theory.' Journal of Quantitative

Economics, 6, 185-201, 1990. 3. 'The Econometrics of Markets with Quantity Controls.' Applied Economics, 23, 497-504, 1991. 4. 'Modelling the Allocation of Australian Bilateral Aid: A Two-Part Sample Selection Approach.'

Economic Record, 67, 147-152, 1991. (with M. McGillivray) 5. 'Government Policies and Agricultural Supply Response: Paddy in Sri Lanka.' Journal of

Agricultural Economics, 43, 231-242, 1992. (with P.J. Gunawardana) 6. 'A Two-Part Sample Selection Model of British Bilateral Foreign Aid Allocation.' Applied

Economics, 24, 1311-1319, 1992. (with M. McGillivray) Reprinted in P. Burnell and O. Morrissey (eds) Foreign Aid in the New Global Economy, pp 458-466, 2004, Edward Elgar.

7. 'On the Estimation of Total Expenditure Elasticities using Limited Dependent Variable Models for

Malaysia.' Singapore Economic Review, 37, 59-69, 1992. (with M. Perumal) 8. 'Price and Quantity Controlled Agricultural Markets and Disequilibrium Econometrics: A Survey.'

Agricultural Economics, 9, 53-87, 1993. 9. 'A Hedonic Price Function for Australian Premium Table Wine.' Australian Journal of Agricultural

Economics, 38, 93-110, 1994. 10. 'Household Expenditure Patterns and Access to Consumer Goods in a Transitional Economy.'

Journal of Economic Development, 19, 165-183, 1994. (with N. Philp) 11. 'Developed and Developing Country Multinationals and Export Performance in Developing

Countries: Some Analytical Issues and New Empirical Evidence.' Journal of Development Economics, 46, 109-122, 1995. (with P. Athukorala, and S. Jayasuriya). Re-printed in C. Milner (ed) Developing and Newly Industrialising Countries, Vol II, pp 3-16, 1998, Edward Elgar.

12. ‘An Analysis of the MKTOR and MARKOR Measures of Market Orientation: An Australian

Perspective.’ Marketing Bulletin, 8, 30-40, 1997. (with M. Farrell) 13. ‘A Disequilibrium Econometric Model of the Australian Raw Wool Market.’ Australian Economic

Papers, 36, 283-307, 1997. 14. ‘The Impact of Market Clearing Assumptions and Dynamics on Demand Elasticities.’ Economics

Letters, 59, 39-43, 1998. 15. ‘Discriminating between Measurement Scales using Non-Nested Tests and Two Stage Least

Squares Estimators: The Case of Market Orientation.’ International Journal of Research in Marketing, 15, 349-366, 1998. (with M. Farrell)

16. ‘The Effects of Recognition of Prior Learning upon Student Outcomes in VET Teacher Training.’

Australian Vocational Education Review, 5, 37-43, 1998. (with E. Smith and R. Brennan) 17. ‘An Examination of the Form of Market Orientation in Australian Companies’ Australasian

Marketing Journal, 6, 3-12, 1998 (with M. Farrell)

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18. ‘An Econometric Analysis of the Bilateral Monopoly Model.’ Economic Modelling 16, 53-69, 1999.

19. ‘An Econometric Analysis of the Demand for Eggs in Australia.’ Australian Agribusiness Review,

7, paper no. 10, 1999. (with T. Murphy) 20. ‘Trade Liberalisation and Productivity Growth: The Case of Manufacturing Industries in Nepal.’

Oxford Development Studies, 28, 205-222, 2000. (with K. Sharma and S. Jayasuriya) 21 'Imperfect Competition, Returns to Scale and Productivity Growth in Australian Manufacturing: A

Smooth Transition Approach to Trade Liberalisation.' International Economic Journal, 15, 99-113, 2001. (with K. Sharma)

22. 'An Econometric Analysis of the Demand for Domestic Air Travel in Australia.' International

Journal of Transport Economics, 28 (2), 193-204, 2001. (with B. Battersby) 23. 'Liberalisation, Export Incentives and Trade Intensity: New Evidence from Nepalese

Manufacturing Industries.', Journal of Asian Economics, 12, 123-135, 2001. (with K. Sharma and S. Jayasuriya)

24. 'Hedonic Wine Price Functions and Measurement Error.' Economic Record, 77 (239), 374-382,

2001. 25. 'Discriminating Between Measurement Scales using Non-nested Tests and 2SLS: Monte Carlo

Evidence.' Structural Equation Modeling, 9, 103-125, 2002. 26. 'Tourism Advertising Expenditure Impacts on a Regional Economy' Australasian Journal of

Regional Studies,8(1), 83-94, 2002. (with T. Murphy, G. West, and M. Brooks) 27. 'Are Market Orientation and Learning Orientation Necessary for Superior Organizational

Performance?" Journal of Market Focused Management,5(3), 197-217, 2002. (with M. Farrell) 28. 'New Management Practices and Enterprise Training in Australia.' International Journal of

Manpower, 24(1), 31-47, 2003. (with Smith, A., Macklin, R., and C. Noble.) 29. 'Organisational Change and the Management of Training in Australian Enterprises.' International

Journal of Training and Development, 7(1). 2-15, 2003. (with Smith, A., Macklin, R., and C. Noble).

30. ‘Water Reform and Co-operation.’ Journal of Economic and Social Policy, 8(1), 35-51, 2003.

(with K. Parker) 31. ‘The Impact of Organisational Change on the Nature and Extent of Training in Australian

Enterprises.’ International Journal of Training and Development, 8(2), 94-110, 2004. (with A. Smith, R. Macklin and C. Noble).

32. ‘Key Determinants of the Stage of Internationalisation of Australian Wineries.’ Asia Pacific

Journal of Management, 21(4), 425-444, 2004. (with R. Wickramasekera) 33. ‘Australian Agricultural Bargaining Co-operatives and Associations: Issues and Prospects.’ Third

Sector Review, 10(2), 67-84, 2004. 34. 'Determinants of Efficiency in Least Developed Countries: Further evidence from Nepalese

Manufacturing Firms.' Journal of Development Studies, 41(4), 617-630, 2005 (with K. Sharma) 35. ‘Stage Models Re-visited: A Measure of the Stage of Internationalisation of a Firm.’ Management

International Review, 46(1), 39-55, 2006. (with R. Wickramasekera) 36. ‘Modelling Winegrape Prices in Disequilibrium.’ Agricultural Economics, 34(1), 97-107, 2006.

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37. ‘Nash Bargaining and Co-operatives.’ Australian Economic Papers, 45(2), 89-98, 2006. 38. ‘Structural Change and Thailand Energy Demand.’ forthcoming, International Journal of Energy

Research (with S. Buranakunaporn). 39. ‘A Dynamic Econometric Model of Thailand Manufacturing Energy Demand.’ forthcoming,

Applied Economics (with S. Buranakunaporn).

Other Research Papers

• Over 50 working papers, research reports and conference papers. Most papers are preliminary

versions of journal articles. Research Grants Australian Research Council Small Grant (1995) $5,000: ‘A Disequilibrium Model of the Australian Raw

Wool Market’. Faculty of Commerce, near miss ARC Grant (1996) $3,500: 'A Comparison of the Measures of Market

Orientation and their impact on Business Performance.' (with M. Farrell). Rural Industries Research and Development Corporation (1997/8) $13,549: 'Modelling the Determinants

of Domestic Egg Demand.' (with T. Murphy) National Centre for Vocational Education Research (1998) $59,500: 'New Management Practices and

Enterprise Training.' (with A. Smith, C. Noble and R. Macklin) Faculty of Commerce, Grant (1999) $2,884: 'Examining the Effects of Micro-Economic Reforms on

Australian Manufacturing.' (with K. Sharma) NSW Government Department of Fair Trading (2002-2005) $300,000: ACCORD: Australian Centre of

Co-operative Research and Development. Funding for various projects relating to co-operatives. National Centre for Vocational Education Research (2006/7) $76,450: 'To have and to hold: The role of

human resource management and high performance work systems in the utilisation and retention of skills in organisations.’ (with A. Smith, C. Selby-Smith)

National Centre for Vocational Education Research (2007) $17,600: ‘Analysing employer training: a

further analysis of the 2005 Survey of Employer Use and Views of the VET System.’(with A. Smith) Consultancies An Economic Appraisal of the Effects of Changes in the Electricity Pricing Regime on the Williams Mini

Hydro-Power Station, Mannus Lakes, NSW. 1989. (with N.E. Philp) Consumer Choice and Perceptions of Chemists in Wagga Wagga. A survey conducted for Charles Price

Chemist. 1992. (with M. Farrell) Consumer Perceptions Regarding Various Heating and Cooling Products. A survey conducted for

Southern Riverina Electricity & Water. 1993 (with M. Farrell) Consultant to the project: Demand for Restaurant Services - An Attribute Approach Department of

Applied Economics, Victoria University of Technology. 1994. Urban Lighting Survey. A survey conducted for the Wagga Wagga City Council. 1996 (with M. Morris). Tourism Promotion Expenditure and Tourism Demand in Far West NSW. Far West Regional

Development Board, 1999 (with Western Research Institute).

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Other Miscellaneous Activities

• Referee for the following journals: - ANZ Third Sector Review - Australian Agribusiness Review - Australian Economic Papers - Australian Journal of Agricultural and Resource Economics - Australasian Marketing Journal - Economic Analysis and Policy - Economic Journal - Economic Record - Interdisciplinary Peace Research - International Economic Review - International Journal of Research in Marketing - Journal of Agricultural Economics - Journal of Social and Economic Policy - Review of Agricultural Economics - Sociological Methods and Research

• Originator and editor of the Working Paper Series - Economics Discipline, Charles Sturt University. 1992-2000.

• Deputy Director of Rural Research Economics Unit at CSU (1996-1998). Associate of the Western Research Institute (1999 - present).

• Acting Sub-Dean Research, Faculty of Commerce (2002, 6 months). Member of Faculty Research Committee (1995-present). Board of Graduate Studies member (1995-96, 2006 - present). University Postgraduate Scholarship Committee member (1994-97). Member of University Research Management Committee (2003 - 05).

• Co-Director for the Australian Centre for Co-operative Research and Development. (2002 July – 2005 June).

• Sub-Dean Graduate Training, Faculty of Commerce and DBA co-ordinator (2006 Jan - present) • Research leader in the (funded) CSU Community of Scholars: Economic Research into

Sustainable Agricultural and Regional Development. (2003). • Key Researcher, Institute of Land, Water and Society (2005 - present). • Head of Economics Discipline, CSU Wagga Wagga (1994 - present). • Examiner of PhD, DBA, MA, M.Sc. and B.App. Sci. theses at LaTrobe, Victoria, Deakin and

Charles Sturt Universities. • Invited seminar presentations at Sydney, Deakin and LaTrobe Universities. • Inaugural winner of the Faculty of Commerce research excellence award, 1996. • Developed the Australian Wine Price Calculator, a web-based tool which disseminates wine

pricing research.

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DO and DL Courses 1. Name, work address, work phone, work e-mail Dr Jayne Elizabeth Bisman BBus (with Distinction) MitchellCAE, MEc NE, PhD CSturt, CA, FCPA

Associate Professor of Accounting, Charles Sturt University

Jayne has over 20 years teaching experience in higher education. She is a management accounting specialist, with particular interests in the role and uses of management accounting in the contemporary public sector and small business, as well as historically during the Australian colonial period. Her primary industry experience has been in small business, the public sector and educational consultancy. Jayne currently teaches exclusively at the postgraduate level and supervises a large number of research students through to Doctoral level.

She has in excess of 40 sole and jointly authored publications, including refereed journal articles and conference papers, chapters in books, textbooks, and commissioned reports for government.

Jayne is a member of the Organisations and Leadership Research Group within the Faculty of Business, and annually conducts a range of research workshops for the University. She is also active on the academic conference circuit as presenter, referee, discussant and chair, and received the University’s Faculty of Business Award for Research Excellence in 2002. She has met both the teaching and research performance criteria under the University’s Performance Based Funding Model since the scheme was introduced c.2002-2003.

She has contributed to the leadership, administration and management of the University and the profession as a Head of School and on a wide variety of academic and professional committees. PPeerrssoonnaall ddeettaaiillss Name: Jayne Elizabeth Bisman (nee Oran) Date & Place of Birth: 10 June 1963, Oberon, NSW Nationality: Australian Marital Status: Married No dependents Home Address: 6 Beavis Place Bathurst, NSW 2795 Ph. (02) 6332 5251 Business Address: School of Accounting C2-1 Charles Sturt University Bathurst, NSW 2795 Ph. (02) 6338 4101 Fax (02) 6338 4405 E-mail: [email protected] AAccaaddeemmiicc qquuaalliiffiiccaattiioonnss

• Bachelor of Business (Accounting) with Distinction Mitchell College of Advanced Education, 1984

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• Master of Economics (Accounting and Financial Management) University of New England, 1989

• Doctor of Philosophy (Accounting)

Charles Sturt University, 2002 Thesis: ‘The role of costs in outsourcing decisions: Selected studies of public sector

organisations’

AAccaaddeemmiicc aawwaarrddss aanndd pprriizzeess

BBaacchheelloorr''ss ddeeggrreeee

• Sydney Myer Charity Trust Prize - awarded to the graduating student who achieves the best overall result in the Bachelor of Business course (all majors).

• Australian Society of Accountants Prize - awarded to the graduating student who achieves the best overall result in the Bachelor of Business course (Accounting major).

• Commercial and General Acceptance Ltd. Prize - awarded to the student obtaining the highest aggregate mark in the three Cost and Management Accounting subjects.

• Amatil Prize - awarded to the student who achieves the best result in the first six accounting and law units.

• Corporate Affairs Commission Prize - awarded to the student who displays the greatest overall knowledge in the unit Company Law.

• Butterworths Prize - for best result in Management Accounting II. • Butterworths Prize - for best result in Introduction to Law.

MMaasstteerr’’ss ddeeggrreeee

• Corporate Affairs Commission Prize - for best result in Issues in Company Financial

Reporting.

DDooccttoorraall ddeeggrreeee

• PhD HECS Exemption Scholarship – Southern Cross University (Spring 1994). • PhD HECS Exemption Scholarship – Charles Sturt University (1995-2001).

PPoossttddooccttoorraall

• Charles Sturt University Faculty of Business Award for Research Excellence – to

recognise and encourage staff who have made a major contribution in advancing the research culture of the University by maintaining an exceptional record of sustained research activity during their employment with the University, especially within the last five years (Awarded 2002).

MMeemmbbeerrsshhiipp ooff pprrooffeessssiioonnaall bbooddiieess

• Fellow, CPA Australia (member since 1984) • Member, Institute of Chartered Accountants in Australia (since 1995) • Member, Accounting and Finance Association of Australia and New Zealand (AFAANZ) (since

1984) • Member, Accounting History Special Interest Group, AFAANZ (since 2002)

EEmmppllooyymmeenntt hhiissttoorryy

Date Position 2.5.05 – present Associate Professor of Accounting Charles Sturt University (Level D, full-time, tenured)

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16.1.05 – 1.5.05 Senior Lecturer in Accounting Charles Sturt University (Level C, full-time, tenured) 17.7.04 - 16.1.05 Acting Head School of Accounting Charles Sturt University (full-time, contractual) 12.2.01 – 16.7.04 Senior Lecturer in Accounting Charles Sturt University (Level C, full-time, tenured) 1.2.93 – 11.2.01 Lecturer in Accounting Charles Sturt University (Level B, full-time, tenured) 13.8.92 - 31.1.93 Lecturer in Accounting

Charles Sturt University (part-time, contractual) 13.3.92 - 24.7.92 Course Development Consultant Open Learning Institute Charles Sturt University (full-time, contractual) 13.1.92 - 12.3.92 Acting Business Manager Open Learning Institute - Office of Marketing Charles Sturt University (full-time, contractual) 15.7.91 - 3.1.92 Lecturer in Accounting Northern Territory University (Level B, full-time, tenurable) 1.1.90 - 28.6.91 Lecturer in Accounting, Charles Sturt University (Promoted to Grade II (Level B), then to Grade I, full-time, tenured) 21.7.86 - 31.12.89 Lecturer in Accounting, Mitchell CAE (Grade III, full-time, tenured) 2.2.84 - 20.7.86 Tutor in Accounting, Mitchell CAE

(full-time, contractual) TTeeaacchhiinngg aaccttiivviittiieess A range of teaching, curriculum development and subject management experience, from first year accounting through to doctoral coursework subjects, including supervision of large numbers of staff as head of various teaching teams. In addition to teaching accounting majors at all levels, extensive experience in teaching accounting for non-accountants at both undergraduate and postgraduate levels. Specialist in management accounting since 1993 with responsibility for convening, coordinating and teaching the major undergraduate management accounting subjects for almost ten years. Currently responsible for a number of postgraduate management accounting and research methods subjects within the Faculty, as well as postgraduate subjects in specialist areas such as small business. Currently Course Coordinator for the Master of Commerce (Accounting) (Honours), Master of Commerce (Accounting) and Bachelor of Business (Accounting) (Honours). Responsible for the design and development of the Graduate Certificate in Public Practice and Course Coordinator of that program

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from 1994 to 2001. Major participant in the initial design, and then the redesign, of the Master of Commerce (Accounting) across 1994-2002. Currently undertaking a major course review of the Master of Commerce (Accounting), including industry liaison to develop panels to provide input from external stakeholders (2006-2007). Commissioned to develop and conduct specialised management accounting courses for numerous government departments and private enterprises (such as Nestle Australia Ltd.). Fully conversant with and experienced in teaching in all modes (face-to-face, distance education, off-shore, mixed), using a range of technologies (computing, videoconferencing, teleconferencing), and innovations and strategies (problem-based learning, cooperative learning, reflective learning, team teaching). Numerous publications featuring reflections on and models for innovative accounting education. Significant experience in curriculum design, working with educational designers on an ongoing basis since 1988 to develop exemplary distance education study packages. Also worked as an educational consultant to the University; a position which included the provision of instructional design services to academics. Complete, peer-reviewed teaching portfolio, including extensive records of formal evaluations of teaching effectiveness and of subjects and courses dating back to the last 1980s and continuously updated. Evaluations include those related to undergraduate, postgraduate and short course teaching, as well as formal evaluations of teaching of research methods workshops for research supervisors, staff and students. Evaluations have been made by educational designers, students and peers, and teaching, teaching materials and the curricula developed have consistently rated very highly in these evaluations.

CCuurrrreenntt tteeaacchhiinngg • Postgraduate - responsible for all aspects of subject management, curriculum design and

development, writing of subject materials and teaching in: DBA711 Research Issues in Business ACC540 Research Methodology ACC535 Strategic Cost and Management Accounting ACC533 Readings in Accounting (to selected students) ACC530 Special Topic in Accounting (to selected students) ACC519 Accounting and Financial Management for Small Business ACC510 Current Issues in Management Accounting Also responsible for accounting honours, masters and doctoral dissertation and theses subjects offered at Bathurst – ACC430, ACC432, ACC531, ACC601, ACC602, ACC605, ACC701 and ACC702.

OOtthheerr rreecceenntt tteeaacchhiinngg • Postgraduate and undergraduate - in the last five to ten years, responsible for management,

development and teaching in: ACC552 CPA Management Accounting ACC526 Accounting and Finance for Management ACC525 Financial Accountability in the Public Sector ACC509 Strategic Cost Management Systems ACC507 Strategic Management Accounting ACC501 Business Accounting and Finance ACC410 Finance for Managers GPM408 Financial Accountability ACC310 Management Accounting 2 ACC230 Accounting and Financial Management ACC210 Management Accounting 1

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RReesseeaarrcchh ggrraadduuaatteess//ssttuuddeennttss Theses/dissertations completed and passed As supervisor Griffiths, J. 2003, ‘The use of the balanced scorecard in New Zealand government departments and Crown entities: A multiple case study’, MCom(Hons). Lee, C. 2006, ‘Analysis of current curriculum in introductory accounting subjects in Australian accounting degrees’, MCom(Accounting) dissertation. McElroy, J. 2006, ‘A study of environmental accounting disclosures within NSW local government annual reports’, MCom (Accounting)(Hons). Van Every, B. 2006, ‘Setting service standards in Victorian local government’, DBA. As examiner Al-Akra, M. 2004, ‘Islamic accounting - The influence of culture: Concepts, evidence and applications’, MCom(Accounting), CSU. Murphy, D. 2004, ‘An investigation into the significance of the use of computerised accounting software in explaining the compliance costs incurred by small businesses in Australia’, BBus(Hons), CSU. As CSU Faculty Examination Committee member Chomvilailuk, R. 2003, PhD. Ng, K.H., 2005, DBA. Theses/dissertations in progress As principal or co-supervisor Crofts. K. ‘Accountability for grant funds by NGOs to public sector policy makers/funding agencies’, DBA. Goela, N. ‘Accounting and financial policy for migrant small businesses in Australia’, DBA. McGrath, D. ‘Social Accounting: A reporting model incorporating stakeholder dialogue in the credit union sector’, PhD. Pawsey, N. ‘IFRS adoption: Costs and benefits for Top 400ASX Listed Australian Companies’, MCom(Accounting)(Hons). Raz, M. ‘Enterprise resource planning systems’, DBA

OOtthheerr tteeaacchhiinngg eexxppeerriieennccee

Other current teaching activities relate principally to conducting research methods workshops and are detailed in the ‘Research and publications activity’ section of this document. In the past, undertook a range of other teaching activities, of which the following list is indicative: 1996 – 2002 Business Studies HSC Conference Day

o Presenter, Small Business Workshop (1996-2001) o Presenter, HSC Online (2002)

1992 - 1994 University Business Schools Consortium

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o Examiner in Accounting

1991 - 1992 Northern Territory University, Lecturer in Accounting o Accounting Information Systems o Accounting Theory

1991 - 1995 Open Learning Institute, Charles Sturt University, Course Director

o Accounting & Finance: An Introduction o Financial Management Certificate Program

1990 - 1991 Australian Business Education Council Ltd.

o Examiner in Accounting

1990 - 1991 Mitchellsearch Ltd., Course Director o Financial Management Course

1990 - 1991 Nestle Australia Ltd., Course Designer and Director

o Nestle Finance for Non-Financial Managers Course

1984-1989 Mitchell College of Advanced Education, Lecturer in Accounting o Accounting I o Accounting Theory o Current Issues in Accounting o Management Accounting I and II o Auditing o Financial Accounting I

TTeeaacchhiinngg wwoorrkksshhooppss//iinnnnoovvaattiioonnss Participant in a variety of fora and workshops in order to remain up to date with new teaching methods and technologies. The range of formal studies, short courses and workshop activities undertaken include:

• Teaching Portfolio Workshop, Faculty of Business, 2005. • Generic Skills in Accounting, Accounting and Law Research Forum Teaching Workshop, 2005 • Business Ethics Teaching: An Action Research Spiral, Accounting and Law Research Forum

Teaching Workshop, 2004 • Supervision of Professional Doctorates, Two Day Research Supervision Conference, Centre for

Research and Graduate Training, 2004. • Mentor Training, CPA Practical Experience Mentor Program, CPA Australia, Semester 1 2003 • Easing the Transition: From the MBA to the DBA, Faculty of Business Seminar Series, Charles

Sturt University, 2002 • Training in Interactive Videoteaching, Charles Sturt University, 2002 • Strategic Cost Management Accounting for Value Creation, Australian Graduate School of

Management, UNSW, 1998. • Facilitating Student Learning (a subject in the Graduate Certificate in University Teaching and

Learning), Charles Sturt University, 1997.

TTeeaacchhiinngg ppoorrttffoolliioo A teaching portfolio is available for inspection, which features:

• Samples of teaching materials • Personal reflections on teaching • Formal evaluations of teaching,

subjects & courses • Unsolicited student references &

testimonials • Examples of innovations in teaching

& learning • Examples of research on teaching &

learning • Materials on research student

supervision • Reflections on research student

supervision

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• Peer reviews of teaching conducted for colleagues

• Annotated materials on teaching theory & practice

RReesseeaarrcchh oonn tteeaacchhiinngg Joint author of three management accounting textbooks. Research conducted, workshopped and published (see following section) on a range of issues concerned with accounting education, and with teaching and learning in higher education more generally, including:

• Generic skills development • Research methods education • Alternative assessment • Thesis preparation • Online education • Distance education • Training needs assessment • Accounting education in China • Writing literature reviews • Research supervision • Continuing Professional Education

(CPE) • Educational benchmarking

RReesseeaarrcchh aanndd ppuubblliiccaattiioonnss aaccttiivviittyy The current section details research interests, publications, research awards and grants and a range of other research-related activities, including those concerning the teaching-research nexus. My research interests follow five major and overlapping themes:

• Cost and management accounting and accountability in the public sector – particularly outsourcing and competitive tendering

• Cost and management accounting in small and medium enterprises (SMEs) – particularly the role of external accountants

• Research methods in accounting – especially multiple/mixed methods and critical realist research

• Management accounting education

• Australian Colonial management accounting and accountability, and relationships to business, social and micro histories

For research published in the period from 1998-2004 actual DEST point1 earnings were 11, while DEST points claimed for 2005 publications total 3.33. Books Bisman, J.E. 1999, Costing for outsourcing decisions: Public sector perspectives, Management Accounting Centre of Excellence, Australian Society of Certified Practising Accountants, Melbourne. Chapters in books Bisman, J.E. 1996, Generic competencies in accounting education: A role for the Internet. In Issues for accounting educators, eds. L. Leveson & M. Appla, La Trobe University, Melbourne. Bisman, J.E. 1991, Accounting for income tax (Tax effect accounting). In Australian company financial reporting, eds. J. B. Ryan, B. H. Andrew, M. J. Gaffikin & T. Heazlewood, Australian Accounting Research Foundation, Melbourne. (Accounting Research Study: 11).

1 Formerly DETYA/ DEETYA points.

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Bisman, J.E. 1991, Contingencies. In Australian company financial reporting, eds. J. B. Ryan, B. H. Andrew, M. J. Gaffikin & T. Heazlewood, Australian Accounting Research Foundation, Melbourne. (Accounting Research Study: 11). Journal articles Bisman, J.E. & Wang, Y. (double blind reviewed and accepted for resubmission), Accounting and accountability for trust monies in the Australian public sector, Accounting, Accountability & Performance. Bisman, J.E. & Goela, N. (in submission), Financing regional development: The role and responses of the Small Industries Development Bank of India, Entrepreneurship and Regional Development. Goela, N. & Bisman, J.E. (in submission), Development bank finance in India and the regional development agenda, Finance India.2 McElroy, J., Bisman, J.E. & Mathews, M. R. (in submission), Environmental accounting in NSW local government, Accounting, Auditing and Accountability Journal. Bisman, 2005, Beneath the ‘Beyond Beancounting’ reports: Research, professional practice and politics in the public sector, Accounting, Accountability & Performance, Vol.11, No.1, 25-48. Goela, N. & Bisman, J.E. 2004, A model and research agenda for lease decision making, Indonesian Management & Accounting Research, Vol. 3, No. 2, 469-492. Bisman, J.E. 1998, Research methods in management accounting, Business Library Review: An International Journal,3 Vol. 23, No. 2. Bisman, J.E. 1994, Transfer pricing in the 1990s: Tax and management perspectives, Business Library Review: An International Journal, Vol. 19, No. 1. Bisman, J.E. 1993, International taxation in an integrated world, Business Library Review: An International Journal, Vol. 18, No. 4. Oran, J.E. 1988, The accountant’s role in the market for small business advisory services, Management Forum, Vol. 14, No. 1. Refereed published conference proceedings and refereed conference papers Lee, C. and Bisman, J.E. (forthcoming 2006) Education in introductory accounting: The ‘old’ and the ‘new’, Accounting and Finance Association of Australia and New Zealand Annual Conference, Wellington, New Zealand, 2-4 July. 4 Bisman, J.E. (forthcoming 2006) Cost savings from outsourcing in the Australian public sector: Anecdote or evidence? Accounting and Finance Association of Australia and New Zealand Annual Conference, Wellington, New Zealand, 2-4 July.5 Bisman, J.E. (forthcoming 2006) Small enterprise advisors: A model for industry-relevant education, 51st International Council for Small Business World Conference, Melbourne, 18-21 June. Bisman, J.E. 2005, Enriching learning, teaching and assessment: A trial of the learning journal in accounting, Proceedings of the International Conference on Innovation in Accounting Teaching and Learning, Hobart, 6-8 February.

2 This journal is ranked third worldwide by the American Statistical Association (for further information see http://www.financeindia.org/fi.htm) 3 This journal was the product of a union between Economics and Business and the Wall Street Review of Books. 4 The paper rejection rate at this conference was over 41%. 5 The paper rejection rate at this conference was over 41%.

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Bisman, J.E. & Goela, N. 2005, Financing regional development: The role and responses of the Small Industries Development Bank of India. Proceedings of the 18th Annual Conference of the Small Enterprise Association of Australia and New Zealand, University of New England, Armidale, NSW, 25-28 September. Goela, N. & Bisman, J.E. 2005, Method and methodology: Issues in researching accounting in small business. Proceedings of the 18th Annual Conference of the Small Enterprise Association of Australia and New Zealand, University of New England, Armidale, NSW, 25-28 September. Goela, N. & Bisman, J.E. 2005, Method and methodology: Issues in researching accounting in small business. XVII Asian Pacific Conference on International Accounting Issues (California State University & Victoria University of Wellington), Wellington, New Zealand, 20-23 November. McElroy, J. Bisman, J.E. & Mathews, M. R. 2005, Environmental accounting in NSW local government: Disclosures and motivations. Accounting and Finance Association of Australia and New Zealand Annual Conference, Melbourne, 3-5 July. McElroy, J. Bisman, J.E. & Mathews, M. R. 2005, Environmental accounting in NSW local government: Disclosures and motivations. XVII Asian Pacific Conference on International Accounting Issues (California State University & Victoria University of Wellington), Wellington, New Zealand, 20-23 November. Bisman, J.E. 2004, The ‘Beyond Bean Counting’ reports: A cautionary tale in researching financial management education in the Australian public sector, Proceedings of the Accounting and Finance Association of Australia and New Zealand Annual Conference, Alice Springs, 4-6 July, John Wiley Publishers.4 Bisman, J.E. 2004, Working in a theoretical void: An accounting case study of rural and regional research and engagement, Proceedings of the Australian Universities Community Engagement Alliance First National Conference, Bathurst, 14-16 July.6 Goela, N. & Bisman, J.E. 2004, Development bank finance in India: Misdirected or misunderstood, 17th Annual Australasian Finance and Banking Conference,7 Sydney, 15-17 December. Goela, N. & Bisman, J.E. 2004, Methodological weaknesses of small business research: A revisitation, 18th Annual Conference of the Australian & New Zealand Academy of Management, University of Otago, Dunedin, New Zealand, 8-11 December. Goela, N. & Bisman, J.E. 2004, Development bank finance in India: Misdirected or misunderstood?, Accounting and Finance Association of Australia and New Zealand Annual Conference, Alice Springs, 4-6 July.8 Goela, N. & Bisman, J.E. 2004, Development bank finance in India: Misdirected or misunderstood?, Emerging Financial Markets & Services Asia-Pacific Conference, Sydney, 27-28 May. Wang, Y. & Bisman, J.E. 2004, A matter of trust: Accountability for trust money in the Australian public sector, Fourth One-Day Symposium on Accountability, Governance and Performance in Transition, (Refereed & accepted, but not presented), Brisbane, February. Bisman, J.E. 2003, A case for multiple methods in management accounting research, Accounting and Finance Association of Australia and New Zealand Annual Conference, Brisbane, 7 July. Bisman, J.E. 2003, The ‘Beyond Bean Counting’ reports: A cautionary tale in researching professional practice. In Innovations in Professional Practice: Influences & Perspectives Conference, Proceedings of

6 The paper rejection rate at this conference was over 74%. 7 This is the largest finance conference in the Asia-Pacific region and one of the top three world finance events (UNSW - Faculty of Business & Economics, 2004, The 17th Australasian Finance and Banking Conference 2004: Challenges and Opportunities). 8 The paper rejection rate at this conference was over 30%.

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the 2003 Continuing Professional Education (CPE) Conference, P. Rushbrook (Ed.), Centre for Research into Professional Practice, Learning and Education, Charles Sturt University, pp.20-29. Bisman, J.E. 2003, The hidden cost of politics in Australian public sector outsourcing decisions, Accounting and Finance Association of Australia and New Zealand Annual Conference, Brisbane, 8 July. Goela, N. & Bisman, J.E. 2003, Re-examining the Australian lease decision making research agenda, Accounting and Finance Association of Australia and New Zealand Annual Conference, Brisbane, 8 July. Bisman, J.E. 2002, The role of accounting in the construction of notions of wealth, success and respectability: A micro-historical study of an early Australian convict, Proceedings of the 9th World Congress of Accounting Historians, Melbourne, 30 July–2 August.9 Bisman, J.E. 2002, The critical realist paradigm as an approach to research in accounting, Accounting Association of Australia and New Zealand Annual Conference, Perth, 9 July.10

Bisman, J.E. 1996, Generic competencies in accounting education: A role for the Internet. In A collection of Papers: Accounting Educators Colloquium, School of Commerce, La Trobe University, Melbourne, April. Teaching and learning materials

Textbooks Fatseas, V.A., Bisman, J.E. & Williams, J.F. 2004, Management accounting for costing and control, 2nd edn., McGraw-Hill, Sydney. Fatseas, V.A., Bisman, J.E. & Williams, J.F. 2001, Management accounting for costing and control, McGraw-Hill, Sydney. Fatseas, V.A., Bisman, J.E. & Williams, J.F. 2001, Management accounting for decision making (2001, reprinted 2004), McGraw-Hill, Sydney.

Other Bisman, J.E. 2005, Charles Sturt University: Master of Commerce (Accounting) in Beyond CPA: Specialist Masters and MBAs 2005, Version 2 (CD-ROM), CPA Australia, Melbourne. Bisman, J.E. 2004, Charles Sturt University: Master of Commerce (Accounting) in Beyond CPA: Specialist Masters and MBAs (CD-ROM), CPA Australia, Melbourne. Bisman, J.E. 2003, Study materials: Print versus online, or print and online? CELT News, Vol. 4, No. 1. Government research reports Bisman, J.E. 1998, Report on the Valuation and Accounting Treatment of Jenolan Caves House Complex, Jenolan Caves Reserve Trust (Submitted to the Audit Office of NSW, Auditor-General). Bisman, J.E. 1992, Report on the Training Needs of Local Business Organisations, Industries and Government Authorities, Open Learning Institute Office of Marketing (Funded by and submitted to the NSW Education and Training Foundation). Bisman, J.E. 1992, Report on the Training Needs of Businesses in Selected Regions of NSW, Open Learning Institute Office of Marketing (Funded by and submitted to the NSW Education and Training Foundation). 9 The paper rejection rate at this conference was well above 30%. 10 The paper rejection rate at this conference was over 28%.

230

Bisman, J.E. 1992, Report on the Training Needs of Primary and Secondary Teachers in NSW, Open Learning Institute Office of Marketing (Funded by and submitted to the NSW Education and Training Foundation). Bisman, J.E. 1992, Report on the Training Needs of Registered and Enrolled Nurses in NSW, Open Learning Institute Office of Marketing (Funded by and submitted to the NSW Education and Training Foundation). Monographs Bisman, J.E. 1996, Integrating the Internet into distance education in accounting. Occasional Papers in Open and Distance Learning, Vol. 19, (April). Published working papers Bisman, J.E. (forthcoming 2006) Cost savings from outsourcing in the Australian public sector: Anecdote or evidence? Faculty of Business Working Paper, Charles Sturt University. Bisman, J.E. (forthcoming 2006) Accountants as small enterprise advisors: Modelling an industry-relevant course development process, Faculty of Business Working Paper, Charles Sturt University. Bisman, J.E. & Goela, N. 2005, Financing regional development: The role and responses of the Small Industries Development Bank of India. Faculty of Business Working Paper 10/05, Charles Sturt University. Goela, N. & Bisman, J.E. 2005, Method and methodology: Issues in researching accounting in small business. Faculty of Business Working Paper 11/05, Charles Sturt University. Bisman, J.E. 2003, The ‘Beyond Bean Counting’ Reports: A cautionary tale in researching financial management practice and educational needs in the Australian public sector. Faculty of Business Working Paper 28/03, Charles Sturt University. Bisman, J.E. 2003, The hidden cost of politics in Australian public sector outsourcing. Faculty of Business Working Paper 08/03, Charles Sturt University. Goela, N. & Bisman, J.E. 2003, Development bank finance in India: Misdirected or misunderstood? Faculty of Business Working Paper 39/03, Charles Sturt University. Wang, Y. & Bisman, J.E. 2003, A matter of trust: Accountability for trust money in the Australian public sector. Faculty of Business Working Paper 31/03 (2003), Charles Sturt University. Bisman, J.E. 2002, Accounting, a convict and society: A case study on Australian accounting history. Faculty of Business Working Paper 27/02, Charles Sturt University. Bisman, J.E. 2002, Using multiple methods in management accounting research: An example from a study of costs in outsourcing decision-making. Faculty of Business Working Paper 15/02, Charles Sturt University. Goela, N. & Bisman, J.E. 2002, Financial and accounting aspects of leasing decision-making in Australia. Faculty of Business Working Paper 41/02, Charles Sturt University. Goela, N. & Bisman, J.E. 2002, Methodological weaknesses of small business research: A revisitation. Faculty of Business Working Paper 01/02 (2002), Charles Sturt University. Bisman, J.E. 2001, Applications of critical realism to research in accounting. Faculty of Business Working Paper 12/01, Charles Sturt University. Bisman, J.E. 1995, Defining management advisory services. Accountancy Discipline Working Paper Series No. 17, Charles Sturt University, Wagga Wagga.

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Oran, J.E. 1990, A cross-temporal comparative analysis of accounting standards in the United Kingdom and Australia. Accountancy Discipline Working Paper Series No. 5, Charles Sturt University, Wagga Wagga. Oran, J.E. 1987, The importance of the audit report: A study of perceptions. School of Business and Public Administration Research Paper No. 55, Mitchell College of Advanced Education. Oran, J.E. 1986, Confusion in the domain of accounting. School of Business and Public Administration Research Paper No. 50, Mitchell College of Advanced Education.

Research seminar papers and presentations Bisman, J.E. 2006, Education, accountants and SME management advisory services, Accounting and Law Research Forum, Charles Sturt University, Bathurst 15 March. Bisman, J.E. & Goela, N. 2005, Financing small enterprise and regional development in India: An evaluation of SIDBI, Accounting and Law Research Forum, Charles Sturt University, Bathurst, 17 August. Bisman, J.E. 2004, The learning journal as a critical reflective educational tool in a postgraduate accounting context, Accounting and Law Research Forum, Charles Sturt University, Bathurst, 29 September. Bisman, J.E. 2004, Working in a theoretical void: An accounting case study of rural and regional research and engagement, Accounting and Law Research Forum, Charles Sturt University, Bathurst, 24 March. Bisman, J.E. 2003, The ‘Beyond Bean Counting’ Reports: A cautionary tale in researching financial management in the Australian public sector, Australian Graduate School of Policing Doctoral School, Manly, 5 May. Bisman, J.E. 2003, The ‘Beyond Bean Counting’ Reports: A cautionary tale in researching financial management in the Australian public sector, Accounting and Law Research Forum, Charles Sturt University, Bathurst, 27 February. Goela, N. & Bisman, J.E. 2003, Development bank finance in India: Misdirected or misunderstood? Accounting and Law Research Forum, Charles Sturt University, Bathurst, 12 November. Wang & Bisman, J.E. 2003, A matter of trust: Accountability for trust money in the Australian public sector, Accounting and Law Research Forum, Charles Sturt University, Bathurst, 28 August. Bisman, J.E. 2002, The hidden cost of politics in Australian public sector outsourcing, Accounting and Law Research Forum, Charles Sturt University, Bathurst, 5 December. Bisman, J.E. 2002, Accounting, a convict and society: A case study, Accounting and Law Research Forum, Charles Sturt University, Bathurst, 11 July. Bisman, J.E. 2002, Using within-study multiple methods in management accounting research: An example from a study of costs in outsourcing decision-making, Faculty of Business Research Seminar Series, Charles Sturt University, Bathurst, 24 April. Goela, N. & Bisman, J.E. 2002, Leasing in Australia, Accounting and Law Research Forum, Charles Sturt University, Bathurst, 20 June. Goela, N. & Bisman, J.E. 2001, Methodological weaknesses of small business research: A revisitation, Accounting and Law Research Forum, Charles Sturt University, Bathurst, 13 December. Bisman, J.E. 2001, The application of critical realism to research in accounting, Accounting and Law Research Forum, Charles Sturt University, Bathurst, 6 September. Page No 231 of 428

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Bisman, J.E. 1997, Applications of Internet communications and information technology in accounting research, Victoria University of Technology Research Seminar Series, Melbourne, February. Bisman, J.E. 1997, The role of costs in outsourcing decisions: Selected studies of public sector organisations – A PhD proposal, Accounting and Law Research Forum, Charles Sturt University, Bathurst, September. Bisman, J.E. 1996, Generic skills development using Internet information and communications technology, Commerce Research Seminar Series, Charles Sturt University, Bathurst, March. Bisman, J.E. 1995, Accounting research utilising the Internet, Commerce Research Seminar Series, Charles Sturt University, Bathurst, December. Bisman, J.E. 1995, The provision of management advisory services (MAS) to small businesses by public accountants - Implications for the reform of accounting education, Supervising Doctoral Students Workshop, Charles Sturt University, Wagga Wagga, October. Bisman, J.E. 1994, Defining management advisory services, Commerce Research Seminar Series, Charles Sturt University, Bathurst, October. Bisman, J.E. 1993, Research dilemmas, Commerce Research Seminar Series, Charles Sturt University, Bathurst.

Awards and grants To the present date I have solely or jointly earned over $40,000 in research funding and competitive grants. A further $700-$2,200 is to be received for DEST pointable publications from 2005 and for 2006 Working Papers (to date).

2004 RIPPLE Competitive Conference Presentation Grant $1,000

2003-2005 Centre for Research and Graduate Training DEST-point research funding (6 points)

1,800

2003-2005 Faculty of Business DEST-point research funding (6 points) 1,800

2002-2004 Centre for Research and Graduate Training Research Workshop-linked funding

+800

2001-2003 Faculty of Business Working Paper-linked research funding 1,400

2003 Faculty of Business Community of Scholars Competitive Research Grant (joint total)

7,500

2003 Faculty of Business Doctoral-Workshop linked research funding 650

2003 Australian Graduate School of Policing research funding 500

2002 Charles Sturt University Faculty Research Excellence Award 1,000

1998-1999 Faculty of Business and School of Accounting Doctoral research

Funding

+5,000

1998 Accounting Association of Australia and New Zealand Competitive Doctoral Research Consortium Funding

+500

1997 Faculty of Business Competitive Research Grant 1,000

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1992 NSW Education and Training Foundation funding via OLI for preparation of four research reports

20,000

approx.

1988 Mitchell CAE School of Business and Public Administration Competitive Research Grant

500

Other research activities

Member of the Organisations and Leadership Research Group of the Faculty of Business, former (foundation) member of RIPPLE, a University designated Research Centre focused on research of professional practice and professional education (2002-2005) and of the Faculty of Business Asia Pacific research initiative (2003-2004). Member of and wrote the successful funding application for the Social and Environmental Accounting Research Group (SEARG), a community of scholars within the Faculty of Business (2003). In 2006, established ARO (Accounting Researchers Online), an online forum for research support and networking among academic accountants in the Faculty on a cross-campus basis. This forum is consistent with the plan for Strategic Direction/s for Research in Accounting in CSU I developed and prepared in 2006. In 1996, initiated and developed the terms of reference for the School of Accounting weekly research seminar series, the ‘Accounting and Law Research Forum’, and convened that Forum from 1996 to 2003. Chair of the School’s Research Committee (2001-present), including preparation of the School’s Annual Research Report (since 2001). Member of the Faculty of Business Research and Higher Degrees (Research) Committee (since 2003). Research supervisor since 1996, reaccredited as a List A Registered Principal Supervisor in 2002 and again in 2004 through to 2006. Successfully applied for the University Special Studies Program for Autumn Session 2005 in order to conduct research. Other research related activities are detailed on the following pages. Referee/Reviewer/Editor • Referee, Accounting Education: An International Journal (UK). • Referee, Australian Journal of Accounting Education. • Referee, Education and Training (UK). • Referee, Essays in Economic and Business History (USA). • Referee, Accounting, Accountability & Performance. • Referee, Rural Society. • Referee, 2006 Accounting & Finance Association of Australia and New Zealand Annual Conference,

Wellington, New Zealand. • Referee, 3rd International Conference on Contemporary Business 2006, Leura, NSW. • Referee, Accounting Educators Forum 2005, Sydney. • Referee, Fourth Accounting History International Conference 2005, Braga, Portugal. • Referee, Open and Distance Learning Association of Australia Conference 2005, Adelaide. • Referee, 2005 Accounting & Finance Association of Australia and New Zealand Annual Conference,

Melbourne. • Referee, 2005 International Conference on Innovation in Accounting Teaching & Learning, Hobart. • Referee, 2004 Continuing Professional Education (CPE) Conference, Canberra. • Referee, 2003 Continuing Professional Education (CPE) Conference, Canberra. • Managing Editor, Faculty of Business Working Paper Series (2005-present). • Reviewer/Editorial Board, Faculty of Business Working Paper Series (2001-2004). Research conference organisation • Accounting and Finance Association of Australia and New Zealand (AFAANZ) Technical Committee

member with sole responsibility for refereeing, selection and scheduling of conference papers for all

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concurrent sessions on public sector accounting and not-for-profit accounting, for AFAANZ Annual Conference 2005-present.

• Accounting Track Organiser for the 3rd International Conference on Contemporary Business, Leura NSW, 2006.

• Assistant to the Conference Organisers for the 2nd Australasian Social and Environmental Accounting Conference/13th International CSEAR Workshop, 2003, Bathurst.

Conference chair • Chair, Management Accounting: Management Control Systems Development concurrent session

(refereed papers), Accounting and Finance Association of Australia and New Zealand Annual Conference, Melbourne, 3-5 July 2005.

• Chair, Accounting Education concurrent session (refereed papers), International Conference on Innovation in Accounting Teaching & Learning, Hobart, 6-8 February 2005.

• Chair, Not for Profit and Public Sector: Accountability and Accounting Issues concurrent session (refereed papers), Accounting and Finance Association of Australia and New Zealand Annual Conference, Alice Springs, 4-6 July, 2004.

• Chair, Accounting Education History concurrent session (refereed papers), 9th World Congress of Accounting Historians, Melbourne, 30 July–2 August, 2002.

• Chair, Research in Accounting Education session, Accounting Discipline Conference, Charles Sturt University, Bathurst, December, 2002.

Conference discussant • Bisman, J. (Discussant) ‘The effect of career concerns on the contracting use of public and private

performance measures’ by R. Autrey, S. Dikolli & P. Newman (University of Texas at Austin), Accounting and Finance Association of Australia and New Zealand Annual Conference, Melbourne, 4 July, 2005.

• Bisman, J. (Discussant) ‘Accounting and the management of outsourcing: An empirical study in the hotel industry’ by D. Lamminmaki (Griffith University), Accounting and Finance Association of Australia and New Zealand Annual Conference, Alice Springs, 5 July, 2004.

• Bisman, J. (Discussant) ‘Economic liberalization, government interference, and organizational architecture: Evidence from Chinese state-owned enterprises’, by N. G. O’Connor, Y. Luo & J. Deng (City University of Hong Kong), Accounting and Finance Association of Australia and New Zealand Annual Conference, Brisbane, 7 July, 2003.

Publishers’ reviews Review of Funnell et al., Management Accounting for Pearson Education Australia, 2002. Research workshop presentations Bisman, J.E. (forthcoming 2006) Enhancing Publications, One Day Researcher’s Workshop, Centre for Research and Graduate Training, Bathurst, June. Bisman, J.E. et al. (forthcoming 2006) Researchers Issues Forum, One Day Researcher’s Workshop, Centre for Research and Graduate Training, Bathurst, June. Bisman, J.E. (forthcoming 2006), Working with your Supervisor, Research Student Induction & Orientation Program, Centre for Research and Graduate Training, Bathurst, August. Bisman, J.E. & Reid, J. 2005, How to balance a successful teaching and research career at CSU. Tertiary Teaching Colloquium, Bathurst, 17 November. Bisman, J.E. 2005, Research proposals, Research Student Induction & Orientation Program (2nd induction), Centre for Research and Graduate Training, Bathurst, 25 August. Bisman, J.E. 2005, Working with your Supervisor, Research Student Induction & Orientation Program (2nd induction), Centre for Research and Graduate Training, Bathurst, 26 August. Page No 234 of 428

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Bisman, J.E. 2004, Working with your Supervisor, Research Student Induction & Orientation Program, Centre for Research and Graduate Training, Bathurst, 26 August. Bisman, J.E. 2004, Enhancing Publications, One Day Researcher’s Workshop, Centre for Research and Graduate Training, Bathurst, 23 June. Bisman, J.E. et al. 2004, Researchers Issues Forum, One Day Researcher’s Workshop, Centre for Research and Graduate Training, Bathurst, 23 June. Bisman, J.E. 2004, Strategies for Supervising at a Distance, Two Day Research Supervision Conference, Centre for Research and Graduate Training, Bathurst, 3 June. Bisman, J.E. 2003, Making an Argument: How to Write a Literature Review, Doctoral Workshop, Faculty of Business, Bathurst, 30 August. Bisman, J.E. 2003, Enhancing Publications Workshop, One Day Researcher’s Workshop, Centre for Research and Graduate Training, Bathurst, 28 July. Bisman, J.E. et al. 2003, Research Issues Forum, One Day Researcher’s Workshop, Centre for Research and Graduate Training, Bathurst, 28 July. Bisman, J.E. 2003, The Literature Review for Students & Supervisors, CSU Research Supervision Conference, Bathurst, 29-30 May. Bisman, J.E. 2003, Quantitative Research Methods Workshop, Australian Graduate School of Policing Doctoral School, Manly, 5 May. Bisman, J.E. 2002, Critical Literature Review, Thesis Writing Workshop, Centre for Research and Graduate Training, Bathurst, November. Bisman, J.E. 2002, Difficulties Encountered in a Thesis & How to Address Them, Research Workshop, Faculty of Business, Wagga Wagga, September. Bisman, J.E. 2002, The Literature Review for Students and Supervisors, Centre for Research and Graduate Training, Bathurst, September. Bisman, J.E. 2002, Putting it Together for Examination, Doctoral Workshop, Faculty of Business, Bathurst, July. Bisman, J.E. et al. 2002, Sessions Group ‘My Big Picture’, Thesis Writing Workshop, Centre for Research and Graduate Training, Bathurst, October. Bisman, J.E. 2002, Understanding the DEST Point System, School of Accounting, Bathurst, October. Bisman, J.E. 2002, Using Mixed Methods of Research, Research Workshop, Faculty of Business, Wagga Wagga, September. Bisman, J.E. 2001, A PhD Research Experience, Accounting Discipline Conference, Wagga Wagga, 4 December. Kiernan, M. Roufeil, L. & Bisman, J.E. 2001, Showcase: The Method Behind Successful Research Grants and Higher Degrees, CLINIC Program, Centre for Research and Graduate Training, Bathurst, 4-5 October. Bisman, J.E. et al. 2001, Thesis Writing Workshop, Centre for Research and Graduate Training, Bathurst, 22-23 November. Bisman, J.E. & Jarratt, D. 2001, Philosophy of Research, Research Methods Workshop, Faculty of Business, Wagga Wagga, 28 September.

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Bisman, J.E. & Jarratt, D. 2001, Philosophy of Research, Research Methods Workshop, Faculty of Business, Bathurst, 10 October. Participation in research workshops and networks In addition to developing and conducting the various research workshops and presentations listed above, I also participate in professional development activities and networks concerned with enhancing research and research skills. Examples include:

• Member, AVCC Register of Senior University Women, AVCC (2002 to present). • Member & Mentor CSU Banksia Program – Supporting Women in Research (2004 to present). • Member, CSU Women in Research Network (formerly CSU Women’s Research Network),

(1990s to present). • Participant, AMOS Training (Computer Software for Structural Equal Modelling), Faculty of

Business, 2005. • Participant, CSU Stepping Out Women’s Mentoring and Networking Forum, October, 2004. • Research Supervisor Accreditation Workshop, Centre for Research and Graduate Training,

CSU, 2002, 2004. • Turning Conference Papers into Journal Articles Workshop, Centre for Research and Graduate

Training, CSU, 2002. • Getting your Thesis Ready for Examination, Faculty of Business Seminar Series, CSU, 2001. • Thesis Examination Process Workshop, Office of Research and Graduate Training, CSU, 1999. • Thesis Writing Workshop, Office of Research and Graduate Training, CSU, 1999. • Third AAANZ Doctoral Consortium, AAANZ, Adelaide, 1998 (Competitive).

Research-related press interviews

Bisman, J.E. quoted in ‘Bursting the public bubble’, Australian CPA, Vol. 73, No. (9), 2003, pp.35-36. Bisman, J.E. quoted in ‘Accounting research lecture topic’, Western Advocate, 2 October 2003, p.3. Bisman, J.E. noted in ‘Accounting practices in spotlight’, Western Advocate, 28 April 2003, p.5.

AAddmmiinniissttrraattiioonn aanndd mmaannaaggeemmeenntt The Associate Professor position I currently occupy includes the duties previously undertaken as a Senior Lecturer as well as additional responsibilities for leading, managing and promoting accounting research in the Faculty and across the various campuses of the University. With this role comes a responsibility to continue to provide research mentoring to staff and research supervision to students, to act as Managing Editor of the Faculty’s research working paper series, to liaise with Heads of Schools and relevant Sub-Deans to further the research agenda, and to actively encourage and support research through means such as engaging in collaborative research, reviewing research, and remaining active as an accounting research leader in the wider academic community. I also remain active in and committed to serving on School, Faculty and University committees, compiling the School’s Annual Research Report, and participating in induction for new staff and in staff selection. As Acting Head of the School of Accounting during 2004-2005 I added to my experiences of academic leadership and management, serving on a range of Faculty and University committees, presiding over induction programs and probationary reviews for staff, and chairing committees within the School. While in this position I led a staff complement comprising 16 permanent academic staff, three support staff, and in excess of ten casual academic and support staff. I was responsible for managing the teaching, research and administrative operations of the School, ranging from the development and establishment of the first School Strategic Plan 2004-2007, financial administration of the School’s budget, through to the coordination of day-to-day activities in the School. In my previous substantive position as Senior Lecturer, and in addition to administration and management responsibilities which formed part of the teaching role, such as supervision of teaching teams and coordination of subjects on a cross-campus basis, I was formally involved in providing mentoring (especially research mentoring) to staff in the School and had significant involvement in Page No 236 of 428

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committees and activities at School, Faculty and University levels. In particular, activities focused on contributing to the management and leadership of research efforts within the School and Faculty. I chaired the School’s Research Committee, prepared the School’s Research Quality Assurance Plan, designed the documentation and systems for the submission and consideration of Staff Statements of Research Activity and compiled the School’s Annual Research Report. I also regularly served on staff selection committees for the Faculty and School and was part of the School’s Induction Team for new staff. I have completed a variety of training programs for management on Copyright for Academics (2004), Equal Opportunity (Staff and Management Modules, 2003), and Occupational Health and Safety (2004). The following representative selection of more recent committee memberships and activities serves to illustrate my involvement in leadership and management. Contributions to University 2005-2006 Member, Senior Women’s Network 2003-2006 Member, on an ad hoc basis, of Selection Panels and Probationary Review Committees

for various Faculties and Schools, (e.g. School of Human Movement Studies, Faculty of Education)

2004-2005 Member, Committee of Heads of Schools 2004 Acting Board Member, Australian Centre for Co-operative Research and Development

(ACCORD) (a joint venture of the University of Technology, Sydney and Charles Sturt University, funded by the NSW Office of Fair Trading, Department of Commerce and the two Universities) (appointed by Dean, Faculty of Business)

. 2002-2005 Foundation Member, RIPPLE Research Centre 2003-2004 Member, RIPPLE Seminar Management Committee/Advisory Group (appointed by

RIPPLE Deputy Director) 2001-2002 Member, Selection Panel, Foundation Scholarships (appointed by Pro Vice-Chancellor

– Public Affairs) 1996-2000 Member, CSU Technology Strategy Reference Group – Library Interaction Working Project Team (appointed by HOS) 1994-1996 Member, Charles Sturt University-Mitchell Senior Advisory Group Executive (appointed by Deputy Vice-Chancellor) 1994-1996 Deputy Presiding Officer, Charles Sturt University-Mitchell Purchases Board (appointed by Vice Chancellor) Contributions to Faculty 2006 Member, Organisations and Leadership Research Group 2005-2006 Presiding Officer, Faculty Exclusions Appeals Committee (appointed by Dean’s Advisory Committee) 2005-2006 Managing Editor, Faculty of Business Working Paper series (appointed by Faculty Research and Higher Degrees (Research) Committee)

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2002-2006 Member, School of Marketing and Management Probationary Review Committee and Member, School of Business Probationary Review Committee (appointed by HOS, Marketing & Management and HOS Business)

2003-2006 Member, Faculty of Business Research and Higher Degrees (Research) Committee 2004-2005 Member, Faculty Doctoral Degree Examinations Committees (various) 2004-2005 Faculty Delegate, Ethics in Human Research 2004-2005 Member, Faculty Board 2004-2005 Member, Faculty Standing Committee 2004-2005 Member, Dean’s Advisory Committee 2004-2005 Member, Postgraduate Courses Committee 2004-2005 Member, Faculty Assessment Committee 2002-2004 Member, Faculty of Business Marketing and Promotions Committee 2003 Joint Convenor, Faculty of Business Doctoral Workshop (appointed by Sub-Dean, Research) 2002 Joint Coordinator, Faculty of Business HSC Business Studies Day Conference

(appointed by HOS) 2000 Member, Faculty of Business Academic Staff Appeals Committee (appointed by Vice Chancellor) 1997-1999 Presiding Officer, Faculty of Business Aboriginal and Torres Strait Islander Education

Monitoring Committee (appointed by Dean) Contributions to School 2001-2006 Presiding Officer, School of Accounting Research Committee (appointed by HOS 2001-2003, elected 2004, appointed by HOS 2005-2006) 2002-2006 Research Mentor, School of Accounting Mentoring Program

(appointed by HOS)

1993-2006 Member, School of Accounting School Board

1998-2006 Member, School of Accounting Probationary Review Committee (appointed by HOS)

2001-2006 Author/Compiler, School of Accounting Annual Research Report

2004 Presiding Officer, School of Accounting School Board 2004 Author, School of Accounting Strategic Plan, 2004-2007 1998-2004 Member, School of Accounting Assessment Committee (appointed by HOS) 1993-2004 School of Accounting Library Liaison Officer (appointed by HOS)

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2004 Chair, School of Accounting New Staff Induction Team 2001-2003 Member, School of Accounting Assessment and Curriculum Group 1996-2003 Convener, Accounting and Law Research Forum 2003 Member, Social and Environmental Accounting Research Group 2003 Member, Committee to Review Administrative Structure in the School of Accounting (appointed by HOS) 2001-2002 Member, Senior Staff Committee, School of Accounting (appointed by HOS) 1995-2001 Presiding Officer, School of Accounting Aboriginal and Torres Strait Islander Education Monitoring Committee (appointed by HOS)

1995 Acting Head of School and Accounting Course Coordinator (January) (appointed by HOS) CCoonnttrriibbuuttiioonnss ttoo pprrooffeessssiioonn aanndd ccoommmmuunniittyy Since the mid-1990s, when I had the opportunity to undertake a more active role in leadership, administration and research, I have redirected my professional and community activities away from consultancies and into the areas of research mentoring, developing research networks, and professional engagement. In addition to the mentoring and research activities previously presented in this document, examples of other current activities appear directly below and a representative selection of past honorary and contract consultancies appears later in this section. Current professional activities

• Member, Technical Committee, Accounting and Finance Association of Australia and New Zealand, 2005-2006

• Mentor, CPA Australia Practical Experience Mentor Program (3 mentees), 2003-2006 • Deputy Convener (twice elected), Accounting History Special Interest Group, Accounting and

Finance Association of Australia and New Zealand, 2004-2006 (member since 2002) • Member, CPA Australia Universities Committee, 2002-2004

Past professional and community activities Professional activities

• Member, Institute of Chartered Accountants Academic Ethics Network • Member, Australian Society of CPAs Management Accounting Centre of Excellence • Member, American Accounting Association

Remunerated consultancies (1980s-1990s)

• Nestle Australia Ltd. • State Rail (NSW) • Department of Conservation and Land Management • Federated Municipal and Shire Council Employees Association • Department of Lands • NSW Soil Conservation Service • NSW Land Information Centre

Honorary consultancies (1980s-1999)

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• Australian College of Education • Jenolan Caves Reserve Trust • Bathurst Child Development Project • Business and Professional Women’s Club

IInntteerreessttss aanndd hhoobbbbiieess Reading, history, genealogical research, animal welfare.

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Curriculum for DO and DL Courses Curriculum Vitae Name: Dr Yapa M. W. Y. Bandara Address: School of Commerce Charles Sturt University Locked Bag 588 Wagga Wagga NSW 2678 Australia Contact Details:

Phone: 02 6933 2960 (work) Fax: 02 6933 2790

Email: [email protected] Qualifications: Graduate Certificate in University Teaching & Learning (CSU); PhD in Economics

(QLD); MA Econ. (Colombo); MBA (USJ) PG Dip in Economics (Colombo); BA Development Studies (USJ)

Present Position: Lecturer in Economics

Work Experience:

Position/Type of work Period

Work Place

Lecturer in Economics

From Oct. 2004-todate

Charles Sturt University, Australia

Sessional Lecturer Research Assist. Tutor

July 2004 – Oct 2004

Griffith University, Australia The University of Queensland, Australia University of the Sunshine Coast, Australia

PhD Research/ Tutorial Fellow

July 1998 – Dec 2003

University of Queensland, Australia

Senior Lecturer Lecturer

March 1994-June 1998 March 1989-Feb. 1994

University of Sri Jayewardenepura, Sri Lanka

Research Officer

Sept. 1983-Feb.1989

University Grants Commission, Sri Lanka

Research Assistant

Jan. 1983-Aug. 1983

Agrarian Research & Training Institute, Sri Lanka

Graduate Trainee

Jan. 1982-Dec. 1982

Lanka Garments Manufacturing Industries, Sri Lanka

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Publications: 1. Yapa Bandara (2007), Structural Transformation and Total Factor Productivity (TFP) Growth in

Manufacturing: The Case of Sri Lanka, This paper was submitted to the Journal of Developing Areas in January, 2007, currently waiting for refrees’ reports.

2. Yapa Bandara (September 2006), “Trade Liberalisaton and Productivity Growth in the Manufacturing Sector: The Case of Sri Lanka” ; Working Paper No. 12/06, School of Commerce, Charles Sturt University, September 2006

3. Yapa Bandara (2004), “Trade Liberallisation and Productivity Imperative in Manufacturing industries of Sri Lanka”(January 2004), (Doctoral Research, The University of Queensland

4. Neil D. Karunaratne & Yapa Bandara (2004); “Technical Efficiency of Sri Lanka’s Manufacturing

Industries Post-Trade Liberalisation”; (2004) Sri Lanka Economic Journal, Vol.5, No.1, June 2004, pp. 3-36.

5. Neil D Karunaratne & Yapa Bandara, “Inflation in Sri Lanka since Independence” (2000), Chapter 12

in ‘Sri Lanka's Development since Independence: Socio- Economic Perspectives and Analyses’, Eds C.A Tisdell & W.D. Lakshman, Nova Science Publishers, Inc., New York.

6. “Production & Marketing of Large Onions’ in Sri Lanka”, (1995), R. Ulluwishawa & Yapa Bandara, the Policy Report prepared for the Ministry of Policy Planning, Finance, Ethnic Affairs and National Integration, Colombo Sri Lanka.

7 Yapa Bandara et al. (1993), “Instructions Manual on Marketing”, written for the UNESCO, by a team of resource persons in the faculty of Management Studies & Commerce, University of Sri Jayewardenepura, Sri Lanka, under an assignment undertaken by the Ministry of Education and Higher Education, Sri Lanka.

Research Grants:

1. Yapa Bandara (2007) “Identification and development of research projects in the area of Economics aspects of Landscape changes in Regional Australia. ILWS Teaching buy-out grant.

2. Yapa Bandara (2006), “Digital Learning Object on How to write an analytical/research/project report in intermediate Macroeconomics”, CSU Learning & Teaching Grant.

3. Kishor Sharma and Yapa Bandara (2005), “Geographic Determinants of Australian Foreign Direct Investments”, CSU Competitive Grant.

Conference Papers: 1. Yapa Bandara (2006), Structural Transformation and Total Factor Productivity (TFP) Growth in

Manufacturing: The Case of Sri Lanka, 35th Australian Conference of Economists, 26th -28th September, 2006, Curtin University of Technology, Perth, Australia.

2. Yapa Bandara (2005), Trade Liberalisation and Productivity Performance of Sri Lankan Manufacturing Industries: The Seminar presented at the School of Commerce, Charles Sturt University, Wagga Wagga. July, 2005.

3. Yapa Bandara (2005), “Australia-Thailand Trade Relations”, the presentation to the Regional Forum, held at the Wagga Wagga City Council on 12th October 2005, in the event of the visit to Wagga Wagga by Her Excellency Miss Suchitra Hiranprueck, Ambassador of Thailand to the Commonwealth of Australia.

4. Yapa Bandara (2004), “Technical Efficiency of Manufacturing Industries: Sri Lanka’s Experience in

the Post-Trade Liberalisation Period” , the paper presented at the Asia-Pacific Productivity Conference 2004, 14-16 July, Brisbane, Australia.

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5. Yapa Bandara, Neil D. Karunaratne and J Bandara (1999), “Trade Liberalisation and Labour Productivity Empirics on Sri Lanka: A Computable General Equilibrium (CGE) analysis”, the paper presented at the 7th Annual Conference on Sri Lanka Studies held at Canberra, Australia, 3-6, December, 1999.

6. Yapa Bandara (1998), “Inflation and the Exchange Rate in the Post-Independent Sri Lanka: A

VECM Analysis”, the paper presented at the Symposium on Sri Lanka’s Development Since Independence, organised by the Department of Economics, University of Queensland, held on 18th December, 1998, at the same university.

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Curriculum for DO and DL Courses Padma Nathan Personal Details Address : 9 Grace Avenue

Wagga Wagga NSW 2650

Telephone Email

: :

02-69261545 0422-621040 [email protected]

Marital Status : Married Sex : Male Citizenship : Australian Permanent Resident/Malaysian Citizen Academic Qualifications 1973 Bachelor of Engineering (Hons)

Mechanical Engineering University of Liverpool

Main OptionDissertation

::

Fluid Mechanics Design of a Small Multipurpose Aircraft

1979

Master of Business Administration Scottish Business School University of Strathclyde

Dissertation :

A Manpower Plan for British Leyland Commercial Vehicles Division

1991

Doctor of Philosophy University of Brunel and Henley Management College

Thesis :

Project Planning and Control Systems - Applications and Implications of Usage in the UK Construction Industry

Experience Mar 2007 – to date Courses Manager/Lecturer Faculty of Commerce Charles Sturt University Wagga Wagga Australia

Employed as a lecturer at the School of Commerce, Charles Sturt University, Wagga Wagga.

• Course Manager for Bachelor of Business (Business Management) and Bachelor of Business (Human Resource Management) programmes

• Subject co-ordinator and lecturer for Service Operations Management

• Lecturer for Business Strategy (undergraduate programme) and Strategic Management (MBA programme)

• Other duties and responsibilities included: Curriculum design Consultancy work for IT Department of CSU (member

of project team)

Sep 2002-May 2003 Part time consultancy and voluntary work

Moved to Wodonga to take over responsibility of children while wife attended midwifery refresher programme

• Completion of documentation work relating to projects being completed in Malaysia

• Voluntary work on IT related areas

Aug 1997-Aug 2002 Manager Centre for Integrated Information Systems, MARA University of Technology (UiTM), Malaysia

Seconded to the IT Department of the University, while continuing with academic duties.

• Responsible for all IT Projects in the main campus of the University at Shah Alam, and 12 other branch campuses. These IT projects included design, development, maintenance and enhancement of administrative systems and networking infrastructure

• Reporting structure included about 70 staff comprising systems administrators, programmers, technicians and trainers.

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• These systems included Finance Accounting Information System, Staff Information System, Student Information System, Executive Information System, Library System, etc

• Responsible for the infrastructure that included a network with more than 5,000 nodes at the main campus, and a Wide Area Network linking 12 branch campuses

• Planning and implementation for "managed environment" at UiTM using tools that allow for decentralised decision making processes, but centralised monitoring and control

• Training on desktop applications for academic staff and administrative systems for managerial and operations staff

• IT consultancy work for other governmental organisations • Subjects lectured in undergraduate programme : Project

Management and Industrial Management • Supervision of final year engineering student projects • Subject lectured in MBA programme (Joint Programme

between UiTM and Edith Cowan University) : Project Management

• Dissertation supervision and evaluation for distance learning programmes conducted by Henley Management College

Feb 91-Aug 97 Senior Lecturer/Professor Faculty of Engineering MARA University of Technology (UiTM), Malaysia

Re-appointed as academic at MARA University of Technology • Lecturer in Industrial Management and Project Management,

and co-ordinator for management subjects and courses • Co-supervision of PhD work of candidate registered with Brunel

University and Henley Management College but residing temporarily in Malaysia

• Computer Manager for School of Engineering, responsible for 10 employees and equipment including more than 85 PCs, a mini computer with 40 terminals and other peripherals

• Consultancy work on methodology, user procedures and infrastructure for the implementation of Project Management Information Systems for Telekom Malaysia (principal Telco in Malaysia)

• Consultancy work on implementing Project Management Information Systems for small and medium sized construction companies.

• Appointed professor in 1997

Oct 86-Feb 91 Research Associate Henley Management College and Brunel University

In addition to research work leading to a PhD, was involved in other academic functions at the college

• Research on Project Management Information Systems and their application in the United Kingdom Construction industry

• Workshops/Seminars on Project Management Information Systems for specialized programmes and MBA/MSc in Project Management

• Case study preparation on Jaguar Pte Ltd and other organizations

• Consultancy work on Project Planning and Control Systems for contractors and public sector bodies

• Questionnaire analysis work for Henley Distance Learning Ltd• Preparation of course material for Henley Distance Learning

Ltd for MBA and MSc in Project Management courses • Supervision of Masters Theses of students pursuing

MBA/MSc in Project Management courses.

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Jun 79-Sep 86 Lecturer/Senior Lecturer School of Engineering MARA Institute of Technology

Returned to UiTM after being sponsored for Masters course (MBA), and working in the United Kingdom.

• Lecturer in Fluid Mechanics and Engineering Management at the School of Engineering, and Production Management at the School of Business Studies

• Co-ordinator for Management Subjects and Computer Laboratories

• Design of Computer and Industrial Management laboratories • Curriculum design work • Supervision of industry based student projects • Consultancy work on Production Management for

Organisational Renewal Incorporated (ORI).

Oct 78-Jun 79 Contract Engineer John Brown Engineering Clydebank Glasgow, UK

Duties and responsibilities were generally related to project management work on the construction of three power station complexes. Though the gas turbine based power stations were located in Vietnam and India, preliminary planning work and later, the co-ordination of project activities, were carried out at Clydebank, UK

• Overall planning of projects. This involved scheduling of all manufacturing, component purchasing, customising, shop testing, erection and commissioning activities

• Contract documentation work • Coordinating with site personnel on progress work • Coordinating with vendors and suppliers • Resolving problems (at site) of scheduling and project control.

Apr 74-Sep 77 Lecturer MARA Institute of Technology Malaysia

Although employed primarily as a lecturer, there was a fair amount of supervision and commissioning work on equipment being installed at the laboratories in the new Shah Alam campus. In addition, the construction of a branch campus at Perlis required design work

• Design of engineering workshops and laboratories for a new campus

• Supervision of installation and commissioning work, and maintenance of fluid mechanics laboratory equipment

• Lecturer in Engineering Management and Fluid Mechanics.

Jan 74-Mar 74 Mechanical Engineer National Electricity Board Connaught Bridge Power Station, Malaysia

This was a formal training programme for graduate engineers, designed by the National Electricity Board

• Operational work involving the running of an oil fired power station

• Planning work on the development of a power station

Jul 73-Dec 73 Assistant to Engineer Nathan Supervising/Consulting Engineers, Malaysia

Much of the work here focused on small organisations that required specialised design and supervisory work

• Mechanical and electrical design work in small factories, oil mills, rubber processing plants, etc

• Health and safety inspections as required by the Chief Electrical Inspector's office of the National Electricity Board.

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Other Courses/Seminars Conducted 1 Engineering Management

1-week course for practising engineers and senior management in the public and private sectors. Customised courses for Telekom Malaysia

2 Production Management Series of courses ranging from 1 day to 3 days for various organisations in the private sector

3 Project Management 1 week course for practitioners, organised through US based consultants (General Physics)

4 Effective Project Management Half day course for engineers and other professionals in the public and private sectors.

5 Research Design One day session, part of an overall "Research Methodology" programme for lecturers from UiTM and other Malaysian Universities preparing to pursue Masters and PhD courses

Papers Presented/Published 1 Birchall D W and Nathan P, Computer Mediated Communications : Applications in the

Management of Projects, Working Paper, Henley Management College, (1990)

2 Lord A M, Nathan P and Birchall D W, How Project Managers Perceive their Role and the Contribution of Top Management, 10th International Congress on Project Management, Vienna (June 1990)

3 Nathan P, Computerised Planning and Control Systems : Applications and Implications of Usage in the Malaysian Construction Industry, 3rd International Conference on Modern Techniques in Construction, Engineering and Project Management, Singapore (March 1992)

4 Nathan P, Project Management Information Systems, Working Paper, Henley Management College, (1991), incorporated in chapter entitled Project Management Information Systems, in The Handbook of Project Based Management, Ed by Turner J R, McGraw Hill, 1993

5 Nathan P, Project Management Software - User Perceptions in the Construction Industry, 2nd Primavera User Conference, Kuala Lumpur (September, 1994)

6 Nathan P, Methodological Concepts in the Re-engineering of Project Management at Telekom Malaysia, Asian AUA 11th Annual Conference, Penang (October, 1994)

Membership 1 Deputy President, Project Management Institute (Malaysian Branch) 1999-2000 2 Member of JTIT (Malaysian Governmental body reviewing IT projects for all agencies) 1995-

2002 3 Member of Project Management Institute since 1995

Referees 1 Prof Dr David Birchall

Director of Research Henley Management College Greenlands Henley-on-Thames OXON RG9 3AU

Tel No : Fax No : Email :

+44 (0) 1491 571454 +44 (0) 1491 571454 [email protected]

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2 Prof Dr Ibrahim Ismail Assistant Vice Chancellor (Academic Affairs) MARA University of Technology 40450 Shah Alam Malaysia


+60 (0) 3 5544330 [email protected]

3 Prof Dr Svein A Jessen Professor in Project Management Norwegian School of Management Elias Smith vei 15 P.O. Box 580, N1302, Sandvika Norway


+47 (0) 67557174 +47 (0) 67557670 [email protected]

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Curriculum for DO and DL Courses Name and Title: Professor Andrew Smith Position Director, Research Development

Charles Sturt University

Phone: BH (02) 6933 2521 AH (02) 6971 9910 Fax BH (02) 6933 2930 Email [email protected]

Tertiary Education 1973-76

Churchill College, Cambridge BA (Hons) History

1976-77 Jesus College, Oxford Post-Graduate Certificate in Education

1977-79 Birmingham Polytechnic Qualification for Institute of Personnel Management

1983-86 Aston University Master of Business Administration

1991-97 University of Tasmania Doctor of Philosophy

Academic Employment History February 1987 - December 1990 CHARLES STURT UNIVERSITY Lecturer in Management

January 1991 - January 1992 NATIONAL KEY CENTRE IN INDUSTRIAL RELATIONS, MONASH UNIVERSITY Research Fellow

January 1992 to January 1993 CHARLES STURT UNIVERSITY Senior Lecturer in Management, Head of Department of Management Studies and Sub-Dean in the Faculty of Commerce. February 1993 to January 1999 CHARLES STURT UNIVERSITY Foundation Head, School of Management Associate Professor in Human Resource Management (from 1997) Director, Group for Research in Employment and Training (GREAT). February 1999 to 2002 NATIONAL CENTRE FOR VOCATIONAL EDUCATION RESEARCH (NCVER) General Manager, Research and Evaluation

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February 2002 to August 2002 CHARLES STURT UNIVERSITY Associate Professor in HRM and Head, School of Management August 2002 to October 2003 CHARLES STURT UNIVERSITY Acting Director, Centre for Enhancing Learning and Teaching. October 2003 to July 2006 CHARLES STURT UNIVERSITY Professor in HRM and Foundation Head, School of Commerce April 2005 to July 2005. LEEDS UNIVERSITY BUSINESS SCHOOL Visiting Professor July 2006 to present CHARLES STURT UNIVERSITY Director, Research Development and Professor in HRM Professional Affiliations and Committee Memberships

• Research Fellow, Australian and New Zealand Academy of Management, 2007

• Member of the Executive, Australian and New Zealand Academy of Management, 2007

• Member, Australian Human Resources Institute.

• Member, American Academy of Management.

• Member, Australian VET Research Association.

• National Research and Evaluation Committee. The national committee established to oversee the national managed program of VET research (1999-2002)

• Member, Engineering Industry Skills Taskforce (1999-2001)

• Member, Food Trades Industry Skills Initiative Committee (2000-2001)

• Board Member, Research Centre for Vocational Education and Training, University of Technology, Sydney (1999-2002).

• Advisory Board Member, Monash University/ACER Centre for the Economics of Education and Training.

Editorial

• Editor, International Journal of Training Research.

• Editorial Advisory Board Member, Journal of European Industrial Training

• Editorial Board Member, Human Resource Development Review

• Editorial Board Member, Asia-Pacific Journal of Human Resources.

• Editorial Board Member, International Journal of Training and Development

• Editorial Board Member, Human Resource Development International

• Review Board Member, International Journal of Teaching and Learning in Higher Education

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Research Funding

1993-95. The acquisition, development and retention of management skills in rural enterprises. Rural Industries Research and Development Corporation. $53,000 1994 -95. Industry Training Studies Phase 1. In collaboration with UTS. Australian National Training Authority. $205,000

1994-97. The introduction of teamworking at Riverina Wool combing. ARC Collaborative Grant (APA Industry). $36,000 1994-95. The penetration of competency-based training in courses run by public and private sector training providers in Australia. Department of Employment, Education and Training. $120,000. 1995-96. Industry Training Studies. Phase 2. In collaboration with UTS. $227,000. Australian National Training Authority.

1995-96. The identification of management competences for farm managers. Rural Industries Research and Development Corporation. $37,000 1996-97. The impact of CBT and RPL on teaching and learning in a variety of TAFE and private training providers. ANTA Research Advisory Council. $57,000.

1996-97. The economic costs and benefits of alternative approaches to the delivery of apprenticeship training in the electrical and mechanical trades. ANTA Research Advisory Council. $40,000.

1997. The impact of the implementation of User Choice principles on the VET sector in New South Wales. NSW Department of Education and Training Co-ordination. $48,000. 1998-99. New Management Practices and Enterprise Training. National Research and Evaluation Committee. $59,500. 1998-99. National Evaluation of User Choice in New Apprenticeships Phase 1. In collaboration with KPMG Management Consulting. Australian National Training Authority. $50,000. 1998. The Impact of Competency-based Training on the Styles of Teachers/Trainers. National Research and Evaluation Committee. $42,000. 1999. National Evaluation of User Choice in New Apprenticeships Phase 2. In collaboration with KPMG Management Consulting. Australian National Training Authority. $120,000. 2000. The impact of career information strategies for the electrotechnology industry. National Electrical and Communications Association, $25,000. 2001. Mid-term Review of Education Adelaide. South Australian Department of Education, Training and Employment, $100,000. 2001-02. The skills requirement of an innovation economy. Victorian Office of Training and Tertiary Education. $50,000. 2002-3. The mechanisms developed to encourage employer investments in training in a selection of overseas countries. National Research and Evaluation Committee. $35,000. 2003-04. The commitment of enterprises to nationally recognised training. National Research and Evaluation Committee. $49,000.

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2003-04. Multiple modes of delivery in higher education. I took over management of this project from the original project manager, Dr Ian Barnard, on his retirement in early 2003. Australian Universities Teaching Committee. $109,000.

2005 – 2006. Smith, A. and Hawke, G. Examining Human Resource Practices for a Changing Environment. Part of 2 year program of research into human resource management and professional development practices in RTOs. Participating universities include University of South Australia, UTS and University of Queensland. Total funding for program $600,000 from the National Centre for Vocational Education Research. $78, 325. 2005-06. Smith, A and Smith, E. Buying out teaching: what does this say about how teaching is valued and how can the quality of teaching be maintained? CSU Scholarship of Learning Teaching Fund. $10,000

2005-06. Burke, G,. Smith,A. and Long, M. A better way to measure employer expenditure on training. In collaboration with Monash University. National Centre for Vocational Education Research. $49, 900.

2006-07. Smith, A., Oczkowski, E. and Selby-Smith, C. To have and to hold: The role of human resource management and high performance work systems in the utilisation and retention of skills in organisations. National Centre for Vocational Education Research. $69,500.

2007. Smith, A., Oczkowski, E. and Hill, M. Analysing employer training: a further analysis of the 2005 Survey of Employer Use and Views of the VET System. National Centre for Vocational Education Research. $16,000.

2007. Smith, A. and Winterton, J. Concepts of skills and competence: a comparative analysis of France and Australia. Academy of Social Sciences in Australia/Ambassade de France en Australie, Social Science Program Grant. $4,500.

Publications

Books and Monographs

Smith, A.(1992). Training and Development in Australia. Butterworths. Sydney.

Smith, A.(1998). Training and Development in Australia. 2nd Ed. Butterworths. Sydney.

Smith, A. (Ed) (1999). Creating a Future: Training, Learning and the Older Person. National Centre for Vocational Education Research. Adelaide.

Smith, A.(Ed) (2001). Returns on Training Investments in Australian Firms. National Centre for Vocational Education Research. Adelaide.

Smith, A.., Oczkowski, E., Noble, C. and Macklin, R. (2002). New Management Practices and Enterprise Training. National Centre for Vocational Education Research, Adelaide.

Smith, A. and Freeland (2002). Industry Training: Causes and Consequences. National Centre for Vocational Education Research, Adelaide.

Smith, A. (2002). Evidence of skill shortages in the engineering trades. National Centre for Vocational Education Research, Adelaide.

Smith, A. and Billett, S. (2004). Mechanisms for increasing employer involvement in training. National Centre for Vocational Education Research, Adelaide.

Smith, E., Pickersgill, R., Smith, A. and Rushbrook, P. (2005). Enterprises’ commitment to nationally recognised training for existing workers. National Centre for Vocational Education Research, Adelaide.

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Chapters in Books Smith, A.(1992). Printco in G. Hayton and P. Loveder (eds) Award Restructuring and Workplace Reform.

National Centre for Vocational Education Research, Adelaide.

Smith, A. (1992). The Paper Mill in R. Curtain, R. Gough, M. Rimmer (eds). Progress at the Workplace. National Key Centre in Industrial Relations, Monash University.

Smith, A. (1992). The Appliance Company in R. Curtain, R. Gough, M. Rimmer (eds). Progress at the Workplace. National Key Centre in Industrial Relations, Monash University.

Smith, A.(1995). Current Issues in Training and Development in R. Kramar and G.O'Neill (eds) Australian Human Resource Management, Longman Professional, Melbourne.

Smith, A. (1997). Training and Development in R. Kramar, P. McGraw and R.S. Schuler (eds) Human Resource Management in Australia (3rd Edn), Harper Collins, Sydney.

Smith, A.(1998). Human Resource Development in R. Kramar and G.O'Neill (eds) Australian Human Resource Management, 2nd Edition. Longman Professional, Melbourne.

Smith, A. (1998). Elements of a Training Culture. Creating Our Future in C. Robinson and K. Arthy (eds). Lifelong Learning: Developing a Training Culture. 73-80. NCVER, Adelaide.

Smith, A. (2000). Training, Teamworking and New Management Practices in R. Park, R. Harris and E. Collins (eds) Teamworking: Some International Perspectives. Centre for Research in Education, Equity and Work, University of South Australia, Adelaide.

Smith, A. (2002). Industry training in Australia: Causes and consequences in G. Burke and J. Reuling (eds) Vocational training and lifelong learning in Australia and Germany, NCVER, Adelaide.

Smith, A. and Billett, S (2005). Getting employers to spend more on training: lessons from overseas in K. Ball (ed) Funding and financing vocational education and training: research readings. NCVER, Adelaide.

Smith, A (2006). Training, organizational change and the emergence of learning and development in H. de Cieri and P. Holland (eds) Contemporary issues in HRD: An Australian perspective, Pearson Education, Sydney.

Conference Papers (last 10 years)

Refereed Conferences

Smith, A. and Hayton, G. (1997). What Drives Enterprise Training? Some Evidence from Australia. Academy of Management Annual Meeting, Boston, Mass, 8-13 August.

Smith, A. and Hayton, G. (1997). Enterprise Training in Australia. Second International Conference on VET. University of Huddersfield, UK, 16-18 July.

Smith, A. (1997). Five Myths about Enterprise Training. 5th International Conference on Post-compulsory Education and Training. Parkroyal Hotel, Surfers Paradise, 26-28 November.

Noble, C., Hill, D., Smith, E. and Smith, A. (1998). User Choice in Markets at Risk. First Annual Conference of the Australian Vocational Education and Training Research Association. University of Technology, Sydney. 15-16 February.

Smith, A. (1999). New Management Practices and Enterprise Training. 2nd Annual Conference of the Australian Vocational Education and Training Research Association. RMIT University, Melbourne, February 17-19.

Smith, A. (1999). Organisational change and enterprise training: from technical to generic skills. International Labour Markets Conference 1999: Skilling and the Role of the Firm, The Robert Gordon University, Aberdeen, Scotland, 11-12 October 1999.

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Smith, A. (1999). New Management Practices and Enterprise Training. 3rd Annual Conference of the International Vocational Education and Training Association Conference, Sydney, 21-23 August.

Smith, A. (1999). Training and the Management of Change in Australian Enterprises. Changing Practice Through Research: Changing Research Through Practice: 7th Annual International Conference on Post-compulsory Education and Training, Gold Coast, Queensland, 6-8 December.

Smith, A (2000). Research in Vocational Education and Training: Where to Next? 3rd Annual Conference of the Australian Vocational Education and Training Research Association. Rydges Hotel, Canberra, 23-24 March.

Smith, A. (2000). Industry Training in Australia: Causes and Consequences. Invited Paper to the Joint Australia-Germany Symposium on Vocational Training and Lifelong Learning in Australia and Germany, Potsdam, Germany, 29-31 May 2000.

Smith, A (2001). Never mind the width, Feel the quality: Improving VET Research in Australia. Keynote address at the 4th Annual Conference of the Australian Vocational Education and Training Research Association. Hilton Hotel, Adelaide, 28-30 March.

Smith, A. (2002). Training and learning for the older worker. Paper presented to the 10th Annual

International Conference on Post-compulsory Education and Training, Surfers Paradise, December 2002.

Smith, A. and Billett, S. (2003). Making employers pay: How do they do it overseas? Paper presented to the Annual Conference of the Australian VET Research Association, Australian Technology Park, Sydney, 10-11 April.

Smith, E., MacIntosh, M. & Smith, A. (2004) The use of nationally-recognised training in call centres. Paper presented to the 2nd National Call Centre Conference, Monash University, Churchill August 19-20.

Smith, A (2004). From VET to HRD. Paper presented to the Annual Conference of the Australian VET Research Association, Eaglehawk Resort, Canberra, 18-18 March.

Smith, A. (2004). HRD and VET: developments in Australia. Paper presented to the Fifth International Conference on HRD Research and Practice across Europe, University of Limerick, 27-28 May.

Smith, A (2004). A marsupial HRD? The emergence of learning and development. Paper presented to the 12th Annual International Conference on Post-compulsory Education and Training, Surfers Paradise, December 2004.

Smith, E., Pickersgill, R., Smith, A. & Rushbrook, P. (2004). How enterprises engage with nationally recognised training. Doing, Thinking, Activity, Learning : 12th Annual International Conference on Post Compulsory Education and Training, Griffith University Centre for Learning Research, Surfers Paradise, December 6-9.

Smith, E., Smith, A., Pickersgill, R. & Rushbrook, P. (2005). Why Australian companies are turning to qualification-based training. Sixth International Conference on HRD Research and Practice across Europe, Leeds Metropolitan University, Leeds, 25-27 May.

Smith, A. (2005). Stimulating employer learning cultures. Paper presented to the 3rd International Conference on Researching Lifelong Learning and Teaching, University of Stirling, Scotland, 24-26 June.

Smith, A. and Smith, E (2005). Learning at a distance: how distance education students use their learning materials. Paper presented to the 3rd International Conference on Researching Lifelong Learning and Teaching, University of Stirling, Scotland, 24-26 June.

Smith, A. (2005). The development of employer training in Australia. 19th Annual Conference of the Australia and New Zealand Academy of Management, Rydges Lakeside Hotel, Canberra, 7-10 December.

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Smith, A (2006). The emergence of learning and development in Australian enterprises. Paper presented to the Annual Conference of the Australian VET Research Association, Wollongong University, 19-21 April.

Smith, A (2006). Training, human resource management and work organisation in Australian call centres. Paper presented to the 2nd ACREW Conference, Monash Centre, Prato, Italy 1-4 July.

Smith, E. and Smith, A (2006). How lower level and vulnerable workers benefit from employers’ engagement with the national qualification system in Australia. Paper presented to the 2nd ACREW Conference, Monash Centre, Prato, Italy 1-4 July.

Smith, A. and Ling, P (2006). Making a choice: why Australian universities adopt different modes of delivery. Annual Conference of the Australian Association for Research in Education, Adelaide, 27-30 November.

Other

Smith, A. (1997). Training and Business Strategy. Invited Address to the Queensland Year of Training Conference (Better Business: Productivity through Training), Brisbane Convention Centre, October 16-17.

Smith, A. (1998). Training Research: An Interdisciplinary Approach. Opening Address to the 7th Annual VET Research Conference. Charles Sturt University, Wagga Wagga, 15-17 July.

Smith, A. (1998). Enterprise Training Culture. 7th Annual VET Research Conference. Charles Sturt University, Wagga Wagga, 15-17 July.

Smith, A. and Smith, E. (1998). HRD or VET: Splitting the Difference. 7th Annual VET Research Conference. Charles Sturt University, Wagga Wagga, 15-17 July.

Smith, A. (2000). Returns on Investments in Training. Invited Paper to the Australian National Training Authority Conference, New Skills for the Millenium. Melbourne, 9-11 August.

Smith, A. (2000). The Changing Nature of Work and its Implications for Vocational Education and Training. Invited paper to the Adult Learning Australia Conference. Stamford Plaza, Adelaide, 8-9 September.

Smith, A (2001). Using research to initiate policy. UNESCO Asia-Pacific conference on TVET. Adelaide Institute of TAFE, Adelaide, 26-28 March.

Smith, A (2001). Australian apprenticeship: facts, fiction and future. First national conference of the Education to Work Coalition, Victorian Trades Hall Council, 30-31 August.

Smith, A. (2002). Changes at the workplace: implications for the training system. Invited paper given to the National Convention of the Australian Human Resources Institute, Convention Centre, Brisbane, May 20-22.

Smith, A (2002). Internationalisation of vocational education and training: the Australian experience. Invited paper given to the Bundesinstitut fur Berufsbildung Fachcongress, ICC, Berlin, 22-25 October.

Smith, A. (2003). Another look at enterprise training. Paper presented to the 13th Annual VET Research Conference, Central TAFE, Perth, 8-11 July.

Smith, A. and Smith, E (2005). Learning for success. Distance education students and their learning materials. Learning and teaching conference, Bright ideas and evolving evidence. Charles Sturt University, Bathurst, 28-29 September.

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Smith, A. (2006). Government support for employer provided training. Paper given to the 10th Annual Conference of the Centre for the Economics of Education and Training, Ascot house, Melbourne, 3 November.

Keynote Addresses

Smith, A. (1996). What Do We Know About Enterprises Employing Apprentices, Trainees and Hosting Work Placement Students? Keynote Address to the Australian Student Traineeship Foundation Research Conference. Mount Macedon, 14-15 March.

Smith, A. (1997). Training and Business Strategy. Keynote Address to the National Convention of the Australian Human Resources Institute, Brisbane Convention Centre, May 18-21.

Smith, A (2000). Recent developments in the Australian VET system. Keynote address at the International Conference on Vocational Education and Training in Asia Pacific Region: Vocational Education and Training for All, Seoul, Republic of Korea, 18-20 October.

Smith, A (2001). The changing nature and effectiveness of training. Keynote speech at the Manufacturing Learning Conference, Darling Harbour Sydney, 6-7 September.

Smith, A (2002). The role of employers in creating a skilled workforce. Keynote address given to the International Conference on Technical Education and Vocational Training, Renaissance Hotel, Kuala Lumpur.

Smith, A (2005). Is your training program worth it? Evaluating your return on training investment. Keynote address to the National Training Summit, Watersedge, Sydney, 25-27 October.

Smith, A (2006). Developing a competent workforce for the modern workplace. Keynote address to the EE-Oz Training Standards Conference, Best Practice in VTE, Joondalup Resort, Perth, 30-31 October.

Smith, A (2006). Who or what is driving enterprise training? Keynote address to the Australian Industry Group Regional Human Resource Management Conference, Albury, 31 October.

Journal Articles Refereed Articles

Smith, A.(1989). "Working with Pride: Management and the Process of Change in the British Motor Industry." Asia-Pacific HRM. 27,3. 31- 40.

Smith, A.(1993). "Australian Training and Development in 1992". Invited article. Asia-Pacific Journal of Human Resources. 31:2. 31-40.

Smith, A. (1993). "Training and Performance: Is There a Link?" Training Agenda. November.

Smith, A. (1995). "Where to Now: Training Reform and Other Developments". Invited article. Leading and Managing. 1:1.

Smith, A. (1995). "Models of Enterprise Training" Invited article. Review of the Centre for the Economics of Education and Training, Monash University.

Smith, E. and Smith, A. (1996) “Inside the Black Box: The Employer’s Part in School VET Courses.” Journal of Career Development. Spring, 16-21.

Smith, A. (1997). “Making False Assumptions: Examining Some Popular Preconceptions about Enterprise Training.” Australian Vocational Education Review, 4:1.

Smith, A. and Hayton, G. (1999). “What Drives Enterprise Training? Some Evidence from Australia.” International Journal of Human Resource Management. 10:2, 251-272

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Noble, C., Hill, D., Smith, E. and Smith, A. (1999). “Policy Issues in the Implementation of User Choice in the Australian Training Market.” Journal of Vocational Education and Training. 51:1.

Smith, A. (2000) “Casing the Joint: Case Study Methodology in VET Research at the Organisational

Level.” Australian and New Zealand Journal of Vocational Education Research , 8:1, 73-91.

Smith, A. (2000). “International Briefing 4: Training and Development in Australia”. International Journal of Training and Development , 3:4, 301-313.

Noble, C., Hill, D., Smith, E. & Smith, A. (2000) “User Choice in Markets at Risk.” Learning Communities: International Journal of Adult and Vocational Learning, 1:1, 25-37.*

Smith, A. and Dowling, P.J. (2001) “Analyzing Firm Training: Five Propositions for Future Research.” Human Resource Development Quarterly.12:2. 147-67.

Smith, A., Oczkowski, E., Noble, C. and Macklin, R. (2003). New management practices and enterprise training in Australia. International Journal of Manpower, 24:1, 31-47. (winner of Emerald Management Reviews Citation for Excellence for 2003)

Smith, A., Oczkowski, E., Noble, C. and Macklin, R. (2003). Organisational change and the management of training in Australian enterprises. International Journal of Training and Development. 7:1, 2-15.

Smith, A. (2003). Recent trends in Australian training and development. Asia-Pacific Journal of Human Resources. 41:2. 231-44

Billett, S. and Smith, A. (2003) Compliance, engagement and commitment: Increasing employer expenditure in training. Journal of Vocational Education and Training. 55:3, 281-99

Smith, A.,Oczkowski, E., Noble, C. and Macklin, R. (2004). The impact of organisational change on the nature and extent of training in Australian enterprises. International Journal of Training and Development. 8:2. 94-110

Smith, A. (2004) Never mind the width, feel the quality: the quality and impact of VET research in Australia. Research in Post-compulsory Education.9:2. 203-215

Smith, E., MacIntosh, M. & Smith, A. (2004) The use of nationally-recognised training in call centres. International Employment Relations Review. 10:2. 67-84.

Billett, S & Smith, A (2005) Enhancing enterprise expenditure on VET: Policy goals and mechanisms. Journal of Vocational Education and Training. 57:1, 5-23.

Smith, A. and Billett, S. (2005). Myth and reality: employer sponsored training in Australia. International Journal of Training Research. 3:2, 16-29.

Smith, A. and Billett, S (2006). Mechanisms for enhancing employer investment in training: a comparative perspective. Research in Post-compulsory Education. 11:1, 1-18.

Smith, A and Smith, E. (2006). Learning for success: distance education students’ use of their learning materials. Journal of University Teaching and Learning Practice. 3:1, 34-48.

Smith, A. (2006). The development of employer training in Australia. Education + Training. 48:4, 252-261.

Smith, E., Smith, A., Pickersgill, R. & Rushbrook, P. (2006) Qualifying the workforce: the use of accredited training in Australian companies. Journal of European Industrial Training. 30:8, 592-607

Smith, A (2006). Engagement or irrelevance? HRD and the world of policy and practice. Human Resource Development Review. 5:4, 395-99.

Smith, A., Ling, P and Hill, D. (2006). The adoption of multiple modes of delivery in Australian universities. Journal of University Teaching and Learning Practice. 3:2, 67-81.

Smith, A. (2006). Human resource management in Registered Training Organisations: Practice or possibility? Australian Vocational Education Review.

Smith, A and Smith, E. (2007) The development of key training policies in England and Australia: a comparison. London Review of Education. 5:1, 51-67.

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Submitted Smith, A., Ling, P and Hill, D. Modelling choice: factors influencing modes of delivery in Australian

universities. Journal of Higher Education Policy and Management.

Smith, A and Smith, E. Training and the integration of human resource management in Australian organisations. Human Resource Development International .

Smith, A. and Smith, E. Learning to control: training and work organisation in Australian call centres. Journal of Industrial Relations.

Other

Smith, A. (1996). “GREAT by name, GREAT for Research.” Australian Training Review. 21. 38-9.

Smith, A. (1997). “Why Do Employers Train?” Australian Training Review. 22. 12-13.

Smith, A. (1998). “Why Do Enterprises Train?” Training and Development in Australia.

Smith, A. (1998). “Creating a Training Culture.” Australian Training Review. 30:2, 10-11.

Smith, A. (1998). “What Drives Training in Australian Enterprises?” Training and Development in Australia , 25:1, 6-8.

Smith, A. and Smith, E. (1998). “In Defence of Training”.Australian Training Review, 28:3, 18-19. Smith, A. (2000). Training for Change”. Australian Training Review 34:2, 22-23.

Smith, A. (2001) “Transforming Australian Apprenticeships.” Australian Training Review, 38, 4-7. Smith, A. (2001) “Reading the Research.” Australian Training Review, 38, 10-13.

Smith, A and Billett, S (2003). Increasing employer contributions to training. Learning and Skills Research. Autumn. p .40.

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DO and DL Courses 1. Name, work address, work phone, work e-mail Ken Crofts B.Bus (Mitchell CAE), M.Ec.(Macq), Grad. Dip. Info. Sys. (CSturt), Grad. Cert. Public Sector Management (Macq.), CA. Ken is a lecturer in accounting and information systems at Charles Sturt University, Bathurst Campus, teaching on both the undergraduate Business and the MBA courses. Ken commenced employment at the university in July 2004, after periods of employment in accounting public practice, industry and the public sector. One of Ken’s first jobs was to write the material for the MBA core module, Business Information Systems. In order to facilitate better interaction with students, the Subject Outline was written to CD, and extensive use was made of the online forums. The feedback from students so far has been very favourable, as it helps them interact on the course material, even though geographically the students are dispersed. Ken has a keen interest in using technology to assist with learning and teaching, and fervently believes in the value of the Learning Media Laboratories in assisting lecturers. Ken’s educational qualifications are primarily related to accounting and information systems which strongly support his career objective: “To facilitate the transformation of data into meaningful information, and communicate this information through the use of innovative information technology and information systems tools.” Ken has returned to the campus of his initial degree, a Bachelor of Business (with distinction) from the then Mitchell College of Advanced Education in Bathurst. He then completed a Masters of Economics from Macquarie University, at the same time as he undertook the Professional Year and joined the Institute of Chartered Accountants in Australia. In 1999 Ken gained a Graduate Diploma of Information Systems (with distinction) from Charles Sturt University, and more recently has gained a Graduate Certificate in Public Sector Management from Macquarie University. Ken’s professional affiliations include membership of the Institute of Chartered Accountants in Australia, membership of the Association for Information Systems, and recognition as a Microsoft Certified Systems Engineer (MCSE), and Microsoft Certified Database Administrator (MCDBA). Ken has had extensive experience with the practical applications of accounting in a number of employment positions in the public accounting profession, private sector industry as well as the public sector. Upon graduating from Mitchell CAE Ken spent some five years in Sydney working for Coopers & Lybrand and then Price Waterhouse. He then returned to the country and spent several years working in public sector practice after which he was employed firstly as Management Accountant and then Financial Accountant for a large listed manufacturing company. Following on from this he joined the public sector in a management capacity principally in a Finance role. However, for three years Ken was employed as the Information, Communications and Technology Officer for the NSW Community Technology Centres Program. He provided both practical and strategic advice to the Program Staff and individual centres on the use of information technology. It was in this role that he received a Silver NSW Premier’s public sector award for provision of services to rural and regional NSW. Ken’s research interests include accounting for community groups and not for profits, public sector accounting and innovative uses of technology for management reporting. Ken is currently undertaking a DBA with CSU and his research topic involves the investigation of accountability reporting by NGOs to public sector agencies.

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DO and DL Courses 1. Name, work address, work phone, work e-mail Dr Grant O'Neill School of Marketing and Management Charles Sturt University Panorama Avenue Bathurst NSW 2795 AUSTRALIA Telephone: (02) 6338 4274 Facsimile: (02) 6338 4769 Email: [email protected] 2. Degrees BA (Hons) UNSW, PGDipMgt Macquarie, PhD UNSW 3. Employment history Lecturer, School of Sociology, University of New South Wales. Lecturer, Australian Graduate School of Police Management, Charles Sturt University. Senior Lecturer, School of Marketing and Management, Charles Sturt University. 4. "Honours" Nil 5.Scholarly and professional activities: past seven years 2000 Editorial Board of the Charles Sturt University Management Working Paper Series. Examiner, Doctor of Philosophy thesis from the University of New South Wales. 2001 Convenor of The Faculty of Business (Bathurst) Seminar Series. Examiner, Doctor of Philosophy thesis from the University of Western Sydney. 2001 – 2004 Director, Charles Sturt University DBA Program 2001-2003 Course Coordinator: Graduate Certificate of Quality Management; Graduate Certificate of Management; Master of Management; 2002-2003 Co-convenor of The Faculty of Business (Bathurst) Seminar Series. 2003-2004 Course Coordinator: Graduate Certificate in Management (Professional Practice) Australian Graduate Management Consortium

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6.Names of students supervised within the last seven years, title of thesis or project, year of first registratioin and year of completion Co-Supervisor: Zheng, Connie, PhD candidate (Human resource Management in China), enrolled in 2000, thesis submitted December 2003. Supervisor: Valentine Siemionow, PhD candidate (Workplace Agreements and Performance Management in the Australian Public Service SES), enrolled in 1999 (ongoing) Ian Douglas, DBA Candidate (Strategy for non-aligned Airlines), enrolled in 2002 (ongoing) 7.Courses taught

1999 GPM410 Strategic Human Resource Management (Distance Education) GPM422 Strategic Management of Policing (Distance Education) GPM502 Politics, Power and Public Policy (Distance Education) 2000 GPM405 Strategic Management: Approaches and Perspectives (Distance Education) GPM410 Strategic Human Resource Management (Distance Education) GPM422 Strategic Management of Policing (Distance Education) GPM420 Human Resource Management (Distance Education) MGT510 Strategic Management (Distance Education) 2001-2002 MGT501 Management Theory and Practice (Distance Education) MGT510 Strategic Management (Distance Education) MGT560 Research Project (Distance Education) 2002 DBA711 Research Issues in Business (Internal and Distance Education) 2002- MGT510 Strategic Management (Distance Education) 8.Research funding 1999 ARC Small Research Grant, University of New South Wales 2000 Faculty Seed Grant, Australian Graduate School of Police Management, Charles Sturt

University 2003 RIPPLE Seed Grant, Charles Sturt University 2003 Faculty Seed Grant, Faculty of Business, Charles Sturt University 9. Publications Crouch, M and O’Neill, G (2000) ‘Sustaining Identities? Prolegomena for inquiry into contemporary foodways’, in Social Science Information, 39 (1), pp. 181-192. Jarratt, D and O’Neill, G (2002) ‘The Effect of Organizational Culture on Business-to-Business Relationship Management Practice and Performance’, Australasian Marketing Journal, 10 (3). O'Neill, G. and McMullen, C. (2002) 'Managing the transition: MBA to DBA', refereed paper in conference proceedings, Research Training for the Knowledge Economy, Fourth International Biennial Conference on Professional Doctorates Conference, QUT, pp. 77-87.

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O’Neill, G and McMullen, C (2003) ‘DBA Transitional Issues: Candidate and Supervisor Perspectives’, Refereed Paper, Australian and New Zealand Academy of Management, Annual Conference, Freemantle.

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Curriculum for DO and DL Courses 1. Name: Professor Terry Heazlewood Place of Birth: Melbourne, Australia Nationality: Australian Address: School of Financial Studies Charles Sturt University - Riverina PO Box 588 Wagga Wagga NSW 2678 Australia Phone: +61 (0)2 6933 2574 Fax: +61 (0)2 6933 2865 Email: [email protected] 2.Qualifications Academic: Bachelor of Commerce - Melbourne University - 1964 Diploma of Education - Melbourne University - 1965 Master of Economics - Monash University - 1971 Professional: Fellow, CPA, CPA Australia (FCPA) Chartered Accountant (New Zealand) (CA) Member, Accounting and Finance Association of Australia and

New Zealand SUMMARY OF EMPLOYMENT HISTORY December 1998 + Head, International School of Business Charles Sturt University August 1996 – December 1998 Sub Dean, International Programs Faculty of Business February 1993 to January 1996 Head, School of Financial Studies Charles Sturt University - Riverina

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March 1990 + Foundation Professor of Accounting & Finance Charles Sturt University - Riverina January 1989 to January 1991 Dean, School of Commerce Charles Sturt University - Riverina (formerly RMIHE) November 1987 to January 1989 Joint Warden, Murray Campus, Riverina-Murray Institute of Higher Education and

Wodonga Institute of Tertiary Education. December 1985 to November 1987 Director, Companies Branch Acting Senior Director, Accounting and Information Technology, July

1987 to November 1987. National Companies and Securities Commission, Melbourne July 1980 to December 1985 Professor of Accounting and Finance Foundation Head, Department of Accounting and Finance Massey University, Palmerston North, New Zealand July 1975 to July 1980 Senior Lecturer, Department of Accountancy Acting Head of Department, December 1977 to December 1978. Dean, Faculty of Business, 1976-1978 University of Wollongong, New South Wales July 1973 to July 1975 Foundation Head, Department of Accountancy and Law Mitchell College of Advanced Education, Bathurst, New South Wales January 1972 to July 1973 Foundation Senior Lecturer/Principal Lecturer in Business Studies Riverina College of Advanced Education, Wagga Wagga, New South Wales January 1969 to January 1972 Lecturer in Accountancy Acting Head of Department 1970-1971 Wollongong University College/University of New South Wales January 1965 to December 1968 Teaching Fellow/Senior Teaching Fellow in Accountancy Monash University, Victoria Junior Clerk, Costs and Bookkeeping Department, 1960 State Electricity Commission of Victoria, Melbourne

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VISITING APPOINTMENTS July - December 2001 Visiting Professor

University of Portsmouth, Portsmouth, United Kingdom January 1996 - July 1996

Visiting Professor University of Portsmouth, Portsmouth, United Kingdom

July 1992 - February 1993

Visiting Professor University of Southampton, Southampton, United Kingdom

January - December 1984

Arthur Young McClelland Moores Visiting Professorial Fellow University of Southampton, Southampton, United Kingdom

July - December 1979 Visiting Research Fellow University of Kent, Canterbury, United Kingdom

January - June 1979 Visiting Professor in Accountancy Florida International University, Miami, Florida, USA

OTHER ACTIVITIES University Representative (Academic) on the SSAU Consultative Committee, 1997-

2000 Academic Advisor – Accounting, Caritas Francis Shu College, Hong Kong, 1999 + External Assessor (Staff) Lingnan College (now Lingnan University), Hong Kong, 1996

+ University Representative - Wagga Wagga Chamber of Commerce, 1994-1998 Member, Venture Capital Steering Committee, Riverina Regional Development Board,

1995-1996 Chairman Member/Examiner Commerce Curriculum Committee - ACHEM (Australian

Consortium for Higher Education in Malaysia), 1993-1998 External Examiner - Lingnan College, Hong Kong - Accounting 1990-1994 External Examiner - Open College, University of East Asia - Accounting, 1984-85 Part-time accountancy practice, specialising in taxation matters, 1968-80. VUSEB, Examiner in Matriculation Accounting, 1965-1968, VUSEB Examiner in Economics, 1967-1968. Part-time auditing, Peat Marwick & Mitchell, Melbourne, 1967. SCHOLARSHIPS/PRIZES Commonwealth Scholarship - Melbourne University, 1960 (re-awarded 1961). Secondary Teachers Studentship - Melbourne University, 1961-1964. Butterworth Prize for top student in Commercial Law - Macquarie University, 1978.

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TEACHING AREAS Undergraduate First year Introductory Accounting (financial and managerial) Financial Accounting – second and third year Accounting Theory – third year International Accounting – second year Postgraduate Business Accounting and Finance (MBA) International Accounting (MBA & MCom) Financial Accounting Advanced Financial Accounting Current Developments in Accounting Thought MAcc Accounting and Finance Taxation Law and Practice Accounting Regulation MCom (Acc) RESEARCH INTERESTS Australian Company Financial; Reporting (used as a basis to motivate staff into research and publication) Accounting for the Extractive Industries Accounting Standard Setting International Accounting Accounting History RESEARCH SUPERVISION/EXAMINATION BBus, BCom honours in accounting MBA MCom (Hons) in accounting PhD RESEARCH GRANTS (Individual and Shared) Department of Employment, Education and Training ($35,000) - individual Institute of Chartered Accountants in England and Wales - individual Arthur Young Fellowship (15,000 pounds sterling) - individual New Zealand Society of Accountants New Zealand Securities Commission New Zealand Justice Department Massey University

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University of Auckland University of Wollongong Australian Society of CPAs Australian Accounting Research Foundation Reserve Bank of Australia Utah Foundation - individual Australian Company Accounting Practices (ACAP), Inc EDITORIAL AND REVIEWER ACTIVITIES Assistant Editor 1995-2002, Editorial Board 2003 + and Reviewer 1995 +, Accounting

History (New Series) Editorial Board, The Journal of Derivatives Accounting, 2003 + Editorial Committee, Financial Reporting, Regulation and Governance 2003 + formerly

the Journal of Financial Reporting (Online) 1999 + Member, Editorial Panel, 1989-1994, Accounting History, AAANZ History Interest Group. Editor 1989-2000, Charles Sturt University, Accounting Discipline Working Paper

Series. Editor 1990-2000, Charles Sturt University, Riverina Papers in Commerce. Reviewer 1991 +, Accounting Forum, University of South Australia. Member, Editorial Advisory Board, Advances in International Accounting, JAI Press,

Connecticut, USA, 1985. Editor 1981-1986, Discussion Paper Series, Department of Accounting and Finance,

Massey University. CONSULTANCIES “Tonga Accountants Upgrade” for Commonwealth of Learning, January 1999. North East Riverina Region Counselling Service Inc, Pilot Project, December 1998. “Financial Analysis”, Greater Murray Health Service with J Kent 1998. “Evaluation of the Rural Communities Access Program”, Department Primary Industries and Energy, with M Alston, P Share and J Kent 1996.

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Japanese Beef Export Companies - Meat Research Council, with A Dunlop 1995 (MRC 234).

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PROFESSIONAL INVOLVEMENT Director, Chief Examiner, CEO, University Business Schools Consortium Pty Ltd (UBSC) 1990 + Branch Chairman, Wagga Wagga Branch, CPA Australia December 1990 - February 1996, February 1997 – March 1998, Committee Member April 1998-February 2000, March 2003+. Executive Member, Accounting Association of Australia and New Zealand (AAANZ), 1982-1987. Councillor, New South Wales Division, CPA Australia, 1978, 1980, Member Country Convention Committee 1990-1993. Chairman (1978), Deputy Chairman (1977), Member (1976), Wollongong Branch Council, CPA Australia. Committee Member, Bathurst Group, CPA Australia (1973-1975). Committee Member, Wagga Wagga Group, CPA Australia (1972-1973). Member, Institute of Chartered Accountants NZ, Continuing Education Committee, 1982, 1983 & 1985. Chairman, New Zealand Hospital Board Budgeting Project Advisory Committee, 1981-1983. Set up in 1981 to administer a $90,000 research grant to investigate and recommend on hospital board budgeting procedures. Course Director, New Zealand Insurance Institute Executive Program. Responsible for organising, administering and directing a two-week residential course for senior insurance executives at Massey University, August 1982. ACCREDITATION COMMITTEES 2002 Deakin University Reviewer, Deakin/CPA Australia, MBA (Information Technology). 2000 Deakin University Reviewer, Deakin/CPA Australia - Master of Business Administration. 1999 Deakin University Member, Graduate Certificate, Graduate Diploma and Master of Professional

Accounting – reaccreditation. 1996 University of Wollongong Member, Bachelor of Business Administration, Dubai Campus.

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1994 University of Canberra Chairman, Master of Professional Accountancy - accreditation. 1993 + Hong Kong Council for Academic Accreditation Member, accounting panel. 1990 University of Western Sydney (Macarthur) Chairman - Master of Business Administration - accreditation. 1989 Charles Sturt University - Mitchell Member, Graduate Certificate in Local Government - accreditation. 1988 Macarthur Institute of Advanced Education (now University of Western Sydney, Macarthur) Chairman, Bachelor of Business (Accountancy) - reaccreditation. 1988 Footscray Institute of Technology Member, Graduate Diploma in Accountancy - reaccreditation. PUBLICATIONS Commissioned Reports Alston, M., Share, P., Heazlewood, T. & Kent, J., (1997). Evaluation of the Rural

Communities Access Program. Rural Division, Department of Primary Industries and Energy/Centre for Rural Social Research, Charles Sturt University, May (185 pages).

Hribar, Z., & Heazlewood, C.T., (1991). TAFE Credit Transfer - A Case Study, Charles

Sturt University - Riverina, September, (212 pages). Heazlewood, C.T., (1987). Financial Accounting and Reporting in the Oil and Gas

Industry, Institute of Chartered Accountants in England and Wales, Research Board, April (119 pages).

Books Sims, M.A. & Heazlewood, T., (2003). Reporting the Bottom Line: Financial

Accounting, Issue 3. Prentice Hall: Sydney, July (161 pages). Sims, M.A. & Heazlewood, T., (2003). “Instructor’s Manual” to accompany Reporting

the Bottom Line: Financial Accounting, Prentice Hall: Sydney, August (CD-Rom).

Sims, M.A. & Heazlewood, T., (2000). Reporting the Bottom Line: Financial

Accounting, Issue 2. Prentice Hall: Sydney, July (138 pages).

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Heazlewood, C.T. & Ryan, J.B. (1999). Australian Company Financial Reporting 1999,

In Accounting Research Study No. 15, AARF/ACAP Inc: Melbourne, May (360 pages plus xxiv).

Sims, M.A. & Heazlewood, T., (1998). “Instructor’s Manual” to accompany Reporting

the Bottom Line: Financial Accounting, Addison Wesley Longman Australian, Melbourne. (115 pages).

Sims, M.A. & Heazlewood, T. (1997). Reporting the Bottom Line: Financial

Accounting, Addison Wesley Longman: Sydney, November (120 pages). Ryan, J.B. & Heazlewood, C.T. (eds), (1997). Australian Company Financial

Reporting - 1997, AARF Accounting Research Study No 14, ACAP Inc., Melbourne (400 pages).

Ryan, J.B. & Heazlewood, C.T. (eds), (1995). Australian Company Financial

Reporting - 1995, Accounting Research Study No. 13, (AARF), ACAP Inc., Melbourne (362 pages).

Ryan, J.B., Andrew, B.H., Gaffikin, M., & Heazlewood, C.T. (eds), (1993). Australian

Company Financial Reporting - 1993, Accounting Research Study No. 12, Australian Accounting Research Foundation, Melbourne, March (372 pages).

Ryan, J.B., Andrew, B.H., Gaffikin, M., & Heazlewood, C.T. (eds), (1991). Australian

Company Financial Reporting - 1990, Accounting Research Study No. 11, Australian Accounting Research Foundation, Melbourne, November (330 pages).

Ryan, J.B., Heazlewood, C.T., Wong, J., & Chye, M., (1984). New Zealand Company

Financial Reporting - 1984, University of Wollongong Press, December (386 pages).

Ryan, J.B., Heazlewood, C.T., Andrew, B.H., & Perkinson, M., (1982). New Zealand

Company Financial Reporting - 1982, Alpine Printers, Auckland, June (246 pages).

Ryan, J.B., Heazlewood, C.T., & Andrew, B.H., (1980). Australian Company Financial

Reporting - 1980, Accounting Research Study No. 9, Australian Accounting Research Foundation, Melbourne, December (223 pages).

Ryan, J.B., Heazlewood, C.T., & Andrew, B.H., (1977). Australian Company Financial

Reporting - 1975, Accounting Research Study No. 7, Australian Accounting Research Foundation, Melbourne, November (96 pages).

Chapters in Books Heazlewood, T. (2003). “Accounting in Australia”, Chapter 12, in Walton et al (eds),

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International Accounting, Thomson Learning London, pp. 272-203. Heazlewood, T. (2000) Australien, Kapital 14 in Haller et al (eds) Unternehmenspublizität im internationalen Wettbewerb. Schäffer-Poeschel Verlag: Stuttgart pp.657-708 (in German). ISBN 3-7910-0941-9. Heazlewood, C.T. (1999). “AASB 1022: Accounting for the extractive industries”, in

Heazlewood, C.T. & Ryan, J.B. (eds), Australian Company Financial Reporting 1999, Accounting Research Study No. 15, eds. C.T. Heazlewood & J.B. Ryan, pp. 185-198, AARF/ACAP Inc: Melbourne.

Heazlewood, C.T. et al (1999). Companies included in the survey, Part I/II in

Australian Company Financial Reporting 1999, Accounting Research Study No. 15, eds. C.T. Heazlewood & J.B. Ryan, pp. 3-13, AARF/ACAP Inc: Melbourne.

Heazlewood, C.T. & Ryan J. (1999). Financial Reporting Standards. Part I/IV in

Australian Company Financial Reporting 1999, Accounting Research Study No. 15, eds. C.T. Heazlewood & J.B. Ryan, pp. 14-18, AARF/ACAP Inc: Melbourne.

Heazlewood, C.T. (1999). Corporate Governance. Part I/V in Australian Company

Financial Reporting 1999, Accounting Research Study No. 15, eds. C.T. Heazlewood & J.B. Ryan, pp. 19-27, AARF/ACAP Inc: Melbourne.

Hribar, Z. & Heazlewood, T. (1999). AASB 1011 Accounting for Research and

Development Costs. In Australian Company Financial Reporting 1999, Accounting Research Study No. 15, eds. C.T. Heazlewood & J.B. Ryan, pp. 101-106. AARF/ACAP Inc: Melbourne.

Hribar, Z. & Heazlewood, T. (1999). Disclosure of Directors’ and Executive Officers’

Remuneration. In Australian Company Financial Reporting 1999, Accounting Research Study No. 15, eds. C.T. Heazlewood & J.B. Ryan, pp. 329-340. AARF/ACAP Inc: Melbourne.

Heazlewood, Terry. (1999). “The Regulatory Framework in the Private Sector”,

Chapter 1 in Leo, K & Radford, J (eds), Financial Accounting Issues, 2nd edn, Jacaranda Wiley, Brisbane, pp.3-41. ISBN: 0-471-33982-2.

Heazlewood, Terry. (1998). “Accounting in Australia”, Chapter 13 in Walton et al (eds),

International Accounting, International Thomson Business Press, London, pp.247-267. ISBN: 1-86152-384-X.

Heazlewood, Terry. (1997) “L’Australie”, Chapitre 13 in Raffournier et al (eds)

Comptabilité internationale. Vuibert: Paris: pp.305-324 (In French). ISBN: 2 7117 3399 8.

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Heazlewood, C.T., Mitchell, A. & Cooper, M. (1997). “Companies included in the survey”, in Ryan, J.B. & Heazlewood, C.T. (eds), Australian Company Financial Reporting - 1997, AARF Accounting Research Study No. 14, ACAP Inc., Melbourne, pp.3-12.

Heazlewood, C.T. & Ryan, J.B. (1997). “The standard-setting process”, in Ryan, J.B.

& Heazlewood, C.T. (eds), Australian Company Financial Reporting, AARF ARS No. 14, Australian Company Accounting Practices (ACAP) Inc.: Melbourne, pp.15-18.

Heazlewood, C.T. (1997). “Corporate governance”, in Ryan, J.B. & Heazlewood, C.T.

(eds), Australian Company Financial Reporting, AARF ARS No. 14, Australian Company Accounting Practices (ACAP) Inc.: Melbourne, pp.19-30.

Heazlewood, C.T. (1997). “AASB 1022: Accounting for the extractive industries”, in

Ryan, J.B. & Heazlewood, C.T. (eds), Australian Company Financial Reporting, AARF ARS No. 14, Australian Company Accounting Practices (ACAP) Inc.: Melbourne, pp.185-198.

Hribar, Z. & Heazlewood, C.T. (1997). “Disclosure of directors’ and executive officers’

remuneration”, in Ryan, J.B. & Heazlewood, C.T. (eds), Australian Company Financial Reporting, AARF ARS No. 14, Australian Company Accounting Practices (ACAP) Inc.: Melbourne, pp.337-348.

Heazlewood, C.T., & Mitchell, A., (1995). "Companies Included in the Survey", Part I-

1, in Ryan, et al. (eds), Australian Company Financial Reporting - 1995, ARS No. 13, (AARF) ACAP Inc., Melbourne.

Heazlewood, C.T., & Ryan, J.B., (1995). "The Standard Setting Process", Part I-111,

in Ryan, et al. (eds), Australian Company Financial Reporting - 1995, ARS No. 13, (AARF) ACAP Inc., Melbourne.

Heazlewood, C.T., (1995). "ASRB 1022: Accounting for the Extractive Industries", in

Ryan, et al. (eds), Australian Company Financial Reporting - 1995, ARS No. 13, (AARF) ACAP Inc, Melbourne.

Heazlewood, C.T., & Hribar, Z., (1995). "Disclosure of Directors and Executive

Officers Remuneration", Chapter 39, in Ryan, et al. (eds), Australian Company Financial Reporting - 1995, ARS No. 13, (AARF) ACAP Inc.

Heazlewood, C.T., & Mitchell, A., (1993). "Companies Included in the Survey", Part I-

1, in Ryan, et al. (eds), Australian Company Financial Reporting - 1993, ARS No. 12, AARF, Melbourne, March.

Heazlewood, C.T., & Ryan, J.B., (1993). "The Standard Setting Process", Part I-3, in

Ryan, et al. (eds), Australian Company Financial Reporting - 1993, ARS No. 12, AARF, Melbourne, March.

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Heazlewood, C.T., (1993). "ASRB 1022: Accounting for the Extractive Industries", in Ryan, et al. (eds), Australian Company Financial Reporting - 1993, ARS No. 12, AARF, Melbourne, March.

Heazlewood, C.T., & Hribar, Z., (1993). "Disclosure of Directors and Executive

Officers Remuneration", Chapter 35, in Ryan, et al. (eds), Australian Company Financial Reporting - 1993, ARS No. 12, AARF, Melbourne, March.

Heazlewood, C.T., & Mitchell, A., (1991). "Companies Included in the Survey", Part I/I,

in Ryan, et al. (eds), Australian Company Financial Reporting - 1990, ARS No. 11, AARF, Melbourne, November.

Heazlewood, C.T., (1991). "ASRB 1022: Accounting for the Extractive Industries", in

Ryan, et al. (eds), Australian Company Financial Reporting - 1990, ARS No. 11, AARF, Melbourne, November.

Heazlewood, C.T., (1987). "CCA-1, Information Reflecting the Effects of Changing

Prices", Chapter 20 in Ryan (ed), New Zealand Company Financial Reporting - 1987, University of Wollongong, February.

Heazlewood, C.T., (1984). "The Role of Accounting Standards and the `Small'

Company", in Readings in the Development of Accounting, Dunmore Press, Palmerston North, pp. 115-124.

Heazlewood, C.T., (1976). "Stock Valuation - Significance and Problems", in Readings

in Accounting (2nd edition), VCTA Publishing Pty Ltd, Melbourne, pp. 83-89. (Note: This was a revision of the article of the same title (see below) incorporating changes in accounting practice and standards).

Heazlewood, C.T., (1974). "Stock Valuation - Significance and Problems" in Readings

in Accounting, VCTA, Melbourne, pp. 83-88. Book Reviews Heazlewood, Terry. (1997). “The Foundation - A History of the Australian Accounting

Research Foundation, 1996-1991”, by G Burrow in Accounting History, NS Vol 2, No 1: May, pp.119-121.

Heazlewood, Terry. (1997). “Westpac, the bank that broke the bank”, by E Carew in

The Daily Advertiser, 21 October, p.29. Heazlewood, T. (1992). "Accounting in Australia: Historical Essays", R.S. Parker

(ed.), New York, Garland Publishing 1990, in Accounting Auditing and Accountability, vol. 5, no. 2, pp. 106-108.

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Heazlewood, T. (1983). "The Definition and Recognition of Revenue under Historic Cost Accounting" by R.J. Coombes & C.R. Martin (Accounting Theory Monograph No. 3, AARF), in Accounting and Finance, vol. 23, no. 2, November, pp. 112-113.

Heazlewood, T. (1980). "Further Contributions to Current Cost Accounting (ASA

Bulletin No. 22)", in Accounting and Finance, vol. 20, no. 2, November, pp. 136-137.

Occasional Paper Mathews, M.R., & Heazlewood, C.T., (1983). "Accountants' Attitudes Towards New

Developments in Accounting", Occasional Paper Series, Faculty of Business Studies, Massey University, no. 46, May.

Working Papers Williams, J., Leung, P., Kent, J. & Heazlewood, T. (2002). Measuring readability in

accounting: An application and evaluation of the Cloze procedure. Charles Sturt University, Faculty of Business Working Paper Series, No 21/02.

Discussion Papers Heazlewood, C.T., (1992). "Current Developments in the Australian Accounting

Standard Setting Process (Virtual Reality in Accounting)", University of Southampton, Department of Accounting and Management Science, 92-52, October.

Alam, K.F., & Heazlewood, C.T., (1985). "Taxation and Company Financial Policy",

Discussion Paper Series, Massey University, Department of Accounting and Finance, No. 37, July.

Cameron, A.F., & Heazlewood, C.T., (1985). "Current Cost Accounting in New

Zealand", Discussion Paper Series, Massey University, Department of Accounting and Finance, No. 33, May.

Heazlewood, C.T., (1981). "The Role of Accounting Standards vis-a-vis the Small

Company", Discussion Paper Series, Massey University, Department of Accounting and Finance, No. 1, September.

Commissioned Article (ACCA Professors’ Round Table) Heazlewood, Terry. (1998) “Bean counter!!? been there, done that, what next?

Accounting & Business, July/August, pp.19-21. Journal Articles (refereed)

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Heazlewood, C.T., (1993). “The Australian Proposal” in The Age of Financial Engineering, World Accounting Report, August/September, London.

Heazlewood, C.T., (1985). "A Survey of the Accounting and Financial Reporting

Practices of United Kingdom Oil and Gas Companies", Journal of Petroleum Accounting, vol. 4, no. 2, pp. 75-91, Summer.

Heazlewood, C.T., & Chye, M., (1984). "An Empirical Study of Extractive Industry

Financial Reporting Practices in Australia, Malaysia and New Zealand", Journal of Extractive Industries Accounting, vol. 3, no. 3, pp. 99-122, Fall/Winter.

Heazlewood, C.T., & Cameron, A.C., (1984). "The Company Response to Current

Cost Accounting (CCA-1) in New Zealand", The Chartered Accountant in Australia, August, pp. 44-46, 50.

Heazlewood, C.T., & Chye, M., (1984) "Accounting for our Oil and Mineral Resources -

Part II", The Accountants' Journal, vol. 63, no. 3, April, pp. 137-138. Heazlewood, C.T., & Chye, M., (1983). "Accounting for our Oil and Mineral Resources

- Part I", The Accountants' Journal, vol. 62, no. 11, December, pp. 511-513. Heazlewood, C.T., (1982). "Compliance with AAS7 (DS12) - Accounting for the

Extractive Industries", The Chartered Accountant in Australia, vol. 52, no. 10, May, pp. 37-39.

Heazlewood, C.T., (19810. "Mining Companies Financial Statements - Of What Use?

An Alternative View", Accounting Forum, SAIT, vol. 4, no. 3, September, pp. 19-23.

Heazlewood, C.T., (1981). "Wrestling with the Cost of Exploration", The Accountants'

Journal, vol. 60, no. 2, March, pp. 44-46. Heazlewood, C.T., (1980). "Mineral Reserves - Should Disclosure by Mandatory? A

Case for Following the US Example", The Chartered Accountant in Australia, vol. 50, no. 9, April, pp. 14-18.

Heazlewood, C.T., (1978). "DS 12 October 1976 - Doomed to Failure from the Start",

The Chartered Accountant in Australia, vol. 49, no. 1, July, pp. 22-24. Heazlewood, C.T., (1977). "Accounting for Exploration and Related (Development)

Expenditure", Chartered Accountant in Australia, vol. 48, no. 3, September, pp. 12-17.

Heazlewood, C.T., (1976). "Accounting for the Extractive Industry", The Chartered

Accountant in Australia, vol. 45, no. 3, September 1974, pp. 6-9. (Note: This article was referred to in the Selected Bibliography of the FASB Discussion Memorandum on Financial Accounting and Reporting in the Extractive Industries, December).

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Heazlewood, C.T., (1973). "Accounting for Depletion", The Chartered Accountant in

Australia, vol. 43, no. 11, May, pp. 14-16. Heazlewood, C.T., (1971). "Accounting for Exploration and Related Expenditure", The

Australian Accountant, vol. 41, no. 3, April, pp. 136-138. Heazlewood, C.T., "True and Fair and the Companies (Amendment) Bill 1970", The

Chartered Accountant in Australia, vol. 41, no. 10, April 1971, pp. 12-14. Heazlewood, C.T., (1968). "Accounting for Share Issues - A Simple Approach", The

Australian Accountant, vol. 38, no. 1, January, pp. 42-44. Journal Articles/Technical Reports Heazlewood, C.T. (2003). Technical Update – Australia. Accounting & Business.

July/August, pp.48-49. Heazlewood, C.T. (2003). Technical Update – Australia. Accounting & Business.

June, pp.47-48. Heazlewood, T. (2002) Technical Update – Australia. Accounting & Business.

September, pp.44-45. Heazlewood, T. (2002) Technical Update – Australia. Accounting & Business.

July/August, pp.48-49. Heazlewood, T. (2002) Technical Update – Australia. Accounting & Business. January,

pp.52-53. Heazlewood, T. (2001) Technical Update – Australia. Accounting & Business.

July/August, pp.43-44. Heazlewood, T. (2001) Technical Update – Australia. Accounting & Business.

February, pp.39-40. Heazlewood, T. (2001) Technical Update – Australia. Accounting & Business. January,

pp.49-50. Heazlewood, T. (2000) Technical Update – Australia. Accounting & Business.

September, pp.41-42. Heazlewood, T. (1999) Technical Update – Australia. Accounting & Business. January,

pp.48-51. Heazlewood, T. (1998) Technical Update – Australia. Accounting and Business.

October, pp.53-54

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Heazlewood, T. (1998) Technical Update – Australia. Accounting & Business.

November/December, pp.43-43. Heazlewood, Terry (1998). Technical Update – Australia, Accounting & Business,

July/August, pp.47-48. Heazlewood, Terry (1998). Technical Update – Australia, Accounting & Business,

June, pp.49. Heazlewood, Terry (1998). Technical Update – Australia, Accounting & Business, May,

pp.46. Heazlewood, Terry (1998). Technical Update – Australia, Accounting & Business,

April, pp.40. Heazlewood, Terry (1998). Technical Update – Australia, Accounting & Business,

March, pp.41-42. Heazlewood, Terry (1998). Technical Update – Australia, Accounting & Business,

February, pp.39-40. Heazlewood, C.T., (1986). "New Zealand: `Successful Efforts' Method Preferred",

World Accounting Report, August, p. 13. Heazlewood, C.T., (1985). "Accountants Professional Liability - New Zealand", World

Accounting Report, September, pp. 13-14. Heazlewood, C.T., (1985). "Sale of Leased Vehicle at Excess Over Residual Value ...

Income Tax Act 1976, S65(2)(a)", NZ Current Taxation, vol. 29, June, pp. 222-225.

Heazlewood, C.T., (1985). "Stock Revision", World Accounting Report, May, p. 11. Heazlewood, C.T., (1985). "Deductions, Continuing Business Losses, Intention and

Activity: Income Tax Act 1976, S104", NZ Current Taxation, vol. 29, March, pp. 139-141.

Heazlewood, C.T., (1984). "Goodwill and Segments - New Rules in Australia",

International Finance and Accounting Report, no. 9, September, pp. 8-9. Heazlewood, C.T., (1984). "Leasing - New Disclosure Obligations Announced in

Australia", International Finance and Accounting Report, no. 8, August, pp. 9-10. Heazlewood, C.T., (1984). "New Zealand Revises its Disclosure Standard",

International Finance and Accounting Report, London, no. 2, February, pp. 4-5.

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Heazlewood, C.T., (1983). "Australia's Revised CCA Standard, Part I and II", International Accounting and Finance Report, London, 83-2, pp. 4-5, February, and 83-5, pp. 4-6, March.

Heazlewood, C.T., (1982). "CCA Standard for New Zealand, Part I and II",

International Accounting and Finance Report, London, 82-22, pp. 5-6, 82-23, pp. 4-6, November.

Heazlewood, C.T., (1982). "Part-Time Farmer - Farming Losses Partly Disallowed,

Burden of Proof Not Discharged", NZ Current Taxation, vol. 26, February, pp. 85-87.

Heazlewood, C.T., (1974). "Accountancy Education at Mitchell CAE", Careers NSW,

March (requested article, re-run in 1976). Heazlewood, C.T., (1970). "The Periodic (Physical) and Perpetual Inventory Systems",

General Journal, Victorian Commercial Teachers' Association, vol. 10, 1969-1970, December, pp. 119-123.

Heazlewood, C.T., (1970). "A Case for Uniformity - The Australian Method of

Recording Share Issues", News Bulletin, Australasian Association of University Teachers of Accounting, vol. 10, no. 2, October, pp. 18-23.

Conference Proceedings (Published) Sims, M.A. & Heazlewood, C.T., (2003). The Past, Present and Future of Corporate

Governance Regulations in Australia. Published Conference Proceedings, Third Accounting History International Conference, University of Siena, Siena, Italy. September.

Heazlewood, C.T., (2002). The Development of Accounting Regulation in Australia: A

Contemporary View. Published Congress Proceedings, Ninth World Congress of Accounting Historians, Deakin University, Melbourne, Australia, July/August.

Heazlewood, C.T., (1994). “Some Thoughts on the Regulation of Financial Reporting

in Australia”, Sixth Annual Conference of Accounting Academics, Hong Kong, April. (Refereed)

Heazlewood, C.T., (1988). "The Role of the National Companies and Securities

Commission in Financial Regulation", update 1988, Professional Development Centre, DDIAE, Toowoomba, February.

Heazlewood, C.T., (1987). "A Regulatory Perspective of the Latest Developments in

the Market", Going Public, IIR Pty Ltd, Perth, October. Mathews, M.R, & Heazlewood, C.T., (1982)."Accountants Attitudes to New

Developments in Accounting", AAANZ, Wellington, New Zealand, August.

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Farron, P.J.C., & Heazlewood, C.T., (1981). "Teaching First Year Accounting at Massey University - An Individualised Learning Multimedia Approach", Accounting Association of Australia and New Zealand, Australian National University, Canberra, August.

Farron, P.J.C., & Heazlewood, C.T., (1981). "First Year Accounting at Massey

University - A Multimedia Approach", Inter-University Accounting Conference, University of Waikato, Hamilton, May.

Heazlewood, C.T., (1980). "The Development of Extractive Industry Accounting

Standards in Australia and the USA", South-East Regional Meeting, American Accounting Association, April, pp. 133-137.

Heazlewood, C.T., (1980). "The Development of Inflation Accounting in Australia",

Mid-Atlantic Regional Meeting, American Accounting Association, April, pp. 1-12. Panel Presentation Heazlewood, C.T. (2003). International Financial Reporting Standards. Accounting

Educators Forum, CSU/CPA Australia. 27-28 November. Conference and Seminar Papers Presented

Heazlewood, C.T. (2003). Corporate Governance Regulation in Australia. University

of Western Sydney. 18 December. Heazlewood, C.T. (2003). The Past, Present and Future of Corporate Governance in

Australia: CSU MBA Alumni Association (Malaysia). HELP Institute of Graduate Studies. 10 December.

Heazlewood, C.T., (2002). The Development of Accounting Regulation in Australia: A

Contemporary View. IAAER Ninth World Congress of Accounting Educators, Hong Kong, November.

Heazlewood, C.T. (2002). The AASB and the Accounting Profession (Regulatory

Capture). Joint School Seminar Paper, Charles Sturt University, Wagga Wagga, September.

Heazlewood, T. (2001). Current developments in accounting regulation in Australia:

evolution or revolution?” International Workshop on Accounting & Regulation, University of Siena & EIASM, Siena Italy, September, 45pp.

Heazlewood, C.T., (2000). "One International Standard Setter", Charles Sturt

University, Bathurst, October. Heazlewood, T. (1999). “International Business Education from a CSU Perspective”,

Charles Sturt University, Wagga Wagga, October.

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Heazlewood, T. (1999). “One International Financial Accounting Standard Setting

Organization”, HELP Institute Malaysia, September. Heazlewood, T. (1999). “Malaysia as a Regional Centre: Opportunities and

Strategies”, Second Strategy Meeting on Education, HELP Institute, Malaysia, March.

Williams, J.W., Heazlewood, C.T., Leung, P.L. & Kent, J.M. (1997). “An Assessment

of the Readability of Accounting Textbooks”, Accounting Association of Australia and New Zealand, Hobart, July.

Heazlewood, C.T., (1996). “Developments in the Regulation of Corporate Financial

Reporting in Australia”, University of Central Lancaster, June. Heazlewood, C.T., (1996). “Developments in the Regulation of Corporate Financial

Reporting in Australia”, University of Southampton, May. Heazlewood, C.T., (1996). Developments in the Regulation Corporate Financial

Reporting in Australia”, University of Glamorgan, Wales, May. Heazlewood, C.T., (1996). “Developments in the Regulation of Corporate Financial

Reporting in Australia”, European Accounting Association, NHH, Bergen, May. Heazlewood, C.T., Leung, P.L. & Williams, J.W., (1996). “The Cloze Procedure: An

Assessment of the Readability of Introductory Australian Accounting Textbooks”, British Accounting Association, University of Wales, Cardiff, March.

Heazlewood, C.T., (1996). “The Financial Reporting and the Regulatory Framework in

Australia.”, Portsmouth Business School, March. Heazlewood, C.T., (1994). “Some Thoughts on the Regulation of Corporate Financial

Reporting in Australia”, Sixth Annual Conference of Accounting Academics, Hong Kong, April.

Heazlewood, C.T., (1993). "The Accounting and Financial Reporting Practices of UK

Oil and Gas Companies", University of Southampton, February. Heazlewood, C.T., (1993). "A Review of UK Oil and Gas Financial Reporting", London

Society of Chartered Accountants North Sea Oil and Gas Discussion Group, London, January.

Heazlewood, C.T., (1992). "Virtual Reality in Accounting - the Australian Accounting

Standard Setting Process", University of Portsmouth, October. Heazlewood, C.T., (1992). "The Australian Standard Setting Process", University of

Exeter, October.

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Heazlewood, C.T., (1992). "Current Developments in the Australian Accounting Standard Setting Process", University of Manchester, October.

Heazlewood, C.T., (1991). "The NSW TAFE Accounting Credit Transfer Project",

TAFE to Higher Education Conference, La Trobe University, October. Heazlewood, C.T., (1991). "The Development of an Accounting Research Project",

Staff Seminar, Faculty of Business, Lingnan College, Hong Kong, September. Heazlewood, C.T., (1989). "A Commentary on `Negligence - Should Auditors have

Limited Liability' by Andrew Ross", Accounting Discipline Seminar, CSU-Mitchell, November.

Heazlewood, C.T., (1989). "An Overview of Accounting Research", Accounting

Discipline Seminar, CSU-Riverina, September. Heazlewood, C.T., (1987). "The NCSC Review Process - An Update on Recent

Changes", Institute of Chartered Accountants in Australia (Victorian Branch), Melbourne, September.

Heazlewood, C.T., (1985). “Recent Developments in Accounting for the Effect of

Changing Price Levels”, Open College, Hong Kong, January 1985. Heazlewood, C.T., (1984). "A Survey of Oil and Gas Accounting Practices",

Department of Accountancy, University of Glasgow, December. Heazlewood, C.T., (1984). "The Financial Reporting Practices of UK and Irish Oil and

Gas Companies", Arthur Young McCelland Moores, Southampton Office, November.

Heazlewood, C.T., (1984). "Research into Published Company Annual Reports -

Some Comments", Plymouth Business School, Plymouth Polytechnic, November. Heazlewood, C.T., (1984). "The Financial Reporting Practices of UK and Irish Oil and

Gas Companies", Arthur Young McClelland Moores - Technical Group, London Office, November.

Heazlewood, C.T., (1984). "The Financial Reporting Practices of UK and Irish Oil and

Gas Companies", Department of Accounting and Management Science, University of Southampton, November.

Heazlewood, C.T., (1984). "The Financial Practices of UK and Irish Oil and Gas

Companies", South West Regional Group, British Accounting Association, UWIST (Cardiff), September.

Heazlewood, C.T., (1984). "The Development of Accounting and Financial Reporting

Standards in the Extractive Industries - A Review", Department of Accounting and Finance, University of Birmingham, June.

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Heazlewood, C.T., & Chye, M., (1984). "An Empirical Study of Extractive Industry

Financial Reporting Practices in Three Countries", British Accounting Association, University of East Anglia, April.

Heazlewood, C.T., & Cameron, A.C., (1984). "Current Cost Accounting in New

Zealand", European Accounting Association, St Gallen, Switzerland, April. Chye, M., & Heazlewood, C.T., (1984). "An Empirical Study of Annual Reports

Published by New Zealand Listed Companies Involved in the Extractive Industries", European Accounting Association, St Gallen, Switzerland, April.

Heazlewood, C.T., (1984). "An Empirical Study of Extractive Industry Accounting

Practices in Three Countries", Faculty of Accounting and finance, City of London Polytechnic, February.

Heazlewood, C.T., (1984). "Current Cost Accounting in New Zealand", Department of

Accounting and Management Science, University of Southampton, January. Heazlewood, C.T., (1982). "The Role of Accounting Standards and the `Small'

Company", American Accounting Association, San Diego, USA, August. Heazlewood, C.T., (1978) "A Commentary on `Shareholder Opinion of Published

Financial Statements, An Exploratory Study'", by R.R. Winfield, Accounting Association of Australia and New Zealand, University of Otago, Dunedin, August (4 pages).

Heazlewood, C.T., (1975). "A Commentary on `The Search for Scouller' by Professor

L. Goldberg", Accounting Association o Australia and New Zealand, Monash University, Melbourne, August (4 pages).

Heazlewood, C.T., (1974). "Accounting in the Extractive Industry - Environmental

Responsibility", Australian Society of Accountants, Bathurst, May (13 pages). Continuing Education Seminars Presented "Financial and Legal Developments", Local Government Electricity Association of

NSW, Albury, March 1992 (half-day). "Cost-Benefit Analysis", Bunge Meat Industries, Corowa, NSW, June/July 1991 (half

days). "Accounting and Financial Reporting in the Extractive Industries", New Zealand Society

of Accountants, Wellington, July 1986 (half day). "Mathematics and Statistics for Accountants", New Zealand Society of Accountants,

Auckland, Hamilton, Palmerston North, Wellington, Christchurch and Dunedin, July 1985 (full day).

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"Oil and Gas Accounting", South Western Group, Institute of Chartered Accountants in

England and Wales, Southampton, October 1984 (half day). "Mathematics and Statistics for Accountants", New Zealand Society of Accountants,

Auckland, Hamilton, Wellington, Christchurch and Dunedin, May 1983 (full day).

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DO and DL Courses 1. Name, work address, work phone, work e-mail Name John Frederick Williams Date of Birth 20 January 1945 Qualifications BCom, MCom (Hons), FCPA Home Address The Peppers RMB1 COOLAMON NSW 2701 Telephone Home: 0269 273561 Work: 0269 332520 Mobile 0427 123561 Facsimile 0269 332790 Email [email protected] Nationality Australian PRESENT POSITION Adjunct Associate Professor School of Commerce Charles Sturt University WAGGA WAGGA NSW 2678 PREVIOUS POSITIONS 2004 – 2005 Disciplinary Manager, International School of Business 2000 - 2004 Head, School of Financial Studies 1996- 1999 Subdean, Information and Educational Technology 1998-1999 Faculty Online Support Coordinator 1996 Acting Head, School of Financial Studies 1988 Acting Dean, School of Commerce, RMIHE 1988 Associate Professor (Principal Lecturer), School of Commerce then Financial Studies,

Charles Sturt University, Wagga Wagga 1984-1987 Head Department of Accounting, School of Business & Technology, University of

Western Sydney, Macarthur and Macarthur Institute of Higher Education 1973-1984 Lecturer, School of Accounting, Faculty of Business, University of NSW 1978-1979 Lecturer, Department of Accounting, School of Social and Economic Development,

University of the South Pacific, Suva, Fiji (on secondment from UNSW)

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1977 Assistant Professor, Department of Accounting and Finance, San Francisco State University 1974-1975 Guest Lecturer, Course for Senior Managers, Institute of Administration 1973 Senior Tutor, School of Accounting, Faculty of Business, University of NSW 1971-1972 Part-time Tutor, School of Accounting, Faculty of Business, University of NSW 1970-1974 Part-time Lecturer at Granville and Bankstown TAFE Colleges 1965-1972 Secondary School Teacher. Member of Commerce Committee of NSW Economic

Teachers Association, Assistant Examiner for School Certificate and Higher School Certificate

1963 Assistant Accountant, Forsyth Pty. Ltd. PUBLICATIONS AND CONFERENCE PAPERS *“Evaluating Accounting Textbooks: An Application and Evaluation of the Cloze Procedure”, with Patrick Leung, Terry Heazlewood, and Jenny Kent, Conference proceedings publication, International Conference on Innovation in Accounting Teaching and Learning, February 2005 *Corporate Failure and International Auditing”, with Alan S. Dunk and Alan Kilgore, paper presented at European Accounting Association and British Accounting Association, April 2004 *Management Accounting for Costs and Control, 2004, with V.A. Fatseas and J. E Bisman, McGraw Hill *“Corporate Failure and International Auditing”, with Alan S. Dunk and Alan Kilgore, refereed paper presented at Multinational Alliance for the Advancement of Organisational Excellence, 4th International Conference – October 2003 Melbourne *Management Accounting for Decision Making, 2001 with V.A. Fatseas and J. E Bisman, McGraw Hill *“Measuring Readability in Accounting”, with Patrick Leung, Terry Heazlewood, and Jenny Kent, Conference presentation at the Accounting Educators Forum, CPA Sydney December 2001 – Published in the proceedings ISBN *“Foreign Currency Translation”, Australian Company Financial Reporting 1999, Australian Accounting Research Foundation, Accounting Research Study ISSN 1037-5570 ISBN 0 909744 87 4 *“An Assessment of the Readability of Accounting Textbooks” with Patrick Leung, Terry Heazlewood, and Jenny Kent, Conference presentation at the AAANZ conference, Hobart, 1997. Tasmania *“AASB 1012 Foreign Currency Translation”, Australian Company Financial Reporting 1997, Australian Accounting Research Foundation, Accounting Research Study *“An Application of the Cloze Methodology Evaluating the Readability and Comprehensibility of Accounting Textbooks” with T. Heazlewood and P. Leung, presented to the B.A.A (British Accounting Association) conference at Cardiff in March 1996. *“IT: What the Graduate Needs to Know”, with P. Leung, Charter, Journal of the Institute of Chartered Accountants, November 1995. *“AASB 1012 Foreign Currency Translation “, Australian Company Financial Reporting 1995, Australian Accounting Research Foundation, Accounting Research Study No. 13, 1995. (ISSN 1037-5570, ISBN 0-909744 68 8).

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*“Mosaic/WWW and Opportunities for Business Education”, paper presented at the New Technologies for Business Conference, Monash University, December 1994. *“Distance Education using Mosaic/WWW”, presentation to the Schools of Management and Financial Studies, CSU, September, 1994. *“From Hieroglyphics to Hypermedia: Opportunities for Accounting Education”, with P. Leung and P. Tsang, The Association of Management International Conference, Dallas, Texas, August 1994 Proceedings pp 7-12. *“Foreign Currency Translation AASB1012”, Australian Company Financial Reporting, Australian Accounting Research Foundation, Accounting Research Study No. 12, 1993. (ISSN 1037-5570, ISBN 0-909744 505). Introduction to Accounting, CSU Press, 1993, (ISBN 0 947330 895) *“Information Systems and Information Technology Knowledge Expectations for Graduate Accountants”, with P. Leung and P. Tsang, International Conference on Information Technology for Training and Education, the University of Queensland, 1992. *“Foreign Currency Translation”, Australian Company Financial Reporting, Australian Accounting Research Foundation, Accounting Research Study No. 11, 1990. (ISSN 1037-5570, ISBN 0-909744 505). *Political and Technical Rational Constructs of the Budgetary Process 1990 (ISBN 0 947330 356 ISSN 1034 0858) Charles Sturt University, Accounting Discipline Working Paper Series, No. 7. *The Use and Abuse of Accounting Information, presentation for Australian Institute of Bankers, May 1988. *Technical Rationality and the Budgetary Process, paper given to the School of Commerce Colloquium, CSU-Riverina, April 1988. *The Design of Performance Evaluation Systems, seminar paper given to The Rock Colloquium, May 1987. *Planning for New Product Development in Australian Manufacturing Industry: a Framework for Analysis, seminar paper, Macarthur I.H.E., 1986. The Accounting Cycle, Computer Aided Learning (CAL) Software and Worksheet, 1986. *Proposal for the Introduction of a Business Studies Course for the Higher School Certificate, paper delivered to the Commerce Syllabus Committee, Education Department of NSW, with Waters M., 1984. This paper led to the introduction of the Business Studies subject for the HSC – currently the most popular HSC elective. *Cash Flow Management, paper delivered to the Annual Conference (1982) of the Master Builders' Association of NSW. *Accounting for Builders, Master Builders Association, 1981. *The Role of Accounting in Developing Countries, public speech given at Nuku’alofa, Tonga, May 1979. *Accounting, (two volumes, second edition) with Kingston N., Jolyon Press 1979. *Understanding Financial Reports, Corplan International/Butterworths 1978. *Corporate Modelling for Small Business, paper delivered at the Institute of Social and Administrative Science, Suva, Fiji, September 1978. *Accounting, (two volumes), with Kingston N., Jolyon Press 1978. *Current Cost Accounting in Australia, paper delivered at San Francisco State University, May 1977. *Students Guide to Accounting and Financial Management, with Kingston N., Jolyon Press, 1977.

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*Workbook for Accounting and Financial Management with Haskell D. and Kingston N., Jolyon Press, 1976. *Exercises and Solutions in Accounting and Financial Management, with Howitt G., Haskell D. and Kingston N., Jolyon Press, 1975. *Accounting - Its Relevance, Course for Senior Managers, 1974/75, Institute of Administration, Little Bay. *An Evaluation of Foreign Currency Translation Methods, Masters Thesis, 1974. TERTIARY QUALIFICATIONS AND PROFESSIONAL MEMBERSHIPS Fellow, CPA Australia FCPA. Master of Commerce (Honours), Accounting & Finance and Systems, UNSW, MCom (Hons). Bachelor of Commerce in Accountancy, UNSW, BCom. Teaching Certificate (NSW Department of Education), Sydney Teachers' College. PROFESSIONAL ACTIVITIES Founding member, Universities Committee, CPA Australia. Examiner, CPA Program. Moderator, CPA Management Accounting Segment Examination. Adviser, Business Studies Syllabus, Session Chairman, Country Convention of CPAA and ICAA. President’s Award 2005, NSW Division CPAA. INFORMATION AND COMMUNICATIONS TECHNOLOGY 1996 – 1999 Subdean Information and Education Technology, Faculty of Business Familiarity with computer software Banner Administrative systems Microsoft Excel Microsoft Word Outlook Internet Explorer PowerPoint ACDSee MYOB Quicken QuickBooks Palm Desktop

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DO and DL Courses Kerry Elizabeth Tilbrook NAME: Kerry Elizabeth Tilbrook (nee Upjohn). ADDRESS: 55 Fleming Drive, Laffing Waters, Bathurst, NSW, 2795. PHONE NUMBER: Home - (02) 63344485 EMAIL ADDRESS: [email protected] PLACE & DATE OF BIRTH: Sydney, Australia. 12th June, 1955. SECONDARY EDUCATION: Loreto Convent, Kirribilli. QUALIFICATION: Higher School Certificate TERTIARY QUALIFICATIONS:

• My Doctor of Philosophy degree within the Graduate School of Management at Macquarie University was awarded in September, 2006. I was initially enrolled in the Ph.D. with the University of Western Sydney Nepean, through the assistance of a UWS Nepean Postgraduate Scholarship, and then later transferred to MGSM.

• Master of Arts (Honours) Degree in English Literature - The University of Sydney, 1982. • Completed the first year of a two year Graduate Diploma of Education at the Australian Catholic

University (formerly Polding C.A.E., Castle Hill). • Bachelor of Arts (Honours) Degree in English Literature - The University of Sydney, 1977.

SCHOLARSHIPS & AWARDS:

• Commonwealth University Scholarship. • Walter Reid Memorial Book Prize, The University of Sydney. • University of Western Sydney Nepean Postgraduate Scholarship Award.

RESEARCH PUBLICATIONS:

• "Is Senior Management in American and Australian Universities still gendered?" Conference Proceedings, paper presented at the ATN Women’s Executive Development International Conference, 11-13 April, 2006. Assistance through a MGSM, Research Scholarship.

• "Perceptions of Success: Affirmative Action in Australia and the US", Making the Link, Number 16, 2005.

• "An exploration of the current under-representation of senior women managers in Australian universities", Women in Management Review, Vol. 13 No. 8, 1998.

• "University Continuing Education", a paper presented at the No Limits to Learning Conference, BACE, September, 1995. Published in Conference Proceedings, 1996. CONFERENCE PRESENTATIONS:

• "Storming the barricades or entry by the back door - do we want real equality or mere tokenism", paper presented at the 5th International Women in Leadership Conference, Freemantle, December, 1998. Assistance through a UWS, Nepean Conference Scholarship.

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• "A response to new diversity or are we merely rewriting the old managerial scripts? An exploration of the current under-representation of senior women managers in Australian and New Zealand Universities", paper presented at the 11th International Conference of Australian and New Zealand Academy of Management (ANZAM), Melbourne, December, 1997. Assistance through a UWS, Nepean Conference Scholarship. MANAGERIAL EXPERIENCE:

• Project Manager, Division of Law (June 2005 – August 2006 short term position). This position reported to the Dean and is responsible for the project development of the Juris Doctor which is a fee paying graduate degree. It entailed project management, development of business plans, liaison with academic and general staff in the division, innovative curriculum development and an awareness of the postgraduate fee-paying market and also funding opportunities.

• Project / Training Manager, Macquarie Research Ltd., the commercial arm of Macquarie University (December 2000 - July 2003). Responsible for the program development, project management and marketing of education and training programs developed in conjunction with academics employed at Macquarie University. This position entailed extensive liaison with academics and senior staff at Macquarie University, as well as a range of private training consultants. In this position I was also responsible for the coordination of the NSW roll-out of the Public Sector Training Package (PSTP) primarily for the Department of Defence and several other commonwealth agencies such as the Australian Taxation Office and Centrelink. This tender was subcontracted by Open Learning Australia to Macquarie University and then to MRL. December 2000 - July 2003.

• Director, Continuing Education West, University of Western Sydney, Nepean. Responsible for the management, promotion, marketing and development of the University's Continuing Education Programme. During the time I was employed enrollments increased by 70% and annual turnover expanded from $100,000 to $800,000. This position involved liaison with the senior management and academic staff of UWS, Nepean. It also necessitated monitoring government and community developments in the field of adult education and training. Responsibility for the preparation of financial budgets, business plans, training tenders and the preparation of policy advice to the CEW Advisory Committee which met quarterly. In 1994 the program developed a new Foundation Studies Course for International Students and also took over the management of the local bridging program Unistart (an equity initiative) providing an alternate method of tertiary entrance for educationally disadvantaged students. October 1990 - October, 1996. Acting Manager of Academic & Administrative Services (Registrar). For a four week period during June/July 1993, I was Acting Manager of Academic and Administrative Services at UWS, Nepean. This position gave me a valuable insight into academic administration.

• Academic secondment to Faculty of Education. From 10 January - 21 October, 1996 for nine months working for the Dean of Education on a variety of research and academic projects relevant to adult and community education. Researched and developed a Prison Education Strand for the Bachelor of Adult Education degree & wrote the draft of the Master of Education course change document and designed “Financial Management for Education”, a new subject for the M. Ed. course. Also finalised and submitted the Faculty’s first successful tender to ANTA (Australian National Training Authority) for a researcher on youth unemployment.

• Deputy Director, Community Services Department, Baulkham Hills Shire Council. Responsible for the management of the Human Services Section of the Department, and the co-ordination of the Western Sydney Area Assistance Scheme in the Baulkham Hills Local Government Area. Also responsible for the Social Planning of Human Services in the Shire. Acting Director, Community Services Department, Baulkham Hills Shire Council (For a six week period each year). During this time I was also responsible for the management of the Community Relations Branch in Council. This branch was responsible for the co-ordination of various public events such as Australia Day, Citizenship ceremonies and the annual Orange Blossom Festival for the Shire. 1988-1990.

• Manager, Penrith Youth Health Centre (The Warehouse). Responsible for the management of a multi-disciplinary team which provides a range of preventative health services for young people in the then Western Metropolitan Health Region. Responsible for preparation of financial budgets and submissions to state and federal governments. 1988.

• Coordinator, Family Worker Development and Training Programme 1984 - 1988 (see Training and Adult Education Experience below.)

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INTERNATIONAL UNIVERSITY MARKETING:

• May-June, 1994 marketing trip for UWS, Nepean to Singapore and Indonesia to promote the new Foundation Studies Program and also the undergraduate and postgraduate courses of the University of Western Sydney. This involved the presentation of seminars, attendance of AEC Exhibitions and meetings with University agents. BOARD MEMBERSHIPS

• Chairperson of WESTIR Ltd. (The Western Sydney Regional Information Service) from 1992-6. This necessitated liaising with a community-based committee consisting of educational providers, WSROC Councillors and representatives from various community-based groups.

• Board Member of Western Sydney Itec Ltd. from 1993-5. Located in Parramatta it provided computer and information technology training for the unemployed and people requiring training. This Board consists of members of peak bodies, local Councillors, members of the Parramatta Connection and representatives of community-based groups.

• Member of Emu Plains Correctional Centre Community Advisory Committee, located in the Penrith LGA to provide policy advice to the Governor of this institution. UNIVERSITY TEACHING EXPERIENCE:

• Graduate School of Management at the University of Western Sydney, Nepean on a part-time basis from 1997-99. Coordinated, lectured and tutored undergraduate subjects in the undergraduate program in first, second and third year.

• Subjects coordinated and lectured included: Business Process Management (61623); Designing Supply Chain Management (61624); Strategic Management (61613) which were core or elective third year subjects.

• Subjects tutored included Organisation Behaviour (61631) and Management Studies (61611), a second and first year subject respectively.

• Supervised an honours student in Strategic Management and a Masters student in Women in Executive Management. ADULT & TERTIARY EDUCATION EXPERIENCE:

• Project Manager, Division of Law, Macquarie University, 2005 – 2006. • Training Manager, Macquarie Research Ltd., Macquarie University, December 2000 - July 2003. • Director, Continuing Education West, University of Western Sydney, Nepean. October, 1990

- October, 1996. • Deputy Director of Community Services, Baulkham Hills Shire Council, 1988 - 1990 (See

managerial experience below). • Coordinator of the Family Worker Development and Training Programme (funded by Dept. of

Community Services). The F.W.D.T.P. was a regional community adult education and training programme providing workshops & training modules for family support workers and volunteers employed throughout the Western Sydney Region, 1984-8.

• Education Officer at the Met. West Education Centre, St. Marys (funded by the Commonwealth Schools Commission). The project provided professional development and training resources to improve the calibre of school teaching across the Western Sydney Region, 1983-4. ADULT EDUCATION & TRAINING PROGRAMS PROVIDED FOR UWS:

• • Semester 1 & 2 Programs, 1991-1996 • Summer School Brochures, 1993- 6 • Winter School Brochures, 1993 - 6 • Computer School Brochure, 1992 • Foundation Studies Course Brochures 1994-6 (International Student Prospectus) • Unistart Equity Programs, 1994 -5 • Foundation Studies Course Brochures 1994-6 (International Student Prospectus) • Unistart Equity Programs, 1994 -5

TEACHING EXPERIENCE: •

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• English Teacher, years 11 & 12 at Nazareth Senior College, Bankstown. 1981. Education Officer/Transitional Education Officer at the Mount Druitt Youth Organisation. 1982-3.

• English Teacher/School Counsellor at Gilroy College, Castle Hill, 1983. HIGHLIGHTS FROM PROFESSIONAL EDUCATION UNDERTAKEN:

• One Minute Manager, Career Track. • How to Make Presentations That Win Approval, Career Track. • Management Skills Workshop, Knowledge Resources (2 days). • Negotiation Skills, Department of Planning. • Training for C.P.O.'s, Department of Planning, (2 days),1989. • Training for C.P.O.'s, Department of Planning, (2 days),1990. • Train the Trainer, (3 days) Continuing Education West, UWS, Nepean, 1991. • Accounting Procedures, UWS, Nepean, 1990. • Staff Selection Techniques, Staff Development, UWS, Nepean, 1992. • E.E.O. Seminar, E.E.O. Unit, UWS, Nepean, 1992. • In Search of Excellence, Career Track, 1992. • Strategies for Gaining Corporate Sponsorship, UWS, Nepean, 1992. • The Art of Persuasive Writing, UWS, Nepean, 1992. • AAACE Conference, Adult Education for a Democratic Culture (3 days), 1992.

Senior Middle Managers AVCC Staff Training (6 days), 1993. I attended as the representative for UWS, Nepean.

• Sexual & Gender Based Harassment, UWS, Nepean, 1994. • Building & Managing Effective Teams, Continuing Education West, 1994. • Competency Based Learning, Council of Adult Education, Victoria, 1994. • Policy & Procedure Writing, (2 days), Continuing Education West, 1995. • Dealing with Workplace Conflict, Complaints & Disputes, (2 days), UWS, Nepean, • 1995. • Conflict Resolution, (3 days) Conflict Resolution Network, 1995. • Self Directed Work Teams, Fred Pryor, 1995. • No Limits to Learning Conference, BACE, (2 days), 1995. • Occupational Health & Safety, Macquarie University Training Modules, 2005 • Foundations in Research Supervision, Centre for Professional Development, 2005 • Workshop on Academic Teaching as Performance, NIDA, 2005 • Teaching as Performance, CPD, Macquarie University, 2006

PUBLISHED POETRY: Won a Highly Commended in Tertiary Student Poetry Category of 2004 Bauhinia Literary Awards with “Winter Bushwalk”. Published in Idiom 23, Volume 17, November, 2005. "Winter Bushwalk - Blackheath" in Water Wings, Poet's Union Anthology, 1996 "Prophetic Voices" in Wax and Polish,Western Sydney Women's Newspaper, 1992 "Buddhist Monks" in the 1987 Anthology of Australian Poetry, edited by Stephen Dando - Collins,William Cobbett Books, 1987 "Suburban Schizophrenia" in Mother I'm Rooted: An Anthology of Women Poets, edited by Kate Jennings, Outback Press, 1975 "War - Middle East" in Honi Soit issue number 5, 1974 "Che Guevara" in Poetry Australia issue number 51, 1974 with Les A. Murray as guest editor

LITERARY INVOLVEMENTS:

• Current member of NSW Writers’ Centre, and the Poets' Union Inc. Former member of "Varuna"- A Writers' Centre and the Sydney University Poetry Society. PUBLISHED ARTICLES:

• "Chasing the Comet's Tail" - Feature Article, published in Australian Electronics Monthly, March, 1986. • "Courses & Careers in Electronics & Computing" (serial). Published in Australian Electronics Monthly,

October & November, 1985.

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COMMUNITY WORK PUBLICATIONS: • "The Dru-itt Yourself Book", 1983. Reprinted 1985, 1991. • "Provision of Training - A Case Study: Family Worker Development Programme" in Perspectives on

Training ed. M.A. Warner, 1987. • "Community Profile", Baulkham Hills Shire Council, 1988, 1989, 1990. Published as part of the

requirements of the Western Sydney Area Assistance Scheme (W.S.A.A.S.). EDITORIAL EXPERIENCE:

• Edited the final draft of Being Smart with Money (written by Gail Terrassin) before it was submitted and published by Allen & Unwin in 1991. This book was commissioned by the publisher.

• Edited The Community Services Directory, Baulkham Hills Council, 1989. • Edited the final draft & précis of The Commonsense Money Book (written by Gail Terrassin) before the

manuscript was submitted and subsequently published by Allen & Unwin in 1988. • Casual sub-editor with Australian Electronics Monthly, 1985-1986.

CURRENT REFEREES:

• Associate Professor Ruth Neumann (former academic supervisor). Higher Education Policy Adviser and Associate Professor Graduate School of Management Macquarie University NSW, 2109 Phone: (02) 9850 7766 Fax: (02) 9850 7565 Email: [email protected]

• • Professor Elizabeth More (former co-supervisor)

Deputy Vice-Chancellor (Development & External Relations) Macquarie University Phone: 9850 7455 Fax: 9850 7307 Email: [email protected]

• • Professor Rosalind Croucher

Dean, Division of Law Macquarie University NSW 2109 Phone: (02) 9850 7086 Fax: (02) 9850 9370 (m) 0419 633 604 Email: [email protected] COMMUNITY INVOLVEMENT Lions Club Member, Bundeena-Maianbar, South Wagga and, at present, Coolamon Past President, Coolamon Lions Club Past Secretary, Coolamon lions Club Past Treasurer, Bundeena Lions Cub Past President, Coursing Park Tennis Club Coursing Park Land Care Group Organiser for Carols by Candlelight, Wagga Wagga, in conjunction with Prime Television in aid of Kurrajong Forum member, Riverina Health Service 8.9.2.D Curriculum Vitae for Propgram Development Consultants Not Applicable. Academic staff developed curriculum 8.9.2.E Curriculum Vitae for On-Line Learning Professional and Pprfessional and Technical Staff Not Applicable. Academic staff developed curriculum

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9.0 Credential Recognition Standard 9.1 Program Design and Credential Recognition The structure and curriculum of the CSU MBA credential are recognised by all other postsecondary institutions in Australia and is rated internationally by NOOSR as a graduate award under the Commonwealth system of classification of university level programs. It is also valued by students seeking to enhance their business and managerial skills and knowledge and by employers throughout the world. The MBA program is registered by the university with the Commonwealth of Australia Department of Education Science and Training (DEST). It has been developed with the contribution of industry and other Australian Universities who also continue to participate in periodic reviews of the program.

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9.2 Consultation The MBA is recognised by employers throughout the world. Details of businesses involved in its development and testimonies from businesses employing CSU MBA graduates are available on request.

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10.0 Regulation and Accreditation Standard 10.1.1 Current Regulatory or Licencing Requirements Not Applicable.

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10.1.2 Letters of Support from Regulatory/Licencing Body (ies) Not Applicable

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11.0 Program Evaluation Standard 11.1 Periodic Review Policy and Schedule All programs offered by the Faculty of Business at Charles Sturt University are under regular review and evaluation. This process had been outlined in Appendix 7.1. In addition to the process outlined in Appendix 7.1 major reviews of all program are required every five years. The MBA was reviewed in 2004 and in 2007.

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12.0 Academic Freedom and Integrity Standard 12.1.1 Academic Freedom Policy Charles Sturt University shall guarantee academic freedom of both enquiry and expression. While academic freedom is a right, it carries with it the duty of academics to use the freedom in a manner consistent with a responsible and honest search for and dissemination of knowledge and truth. Within the ambit of academic freedom lies the traditional role of academics in making informed comment on societal mores and practices and in challenging with authority the held beliefs, policies and structures. • Confidentiality of Personal Information

Staff and students are entitled to confidentiality and privacy with respect to information that is personal to them. Staff have a duty to maintain the confidentiality, integrity and security of such information to which they have access in the normal course of their duties.

• Disclosure of Information The University is entitled to the protection and integrity of the information it holds.

Staff should only release information that they are authorised to release in the course of their duties.

Staff should not release information in a manner which is misleading or which is likely to be misused.

To protect the integrity of official University information, any University Information released by staff will not have attached to it any expression of opinion on official University policy or practice.

• Protected Disclosure of Information

In the public interest, staff are encouraged to report to an appropriate authority breaches of this Code, suspected corrupt conduct, maladministration or serious or substantial waste of public money.

The University will use its best endeavours to protect staff who in good faith report breaches and shall be afforded protection pursuant to the provisions of the (NSW) Protected Disclosures Act 1994.

• Staff may make public comment on any issue subject to the following:

i. where the matter of a media statement or letter relates directly to the academic or other specialised area of a staff member's appointment, the staff member may use the University's name and address and give the title of his or her University appointment in order to establish his or her credentials; or

ii. where the matter does not relate directly to the academic or other specialised area of a staff member's appointment, the staff member should clearly indicate that his or her

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comments are being made in a private capacity and should not be attributed as official comment of the University.

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12.1.2 Policy on Academic Honesty

Charles Sturt University’s Charter on Expectations and Responsibilities This Charter sets out the expectations that you as a member of the University community may have of us (the University) and your fellow students; and the expectations that we and other students may have of you. We recognise that teaching and learning is a cooperative endeavour and this is reflected in the Charter which we regard as a statement of practice not just intent. Expectations you and other students may have of us: • a supportive, harmonious and positive learning community of which you are a valued

member irrespective of your gender, race, sexual preference, political affiliation, marital status, disability or religious belief;

• easy access to timely and accurate information about our regulations, policies and

procedures and confidence that we will apply them appropriately and fairly to you; • access to unambiguous information about research and study requirements; • quality teaching and/or research supervision delivered flexibly to take account of your

learning needs; • fair, objective, helpful consultation and prompt feedback on your learning and/or research,

additional assistance when you are experiencing difficulties with your study and concessions when your learning is affected by misadventure or extenuating circumstances;

• recognition of your intellectual property rights regarding the work you produce with us; • opportunities to contribute to the organizational and cultural life of the University; • prompt and considerate resolution of your concerns, appeals and grievances using

procedures that are easily accessible, fair and transparent; • adequate, well designed, functional, clean and safe facilities to take account of your study,

research and recreational needs; • a range of services to support you while you are studying with us including

accommodation, financial, health, counselling, study skills, recreational and childcare services and assistance in obtaining suitable employment as your period of study ends;

• respect for the privacy and confidentiality of your dealings with us and confidence that your

affairs will only be known to those of us whose duty it is to deal with you. Expectations that we and other students may have of you: • contribution to the harmonious and positive learning environment irrespective of others'

gender, race, sexual preference, political affiliation, marital status, disability or religious belief;

• familiarization and compliance with our rules, regulations, policies and procedures;

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• honesty in your work including not cheating, falsifying or conducting yourself in any way

that injures others or your studies; • active and positive participation in the teaching/learning process; • monitoring your own progress throughout your course or research program and seeking

advice from us when you are experiencing difficulties; • recognition of the intellectual property rights over the work that others produce individually

or in partnership with you; • solicited and unsolicited feedback for the improvement of the teaching and learning

environment; • contribution to the organizational and cultural life of the University; • agreement to resolve disputes, appeals or grievances honestly and openly by participating

in grievance procedures; • utilization of the facilities and resources we provide to you in accordance with their function

and the conditions for their use; • respect for other students' and staff members' right to privacy and confidentiality.

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12.1.3 Plan for informing Faculty and Students, and for ensuring Compliance with Policies Pertaining to Academic Honesty

A number of measures are employed to ensure that students are aware of policies regarding academic honesty: • The CSU Postgraduate Handbook clearly outlines the policy and regulations regarding

academic honesty as Student Academic Misconduct Rules– including areas such as plagiarism, collusion and cheating (refer to pages 187-195 in the copy of the Postgraduate Handbook 2006 provided with this submission). This is available in hard copy and on-line. All students have access to the on-line version via their own computer or through the computers available in the computer laboratories or through the library. All Subject Outlines also provide details.

• Staff at the beginning of each course outline to students the conventions and expectations

about Academic Honesty and remind them of the regulations regarding plagiarism, collusion and cheating.

Details of the processes for investigation academic misconduct and penalties are given in the Student Academic Misconduct Rules.

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12.2 Intellectual Products Policy This policy was approved by the Charles Sturt University Board of Governors on 5 December 1997 and amended by the University Council on 18 October 2000. The policy shall form part of the Conditions of Employment of academic and general staff of the University. This policy shall apply to both full-time and fractional time staff and to students of the University. 1. PRINCIPLES 1.1 Charles Sturt University (CSU) aims to encourage an academic environment in which teaching, learning and research may flourish. CSU also adheres to the principle that knowledge and ideas should be made widely available by publication and other means for public benefit. Where commercial considerations are judged to be in conflict with this principle, CSU shall seek to resolve any conflict to ensure that this principle is not unduly compromised. 1.2 The provisions of this policy have been established to manage and protect intellectual property arising out of the work of CSU, its staff and students, and where appropriate, facilitate its commercialization. 1.3 This policy is to be read in conjunction with the CSU Policy for Outside Professional Activities. 2. DEFINITIONS 2.1 For the purposes of this policy: "Dean" means a Dean of a Faculty or where the context so permits, a Director of a University Centre, an Executive Director or Head of School; "Intellectual property" means: (i) any proprietary right which arises under, or is capable of being obtained under, legislation relating to copyright, patents, designs, trade marks, circuit layouts or plant varieties; and (ii) any common law intellectual property, including know-how, trade secrets and confidential information; and means and includes such rights to the extent that they are added to or varied from time to time by amendments to relevant legislation; "Intellectual Property and Outside Professional Activities Committee" means the committee established under Section 10; "Intellectual Property and Outside Professional Activities Appeals Committee" means the Committee established under Section 11; "Commercialization Officer" means a person reporting to the Deputy Vice-Chancellor with responsibility for implementing decisions relating to the commercialization of intellectual property;

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"Invention" means and includes any new and useful, or new and useful improvement of, a process, machine, product or other manufactured item or composition of matter whether or not it is patentable and whether or not it has been reduced to writing or any other physical form of expression and includes any related know-how and any documents, computer software or other medium in which any such invention is described or comprised; "Net income" means sale, royalty, licensing and other income received from the commercial exploitation of intellectual property less legal and other fees and expenses in establishing and protecting the intellectual property and in negotiating and concluding any licensing or other agreements relating to the intellectual property; "Originator" means an employee of the University who is an author, creator or inventor of work or subject matter in which intellectual property may or does subsist; "Specific contribution" in relation to the creation of intellectual property means funding, resources including staff resources other than the salary of the Originator, facilities or apparatus which is identified by the University for creating intellectual property; "Centre of the University" means a designated Centre approved by the University Council or by the Vice-Chancellor acting under delegation; and "Charles Sturt University market" means students who are enrolled with or associated with Charles Sturt University or its affiliates for a course, subject or unit of instruction. 3. OWNERSHIP 3.1 CSU owns all intellectual property which is created by an Originator in pursuance of the Originator's duties under a contract of employment with CSU and including materials produced by Centres of CSU. Examples of such intellectual property include, but are not limited to: (a) inventions; and (b) copyright work including courseware (books, print, videos, CD ROMs, manuals, audiovisual recordings, computer software or other materials) created specifically for use in, or in connection with, a course, subject or unit offered by the University. 3.2 Despite Clause 3.1 Originators own intellectual property created by them in the following copyright works, the subject matter of which is primarily concerned with scholarship, research, artistic expression, creativity or academic debate: (a) books, articles, or other similar works whether in written or any other form; (b) artistic works created by researchers in fine art or design; (c) musical works or dramatic works written, created or composed by an Originator; and (d) any other professional work created by an Originator; except for such works which: (i) were prepared for CSU course work and teaching; (ii) were created using intellectual property owned by CSU;

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(iii) are film or sound recordings or works of art or other professional works in respect of the creation of which CSU has made a specific and significant contribution of funding, resources, facilities or apparatus and which led to the creation of such works; and (iv) were prepared for invention and copyright work referred to in Section 3.1. 3.3 For materials developed for use in connection with a course, subject or unit offered by CSU, where an external publisher seeks to commission an Originator of CSU as author, the author must seek approval from the Vice-Chancellor through the relevant Dean and the Intellectual Property and Outside Professional Activities Committee (Section 10). CSU will waive rights of ownership for teaching materials developed by an Originator in an area not related to subjects offered by CSU or not involving any significant commitment of CSU resources including staff time. 3.4 Despite any contrary provision in this policy, all contracts existing at the time of the adoption of this policy which are between CSU and Originators, governments, corporations and other external organizations, and which relate to CSU intellectual property, shall remain in full force and effect until such contracts expire. This policy shall take effect after existing third party contracts expire. If CSU intellectual property arises out of or in connection with a project that is the subject of an agreement with a third party, including Co-operative Research Centres, which provides for the ownership of such intellectual property and CSU has agreed in writing to the provisions of that agreement, then, despite any contrary provisions in this policy, the provisions of that agreement will govern ownership of all rights in the intellectual property. 3.5 Ownership by students In the absence of a specific contract to the contrary, students own the intellectual property which they invent. Normally CSU does not encourage the involvement of students in commercial activities. However, it recognises that there may be exceptions when postgraduate and honours students may benefit from and contribute to consulting, contract research, collaborative research and professional practice. In particular where intellectual property is concerned: (a) students shall have a right to have their thesis or other work examined;

(b) students shall have the right to submit their thesis and work for publication except where, for reasons of confidentiality, the Vice-Chancellor obtains the agreement of the supervisors and the student to restrict public access to the work for a limited period, usually not exceeding eighteen months;

(c) staff who are supervisors of a student shall report on the intellectual property disclosure form to the Commercialization Officer and to the student: as soon as it becomes apparent to them that work under supervision contains intellectual property to which the University may have a claim, where a student has an agreement or employment arrangement with a third party who may claim rights, where a student at enrolment brings intellectual property to be used in candidature.

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Ownership vests in CSU in the following exceptions to student ownership: (i) where a student participates as part of a team with CSU staff in consulting, contract research or collaborative research; or (ii) where a student uses pre-existing intellectual property owned by CSU; (iii) where a student is a co-author with a member of staff in work which is commercial or confidential; (iv) where a student is a co-inventor with a member of staff, whether the invention is patented or not; (v) where a student works as part of a research team in a Co-operative Research Centre. In these circumstances the Vice-Chancellor may require the student to assign their intellectual property rights to the University. CSU through the Commercialization Officer shall advise students of their rights and promptly alert them to any hindrance to ownership of intellectual property or publication. Students shall have access to the Intellectual Property and Outside Professional Activities Committee (Section 10) and may lodge an appeal with the Intellectual Property and Outside Professional Activities Appeals Committee (Section 11). 4. USE BY NON-OWNERS 4.1 Where the University owns copyright in a copyright work, the Originator is granted by operation of this policy a non-exclusive, royalty-free and irrevocable licence to draw from the work for the Originator's research, teaching and professional practice. 4.2 Where an Originator owns copyright in a copyright work which is created in the

circumstances referred to in Section 3.2, CSU is by operation of this policy granted a non-exclusive, royalty-free and irrevocable licence to reproduce, publish, perform, broadcast, disseminate and otherwise use the work for CSU's teaching, research and professional purposes.

4.3 An Originator who leaves the employ of CSU may apply at any time for the release of the copyright. 5. UNIVERSITY OBLIGATIONS 5.1 Where CSU publishes or causes to be published a copyright work owned by CSU pursuant to this policy - (a) without adaptation or other modification, CSU shall ensure that the authorship of the work is acknowledged in the publication; or (b) with adaptation or other modification, CSU shall consult with the Originator of the work on whether the authorship of the work is to be acknowledged and on the form of words of that acknowledgment. 5.2 Where CSU assigns or licenses a copyright work created by an Originator pursuant to

this policy, CSU shall ensure that a condition of the assignment or licensing agreement requires the purchaser or licensee to use their best efforts to obtain the agreement of the Originator of the work on whether the authorship of the work is to be acknowledged and if so the form of that acknowledgment.

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5.3 Where CSU owns intellectual property other than copyright, created by an Originator pursuant to this policy, it shall ensure that the Originator is acknowledged as the inventor or co-inventor, as the case requires, in any relevant patent application/s or other documentation. 6. COMMERCIALIZATION 6.1 Where teaching resources are published by CSU no royalty is payable to Originators

for material supplied or sold to CSU students. However for other markets disbursement of royalty income to CSU and the Originator shall be agreed on the basis of individual contracts and approved by the Vice-Chancellor. Such agreements must be in place before commercialization occurs.

6.2 Where an Originator creates intellectual property in the form of invention which for the purposes of this policy includes know-how which is owned by CSU pursuant to this policy, which is, in the opinion of the Originator, Dean or Commercialization Officer, capable of commercial exploitation, the Originator shall provide all necessary details on the intellectual property disclosure form and submit the form to the Commercialization Officer. 6.3 Following consultation with the Originator and the Intellectual Property and Outside

Professional Activities Committee, the Commercialization Officer shall recommend to the Vice-Chancellor whether CSU should become involved in the commercialization of any intellectual property which is disclosed under Section 6.2 or is otherwise brought to the notice of the Vice-Chancellor.

6.4 The Commercialization Officer shall actively pursue commercial opportunities in

consultation with the Originator, and within a period of six months, or sooner if possible, the Vice-Chancellor shall decide whether to assign the property to the Originator. Where CSU has decided not to become involved in the commercialization of any intellectual property then the University has waived its future rights in respect of that intellectual property. If CSU decides to retain the intellectual property the Vice-Chancellor may subsequently, at any time, offer to assign it to the Originator. If the Vice-Chancellor so offers to assign any intellectual property disclosed under 6.2 then:

(a) the University may request delay of the publication of research results for up to 12 months to protect the commercial viability of the innovation or commercially exploitable intellectual property; (b) the Originator shall be free to protect, exploit or otherwise use the intellectual property at their discretion and at the Originator's cost; (c) if the Originator so requests, the relevant intellectual property rights shall be promptly assigned to the Originator by CSU; and (d) the Originator shall not use CSU resources beyond those normally used as part of the Originator's ordinary employment with CSU unless the written approval of the Vice-Chancellor and the appropriate Dean is given. 6.5 Where CSU is the owner of any intellectual property in an invention and wishes to

commercialise or otherwise exploit the invention under the terms of this policy CSU is free to commercialise or otherwise exploit or use such intellectual property and to execute such documents as CSU deems necessary for the purposes of the commercial exploitation of that invention consistent with the objectives of this policy.

6.6 Where CSU decides to commercialise or otherwise exploit the intellectual property in

an invention CSU shall inform and as necessary consult with the Originator, within eight

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weeks of the initial contact made by the Originator, of the invention on the proposed course of action, which CSU shall have an absolute discretion to determine. This may include, without limitation, the following:

(i) the commercialization strategy; (ii) the filing of a patent application/s in the name of CSU with the Originator/s as the named inventor/s; (iii) the identification of potential licensees, assignees or joint venture parties; (iv) the need for confidentiality by CSU and/or the Originator; (v) reporting on disbursement of income at a minimum interval of six months. 6.7 Where CSU decides to be involved in the exploitation of intellectual property in any invention the Originator shall provide all reasonable assistance in the exploitation process consistent with terms and conditions of employment by CSU by, for example, attending meetings with potential commercial partners and advising on further development of the invention. 7. DISBURSEMENT OF INCOME 7.1 Net income received by CSU as a result of the successful commercialization of intellectual property in any invention or in teaching materials sold beyond the Charles Sturt University market shall be distributed, as follows (see Section 5.4 of the University policy for outside professional activities for further details): 50% of net income to the Originator; 25% of net income to the appropriate Faculty, School, Centre or Division; 5% of net income to the University account nominated by the Vice-Chancellor. These percentages may be varied by mutual agreement among the parties.

Where more than one Originator is involved the distribution of their share of the net income between themselves will be a matter for them to determine except that where there is a failure to agree then income shall be distributed in proportions to be determined by the Intellectual Property and Outside Professional Activities Committee.

7.2 The revenue sharing arrangements in Section 7.1 shall not be available to Originators

who are specifically contractually obliged to create and develop intellectual property or inventions so far as that intellectual property or those inventions are concerned. Any payments to Originators in this category, other than payments governed by their contract of employment, shall be determined by the Vice-Chancellor on the recommendation of the Intellectual Property and Outside Professional Activities Committee.

8. EDUCATION PROGRAM 8.1 CSU shall conduct an ongoing intellectual property education program with the following objectives: (a) to inform staff and students of their rights, responsibilities and opportunities in relation to intellectual property; (b) to inform staff and students of any changes to policy; and

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(c) to generate a better understanding of intellectual property issues in general. 9. COMMERCIALIZATION OFFICER

The Commercialization Officer shall have the duties, responsibilities and powers conferred by this policy.

10. INTELLECTUAL PROPERTY AND OUTSIDE PROFESSIONAL ACTIVITIES COMMITTEE 10.1 The Intellectual Property and Outside Professional Activities Committee comprises: (a) the Deputy Vice-Chancellor (presiding member); (b) the Director of the Office for Research and Consultancy Services; (c) the Executive Director, Financial Services or nominee; (d) up to three staff members nominated by the Vice-Chancellor, following consultation with the academic union; (e) one postgraduate research student nominated by the Deputy Vice-Chancellor after consultation with the student associations; and (f) other persons, who may be external to the University, possessing expertise relevant to the field, coopted from time to time by recommendation of the above committee to the Vice-Chancellor. IN ATTENDANCE: The Commercialization Officer The University Legal Officer 10.2 The Committee shall: (a) make recommendations to the Vice-Chancellor in respect to approvals under the Intellectual Property and Outside Professional Activities Policies including any condition that should be attached to any approval; (b) oversee the implementation of the Intellectual Property and Outside Professional Activities Policies, with special attention to requirements on information and education; (c) conduct a review of existing policies at periodic intervals, or as circumstances demand, and recommend appropriate changes to the Vice-Chancellor; (d) make recommendations to the Vice-Chancellor on approvals for publication under section 3.3 of this policy; (e) make recommendations to the Vice-Chancellor on individual contracts on publication and disbursement of royalty as described in Section 6.1 of this policy; (f) consider and make recommendations to the Vice-Chancellor on assignment of CSU intellectual property to Originators under Sections 6.3 and 6.4 of this policy; (g) recommend to the Vice-Chancellor whether the University should lodge the Complete Specification for any provisional patent application; and (h) provide advice, on request, to the Vice-Chancellor on any matter relating to outside professional activities, intellectual property and commercialization. 10.3 The Committee shall meet at least twice each year. 11. INTELLECTUAL PROPERTY AND OUTSIDE PROFESSIONAL ACTIVITIES

APPEALS COMMITTEE

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11.1 An Originator who believes that the decision of the Vice-Chancellor, as it relates to the

Originator, is contrary to the policy may request a review of the decision by the Intellectual Property and Outside Professional Activities Appeals Committee ("the Appeals Committee"). The purpose of the review is to decide whether the policy has been breached.

11.2 The request for a review of the decision must be addressed to the Vice-Chancellor and

submitted in writing within seven (7) days of the decision of the Vice-Chancellor pursuant to Clause 11.1 and must specify where the decision is deemed to breach the policy.

11.3 The Committee shall commence a review of the decision within three weeks of the

request being received by the Vice-Chancellor and shall complete the review as soon as possible.

11.4 The Appeals Committee shall consist of:

(a) an independent Chair mutually agreed between the Vice-Chancellor and the appellant;

(b) a nominee of the Vice-Chancellor who shall be a member of the staff of the University;

(c) a nominee of the appellant who shall be a member of the staff of the University; except that where the appellant is a student, the nominee of the appellant shall be a postgraduate student or a senior member of staff of the University.

The following staff members shall not be eligible to be appointed as members of the Appeals Committee: the Vice-Chancellor, any member of the Intellectual Property and Outside Professional Activities Committee, or the appellant.

11.5 The Appeals Committee shall meet as the need arises. 11.6 In reviewing the Vice-Chancellor's decision, the Appeals Committee shall follow the

mechanism contained in the policy on "Procedures for Staff Appeal Committees of Charles Sturt University" approved by the Board of Governors on 16 March 1995.

11.7 Where the appellant is a student, the appellant shall be entitled to have a member of

staff of the University or a student of the University accompany the appellant to the proceedings.

11.8 The Appeals Committee shall, by a majority of members present and voting, confirm or

vary the decision of the Vice-Chancellor and notify the appellant and the Vice-Chancellor, along with reasons for the decision, within two (2) weeks.

11.9 If the Originator or the Vice-Chancellor wishes to appeal against the decision of the

Appeals Committee, the Appeals Committee shall refer the matter to the Australian Commercial Disputes Centre for resolution. The decision of that Centre shall be final and binding.

12. AUTHORISED SIGNATORIES

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The authorised signatory on behalf of the University on matters relating to intellectual property or outside professional activities shall be the Vice-Chancellor.

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12.3 Ethical Research Practices Policy As approved by Academic Senate on 28 October 1998 (AS 98/275) and amended on 29 March 2000 (AS 00/16). 1. DEFINITIONS Unless specified otherwise in the Code: Author means a person, normally the researcher who prepares a communication on the

research or, if more than one researcher is involved, a person, normally a researcher, who with the consent of the other researchers involved in the research accepts the primary responsibility for preparing a communication on the research for release on behalf of all the researchers.

Code means this Code of Conduct for Research. Communication means a report on the research for publication electronically or otherwise in an

academic or professional journal; or a report for conveying the findings of the research to sponsors and/or the public electronically or otherwise; or report to a conference or other forum.

Data means the source material upon which the findings of the research are based, usually held

as paper or electronic documents but it excludes materials or substances which may appropriately be regarded as samples or apparatus. In the Visual and Performing Arts data may mean additionally or alternatively materials or media other than documents upon which the findings of the research are based.

ORGS means the Office for Research and Graduate Studies of the University. Participant means a person who willingly takes part in a research project. Research is original creative work undertaken on a systematic basis with publicly verifiable

outcomes with the object of increasing knowledge or understanding about nature and humanity. Research Assistant means a research student, technical officer of some other person who has

made a substantial contribution to the conduct of the research. Research Proposal means a document prepared by a researcher in accordance with University

policy which describes the aims and methodology of the research. Researcher means a staff member or student of the University or a person in any way affiliated

with or associated with the University, who has participated in conceiving, executing or interpreting a substantial portion of the research.

Sponsor means a person or body that contributes in a substantial way to the funding of the

research including persons or bodies who commission research. Supervisor means a qualified and experienced person appointed by the Board of Graduate

Studies or a Faculty of the University to supervise a researcher undertaking research within the University. A supervisor is not deemed to be a researcher with respect to the research being undertaken by the researcher whom he or she is supervising.

University means Charles Sturt University.

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2. OBJECT AND APPLICATION The Code has as its object the conduct of research at Charles Sturt University that: a) has clearly enunciated aims and sound methodology; b) is conducted and reported with integrity; c) ensures the safety and wellbeing of researchers, research assistants and

participants; and d) contributes to knowledge or understanding. To effect this object the Research Management Committee shall: 2.1 specify the situations in which researchers are required to prepare a research proposal

for research conducted within the University or under the auspices of the University; and , the Board of Graduate Studies or the Research Management Committee and/or the

Faculties shall: 2.2 apply the Code to all published or unpublished research conducted within the University

or under the auspices of the University including privately sponsored research, research conducted under the terms of a consultancy and research undertaken in:

undergraduate courses; Bachelor (Honours) courses; Master by thesis programs; Master by coursework and dissertation programs; and Doctoral programs. 2.3 require researchers to sign a declaration that they are familiar with the requirements of

the Code and will conduct their research in accordance with the Code. 3. FREEDOM TO RESEARCH Researchers shall be free to choose the areas in which they research provided that the

particular research undertaken in those areas does not create, or have the potential to create, a conflict of interest for the researcher nor compromises the integrity of the researcher or the University in any way.

To effect this principle researchers shall: 3.1 only undertake sponsored research where the sponsor is prepared to be identified to

the University; 3.2 avoid undertaking research which at the outset will create, or has the potential to create

a conflict of interest; 3.3 during a research project, disclose to the University, to sponsors, and to any other

relevant bodies, immediately it becomes apparent, any conflict of interest or potential conflict of interest;

and the Research Management Committee shall: 3.4 develop, implement and monitor policy and procedures for dealing with conflict of

interest in research.

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4. SAFETY AND WELLBEING The safety and wellbeing of researchers, research assistants and participants and the humane

treatment of animals is of prime importance to the University. The University shall take all reasonable steps to ensure the safety and wellbeing of all humans involved in research and the humane treatment of animals used in research.

To effect this principal researchers shall: 4.1 obtain the approval of the University’s Ethics in Human Research Committee or a body

or person approved by the Ethics in Human Research Committee for research proposals involving the use of human participants or materials of human origin;

4.2 obtain the approval of the University’s Animal Care and Ethics Committee for research

proposals involving the use of animals; 4.3 obtain the approval of the University’s Biosafety Committee for research proposals

involving the use of genetic manipulation techniques or virulent or toxic organisms or substances;

4.4 obtain the approval, on the designated form, of the University’s Radiation Safety

Committee for research proposals involving the use of radioactive substances and/or irradiating apparatus prior to commencement of the research;

4.5 ensure research proposals conform to the University’s policies on Occupational Health

and Safety; 4.6 identify and ensure compliance with the requirements of any Act or any instruments

made under an Act (eg, regulations, ordinances, by-laws) which affect the research proposal.

5. SUPERVISION OF RESEARCH All researchers new to research and all researchers undertaking research as students in award

courses and programs of the University shall be guided and assisted in their research so as to satisfy the object of the Code.

To effect this principle the Board of Graduate Studies and the Faculties shall: 5.1 for each student researcher, appoint one or more supervisors; 5.2 for each staff researcher new to research appoint a mentor; 5.3 develop, implement and monitor regulations and procedures which specify the duties

and obligations of supervisors and mentors; 5.4 ensure through staff development programs and in other ways, that supervisors and

mentors understand their duties and obligations and are assigned workloads which facilitate the provision of high quality guidance and assistance to reseachers new to research.

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6. VERIFICATION OF FINDINGS The data upon which research findings are based shall be securely stored for a reasonable

period and be available during that time to other researchers who may wish to use the data to verify the findings, except where to release the data would breach commitments of confidentiality, or would be unethical, or would affect the intellectual property rights of participants, sponsors or other parties affected by or involved with the research.

To effect this principle the Research Management Committee shall: 6.1 develop, implement and monitor policies and procedures for the storage, retention and

security of data consistent with the provisions of the State Records Act 1998 (NSW) which ensure that the data are stored in a physically durable and accessible form, for a reasonable period of time from the completion date of the research or the date of final publication whichever is the later, in a readily identifiable and secure location to which researchers do not have unilateral access; and that a record of the storage arrangements of the data for each research project is forwarded to ORGS for recording in a register;

6.2 develop, implement and monitor guidelines on the ownership and confidentiality of data with respect to its use in the verification of findings, with a view to maximising rather than limiting the availability of data for this purpose;

6.3 require Faculties and Research Centres to develop, implement and monitor procedures

consistent with the policies, procedures and guidelines developed under clauses 6.1 and 6.2 above for the storage, retention and security of data, and with the University’s Intellectual Property Policy;

and researchers shall: 6.4 arrange for the storage of their original data and notify ORGS of its storage as required

by the policies, procedures and guidelines approved by the Research Management Committee and the Faculty or Centre for Research.

7. RECOGNITION FOR RESEARCH All researchers involved in a research project shall, with their consent, be given due recognition

for their contribution to that research in any communication of the research. To effect this principle in cases where there is more than one researcher, an author shall: 7.1 ensure that any communication of the research is, where practicable, approved by the

other researchers and acknowledges, with their consent their contribution and the contribution of research assistants to the research and does not acknowledge persons who did not contribute substantially to the research;

7.2 prepare a statement for all researchers to sign where possible, authorising the

communication and file the statement with the School of other unit in which the author resides for a period of five years from the date of the communication;

7.3 where a researcher is unable to sign the statement in clause 7.2 above, indicate on the

statement the reasons for being unable to do so;

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7.4 resolve any disputes or conflicts regarding the acknowledgments in a communication and refer matters which cannot be resolved to the Sub-Dean for research or the Director of the Research Centre as appropriate, for conciliation.

and the Research Management Committee shall: 7.5 develop, implement and monitor protocols for acknowledging the contribution of

researchers to particular research projects and for conciliating and arbitrating disputes and conflicts regarding such acknowledgments.

8. COMMUNICATION OF FINDINGS Subject to any constraints imposed by a sponsor or any person or body that owns the

intellectual property rights to the findings, researchers are encouraged to communicate their findings in an appropriate medium and format both within their research community and in the public domain and are expected to do so with integrity.

When communicating their findings researchers shall: 8.1 take all reasonable steps to ensure that communications about the findings are

accurate, complete and unambiguous and include details of the sponsorship (if any) of the research;

8.2 endeavour to communicate findings to their research community (preferably in a

refereed journal) before communicating the findings in the public domain except where there is a contractual agreement to do otherwise;

8.3 in cases where the findings impinge upon public policies or issues of public concern,

endeavour to communicate the findings to the relevant authorities before communicating the findings in the public domain and in both cases explain the unpublished status of the findings;

8.4 in cases where the findings have to be first privately communicated (to a sponsor for

example), explain to those receiving the report the unpublished status of the findings; 8.5 disclose to a publisher at the time of submission of the findings if the research has been

submitted to another publisher; 8.6 where the findings are published in more than one journal acknowledge in each

subsequent publication the earlier publication of the research. 9. RESEARCH MISCONDUCT To ensure the integrity and reputation of the University’s research program, the University shall

deal with any allegation of research misconduct with speed, diligence and equity. To effect this principle the University shall: 9.1 deal with any allegation of research misconduct by a researcher who is a staff member

under the provisions of the relevant industrial agreement; 9.2 deal with any allegation of research misconduct by a researcher who is a student under

Academic Senate’s policy on student academic misconduct; 9.3 inform sponsors of any allegations and keep sponsors informed of actions taken to deal

with an allegation.

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Financial Management The financial transactions associated with outside professional activities including the classification of income and expenditure will need to be properly audited by CSU. The requirements of the New South Wales Public Finance and Audit Act, Treasury Regulations, accounting standards and CSU accounting policies must be met. Non-Research Consulting and Testing Services Non-research consulting and testing services are often undertaken as part of a trading enterprise. The existing trading enterprises within the University’s accounting system have been assigned ‘E’ codes. Where a new enterprise is to be established a Business Plan must be submitted with any request to establish a new code in the University’s accounting system. Consulting and other non-research outside professional activities which are conducted outside a trading enterprise will be allocated ‘A’ codes. Contract and Collaborative Research Both contract and collaborative research attract additional income from the Research Quantum. They are allocated ‘R’ codes in the University’s financial system. Because such additional income is of increasing importance to CSU and is subject to stringent audit, the distinction between non-research consulting and research activities must be justified. The Centre of Research and Graduate Training will, on submission of the initial proposal, consult with the Division of Financial Services and determine the appropriate code in the University accounting system. 13 STUDENT PROTECTION STANDARD 13.1 Academic Calendar Information (CSU Undergraduate and Postgraduate Handbook 2007) Page numbers that address particular matters are listed in the table below: Current Academic Calendar (CSU Undergraduate Postgraduate Handbook 2007) Page Number

Information

22 The organization’s mission and goals statement 22-27 History of the organization, governance and academic structures

75-564 General descriptions of degree programs 75-564 General descriptions of diploma programs 28-60 Academic credentials of faculty and senior administrators

565-1003 Individual descriptions of all subjects in these program and their credit value

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13.2.1 Dispute Resolution Resolution of Students Academic Appeals, Complaints, Grievances and/or Other Issues Advocacy (See also - Harassment and/or Discrimination) (See also - Complaints and/or Grievances) (See also - Exclusion Appeals Advice) Students who are unhappy with the way in which the University has dealt with them or who have a problem but are unsure what to do about it, should consult their student association for help. Depending on the nature of the problem the association may give advice on the procedure to follow or the person or office to contact to resolve the matter; or the association may take up the matter on their behalf. Complaints and/or Grievances (See also - Harassment and/or Discrimination) (See also - Exclusion Appeals Advice) (See also - Advocacy) Students who are dissatisfied with a service they received from the University, may have, what is termed as a Complaint. Students who perceive that they have been 'wronged' or harmed by a student or staff member of the University, a process, or a ruling of the University, may have, what is termed as a Grievance. Student Services provide a Help Desk and designated staff to advise on handling Complaints or Grievances. Exclusion Appeals Advice Students who have been asked by the University to show cause why they should not be excluded, or students who have been excluded and wish to appeal against their exclusion, may seek advice on the preparation of their show cause or appeal through their student association. Harassment and/or Discrimination (See also - Advocacy) (See also - Complaints and/or Grievances) Students and staff who believe they have been harassed, discriminated against or otherwise dealt with unfairly by other students or staff may seek to have their grievance dealt with under CSU’s grievance policy. Information on the grievance procedures is published online at: www.csu.edu.au/division/humres/eo/index.htm. A number of staff are trained by the Equal Opportunity Office in the Division of Human Resources, to assist with the handling of matters of harassment and/or discrimination. Their assistance may be through informal mediation or, if this provides unsuccessful, through a more formal process provided for in the policy. For information on the assistance available in regard to harassment and/or discrimination, please contact Human Resources or Student Services.

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13.2.2 –Fees and Charges Postgraduate Fee Paying Courses (EXTRACT from Charles Sturt University Schedule of Fees, Faculty of Business)- 2007

FACULTY OF BUSINESS Fee per 8 point credit subject

Course Name Code Band 1

Band 2

Band 3

Band 4

Master of Business Administration OCMD $2150.0 $2150.0 $2150.0 $2150.0

2007 Schedule of University Fees and Charges

Tuition Fee-Paying Students • Late payment of tuition fees (per subject, per month) International Onshore $ 20 • Deferred payment fee (when an extension of time to pay is granted) $ 50

Late Fees - All Students • Late addition to enrolment (per subject) $ 50 • Late amendment to enrolment after the census date for the session (per subject)$ 100 • Late application for a grade pending or supplementary examination $ 25 • Late acceptance of offer of additional assessment (per subject) $ 25 • Late application for a review of grade (per subject) non refundable $ 40 • Late application for graduation $ 25 • Late change to examination centre $ 25 Fees for Reviews of Decision • Review of fail grade - where student wishes to have fail grade reviewed N/C$ 0 • Review of grade – (refundable if upheld) $ 40 • Review of summative task – where student wishes to have fail grade reviewed$ 0 • Review of summative task – where student wishes to have passing grade for

specific task reviewed (payment to be made on application of review) $ 40 Fees for Documents and Items Official transcript of academic record from: • Bathurst Teachers’ College $ 40 • Goulburn College of Advanced Education $ 40 • Wagga Agricultural College $ 40 • Wagga Teachers’ College $ 40 • Mitchell College of Advanced Education $ 25 • Riverina College of Advanced Education $ 25 • Riverina-Murray Institute of Higher Education $ 25 • CSU for currently enrolled students $ 10 • CSU for students who are not currently enrolled $ 20 • Replacement of a CSU testamur $ 100 • Replacement of an ID card $ 25 • Replacement badge (nursing, medical imaging, midwifery, pre-hospital care) $ 10 • Photocopy of a subject outline (per subject) $ 25

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• Photocopy of examination answer booklets (per subject) $ 20 • Replacement of HECS/PELS/CAN liability statement (per session) $ 10 Other Fees • Deferment of enrolment following internal offer of admission $ 150 • Reinstatement following the cancellation of enrolment $ 100 • Overseas Examination Centre fee per student per centre $ 100 • Fee for accepting the offer of additional assessment (per subject) $ 100 • Fee for accepting offer of additional examination (per subject) $ 100 • Graduation fee for a student continuing in higher level award course and graduating from lower level articulated course $ 200 • Maximum fine for proven academic misconduct under the Student Academic Misconduct Rule $ 1,000 Library Fees - Community Members • To borrow materials (per annum) $ 110 • Photocopies and scanned articles by Intercampus Loan (per article) $ 5 • To use library facilities – negotiable • Replacement library card $ 5.50 Library Fees - CSU Members • Intercampus loans - Free • Standard Interlibrary loans - $ 10 • Special Interlibrary loans for academic/research staff and PhD/Masters/Honours students - Free • Interlibrary loans (other) – Costs

charged in full • Film loans (commercial) – Costs

charged in full • Reciprocal borrowing - free at most Australian universities; some

charge fees • Database searches (where CSU subscribes to the database) - Free • Database searches (commercial database not held by CSU) - please inquire for charges Professional Library Staff Rates • Core functions - Free • Other functions (per hour) - $

120 Fines • Overdue items (per day overdue) - $

0.50 • Overdue special loans including 2 day loan collection (book and video) $

5 per day overdue

• Overdue 2 hour reserve items $1 per 30 minutes per item (Max of $10 per day per item) • Recalled items - $5 per day per item to a maximum of $100 (in addition to accrued overdue fines) • Non-returned or damaged items – replacement cost. (The default replacement

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cost is $85 per item, but the Library reserves the right to charge the actual replacement cost + $10.) Accrued Overdue Fines (maximum $30 per item) and Recalled Item Fines (maximum $100 per item) are also payable. Reduced charges may apply for minor damage to items Photocopying/Printing • Photocopying by user (per page) - 11¢ • Microfilm & microfiche printing (per page) – 22¢ • Photocopying by Library staff - negotiable • Printing from online - as charged by DIT Freedom of Information (FOI) and Privacy Fees • Applications for access to records relating to his or her personal affairs $

30 • Processing applications relating to personal affairs (first 20 hours) Free • Processing applications relating to personal affairs (additional time per hour) $

30 • Application for information not relating to applicant’s personal affairs $

30 • Processing applications not relating to applicant’s personal affairs (per hour) $

30 • Review by CSU of a CSU FOI determination $

40 (all GST free)

Freedom of Information (FOI) These fees are set by the Freedom of Information Act, 1989 (NSW). The fees may be discounted by fifty percent if the applicant is able to demonstrate financial hardship or establish a "public interest" in the information sought.

• Applications made by a person for access to records relating to his or her personal affairs - $ 30 • Processing charge for applications relating to personal affairs • First thirty hours free • Additional time (per hour) - $ 30 • Application for information not relating to the applicant’s personal affairs - $ 30 • Processing charge for applications not relating to the applicant’s personal affairs (per hour) - $ 30 • Review by CSU of a CSU FOI determination (refunded if the determination

is varied) - $ 40 Library Fees Community Members

• To borrow materials (per annum) - $ 110 • Photocopies by Intercampus Loan (per article) $ 5 • To use library facilities - negotiable • Replacement library card - $ 5.50

CSU Members

• Intercampus loans - Free • Interlibrary loans (basic) - $ 10

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• Interlibrary loans (other) - as charged by other library plus costs • Film loans (commercial) - as charged by supplier • Database searches (where CSU subscribes to the database) - Free • Database searches (commercial database not held by CSU) - please inquire for charges • Reciprocal borrowing - free at most Australian universities; some charge fees - $ 50

Professional Library Staff Rates

• Core functions - Free • Other functions (per hour) - $ 60

Fines

• Overdue items (per day overdue) - $ 1 • Overdue special loans (including reserve, recalled, two-day, periodicals, video) (per day overdue) - $ 5 • Non-returned or damaged items - replacement cost +$20 [the

default replacement cost is $75 but the Library reserves the right to charge the actual replacement cost. Accrued overdue fines are also payable.]

• Damaged items - $20 (in addition to replacement cost) • Default replacement cost (the right to charge the actual replacement cost is reserved) - $75

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13.2.3 – Student Dismissal As approved by the Academic Senate on 10 December 2003 (AS 03/93) and amended by the Standing Committee of Academic Senate on 2 November 2004 (AS 04/04 and 04/05) and Academic Senate on 8 December 2004 (AS 04/118), 1 June 2005 (AS 05/50), 5 October 2005 (AS 05/101 and AS 05/124), 7 December 2005 (AS 05/164), 4 October 2006 (AS 06/106) and 6 December 2006 (AS 06/135). 1. OBJECT, SCOPE AND EXCEPTIONS

1.1 Object The University requires each student to progress through his or her course at a rate that

will enable him or her to complete the course in a specified maximum time. This maximum time is intended to ensure the currency of the knowledge within the course and therefore professional suitability of graduates. Failure to complete within the specified maximum time shall lead to the expiry of a student’s enrolment in the course.

The University believes that all students have a right to know in advance of study in their

course exactly what constitutes satisfactory progress in that course. To this end the University will specify a maximum completion time for each course, and will also provide support to students identified as being at risk of exclusion. This policy sets out the requirements and procedures for satisfactory academic progress, for the exclusion of students who fail to progress satisfactorily and for the termination of enrolment for students who fail to complete in the maximum allowed time.

1.2 Scope

This policy applies to all students of Charles Sturt University, studying in all modes, with the

exception of research higher degree students. The provisions of the Academic Progress Regulations take precedence over other Academic Regulations, except those that relate specifically to research higher degrees.

1.3 Exceptions

1.3.1 Students Covered by Previous Exclusion Regulations

Students who were excluded or are on probation under the previous regulations must complete the requirements of their exclusion or probation.

Students who are on probation under the previous Exclusion Regulations and who

fail to meet the probationary conditions of those regulations shall be excluded. 1.3.2 Transfer From Another Course

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Where students transfer from one course to another, only subjects taken as part of the new course or subjects completed in and credited from the previous course/enrolment in that course shall be taken into account when applying the Academic Progress Regulations.

1.3.3 Admission After Exclusion

Where students have been admitted to a course having formerly been excluded from that course or another course, only the subjects taken after the most recent admission or subjects completed in and credited from the previous course/enrolment in that course shall be taken into account when applying the Academic Progress Regulations.

1.3.4 Successful Appeal

Where students have had their appeal against exclusion upheld, their academic record prior to the appeal will be taken into account for any future determination of satisfactory academic progress within that course.

2. REQUIREMENTS FOR SATISFACTORY ACADEMIC PROGRESS Student academic progress will be evaluated using rules relating to course progression, key

subjects, professional experience components of courses, performance in the first two years of study, and satisfactory completion of Bachelor Honours subjects, where applicable.

The specific satisfactory progress requirements applicable to a course shall be conveyed to

students in course-specific information supplied at the time of their first enrolment in the course.

2.1 Rules for Determining Satisfactory Progress 2.1.1 Maximum Time

Students in a course must complete the course within a maximum time of twice the standard time specified to complete that course.

Where a course is offered in both full-time and part-time study modes, the default maximum time allowed for that course is twice the normal part-time course duration. Where a student has re-enrolled in a course, subjects may only be carried forward (e.g. as credit) from the previous enrolment(s) with the approval of the course coordinator.

2.1.2 Rate of Progress

A student shall have passed at least one subject in a course at the completion of the second calendar year of their enrolment in that course, where a calendar year is the period January to December in any given year (Note: the calendar year for academic progress purposes is also determined by the year which precedes the session code, such as 2005xx where 2005 is the year and xx the

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session code).

2.1.3 Bachelor Honours Subjects

A student shall pass, at the first attempt, all subjects in an add-on bachelor honours year or subjects that are part of the honours component of an integrated honours course.

2.1.4 Professional Experience

A student shall meet required professional standards in the compulsory fieldwork or professional experience components of their course, to the satisfaction of the Dean of the Faculty.

2.1.5 Key Subjects

A student shall pass each key subject in his or her course at no more than two attempts.

2.2 Failure to Enrol A student who fails to enrol in a session or trimester in which he or she was eligible to

enrol shall be contacted by the Executive Director, Student Administration as required by Enrolment Regulation 16 and asked to indicate whether or not he or she wishes to continue in the course.

A student who wishes to continue in the course, and who is permitted to do so by the

Dean, shall be placed on leave of absence for that session or trimester and this leave shall count towards calculation of the maximum time allowed to complete the course (see also clause 3.1).

3. REVIEWING ACADEMIC PROGRESS

A review of academic progress shall be conducted by the Division of Student Administration after the conclusion of each session. The rules for determining satisfactory academic progress shall be used to review student progress as follows.

3.1 Maximum Time

Enrolment in each course of the University shall have a specified date for completion corresponding to the maximum time allowed for that course, calculated according to clause 2.1.1. A student who fails to complete their course within the maximum time allowed for that course will have their enrolment terminated by the Executive Director, Student Administration. Periods of authorised leave of absence count towards calculation of the maximum time allowed to complete a course. Students granted credit on entry to a course shall have their maximum time discounted on a pro rata basis.

3.1.1 Re-Admission after Termination of Enrolment

If a student has his or her enrolment terminated under clause 3.1, he or she may apply immediately for re-admission. Application for admission to the same course or research program must be made on the prescribed application form and lodged with the Admissions Office, UAC or VTAC as appropriate by the closing date.

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Such applications will be decided by the Course Co-ordinator or other delegated Faculty Officer who may:

• approve that the student be guaranteed an offer to the course or research program in the next intake; or

• place the student on one or more of the queues for the course to await his or her turn for an offer of admission; or

• rank the student for consideration of an offer through UAC or VTAC or, if the course or research program is a competitive distance education course, through the Admissions Office.

The delegated Faculty Officer shall also determine what credit may be granted for subjects already completed by a student, on the basis of the currency of knowledge within the subjects.

3.2 Rate of Progress

At the completion of their first calendar year of enrolment, a student who has not passed at least one subject in his or her course will be notified by the Executive Director, Student Administration that he or she is “at risk” of exclusion from the course. An at risk student who fails to pass any subjects in the second calendar year of enrolment in his or her course shall be excluded from the course. 3.2.1 Leave of Absence

If a student takes an approved leave of absence of one calendar year during the first two years of his or her course, then the second calendar year of enrolment shall be the third year after enrolment in the course. (Note: one calendar year is 1 January to 31 December. Further, the calendar year for academic progress purposes is also determined by the year which precedes the session code, such as 2005xx where 2005 is the year and xx the session code)

3.3 Bachelor Honours Subjects

A student who fails to pass, at the first attempt, a subject in an add-on bachelor honours year or a subject that is part of the honours component of an integrated honours course, shall be excluded from the year or course.

3.4 Professional Experience

A student who is failing to meet required professional standards of competency in the compulsory fieldwork or professional experience components of their course, such that the student is deemed by the Dean of Faculty to be professionally unsuitable to continue in the course, shall be notified in writing by the Faculty by the midpoint of the placement that they are at risk of exclusion. The Faculty shall also advise the student to consult his or her supervisor or liaison officer. Should an at risk student subsequently fail the compulsory fieldwork or professional experience component of his or her course, he or she shall either repeat this component of the course or be excluded, as determined by the Dean of the Faculty. 3.4.1 Dean May Fail Student at any Time

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Where a continuation of a practicum or field work placement is deemed to place any person or the good reputation of the University at risk of significant harm, the Dean of the Faculty may fail the student immediately, not withstanding any other provision of clause 3.4. If failure is invoked by the Dean of Faculty prior to the end of the placement, the student shall not complete the remainder of the professional experience or compulsory fieldwork program.

3.5 Key Subjects Key subjects shall be identified by Faculties as those subjects in which repeated failure

by a student indicates that he or she is unlikely to master the knowledge and or skills necessary to successfully complete the course.

3.5.1 Approval of Key Subjects

For the initial implementation of the Academic Progress Regulations, course coordinators shall identify key subjects for approval by the appropriate committee(s) and then by the Faculty Board. Subsequently key subjects shall be identified in course and subject approval documentation, for approval by the relevant Faculty committee(s). Any change to this identification through course modification, review or other change process shall not be applied to students currently enrolled in the course. 3.5.1.1 Guidelines for Course Co-ordinators

When recommending subjects as key subjects within a course, course co-ordinators shall consider: a) that it may be appropriate to evaluate progress at different stages

within a course; b) that a student should not normally be at risk of exclusion for failure

of a key subject if he or she has completed more than 5/6 of the subjects in the course;

c) that a practicum subject shall not be designated a key subject within a course, as practicum subjects are included elsewhere within the Academic Progress Regulations (note: where a subject is designated as a key subject, this takes precedence over any possibility that it be considered a practicum subject); and

d) normally a course would have no more than six identified key subjects, predominantly in the first and second years of study in the course.

3.5.2 Failure of a Key Subject

A student who fails a key subject in his or her course shall be notified by the Executive Director of Student Administration that he or she is “at risk” of exclusion and that a second failure in this subject will result in the student being excluded from the course. This notification shall also advise the student of the requirement that he or she contact relevant support staff, such as the course coordinator, and/or staff from Student Services, the Students’ Union and Student Administration.

Upon a second fail of the same key subject, a student will be excluded from his or her course. Student Administration shall notify the relevant Course Coordinator of all students with double-fails of a key subject in a course.

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3.5.2.1 Re-enrolment in Key Subjects

A student who has failed a key subject for a second time, as per clause 3.5.2, may not re-enrol in the subject without the permission of the Course Coordinator for his or her course, until after any successful appeal to the Faculty Exclusion Appeals Committee and/or the Academic Appeals Committee.

3.5.3 Identification of Key Subjects

All courses shall have subjects identified as ‘key subjects’, unless a Faculty has made a case to the Academic Programs Committee for their absence. These subjects will be identified as key subjects in the University Handbooks, the subject outline and in all course and subject documentation relating to the course. See also clause 3.5.1.1.

4. DELAYED DETERMINATION OF ACADEMIC PROGRESS 4.1 Reasons for Delay A decision regarding a student’s academic progress under these regulations may be

delayed until subjects graded SX or GP are converted to substantive grades, or because of a late change to a grade, or because of administrative delay or error.

4.2 Processing Cases of Delayed Exclusion Should, following one or more of the events described in 4.1 above, a student be

identified as liable for exclusion as provided for in Regulation 3 above and appeal against that exclusion in accordance with the regulations, his or her exclusion appeal shall be immediately referred to the Presiding Officer of the Faculty Exclusion Appeals Committee for decision.

4.3 Effective Date of Delayed Exclusion Students subject to this regulation who fail to appeal to the Academic Appeals

Committee shall be excluded immediately the Presiding Officer confirms their exclusion. That is, the period of exclusion shall be deemed to have commenced from the start of the session in which exclusion is confirmed and the student’s enrolment in that session shall be cancelled and any tuition fees shall be refunded or any Commonwealth Student Contribution liability shall be cancelled.

4.4 Appeals Against Delayed Exclusion Students subject to this regulation who appeal against their exclusion to the Academic

Appeals Committee shall be entitled to have their appeal heard. 5. CONDITIONS OF EXCLUSION

5.1 Notification of Exclusion The Executive Director, Student Administration shall write to all students identified

under clauses 3.2, 3.3, 3.4 and 3.5 above, notifying them of their exclusion. Notifications shall be sent by registered mail or any method of communication delivery, which allows the receipt of the notification to be verified by the University, to the address provided to Student Administration by the student.

The notification shall:

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a) specify the clause or clauses in Regulation 3 above, under which the student is being excluded;

b) specify the deadline to appeal to the relevant Faculty Exclusion Appeals Committee, as per clause 6.3.1; and

c) inform students of clauses 6.1 and 6.2 of these Regulations pertaining to the preparation of an appeal, and provide a web-link to the full procedures for the Faculty Exclusion Appeals Committee.

5.2 Period of Exclusion 5.2.1 First Exclusion from a Course or Research Program Exclusion from a course or research program shall be for a period as specified

below:

• for failure of professional experience or compulsory fieldwork requirements which involve assessment of the student's professional competency and/or suitability - three years;

• for failure of other grounds in Regulation 2 above - two years. However, the Faculty Exclusion Appeals Committee has authority,

when deciding appeals, to reduce by one year the period of exclusion to be imposed on a student who is facing a two-year exclusion.

5.2.2 Subsequent -Exclusion from All Courses or Research Programs

For exclusion for a second or subsequent time from the same course or research program, or for exclusion from two or more courses or research programs - five years from all courses or research programs.

5.3 Admission After Exclusion 5.3.1 To The Same Course or Research Program Students excluded from a course or research program may re-apply for

admission to that course or research program. An application for admission lodged under this clause may be lodged before the period of exclusion has elapsed to meet University or other closing dates but admission, if approved, shall not be effective until the period of exclusion has elapsed.

Admission is not automatic; such applicants will be considered with all other

applicants. Students should provide evidence that the circumstances operating at the time

of exclusion no longer apply and/or that they have taken action during the period of exclusion to improve the likelihood of success in the course or research program.

5.3.2 To a Different Course or Research Program Students excluded for a first time from one course or research program may

apply immediately for admission to another course or research program at the University. Admission is not automatic; such applicants will be considered with all other applicants.

Students should provide evidence that the circumstances contributing to their

exclusion from the course or research program will not affect their performance

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in the new course or research program. 5.3.3 Procedures for Admission

Application for admission to the same course or research program or for admission to a different course or research program after exclusion must be made on the prescribed application form and lodged with the Admissions Office, UAC or VTAC as appropriate by the closing date. Such applications will be decided by the Course Co-ordinator or other delegated Faculty Officer who may:

• approve that the student be guaranteed an offer to the course or

research program in the next intake; or • rank the student for consideration for an offer through UAC or VTAC or,

if the course or research program is a competitive distance education course, through the Admissions Office; or

• validate the student as ineligible for admission if the student has not provided the evidence required in clauses 5.3.1 and 5.3.2 above.

5.4 Study While Excluded

A student excluded from a course, while excluded, shall not undertake study as an Associate Student of any subjects that may later contribute to the requirements of that course.

5.5 Exclusion and Cancellation of Enrolment

5.5.1 After Appeal to the Faculty Exclusion Appeals Committee

Students who either do not appeal to a Faculty Exclusion Appeals Committee or whose appeal was unsuccessful, shall have their enrolment cancelled 21 days after the confirmation of the decision of the Faculty Exclusion Appeal Committee to exclude them or, where the student did not appeal, 21 days after the date that the appeal was due, unless they appeal to the Academic Appeals Committee.

5.5.2 After Appeal to the Academic Appeals Committee

Students who appeal to the Academic Appeals Committee but whose appeals are dismissed, shall have their enrolment cancelled immediately the appeal is dismissed.

5.5.3 Exclusion and Transcripts

A student whose enrolment is cancelled under this Regulation shall have the subjects for the session in which the exclusion or termination of enrolment was effective (and for any subsequent sessions) deleted from his or her transcript.

5.5.4 Commonwealth Student Contribution Liability and Tuition Fees

A student whose enrolment is cancelled under this Regulation after the census date shall have his or her Commonwealth Student Contribution liability for that session cancelled. A student who has paid tuition fees and/or the Student Facilities and Services Fee shall have those fees refunded.

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5.5.5 After Delayed Exclusion

In cases where the Presiding Officer of a Faculty Exclusion Appeals Committee dismisses a student’s appeal or the Academic Appeals Committee dismisses a student’s appeal and where the student’s exclusion was delayed (see Regulation 4 above), notwithstanding clause 5.5.2 above, the Presiding Officer of the Faculty Exclusion Appeals Committee or the Academic Appeals Committee may:

a) determine that the student’s exclusion is effective immediately, in which

case the student’s enrolment shall be cancelled immediately; or b) determine that the exclusion is effective from the beginning of the next

session and permit the student to remain enrolled in the current session.

In cases where b) above is approved, the student’s exclusion is automatic, i.e.

the student shall not be given further notification of exclusion at the end of the current session and the student shall not be entitled to appeal against exclusion on the basis of the grades he or she achieves in the current session.

6. APPEALS AGAINST EXCLUSION

Students may appeal against their exclusion under the Academic Progress Regulations. In the first instance appeals shall be directed to the Faculty Exclusion Appeals Committee. Outcomes of the Faculty Exclusion Appeals Committee may be appealed to the Academic Appeals Committee, but these appeals may only be based on issues of process regarding the conduct of the appeal by the Faculty Exclusion Appeals Committee. Detailed procedures for appeals to these committees may be found in section B of the Academic Manual, under the terms of reference for each committee. Web-links to these procedures will be provided to the student by Student Administration as part of the exclusion notification. Ignorance of regulations shall not normally be sufficient grounds for upholding an appeal.

6.1 Grounds for Appeal to a Faculty Exclusion Appeals Committee Students appealing their exclusion to a Faculty Exclusion Appeals Committee shall do

so only on the following grounds: a) that the grounds for exclusion set out in clause 2 above have been incorrectly

applied, and/or the procedures in clause 3 have been incorrectly followed; and/or

b) that there were factors outside the student’s control which contributed to his or her failure to meet the required academic standard and/or rate of progress to date, and that those factors are unlikely to operate in the future. An appeal based on this ground shall be presented in accordance with clause 6.2 below; and/or

c) that there was a conflict of interest that contributed to the decisions that led to the student’s exclusion.

Note that a change of address, name or other personal detail of a student shall not be considered as grounds for appeal. It is the responsibility of students to notify Student Administration of such changes as soon as they come into effect.

6.2 Documentation of Appeal

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Appeals shall be lodged in writing on the Faculty Exclusion Appeals Committee Grounds for Appeal Pro-forma. All relevant supporting documentation must be submitted with the appeal.

Notwithstanding the above provision where a matter is regarded as highly confidential,

appropriate documentation may be submitted directly and confidentially to the Presiding Officer of the Faculty Exclusion Appeals Committee for determination of advice to be given to the Faculty Exclusion Appeals Committee.

6.3 Processing of Appeals 6.3.1 Receipt of Appeal

6.3.1.1 Session-based Courses A student studying a session-based course and appealing his or her

exclusion imposed under these Regulations must do so by the following 1 February or 1 August, whichever is the sooner.

6.3.1.2. Delayed Notification of Grades A student, the publication of whose grades has been delayed, shall

have 14 days from the date of notification of exclusion, or until 1 February or 1 August, whichever is later, in which to lodge their appeal.

6.3.1.3 Trimester-based Courses A student studying a trimester-based course shall have 14 days from

the date of notification of exclusion in which to lodge their appeal. Students shall return appeal documentation to the Academic Secretary through

the Academic Secretariat who shall acknowledge its receipt in writing to the student and forward the appeal to the Faculty Exclusion Appeals Committee immediately following the appeal deadline.

To ensure that it is received on time, an appeal may be submitted electronically

(for example by facsimile or electronic mail). In such cases, the paper copy of the appeal, including the original signed copies of supporting documents, shall be mailed by the student to reach the University no later than 14 days after the expiration of the appeal period.

6.4 Appeals and Enrolment A student appealing his or her exclusion from a course to either a Faculty Exclusion

Appeals Committee or the Academic Appeals Committee may, provided he or she has appealed within the required time, remain as an enrolled student in that course until the appeal is decided.

6.5 Late Appeals to a Faculty Exclusion Appeals Committee

A late appeal to a Faculty Exclusion Appeals Committee against exclusion shall not normally be considered by the Committee.

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6.6 Academic Appeals Committee

The Academic Appeals Committee may consider appeals against exclusion following the decision of a Faculty Exclusion Appeals Committee. Such appeals will only be heard under certain circumstances, as specified below.

6.7 Grounds for Appeal to the Academic Appeals Committee

Appeals against exclusion by a Faculty Exclusion Appeals Committee shall be made on

the following grounds only:

a) that the correct procedures were not followed in deciding the appeal; and/or b) that there was a conflict of interest in the deciding of the appeal.

Note that a change of address, name or other personal detail of a student shall not be considered as grounds for appeal. It is the responsibility of students to notify Student Administration of such changes as soon as they come into effect.

6.8 Lodging an Appeal to the Academic Appeals Committee Students who have been excluded by a Faculty Exclusion Appeals Committee shall

have 14 days from the date of the notification to the student of the determination of the Faculty Exclusion Appeals Committee to appeal to the Academic Appeals Committee of the Academic Senate. An appeal shall be in writing, addressed to the Academic Secretary, and should be delivered by hand or sent by certified mail or by registered airmail in the case of overseas students.

To ensure that it is received on time, an appeal may be submitted electronically (for

example by facsimile or electronic mail). In such cases, the hard copy of the written application and the original signed copies of any supporting documents, shall be mailed or delivered to the University no later than 14 days after the expiration of the 14 day appeal period.

6.8.1 Appeal not Previously Lodged with a Faculty Exclusion Appeals

Committee Students lodging an appeal are expected to have previously appealed to the

Faculty Exclusion Appeals Committee. If this has not taken place, the Academic Appeals Committee will refer any appeal received to the appropriate Faculty Exclusion Appeals Committee for determination.

6.8.2 Appeals that are not Lodged in Accordance with the Grounds for Appeal Appeals that are lodged on grounds other than those specified in clause 6.7

(above) will normally be rejected by the Academic Secretary, following advice, where necessary, from the Presiding Officer, Academic Appeals Committee.

6.9 Late Appeals to the Academic Appeals Committee

An appeal received after the 14-day period, which is submitted in accordance with the grounds for an appeal, shall be referred to the Presiding Officer of the Academic Appeals Committee who shall have discretion to decide whether or not the appeal will be heard.

Appeals shall not be heard unless the reasons for lateness are compelling. Where an

appeal falls under the category of delayed exclusion, as defined in Regulation 4, it shall normally be heard.

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If the Presiding Officer determines that the reasons for lateness are compelling, a meeting of the Academic Appeals Committee will be convened to determine the appeal and the student will be required to pay the prescribed late fee. Where the exclusion of a student has been delayed as per Regulation 4 and the student appeals this exclusion to the Academic Appeals Committee, the prescribed late fee will not apply.

6.10 Enrolment and Late Appeals to the Academic Appeals Committee

A student who appeals the decision of a Faculty Exclusion Appeals Committee to exclude him or her from a course after the prescribed 14-day period, if the Presiding Officer of the Academic Appeals Committee has agreed to consider a late appeal, may remain enrolled in that course, or if his or her enrolment has been cancelled, may apply to the Executive Director, Student Administration to be reinstated in the course pending the hearing of the appeal. A late appeal under this clause includes those which are late as a result of delayed exclusion, as defined in Regulation 4.

6.11 No Variation of the Conditions Permitted

No variation of conditions listed in Regulations 5 and 6 shall be approved for a student or a group of students.

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13.2.4 – Withdrawals and Refunds Withdrawal from Subjects (1) Application Students must advise the Student Administration Office in writing of their intention to withdraw from a subject. To avoid a fail grade in a subject, notification of withdrawal should be received in the Student Administration Office before the HECS census date for the session. Where withdrawal is notified after the HECS census date, and the student wishes to be considered for approved withdrawal (AW), clause 13.3.3 below applies. (2) Withdrawal by the HECS Census Date Length of Subjects If a student notifies withdrawal from a subject to the Student Administration Office by 5.00 pm on the HECS census date for the session, enrolment in the subject will not be recorded on the student's transcript. Withdrawal from all Subjects If students withdraw from all subjects by 5.00 pm on the HECS census date for the session, they will be considered not to have enrolled and will be withdrawn from the course unless they apply for and are granted leave of absence. Annual Subjects If withdrawal is notified to the Student Administration Office by 5.00 pm on the HECS census date of the first session, enrolment in the subject will not be recorded on the student's transcript. Withdrawal from any annual subject in the weeks preceding the HECS census date of the second session will count as a failure unless the student applies for and is granted approved withdrawal (AW). Withdrawal After the HECS Census Date Unless the Subject Coordinator recommends and records the grade approved withdrawal (AW), grade pending (GP) or a supplementary examination (SX), students who withdraw after the HECS census date in a session will be failed in the subject. In such cases the grade fail (FL) will be recorded unless the student was not assessed on any of the compulsory assessment tasks in the subject in which case the grade FW (withdrew failed) will be recorded. Grounds for Approved Withdrawal After the HECS Census Date Approved withdrawal (AW) after the HECS date will only be granted where:

• misadventure or extenuating circumstances apply (see Special Consideration Regulation 3); and

• the student was making satisfactory progress at the time the misadventure or extenuating circumstances occurred. Failure to submit optional assessment tasks at the time of the application to withdraw is not evidence that the student was performing unsatisfactorily.

The granting of Approved Withdrawal (AW) after the HECS census date does not mean that the student is entitled to the automatic remission of their HECS debt or liability for that subject (see clause 13.3.2 below). Cancellation of HECS Liability Where students are granted approved withdrawal (AW) in a subject they may apply in writing within 28 days of the notification of AW to the Student Administration Office for a refund of their HECS payment for that subject. Where students have elected the pay later option, they may

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apply for a cancellation of their HECS liability for that subject to the Department of Education, Training and Youth Affairs (DETYA). Such applications are approved only in exceptional circumstances and must be fully documented. This refund policy also applies to fee-paying students. Extension of Time to Complete a Subject (GP or SX) Where circumstances warrant, the Subject Coordinator may recommend an extension of time to complete the subject (GP) or, where the student is prevented from sitting the final examination, the Subject Coordinator may recommend a supplementary examination (SX). Where misadventure or extenuating circumstances are such as to prevent students from completing the subject within reasonable time (usually the end of the second week of the following Autumn or Spring session) the Subject Coordinator may recommend approved withdrawal (AW). Where the Subject Coordinator does not recommend AW, GP or SX and the student had at least one assessment task assessed, the grade FL will be awarded. If the student was not assessed on any compulsory assessment tasks the grade FW will be awarded. Notification All approved withdrawals, including those made before the HECS census date, will be notified in writing by the Student Administration Office. A student whose application for approved withdrawal is declined will be offered the option of continuing with the subject or of discontinuing the subject and being graded FW.

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13.3. Student Protection Information (Extract from Charles Sturt University’s Enrolment Regulations provided to all Distance Educatiuon Students enrolled in 2007) STUDENT ADMINISTRATION OFFICE 2007 Enrolment Informationfor Distance EducationStudents i CONGRATULATIONS Congratulations on receiving an offer to study with Charles Sturt University. This is an exciting time for you, however there are still many tasks to be completed before you are actually enrolled as a student. We hope the information included in this booklet and on the CSU website will help you to work through these tasks and perhaps ease any apprehension you may be feeling. You should by now have received your CSU logon and password. This will enable you to access the University’s extensive range of online services including the Orientation web site, text book lists, residential school information and other useful information. We encourage you to log onto your personalised CSU web site www.my.csu.edu.au. If you still need assistance after reading this booklet, you should explore your www.my.csu.edu.au space or phone the numbers in the back of this booklet. Good luck with your studies. INFORMATION CONTAINED IN THIS BOOKLET This booklet contains important information that will need to be referred to throughout your study with CSU. Topics such as changing your contact details, varying enrolment, applying for leave of absence, applying for graduation, electronic access, online facilities and important dates are all covered. It is strongly recommended that you become familiar with these topics and refer to the information whenever needed. An electronic version of this booklet and access to the subject availability list are also available on the CSU website at www.my.csu.edu.au ii CONTENTS Section 1 General Information Page 1 �Student Classifications �Administrative Campus �Enrolment form �Commonwealth Support / HECS-HELP �Tuition fees and FEE-HELP �Student ID Cards �Study Link �Changes to Contact Details �Enrolment o Leave of Absence o Annual Enrolment o Accessing Subject Availability o Checking your Enrolment o Summer Term o Subject Selection o Residential Schools o Variations to Enrolment o Withdrawals and Refunds / Waiver of Debt

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o Refund dates for 2007 o Late Enrolment o Students not intending to re-enrol for 2007 o Students enrolling but completing their course during 2007 �Access to Grades �Academic Progress �Electronic Access / Communication �Online Facilities �Student Services Section 2 List of Examination Centres Page 11 Section 3 Important Dates Page 13 Section 4 Academic and Administrative Contacts Page 17 �Schools – for academic enquiries �Finance �Information Technology Help Desk �Student Services Help Desk �Student Administration Offices – for administrative enquiries SECTION 1 — GENERAL INFORMATION STUDENT CLASSIFICATIONS There are a number of different classifications or ‘types’ of students mentioned in this booklet. These groups are generally differentiated by the types of fees they pay. Please find below a brief description of each group, which will allow you to better understand the terminology used in this booklet and to be aware of the payment dates for each fee. (These dates are listed in Section 3). Your student classification is listed on your letter of offer, next to the name of the course. Please make note of this classification as it will be required to complete your acceptance. Commonwealth Supported/HECS-HELP Students Students admitted to a Commonwealth Supported place who are eligible to access HECSHELP. Domestic Tuition Fee Paying/FEE-HELP Students Domestic students enrolled in a tuition fee paying place who may be eligible to access FEEHELP. Students accepting an offer and not applying for FEE-HELP, pay their tuition fees directly to the University and are not required to complete a FEE-HELP form. Students accessing FEE-HELP are required to complete a FEE-HELP form and will have their tuition fees deferred for payment via the income tax system. Refer to the FEE-HELP information booklet to check your eligibility for FEE-HELP. International Tuition Fee Paying Students International students liable for session based tuition fees paid up-front to the University. Associate Non-award Students Tuition Fee Paying students enrolled in non award programs. Associate students are not eligible to access FEE-HELP. There may be some exceptions eg BOTPLS. Please refer to the FEE-HELP booklet. Research Higher Degree Students Students enrolling in Research Higher Degree programs. � The first year (full time) or two years (part time) of study for all CSU Research Higher Degree students is probationary. The requirements of the probation year are attached to the offer letter and must be completed within 12 months (full time equivalent) from the commencement date. � Full time PhD and Research Professional Doctorate students must submit their

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thesis no earlier than two years and no later than four years from the commencement date. � Part time PhD and Research Professional Doctorate students must submit their thesis no earlier than two years and no later than eight years from the commencement date. � Full time Research Masters students must submit their thesis no earlier than one year and no later than two years from the commencement date. � Part time Research Masters students must submit their thesis no earlier than two years and no later than four years from the commencement date. ADMINISTRATIVE CAMPUS All students accepting an offer to CSU are assigned an administrative campus and this is printed in the offer letter and in Section 4 on the enclosed Enrolment Form. This means that you must return your acceptance to your administrative campus as your records and the Liaison Officer responsible for administering your enrolment, are located in the Student Administration Office at that campus. If you require assistance in relation to your enrolment you should contact your Liaison Officer at your Administrative Campus. The Liaison Officers’ contacts are listed under your Administrative Campus in Section 4 of this booklet. ENROLMENT FORM The date of the session that your offer commences is indicated on your offer letter. If you are commencing in Autumn 2007 (February-June) you must enrol in both Autumn (200740) and Spring (200770) sessions. If you are commencing in Spring 2007 (July- December) you need to enrol only in Spring (200770) session subjects. All students are sent information in October (via the eBox) to enrol online in subjects for 2008. Please complete the Enrolment Form in accordance with the instructions on the form. The Enrolment Form requires you to nominate an Examination Centre. The centres offered by the University are listed in Section 2 of this booklet. If your subject enrolment has been pre-printed in Section 6 of the form and you wish to vary it because you expect to receive credit in one or more of the subjects listed, please delete those subjects and add alternative subjects after consulting the information provided. If there are no subjects pre-printed in Section 6 of the form or if there is only one pre-printed and you wish to study more, please enter the subjects you want to study. Information on subject availability and Residential School requirements (if any) for each subject, is available online at www.my.csu.edu.au - click on Admin Info in the Quick Links area then select Subject Availability. Scroll down and click the Help button for assistance prior to searching for the subjects you require. Specific residential school dates will be mailed with your study materials and will be available on the CSU website at www.my.csu.edu.au under Admin Info then Residential School Information. When your acceptance/enrolment has been processed by the Student Administration Office, and you have received your password and logon, you will be able to use the on-line facilities to adjust your enrolment and personal records. COMMONWEALTH SUPPORT / HECS-HELP If you have been made a Commonwealth Supported offer, a HECS-HELP Information booklet and Request for Commonwealth Support form have been enclosed. Please read the information in the booklet carefully. The Request for Commonwealth Support and HECSHELP form is a legal contract and when you sign the form you are stating that you have read the booklet. The request for Commonwealth Support and HECS-HELP form must be completed and returned to the University when you accept your Offer, even if you elect to pay your contribution up front. If obtaining a loan, compulsory repayments will commence when your income reaches a specified income threshold. Voluntary repayments of a loan can be made to the ATO at any time. If you elect to pay your student contribution upfront you are strongly urged to also

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supply your Tax File Number in order to safeguard your enrolment in case unforeseen circumstances prevent payment by the required date. If you believe you qualify for the pre-1997 HECS rate or the pre-2005 rate (refer to the Commonwealth Support/HECS-HELP booklet), you should contact your Liaison Officer or the HECS/FEE HELP Coordinator at your administrative campus (refer to the Student Administration contacts at the back of this booklet). Further information can also be accessed at http://www.goingtouni.gov.au How student contributions can be paid depends on a student’s citizenship status: � Australian citizens and permanent humanitarian visa holders are eligible for HECS-HELP assistance and can pay their student contribution in one of three ways: o full up front payment and receive a 20% HECS-HELP discount; o partial up front payment (20% discount on amounts of $500 or more) and obtain a HECS-HELP loan for the remainder; or o obtain a HECS-HELP loan for the full amount. � Permanent humanitarian visa holders must reside in Australia for the duration of the course (unless otherwise required by the course) to access HECS-HELP assistance. � New Zealand citizens and other permanent visa holders are not eligible for HECS-HELP assistance and must pay their student contribution up front without a discount. � Anyone enrolled pre-2005 at the same level who has not graduated, but has incurred a HECS debt, is eligible for pre-2005 HECS, until 31/12/08 provided they have remained enrolled. Note: undergraduate fee paying students who become HECS from 2005 are NOT deemed pre-2005 HECS. Students who are eligible to become Australian citizens must provide a certified copy of their citizenship certificate to the University by the census date to be eligible for HECS-HELP. Commonwealth Assistance Notice (CAN) and HECS-HELP dates for 2007 Shortly after the start of each session/trimester, you will be sent a Commonwealth Assistance Notice (CAN) via your eBox advising you of your HECS-HELP liability. This notice should be checked for accuracy and any discrepancies referred to your Student Administration Liaison Officer. Failure to check your notice could mean that you incur a liability for a subject you may not be studying. You will also receive a CAN Confirmation Notice (via eBox) within 28 days of the census date confirming your HECS liability status. Students electing to pay their contribution up front must pay their HECS liability by the HECS Payment Dates indicated below. Payments can be made online as well as via the normal channels. Sessions HECS-HELP Up Front Payment Dates 200740 – Autumn (February-June) 16 March 200770 – Spring (July-November) 17 August 200719 – Trimester 1 (January-April) 2 February 200749 – Trimester 2 (May-August) 25 May 200779 – Trimester 3 (August-November) 14 September Students paying their contribution up front who have not paid by the census date in each session/trimester will have their enrolment cancelled (in accordance with legislative requirements) unless they have also provided their Tax File Number. Those students who haven’t paid by the census date, but have provided their Tax File Number, will have their contribution deferred and their enrolment allowed to continue. It is for this reason the University strongly urges all students to provide their tax file number. FEE-HELP FEE-HELP is available to students enrolled in domestic tuition fee-paying award courses. If you have been made a domestic tuition fee-paying offer in an award course (ie NOT an Associate Student) then a FEE-HELP Information booklet and Request for FEE-HELP Assistance form have been enclosed, and you may be eligible to apply for FEE-HELP. FEE-HELP enables eligible students to obtain a loan from the Commonwealth to pay their tuition fees, which is repaid through the taxation system. FEE-HELP is available for both undergraduate and postgraduate students. If study is at an undergraduate level there is also a 20% fee added to the debt (this fee is not included in the FEE-HELP limit).

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Information on eligibility to participate in the Scheme is contained in the enclosed FEE-HELP Booklet. Please read the information in the booklet carefully as the Request for FEE-HELP Assistance form is a legal contract and when you sign the form you are stating that you have read the booklet. If you wish to apply for FEE-HELP, complete the Request for FEE-HELP Assistance form and return it with your acceptance. Please note that it is a requirement of the scheme to provide your Tax File Number on the form. A student’s FEE-HELP debt is added to any accumulated HECS debt by the ATO. Students repay their accumulated debt through the taxation system once their income is above the minimum threshold. Should you require further assistance regarding the scheme, please refer to the contacts listed in the back of this booklet for your administrative campus. 4 Commonwealth Assistance Notice (CAN) FEE-HELP students are sent a Commonwealth Assistance Notice (CAN) each session via the eBox, which must be checked for accuracy. FEE-HELP Limit Over their lifetime, students will only be able to borrow a maximum of $50,000 (indexed). This threshold is likely to increase subject to legislation. Further information can be accessed at http://www.goingtouni.gov.au STUDENTS ELECTING TO PAY TUITION FEES DIRECTLY TO THE UNIVERSITY It is not necessary for you to complete the FEE-HELP form. Just complete the payment form and return it with your acceptance. In subsequent sessions you will be invoiced for your tuition fees via the eBox. STUDENT ID CARDS You are required to submit a current colour passport size photograph attached to the Student Identification Card Request form, when accepting your offer of admission. Your ID Card will be posted to you prior to the commencement of your first session of enrolment. Student ID cards are not transferable. When a card is used to access facilities, services or concessions, the use of the card is considered agreement by the holder to be bound by any rule or condition which applies to the respective service, facility or concession. You can apply for a replacement ID Card online or by contacting the Student Administration Office in writing. The appropriate fee needs to be paid when ordering a replacement card. ID cards are revalidated each year by attaching a sticker to your existing card. A re-validation sticker will be sent to you in March each year. STUDY LINK Study Link subjects are designed to prepare students for tertiary study. By completing one or more Study Link subjects, students will not only increase their skills, but also develop a clear understanding of the expectations of studying at University. If you wish to enrol in a Study Link subject, please refer to the reverse side of the Study Link Application Form for the information required to complete the Enrolment information in Section 4. You also need to know your student classification to complete sections 2 and 3, as fees may apply. Refer to the enclosed Study Link booklet for additional information. CHANGES TO CONTACT DETAILS All students are automatically allocated a Charles Sturt University Post Office email address on acceptance of an offer. You will be forwarded this with your password and logon. If you wish to redirect this to your personal email address you can do so online. I t is imperative that students maintain correct address and phone details with the University. The addresses shown on your enrolment form will be used until you change your details

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online or notify the Student Administration Office in writing. *Your examination centre does NOT change automatically when you change your address. If you need to change your examination centre when you change your address, you must specify which new centre you wish to attend. The list of approved centres is provided in Section 3 of this booklet. You can change your exam centre either online or by notifying the Student Administration Office in writing. Note: It is not sufficient to merely enter your new address on an assignment cover sheet or at the head of a letter without drawing attention to the change. ENROLMENT Leave of Absence If you do not wish to enrol in a particular session but wish to remain in your course, you must apply for leave. You can do so online or in writing to your Student Administration Liaison Officer. Leave of absence is not available to Associate Students or Distance Education students when accepting an offer. The deadline to apply for leave of absence is the census date in each session/trimester. If you apply for leave for a single session/trimester, you must still enrol in any other session/trimester you will be studying during the year. Other regulations pertaining to leave of absence can be found in the Academic Regulations. Students Re-enrolling in their Current Course You should use your Online Administration Office to re-enrol online. A message will be sent to your eBox (usually in early October) to advise you when to re-enrol for the next year. The online enrolment area will allow you to check your enrolment whilst still connected to the system and it is your responsibility to check, as no written confirmation will be sent by the University. As enrolment is annual, you must enrol in all sessions for the year. If you are applying for approved leave of absence for a session you must still enrol for the other session in that year by 1 November. Accessing Subject Availability To find out which subjects are available in the session you wish to enrol in you can access the Subject Availability List in the Student Administration area of www.my.csu.edu.au – click on Admin Info in the Quick Links area then select Subject Availability. Scroll down and click the Help button for assistance prior to searching for the subjects you require. Checking your enrolment It is your responsibility to ensure that you enrol on time and that your enrolment is correct. When you enrol online you can check immediately as you can view your enrolment in the online enrolment area or by accessing your online transcript. SUMMER SESSION You can enrol in subjects for Summer Session (December-February) if you wish to accelerate your progress or “catch up” on subjects missed. Summer session is an up front fee-paying session and cannot be studied as a Commonwealth Supported HECS student. FEE-HELP however, is available for eligible students if the subject studied is part of your award course as an elective or a core subject. You are required to complete a separate registration/application for Summer subjects. You cannot enrol in Summer session subjects online as you are required to pay for each subject when you enrol. There is a limited subject offering in Summer session and the list of available subjects is normally published in August/early September of each year. Applications for Summer session subjects close 1 November and late applications (with a $50 late fee) are accepted until 15 November. All details relating to 2006/2007 Summer session, including obtaining an application form will be available at http://www.csu.edu.au/student/summer/. A message will be posted on What’s

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New & News when the site is updated for 2006/2007. SUBJECT SELECTION Subject Choice It is your responsibility to ensure that you are enrolled correctly. If you are in any doubt about your subject choice, you should contact your Course Co-ordinator for advice. When selecting your subjects please ensure: � that the subject is part of your course; � that the subject is offered in the session you wish to take it; � that you have met all the pre-requisites; and � that you do not expect to receive credit in the subject. To assist you in the enrolment process the following constraints apply: Normal Course Pattern Unless there are reasons to the contrary, you are expected to follow the recommended course pattern contained in the Handbook, or in supplementary information. Course patterns are devised to ensure that the necessary subjects can be provided for you to graduate in minimum time. If you do not follow the recommended course pattern, you may find that you are unable to complete the course in the minimum time, as many subjects are not offered in all sessions, or lack of pre-requisites may slow your progress. Maximum Subject Load Part-time distance education students do not normally enrol in more than two subjects in each session, except where the Course Co-ordinator approves otherwise or where the structure of the course requires enrolment in additional subjects. If you wish to enrol in more than the maximum subject load, it is advisable to discuss the matter with your Course Coordinator before enrolling in additional subjects. Restrictions on Subject Selection The Course Co-ordinator may place restrictions on the number of subjects you may take in a given session, and/or specify the particular subjects you must take. Such action may be taken in the interests of your academic progress, or to facilitate the administration of courses. You will be advised of any such restrictions. Residential Schools Many subjects have a residential school, which may be compulsory or optional. These are normally conducted in the January-February, April, July or September residential school periods, and are organised to conform with standard course patterns. Specific dates of residential schools will be advised to you with your study material and the most up to date information can be accessed via www.my.csu.edu.au by selecting Quick Links then Admin Info and Residential School Information. Failure to attend Residential Schools If you do not attend a compulsory residential school and are not granted a waiver, you will have failed to complete the requirements of the subject. VARIATIONS TO ENROLMENT Adding Subjects Subject to meeting the criteria outlined above and a place being available in a subject, the very latest date students may add subjects to their enrolment is the Friday of the first week of session for Autumn and Spring and the Friday before the start of session for trimesters (see dates below). If you need to add a subject after these dates, you will require the approval of the Subject Coordinator and Head of School. A $50 late variation to enrolment fee per subject will apply if the late addition is approved. As study materials are despatched well before the start of the session, you should add subjects before these dates to avoid late receipt of materials. You must ensure that any changes do not result in a clash of residential schools. 7 Sessions Date for Addition ofSubjects Census/Refund Date for Withdrawals 200740 Autumn (February-June) 2 March 31 March

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200770 Spring (July-November) 3 August 31 August 200719 Trimester 1 (Jan-April) 19 January 16 February 200749 Trimester 2 (May-August) 11 May 8 June 200779 Trimester 3 (Sept-November) 31 August 28 September WITHDRAWALS AND REFUNDS / WAIVER OF DEBT If you are enrolled and withdraw from subjects by the relevant census/refund date, your enrolment will be deleted from your academic record (refer to the table at the end of this section for the relevant dates). The census dates are also the deadlines for withdrawing from subjects without incurring HECS-HELP or FEE-HELP liability, or for students paying their contribution or tuition fees directly to the University, to claim a refund. It should be noted that these dates may be different for international fee paying students who received a copy of the international refund policy with their offer. After the census dates, withdrawal from subjects will normally be recorded as fails. If you believe you have extenuating circumstances and wish to be considered for approved late withdrawal (AW), you must document your reasons when withdrawing (please refer to Enrolment Regulation 13.3 in the Academic Regulations in the University Handbook). The granting of an Approved Withdrawal (AW) does not remove any HECS-HELP/FEE-HELP or tuition fee liability. Information regarding remission of debt or refunds for withdrawal after the census date can be found at http://www.csu.edu.au/division/deanstud/remissions.htm I f you suffer misadventure at the end of a teaching period, you should apply for an extension of time to complete your subjects (grade pending) or, if you are unable to attend the examinations, you should apply for a supplementary examination. REFUND DATES FOR 2007 Sessions Refund Date for Withdrawals 200740 Autumn (February-June) 31 March 200770 Spring (July-November) 31 August 200719 Trimester 1 (January-April) 16 February 200749 Trimester 2 (May-August) 8 June 200779 Trimester 3 (September-December) 28 September CONFIRMATION OF VARIATIONS TO ENROLMENT Variations Online When varying your enrolment online, you will receive online confirmation of the change. You can check the accuracy of any changes whilst still connected to the system and it is your responsibility to check, as no written confirmation of these types of variation will be sent by the University. Variations by methods other than Online If you submit an enrolment variation by methods other than online (eg letter, fax, email) you should allow time for processing before checking that the variation has been actioned. Even though you may have submitted your variation to be entered by the Student Administration Office you should still check online to confirm that the change has been made. If you have requested a variation, it is your responsibility to ensure that the variation has been received on time. It is not acceptable to presume the variation has been received and to contact the University after a critical date has passed (eg after a census date when fees are not refundable). 8 LATE ENROLMENT Re-Enrolment Date Each year there is a date by which continuing students are expected to re-enrol. The relevant date for re-enrolment is 1 November each year. I f you expect to complete your course at the end of a particular session or trimester but fail a subject and need to re-enrol, you may do so provided you re-enrol before the deadline for

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addition of subjects (see Variations to Enrolment – Adding Subjects). STUDENTS NOT INTENDING TO RE-ENROL FOR 2007 Students who expect to Graduate The last date to return your Application for an Award (to graduate at an Australian ceremony) is 31 January 2007. If you have completed course requirements and have not received your application for award form by this date, you should contact your Student Administration Office for advice. Students withdrawing from their Course If you wish to withdraw from your course you should immediately indicate online or notify your Student Administration Liaison Officer in writing. If you have not completed course requirements and fail to enrol or to apply for leave of absence, you will be asked to show cause why you should not be withdrawn from your course. If you are withdrawn and at a later date wish to resume studies, you must re-apply for admission to the course in competition with all other applicants. STUDENTS ENROLLING BUT COMPLETING THEIR COURSE DURING 2007 If you believe you will complete course requirements during 2007, ie before the end of 2007, you should indicate online. You should do so when you commence study in your final session/trimester. ACCESS TO GRADES All CSU grades are published electronically. Students are required to check their results online after the publicised date for release of results for each session. Students are also required to check online for any changes or late resolution of grades which occur after the published release of grades date. ACADEMIC PROGRESS The regulations can be viewed at: http://www.csu.edu.au/acad_sec/manuals/i1.rtf. It is important that you read the regulations carefully, particularly the area relating to key subjects. The key subjects for your course can be viewed at: http://www.csu.edu.au/division/deanstud/academicprogress/keysubjects.htm If after reading the regulations you still have any questions, your Liaison Officer in the Student Administration Office will be able to assist you. Student Administration Office contacts at your administrative campus are listed in this book and can be viewed at: http://www.csu.edu.au/division/deanstud/contact.htm ELECTRONIC ACCESS / COMMUNICATION Charles Sturt University determined that from 2005 newly enrolling students will require a minimum level of access to an internet connected computer to be able to access CSU’s Online Services. This has become a general admission requirement. A system has been progressively implemented whereby official communications between the University and students take place via a secure online environment called the eBox. Students accepting offers of admission from the commencement of 2005 will be unable to deregister from the eBox. The change does not mean that all interaction and services from CSU will be via electronic means. However, it does mean that CSU will be able to provide high quality online services – where the internet is the most appropriate vehicle for providing that service. Ensuring that all students have internet access empowers them to take advantage of any online services, while generating significant efficiencies and service improvements for the University community. The minimum required access to the internet will be one hour per week. As in the past, for particular courses and/or subjects more than one hour per week may be required, and this will be communicated to students through the subject outline and the handbook. To ensure that our future communication with you is conducted in the most secure, reliable and efficient manner, official communications between you and the University are now sent online as messages to your eBox and not by post.

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This means that you will receive official communications, such as HECS/FEE-HELP Commonwealth Assistance notices, invoices etc via your eBox and not by post. You should check your eBox for messages at least once a week. Your eBox is located at the top of your personalised area of the CSU web site at the web address www.my.csu.edu.au. Further information about the eBox is available at www.csu.edu.au/eBox or by calling the I.T. Service Desk on 1300 653 088. Please make visiting www.my.csu.edu.au and checking your eBox an important part of your study routine in order that you do not miss important information. We hope that you find the eBox an efficient and convenient way of communicating with the University. ON-LINE FACILITIES Student Administration has developed a wide range of on-line services to provide students with flexible, convenient and timely access to both view and update their records. These services are provided through the WWW at the Student Administration Homepage http://www.csu.edu.au/division/deanstud From the Student Administration home page you are able to update: � Contact details � Examination Centre � Re-direct email � Graduation information � Cancel you enrolment � Make payments � Request a refund � Enrolment (add/delete subjects, request leave or re-enrol for the coming year) Or view your: � Student Administration Office Information Booklet � Subject Availability List/Timetable � Principal Dates � Administration contacts � Examination schedule � Financial information � Residential School information We hope that the provision of these services will considerably enhance your ability to deal with Student Administration matters. Of course you can still contact us if you need assistance or do not have access to our on-line services. STUDENT SERVICES Student Services provide a wide range of services including: � Disability Service � Student Equity Service � Careers Service � Learning Skills � Maths Skills Detailed Information is available from the Student Services web site www.csu.edu.au/division/studserv/ SECTION 2 LIST OF EXAMINATION CENTRES Students should choose an examination centre from those listed on the following pages. These are the current established examination centres for the University. If students cannot find a centre that is within a radius of 120 kms travelling distance one-way from where they live, (either in Australia or Overseas) please contact the Examinations Office. (see below) Telephone: (02) 6338 4747 or (02) 6338 4545 Facsimile: (02) 6338 4193

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Email: [email protected]. CHARLES STURT UNIVERSITY ESTABLISHED EXTERNAL EXAMINATION CENTRES AS AT JUNE 2006 (All countries and states/provinces have multiple Examination Centres) SYDNEY NEW SOUTH WALES ACT VICTORIA QUEENSLAND SOUTH AUSTRALIA WESTERN AUSTRALIA TASMANIA NORTHERN TERRITORY OVERSEAS ASIA NEW ZEALAND PACIFIC PAPUA NEW GUINEA AFRICA EUROPE USA/CANADA SOUTH AMERICA UNITED KINGDOM IRELAND MIDDLE EAST SECTION 3 – IMPORTANT DATES SEPTEMBER 2006 1 Trimester 2 results available via the internet Last day to add subjects for Trimester 3 4 Trimester 3 begins 8 On campus classes end

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11 Residential Schools begin 15 HECS-HELP up front payment date for Trimester 3 29 Residential Schools end Closing date for all distance education (and on campus postgraduate) applications for admission in 2007. (Late applications considered if places available) UAC / VTAC closing date for on campus applications for admission in 2007 Census/Refund date for Trimester 3 (last day to withdraw from subjects without incurring either a HECS/FEE HELP or tuition fee liability and to apply for leave of absence for Trimester 3) OCTOBER 2006 2 Labour Day Holiday (University closed) 3 On Campus classes resume 13 Deadline for students in distance education courses to change their examination centre for Spring Session (late fee applies after this date) 27 Deadline for late applications for distance education students to change their examination centre for Spring Session Deadline for late applications for distance education students to change their examination centre for Trimester 3 (late fee applies after this date) NOVEMBER 2006 1 Deadline for continuing students to re-enrol for 2007 Closing date for applications for Summer Session 2007 (a late fee applies up to 15 Nov) 10 On Campus classes end 12 Graduation Ceremony (Kuala Lumpur) 13 Spring Session examinations begin 15 Deadline for late applications for Summer Session (with late fee) 18 Graduation Ceremony (Hong Kong) 24 Spring Session examinations end Spring Session ends 27 Trimester 3 examinations begin DECEMBER 2006 1 Summer Session begins Final date for late applications for admission to be received for consideration to distance education courses for Autumn Session 2007 (only if places are available) Trimester 3 examinations end Trimester 3 ends 15 Census date for Summer Session Spring Session results available via the internet 22 Trimester 3 results available via the internet University closed – reopens on 2 January 2007 Note: Trimester subjects for the Bachelor of Policing, Diploma of Policing (CDP), Diploma of Policing Practice (CEP) and Diploma of Applied Policing courses (DAP), use slightly different start and finish dates to those listed below. See the enclosed insert “Goulburn Policing Tri-Session Dates” (issued to Goulburn students only). JANUARY 2007 2 Deadline for late enrolments by continuing distance education students for 2007 Closing date for applications for part-time on campus, undergraduate courses in 2007 5 Trimester 1 payment due for students paying tuition fees directly to the University 19 Deadline to add subjects for Trimester 1 (late fee applies after this date) 22 Trimester 1 begins 29 Residential schools begin (if required) 31 Closing date for eligible students to apply to graduate at the March/April/May ceremonies FEBRUARY 2007 2 HECS-HELP up front payment date for Trimester 1 5 Summer Session examinations commence

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Spring Session Supplementary and additional examinations begin 9 Residential schools end Spring Session Supplementary and additional examinations end Summer Session examinations end Summer Session ends Autumn Session payment due for students paying tuition fees directly to the University 16 Census/Refund date for Trimester 1 (last day for automatic withdrawal from subjects without incurring either a HECS/FEE HELP or tuition fee liability and to apply for leave of absence for Trimester 1) 19 Orientation/Enrolment week for commencing on campus students 26 Autumn Session begins On Campus classes commence 23 Summer Session results available via the internet MARCH 2007 2 Deadline to add subjects for Autumn Session (late fee applies after this date) 9 Deadline for potential graduands who wish to graduate at the March/April/May ceremonies to have outstanding grades resolved 16 Graduation Ceremony (Orange) HECS-HELP up front payment date for Autumn Session Deadline for students in distance education courses to change examination centre for Trimester 1 (late fee applies after this date) 19-20 Summer Session supplementary examination period 30 No changes to Exam Centres for Trimester 1 after this date 31 Census/Refund date for Autumn Session (last day to withdraw from subjects without incurring either a HECS/FEE HELP or tuition fee liability for Autumn Session) Deadline for applications for automatic withdrawal from Autumn session subjects Deadline to apply for leave of absence for Autumn Session Deadline for students who cancel their Autumn Session enrolment to receive a refund of their fees Closing date for Trimester 2 applications for admission APRIL 2007 5 On campus classes end 6 Good Friday Public Holiday 9 Easter Monday Public Holiday 10 Residential Schools begin 16 Trimester 1 examinations commence 18-20 Graduation Ceremonies (Wagga Wagga) 20 Trimester 1 examinations end Trimester 1 ends 25 Anzac Day Public Holiday 26-27 Graduation Ceremony (Albury-Wodonga) 27 Trimester 2 payment due for students paying tuition fees directly to the University 28 Residential Schools end 30 On campus classes resume MAY 2007 1 Closing date for applications for admission to courses commencing in Spring Session 2007 (Note: applications received after 1st May only considered if course quotas are not filled) 9-11 Graduation Ceremonies (Bathurst) 11 Deadline to add subjects for Trimester 2 (late fee applies after this date) Trimester 1 results available via the Internet 14 Trimester 2 begins 18 Graduation Ceremony (Policing) Deadline for late applications for students in distance education courses to change examination centre for Autumn session (late fee applies after this date) 24 Graduation Ceremony (Dubbo) 25 HECS-HELP up front payment date for Trimester 2 15

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JUNE 2007 1 Final date for applications for admission to be received for consideration to distance education courses in Spring Session 2007 (on-time applications close 1 May 2007) No changes to Exam Centres for Autumn after this date Graduation Ceremony (Canberra) – Theology graduands only 8 Census/Refund date for Trimester 2 (last day for automatic withdrawal from subjects without incurring either a HECS/FEE HELP or tuition fee liability and to apply for leave of absence for Trimester 2) 11 Queen’s Birthday Public Holiday 15 On campus classes end 18 Autumn Session examinations begin 29 Autumn Session examinations end Autumn Session ends JULY 2007 2 Residential Schools begin 6 Deadline for students in distance education courses to change examination centre for Trimester 2 (late fee applies after this date) 13 Spring Session payment date for students paying tuition fees directly to the University 20 Autumn Session results available via the internet Residential schools end 30 Spring Session begins On campus classes commence 31 Closing date for Trimester 3 applications for admission AUGUST 2007 3 Deadline to add subjects for Spring Session (late fee applies after this date) 6 Trimester 2 examinations commence 10 Trimester 2 examinations end Trimester 2 ends 17 Trimester 3 payment date for students paying tuition fees directly to the University HECS-HELP up front payment date for Spring Session 20 Autumn Session Supplementary and additional examinations begin 31 Deadline for automatic withdrawal from Spring session subjects Census/Refund date for Spring Session (last day to withdraw from subjects without incurring either a HECS/FEE HELP or tuition fee liability for Spring Session) Deadline to apply for leave of absence for Spring Session Deadline to request refund of Spring Session tuition fees Trimester 2 results available via the Internet 31 Deadline to add subjects for Trimester 3 (late fee applies after this date) Trimester 2 results available via the internet SEPTEMBER 2007 3 Trimester 3 begins 7 On campus classes end 10 Residential Schools begin 14 HECS-HELP up front payment date for Trimester 3 28 Residential schools end Census/Refund date for Trimester 3 (last day to withdraw from subjects without incurring either a HECS/FEE HELP or tuition fee liability and to apply for leave of absence for Trimester 3). 30 Closing date for all distance education (and on campus postgraduate) applications for admission in 2008. (Late applications considered if places available) UAC / VTAC closing date for on campus applications for admission in 2008. OCTOBER 2007 1 Labour Day Holiday (University closed)

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2 On campus classes resume 19 Deadline for students in distance education courses to change their Examination Centre for Spring Session (late fee applies after this date) 26 Deadline for students in distance education courses to change their Examination Centre for Trimester 3 (late fee applies after this date) 16 NOVEMBER 2007 1 Closing date for applications for Summer Session 2008 (a late fee will apply after this date up to 15 November) Deadline for continuing students to re-enrol for 2008 2 No changes to Exam Centres for Spring after this date 11 No changes to Exam Centres for Trimester 3 after this date 15 Deadline for late applications for Summer Session (with late fee) 16 On campus classes end 19 Spring Session examinations begin Deadline for students in distance education courses to change examination centre for Trimester 3 (late fee applies after this date) 26 Trimester 3 examinations begin 30 Spring Session examinations end Spring Session ends Trimester 3 examinations end Trimester 3 ends DECEMBER 2007 1 Summer Session begins 15 Census date for Summer Session 21 Spring Session results available via the internet Trimester 3 results available via the internet University closes – reopens on 2 January 2008 SECTION 4 — ACADEMIC & ADMINISTRATIVE CONTACTS There are possible changes to the Faculty structure in 2007 which are not available at the time of publication. Please check the online version of this Booklet in 2007 at www.csu.edu.au/division/deanstud/saobook/saobook.pdf for the most up to date information. SCHOOLS — FOR ACADEMIC ENQUIRIES ALBURY CAMPUS Faculty of Arts Annex (Thurs and Fri only) (02) 6051 6968 School of Business and Information Technology (02) 6051 9866 Murray School of Education (02) 6051 9400 School of Environmental Sciences (02) 6051 9850 School of Community Health (02) 6051 6820 Goulburn Police Academy – School of Policing Studies – CEP (02) 4823 2919 Australian Graduate School of Policing (Manly) (02) 9934 4835 BATHURST CAMPUS School of Accounting and Computing Sciences(02) 6338 4494 School of Communication (02) 6338 4131 School of Human Movement Studies (02) 6338 4048 School of Information Technology (02) 6338 4724 School of Marketing and Management (02) 6338 4277 School of Nursing and Health Science (02) 6338 4641 School of Public Health (02) 6338 4512 School of Social Sciences and Liberal Studies (02) 6338 4580 School of Teacher Education (02) 6338 4227 School of Theology – Canberra (02) 6273 1572 DUBBO CAMPUS

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School of Teacher Education (02) 6885 7351 School of Nursing and Health Science (02) 6885 7329 ORANGE CAMPUS School of Biomedical Sciences (02) 6365 7569 School of Nursing and Health Science (02) 6365 7569 School of Marketing and Management (02) 6365 7550 School of Rural Management* (School name subject to final determination) (02) 6365 7550 School of Science and Technology (02) 6365 7840 WAGGA WAGGA CAMPUS School of Agriculture and Veterinary Sciences (02) 6933 2420 School of Biomedical Sciences (02) 6933 2958 School of Clinical Sciences (02) 6933 2874 School of Commerce (02) 6933 2528 School of Education (02) 6933 2441 School of Humanities and Social Sciences (02) 6933 2249 School of Information Studies (02) 6933 2584 School of Computing and Mathematics (02) 6933 2539 School of Visual and Performing Arts (02) 6933 2473 School of Wine and Food Sciences (02) 6933 2113 FINANCE Enquiries (02) 6933 2271 [email protected] INFORMATION TECHNOLOGY HELP DESK For queries regarding logon, password and PIN Enquiries 1300 653 088 or (02) 6338 4357 STUDENT SERVICES HELP DESK For queries regarding study materials, residential schools and assignments Bathurst (02) 6338 4678 [email protected] Albury (02) 6051 6828 Wagga Wagga (02) 6933 2405 STUDENT ADMINISTRATION OFFICES — FOR ADMINISTRATIVE ENQUIRIES There are possible changes to the Faculty structure in 2007 which are not available at the time of publication. Please check the online version of this Booklet in 2007 at www.csu.edu.au/division/deanstud/saobook/saobook.pdf for the most up to date information. ALBURY CAMPUS Facsimile: (02) 6051 6629 Mail: PO Box 1268, Albury NSW 2640 (DX Bag 5868) Student Administration Liaison Officers Arts (02) 6051 6863 [email protected] Business and Information Technology (02) 6051 6769 [email protected] Education (02) 6051 6863 [email protected] Community Health (02) 6051 6819 [email protected] Information Technology (02) 6051 6885 [email protected] Parks and Recreation, Karst Management, Ornithology (02) 6051 6807 [email protected] Police Associate Student Programme (CDP) (02) 6051 6819 [email protected] Police (CEP) (02) 6051 6780 [email protected] Police (Goulburn – other) (02) 6051 6879 [email protected] Police AGSP (02) 6051 6863 [email protected] Police EagleNet ext (requires tone phone) 83383 Examinations Office (02) 6338 4291 [email protected] HECS-HELP Coordinator (02) 6051 6878 [email protected] FEE-HELP Coordinator (02) 6051 6879 [email protected] BATHURST CAMPUS Facsimile: (02) 6338 4176 Mail: Private Mailbag 7, Bathurst NSW 2795

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Student Administration Liaison Officers Commerce – Accounting/Business Studies (02) 6338 4808 [email protected] Commerce – Marketing/Economics/Finance (02) 6338 4319 [email protected] Communication (02) 6338 4122 [email protected] Information Technology/Human Movement (02) 6338 4117 [email protected] Nursing/Community and Public Health (02) 6338 4363 [email protected] Pre-hospital Care / Public Health / Emergency (02) 6338 4062 [email protected] Management and Complementary Medicine Social Science and Liberal Studies (02) 6338 4171 [email protected] Teacher Education – All Primary, Undergraduate (02) 6338 4380 [email protected] Secondary, PhD and M.(Ed) (Honours) Teacher Education – Undergraduate Early Childhood (02) 6338 4439 [email protected] Postgraduate Secondary, LOTE, Incl. Ed & TESOL Teacher Education – Birth to 5 years (02) 6338 4117 [email protected] Theology (02) 6338 4122 [email protected] Examinations Office (02) 6338 4291 [email protected] HECS/FEE-HELP Coordinator (02) 6338 4685 bahecs/[email protected] DUBBO CAMPUS Facsimile: (02) 6885 7301 Mail: Locked Bag 49, Dubbo NSW 2830 Student Administration (02) 6885 7305 [email protected] 19 ORANGE CAMPUS Facsimile: (02) 6365 7590 Mail: PO Box 883, Orange NSW 2800 Business and Management Undergraduate (02) 6365 7536 [email protected] Clinical Science, Nursing and Pharmacy (02) 6365 7515 [email protected] Postgraduate Research Programs (02) 6365 7536 [email protected] Rural Management UG and PG coursework (02) 6365 7536 [email protected] Science Course (02) 6365 7536 [email protected] Examinations Office (02) 6338 4291 [email protected] HECS/FEE-HELP Coordinator (02) 6365 7536 oahecs/[email protected] WAGGA WAGGA CAMPUS Facsimile: (02) 6933 2922 Mail: Locked Bag 588 Wagga Wagga NSW 2678 Student Administration Liaison Officers Agriculture and Veterinary Sciences (02) 6933 2806 [email protected] Biomedical Sciences - Undergraduate (02) 6933 2298 or 6933 2297 [email protected] Biomedical Sciences – Postgraduate (02) 6933 2298 or 6933 2297 [email protected] Clinical Sciences - Undergraduate (02) 6933 2298 or 6933 2297 [email protected] Clinical Sciences – Postgraduate (02) 6933 2298 or 6933 2297 [email protected] Commerce – Undergraduate (02) 6933 4103 [email protected] Commerce – Postgraduate (02) 6933 2299 [email protected] Education (02) 6933 4070 [email protected] Humanities and Social Sciences (02) 6933 2296 [email protected] Information Studies - Library Courses (02) 6933 2301 [email protected] Information Studies – Info Tech Courses (02) 6933 2818 [email protected] Science and Technology (02) 6933 2806 [email protected] Visual and Performing Arts (02) 6933 2295 [email protected] Wine and Food Sciences (02) 6933 2807 [email protected] Examinations Office (02) 6338 4291 [email protected] HECS-HELP Coordinator (02) 6933 2240 [email protected] FEE-HELP Coordinator (02) 6933 2240 [email protected] Graduation Coordinator (02) 6933 2240 [email protected] Every effort is made to ensure that the information contained in this booklet is correct at the time of printing. The University reserves the right to vary the information without notice. 14.0 Optional Material 14.1 Student Transcript Protection

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Charles Sturt University has approximately 37,000 students enrolled. These students are on campus in Australia at our campuses in Albury, Bathurst, Dubbo, Orange and Wagga Wagga, and by distance education throughout Australia and in many countries world-wide. The administration of student records is the key responsibility of the Director of Student Administration and the Executive Director of Information Technology. These two divisions maintain a robust development plan for computer hardware and software so that students records can be accurately maintained and secured, and to handle the growth in the system. The program in Ontario is likely to have little impact on the vast student record systems of Charles Sturt University. The Record Management System TRIM Charles Sturt University uses a records management software system known as TRIM to support its corporate record keeping needs. TRIM sits besides CSU’s other recordkeeping systems, i.e. Banner & Alesco, it plays a key role in maintaining the records that are not captured as a matter of course within the other systems.

TRIM will allow you to:

• Search more effectively for a particular document in that TRIM allows you to search across titles and record numbers of files and individual documents, and

• View documents which may not be physically located where you are.

The object of TRIM is to provide a common, shared source of information which is accessible, within security restrictions, to everyone who needs it, for as long as it is needed.

Do you need access to TRIM? Click this link to complete an online request form.

Records Management Policy (Charles Sturt University Records Management Policy Page 1 Version 2.0: TBA, 2006) 1. Purpose 1.1 This policy sets out Charles Sturt University’s (CSU’s) management principles on the creation, maintenance and disposal of University records. 1.2 The objective of the Records Management Policy is to establish a records management program in accordance with relevant legislative and regulatory requirements, standards and best practices to ensure that records are properly created, managed and maintained in the interests of corporate accountability, orderly administration and memory. 2. Scope 2.1. This policy applies to all employees of the University, and all records of the University. 3. References (Optional) Vital Records Policy (See below) 4. Definitions Records

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A record is information created, received and maintained by Charles Sturt University and its employees in the transaction of official business or the conduct of affairs, and kept as evidence of such activity. State Records Records created by public offices in NSW (including universities) are State records under the State Records Act 1998 (NSW), and subject to the provisions of both the State Records Act 1998 and the State Records Amendment Act 2005 (NSW). 5. Responsibilities 5.1. Vice-Chancellor a) As Chief Executive Officer, the Vice-Chancellor is responsible for ensuring compliance with the requirements of the State Records Act 1998 (NSW) and the State Records Amendment Act 2005 (NSW). b) The Vice-Chancellor has delegated operational responsibility for the University’s records management program to the Division of Information Technology c) The University Records Manager is accountable to the Executive Director, Division of Information Technology for the implementation of the policy and for ongoing management of the records management program. 5.2 University Records Manager a) Developing, monitoring and reviewing University-wide records management policy, procedures, standards and guidelines for the creation, management, storage and disposal of University records. b) Dissemination of information in relation to these activities, in consultation with the University Secretary, the Executive Director, Division of Information Technology, the Director, CSU Regional Archives, and the heads of University organisational units. c) Provision of advice to University employees regarding the creation and maintenance of University records and the systems in which they are maintained. d) Provision of records management training to University employees. 5.3 Heads of University Organisational Units a) Managers of all University organisational units are responsible for ensuring that they create and maintain full and accurate records of official University business that they transact. 5.4 All University employees a) All employees of Charles Sturt University are responsible for ensuring that they create and maintain full and accurate records of official University business that they transact. 6. Creation of Records

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6.1 All employees are obliged to create full and accurate records that adequately document the official business activities of the University in which they take part, and to ensure that information and processing systems that support business activities create appropriate records as part of supporting those activities. 7. Protection of Records 7.1 Under the State Records Act 1998 (NSW), University records are State records. Employees are obliged to handle records sensibly and with care and respect so as to avoid damage to records and to prolong their lifespan. 7.2 Employees must not alienate, relinquish control over, damage, alter or destroy Charles Sturt University records. 8. Disposal and Destruction of Records 8.1 Employees who wish to initiate the archiving and/or disposal of records are required to contact the University Records Manager or the University’s Regional Archives, which is an official regional archives repository of the State Records Authority of NSW. Types of Records Vital Records Records are categorised for protection into four (4) types: Vital Records These are those records which if are destroyed, could seriously affect the viability and continuation of the University. There are many cases of company’s going out of business as the result of a fire destroying its vital records. For example property files, agreements and leases etc. Important Records These are those considered necessary for the smooth running of an organisation, but whose loss would not necessarily put it out of business. Their loss would however cause serious disruption and inconvenience, and involve many hours of research to reconstruct. For example Personnel history cards, minutes, public liability claims, student academic transcript etc. Useful Records These form the bulk of any organisations records; these would be an inconvenience if lost but not a disaster. In most instances their loss can be written off and there is no need to reconstruct folders i.e. Body registers Transitory Records These would contain material that is not important or essential to University business for example letters of appreciation, course information (not conducted by CSU) etc.

The objectives of any disaster recovery plan are:

• Providing capability to reconstruct operations within a reasonable period of time;

• Safeguarding company assets;

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• Guarding employees’ equities and rights;

• Protecting evidence of shareholder ownership, if any;

• Insuring capability to meet commitments.

As Charles Sturt University scans all received documents and holds electronic versions of all material produced these electronic files/scanned images act as a back-up or copy of the physical documents where they exist, these electronic files/scanned images are also backed-up by DIT each night when registered within TRIM. The physical vital documents should be protected as best as can be i.e. within lockable rooms/cabinets and on appropriate shelving.

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14.2.1 Plan for Record Management As approved by the Vice-Chancellor on 10 October 1996 and amended by the University Secretary on 11 January 2001 to reflect changes consequent upon the approval of the NSW State Records Act and the disestablishment of the Records Management Committee. 1. Introduction This Records Management Policy was developed by the Records Management

Committee established by the Vice-Chancellor’s Advisory Committee on 24 October 1995 (the Committee has since been disestablished). The policy is based on a report by Records, Archives and Information Management Pty Ltd (RAIM) and aims to ensure the University’s compliance with Australian Standard 4390 (1996) Records Management.

2. Scope of the Policy This policy applies to all University records created and received by officers of the

University and its affiliated organizations including its business enterprises and research centres but not its student associations.

3. Purpose of the Policy The University’s records are a vital asset which ensure it can account for its actions and

those of its officers to appropriate regulatory authorities, to its members, and to the public; and to meet statutory obligations, audit requirements, relevant standards and codes of practice, and community expectations. This policy sets out record keeping principles to be implemented throughout the University for the creation, capture and maintenance of records which provide appropriate and adequate evidence of the conduct of the University’s business and affairs to enable it to account for that conduct.

4. Policy Principles This policy is based on the principles that:

• responsibility for record keeping in a geographically dispersed institution with

extensively decentralised decision-making must be taken at all levels of the organization;

• management and supervisory staff in divisions, faculties, schools, departments, centres, sections, business enterprises and affiliated institutions must ensure that their officers create, capture and maintain records of the functions, processes, activities and transactions they administer or carry out;

• record keeping standards and procedures across all campuses and sites must be consistent;

• records must be adequate and appropriate for the purpose for which they are kept so that routine administrative transactions can be documented with a minimum of identifiable information and major initiatives documented more extensively;

• record keeping standards and procedures must be such as to be easily comprehended and implemented by all those who create, maintain and use records;

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• appropriate record keeping systems must be established and maintained for records in different formats and compatible hardware and software adopted throughout the institution; and

• mechanisms must be put in place to monitor compliance with the policy. 5. Definitions 5.1 University Records A record is data in any format, including data in computer systems, created or

received and maintained by the University or its officers in the transaction of business or the conduct of affairs and kept as evidence of such activity.

University records are records created, received or maintained by officers of the

University and its affiliated organizations in carrying out its functions, processes, activities and transactions.

The following are examples of University records:

• the agendas and minutes of meetings of formally established University

boards and committees; • the agendas and minutes of meetings of ad hoc committees and working

parties; • students’ academic transcripts held electronically or in hard copy format; • decisions taken by staff under delegation which are recorded in

memoranda, letters, email messages, etc; • financial transactions held electronically or in hard copy format; • personnel transactions (ie letters of appointment, reports on

performance and other dealings between staff and the University); • subject outlines (which are in effect, a contract between students and

the University); • approved stage 1, 2, 3 and 4 course submissions; • applications and other forms completed by students; • decisions conveyed to students by mail or electronically; • lecturer’s grade lists and assignment mark lists held electronically or in

hard copy; • research grant applications.

5.2 Information

Information can be distinguished from records in the following ways: • information does not provide evidence of transactions; and • information may exist in multiple versions which change over time (ie it is

not static). Examples of information are: • course promotion brochures; • teaching materials; • publications like Billboard; and

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• what’s new and news on the World Wide Web. While some University documents containing information may be retained by

the University, their retention is not required under this policy. 5.3 Record Keeping Systems Record keeping systems are information systems specifically designed to

capture, maintain and provide access to complete, accurate and reliable evidence of transactions over time. They may encompass records in a variety of formats.

5.4 “Personal” Records Record keeping systems within the University include not only the system of file

stations established by this policy and the records kept in the administrative computing systems, but also the records kept by officers of the University in their filing cabinets and/or in their computers.

5.5 Record Formats Records are kept in a variety of formats including paper documents, optical

images on microfilm, or electronic data in computers. 6. Responsibilities 6.1 Vice-Chancellor This policy is issued with the authority of the Vice-Chancellor who, as Chief

Executive Officer, is responsible for implementing the policy, monitoring compliance with the policy, and monitoring the effectiveness of the policy.

6.2 Administrative Systems Steering Committee In exercising authority with respect to University records the Vice-Chancellor will

be advised and assisted by the Administrative Systems Steering Committee. 6.3 Heads of Units The management of the University’s records is devolved to the head of each

organizational unit who is accountable for managing in accordance with this policy, the University records created, received and maintained by the unit. Specialist record staff described in sections 6.4, 6.5 and 6.6 below will assist heads of units to discharge their record keeping accountability.

6.4 Records Manager

The Records Manager will be accountable to the University Secretary for: • implementing decisions of the Vice-Chancellor and the Administrative

Systems Steering Committee; • training Records Officers and file station operators;

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• maintaining the thesaurus of approved keywords and descriptors used in the titling of official files;

• maintaining the University-wide register of general files; • ensuring that disposal schedules are implemented and coordinating the

transfer of vital records to the Regional Archives; • implementing the records management software; • assigning security access levels to users of University records; • recommending changes to the University’s policy on records to the

University Secretary; • preparing and updating as necessary, procedures manual(s) and user

guide(s) for file station operators and other users of the records system. 6.5 File Stations A file station is an approved location for the storage and management of active

University files. A file station will be established in any unit of the University that creates or

receives records. It is expected that file stations will be established for all units and offices that are primary cost centres and for some units and offices that are secondary cost centres.

Each file station will be managed by a file station operator. A file station

operator will be a designated member of the clerical or secretarial staff of the unit in which the file station is located. A file station operator will: • create, title and number files relevant to the work of the unit in

consultation with the Records Manager and in accordance with the approved thesaurus and numbering system;

• classify and place all relevant materials onto the files; • record the movement of files held in the file station; • transfer inactive files into secondary storage; and • advise staff in the unit on file management matters.

7. Records Users Ownership of all University records is vested in Charles Sturt University. Officers who

create, receive, maintain or use University records shall take all reasonable care to ensure the records are preserved. Officers shall not: • transfer the custody of records to individuals or organizations outside the

University; • compromise the physical security of records; • destroy records except as provided for under approved disposal procedures; • alter or amend records except as required by relevant legislation; or • make records available or disclose their contents to unauthorised individuals or

organizations within or outside the University except as required by relevant legislation.

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8. Access 8.1 Obligation to Disclose Information Charles Sturt University is bound by the Freedom of Information Act 1989

(NSW) and has an obligation to disclose information. In granting access to records however, the University will recognise its obligations to protect the privacy of the clients and officers of the University in accordance with the Privacy and Personal Information Protection Act 1998 (NSW).

8.2 Records Regarding Personal Affairs The access by officers of the University to the personal records regarding the

personal affairs of other officers or clients will be restricted to those records essential to the discharge of the officers’ duties.

8.3 Security Levels

The access by officers of the University to records including the records relating to personal affairs, will be governed by security levels and procedures approved by the Vice-Chancellor on the advice of the Administrative Systems Steering Committee. Such procedures will be subject to relevant legislation regarding access to records.

8.4 Research and Scholarship The access by officers of the University, the University’s clients or members of

the public to the records of the University for the purposes of research or scholarship will be governed by guidelines for access approved by the Vice-Chancellor on the advice of the Administrative Systems Steering Committee.

9. Records Disposal And Retention The disposal and retention of public records is governed by Disposal Authorities made

under the State Records Act 1998 (NSW). Archiving and Destroying Records A disposal schedule is a document formally issued by the University and State Records Office (NSW) to list all the types of records produced by CSU and their minimum retention periods. The schedule indicates what should happen to these records once their useful life has expired.

General Disposal Authorities (GDA’s) General disposal authorities are retention and disposal authorities developed by State Records NSW. These authorities determine the minimum retention period for records and should be referred to when archiving records. Some areas will need to refer to more than GDA when sentencing records.

• Administrative Records GDA

• Financial Records GDA

• Human Resource Records GDA

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• Student Administration & Services Records GDA

• Teaching & Research Records GDA

Archiving Records Archiving should be carried out by a TRIM Administrator as they will have received training in the correct procedures to follow. Files/records with the same retention period should be boxed together. When boxing you will need to complete two forms:

• Archive Box Content List

• Archive Box Lodgement Form

Boxes will not be accepted if these forms are incomplete. Completed forms and boxes should be forwarded to the University Records Manager, Gordon Beavan Building, Thurgoona Campus.

Destroying RecordsAlthough the disposal schedules establish when records can be destroyed, no records should be destroyed until authorised by the business unit manager and the University Records Manager. Records must be destroyed in a secure and environmentally friendly manner. Shredding and pulping are the preferred methods of disposal. Prior to the destruction of records you are required to complete an Authorisation form for the Destruction of Records.

Accessing Permanent Archives (State Records) For information on how to access permanent archives visit The Archives Centre website.

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STUDENT RECORDS - DISPOSAL SCHEDULE Approved by the Dean of Studies under delegation from the Vice-Chancellor on 15th September 1995. 1. General Considerations 1.1 Privacy Legislation This Disposal Schedule will be reviewed and amended if necessary to conform to any State Legislation regarding privacy. At the time of publication of the disposal schedule, the Privacy and Data Protection Bill 1994 was before the NSW Parliament. 1.2 Paper Records Where records are to be held indefinitely on paper, they must be copied onto alkaline buffered paper if they are not already held on such paper. Records on 132 column (pyjama paper) computer paper are not suitable for long term storage because of the very short storage life of this type of paper. 1.3 Disposal Register Each office identified in this schedule as being responsible for the disposal of official (not unofficial) records must maintain a Disposal Register. The Register must show: · details of the items or series disposed; · the authority under which disposal occurred (by reference to this schedule); · the method of disposal; · the date of disposal; and · the name and signature of the officer responsible for the disposal. 2. Academic Transcripts The academic transcript of a student's enrolment at the University or a predecessor institution is a vital record and will be retained permanently. The information to be included on a transcript will be as a minimum: · the student's identification number; · the student's full name; · the student's date of birth; · the full nomenclature of the course(s) in which the student was enrolled; · all the subjects in which the student was enrolled and for each subject:-

* the point or unit value of the subject; * the grade or other status; * the year and session in which it was studied;

· periods of leave of absence; · credit granted for previous study; · periods of exclusion; · the final status (graduated, withdrawn, etc); · in appropriate cases the award granted and the date the award was conferred. At least two copies of an academic transcript will be retained: · a working copy in the Division of Student Administration; and · a microfilm, microfiche, electronically imaged or paper copy in the Regional Archives. The working copy will preferably be held electronically, otherwise on microfiche or paper. Microfilming, microfiching or electronically imaging transcripts is the responsibility of the Student Administration Offices.

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3. Grade Sheets and Change of Grade Authorizations The grade sheets submitted by lecturers each session and any subsequent change of grade authorizations are the only means of reconstructing an academic transcript which may have been lost or corrupted. These records will be regarded as vital records only for those years during which the integrity of the data on transcripts cannot be guaranteed. Those grade sheets and change of grade authorizations identified as vital records by the Student Administration Offices or the Examinations Office, will be microfilmed, microfiched or electronically imaged and retained permanently in the Regional Archives. All other grade sheets will be retained in the Division of Student Administration for ten years after which time they will be destroyed by the Student Administration or Examination Offices. 4. Student Files 4.1 Official Student Paper Files These are the files maintained by the Student Administration Offices and the Office for Research and Graduate Studies. These files will be culled annually to remove into secondary storage the files of students who have graduated, withdrawn, or been excluded from a course and are not continuing with study at the University. Official student files will be retained in secondary storage for six years and then destroyed by the Student Administration Offices or the Office for Research and Graduate Studies. Official student files will not be received in the Regional Archives. 4.2 Official Student Electronic Files 4.2.1 Non Graduates These are computer records of non-transcript data held on a student (personal and contact details, admission and Stupac details, ID card image, etc). The data on electronic files is to be retained for a period of ten years and then destroyed by the Student Administration Offices. 4.2.2 Graduates A subset of the data on graduates from the official student electronic files will be transferred annually to the Alumni database. This data subset will include: · the graduate's identification number(s); · the graduate's full name; · the graduate's date of birth; · the nomenclature of the award conferred; · the date of the award; · contact details (address, telephone, fax, email). This data will be retained on the Alumni database until the graduate is deceased or wishes to be removed from the database. 4.3 Faculty Student Files These are paper files (or electronic records) maintained in Faculty or School Offices or by individual Course Co-ordinators. Such files may include correspondence with students, copies of master and fourth year honours dissertations, examiners' reports, and practicum reports

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except where those reports have to be maintained for specified periods in line with the requirements of accrediting or professional bodies (see Clause 8 below). Faculty student files will be retained by Faculties for a period of three years after the last transaction and may then be destroyed by the Faculties. Faculty student files will not be received in the Regional Archives. 4.4 Lecturers' Student Records These are paper (or electronic) records maintained by lecturers on students whom they teach. They would include the "raw data sheets" from which grades are derived. These records are outside the scope of this schedule but unless the records can be used for research or quality assurance purposes it is recommended they be destroyed by lecturers twelve months after the conclusion of the teaching session. 5. Exclusion Appeals, Disciplinary and Litigation Records 5.1 Exclusion Appeals Exclusion appeals papers are filed in the Academic Secretariat as confidential records. They are not filed on official student paper files. Exclusion appeals files will be destroyed after six years by the Academic Secretariat. 5.2 Disciplinary Records Records relating to academic disciplinary matters dealt with under the Student Academic Misconduct Rule and disciplinary matters dealt with under the General Misconduct (Students) Rule of the Board of Governors will be maintained confidentially in the Academic Secretariat or in the Office of the University Secretary depending upon the office dealing with the matter. They will not be filed on official student paper files. Disciplinary records are to be held for a period of six years and then destroyed by the Academic Secretariat or by the University Secretary. 5.3 Litigation Records Records dealing with litigation between a student and the University will be maintained confidentially in the Office of the University Secretary. They will not be filed on official student paper files. Litigation records will be held for ten years and then destroyed by the University Secretary. 6. Assessable Items 6.1 Examination Answer Booklets Under the policy on Access to Student Records and Assessable Items, marked examination booklets are kept for four months after the Examination Period and may then be destroyed by lecturers unless the booklets are subject to an enquiry or appeal in which case they will be retained until the enquiry or appeal is completed and may be subject to Clause 4.2 above. 6.2 Other Assessable items All other assessable items will be made available for collection by students or returned to students by lecturers as soon as practicable after the item has been assessed. Items not collected or returnable may be destroyed by lecturers four months after the conclusion of the session in which the item was submitted. 7. Higher Education Contribution Scheme Records

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All students, even those in fee paying courses, are required to complete a HECS Option Form and their retention is subject to statutory requirements. These forms are to be held as confidential records separately from the official student paper files. Because these forms are essentially financial records they will be kept for six years which is the legal requirements in NSW and is consistent with the HECS legislation and then destroyed by the Student Administration Offices. 8. Practicum Records These are the descriptive records of staff and University agents who supervise students engaged outside the University in practical work which is essential to the students' graduation and professional accreditation. Where these records do not have to be maintained for more than three years after the student leaves the University they can be filed on Faculty student files and disposed of after three years as provided in Clause 4.3 above. Practicum records requiring a longer retention period than three years by virtue of statutory or professional accreditation requirements will be maintained by Faculties or Schools separately from the Faculty student files and will be destroyed by the Faculty after the required period of retention. Practicum records will not be received in the Regional Archives. 9. Application for Admission Records The application for admission forms and supporting documents from applicants who do not gain admission and don't want their application reconsidered at a later date or those who do not accept an offer or do not enrol, are culled annually in the Admissions Office, the Open Learning Institute or the International Office. Such application for admission records are to be destroyed by the Admissions Office, the Open Learning Institute or the International Office following culling and are not retained.

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14.2.2 Plan for 75 Year Accessibility (Refer to 14.1 and 14.2.1)

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14.2.3 Plan for Weekly Record Backup Storage (Refer to 14.1 and 14.2.1)

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14.2.4 Accuracy of E-Records (Refer to 14.1 and 14.2.1)

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14.3.1 Third-Party Record Keeper (Refer to 14.1 and 14.2.1)

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14.3.2 Verication of Agreement (Refer to 14.1 and 14.2.1)

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Appendix A: Web Addresses for sections referred to in this application

Services and Facilities

This section of the CSU Handbook lists the services and facilities available to students that are provided by the various units of CSU and by the student associations.

The services and facilities are listed alphabetically. Each entry provides the contact details of the provider of the service or facility and the campuses through which it is available.

Aboriginal Student Support

www.csu.edu.au/division/iec

Academic Calendars

www.csu.edu.au/acad_sec/manuals/qcontm.htm

Academic Dress Hire(See also - Graduation)

www.csusa.com.au/graduation

Academic Records

www.csu.edu.au/division/deanstud/student.htm

Accommodation (off campus)

www.csu.edu.au/division/studserv/stay/offcampus.htm

Accommodation (on campus) (See also - Residential Fees)

www.csu.edu.au/enterprise/residences

Advocacy

www.csusa.com.au

Alumni Services

www.csu.edu.au/division/alumni

Archives (See - Regional Archives)

Art Collection Telephone: (02) 69253666

Assessment Regulations

www.csu.edu.au/acad_sec/regulations.htm

Assignments - Online (See also - Assessment Regulations)

www.csu.edu.au/division/studserv/online/assignments.htm

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Awards and prizes

www.csu.edu.au/acad_sec/information/prizes.htm

Banking Services Judy Waugh Telephone: (02) 6933 4274

Bar Services

www.csusa.com.au

Campus Speed Limits

www.csu.edu.au/division/facilitiesm/f_services.html

Campus Watch

www.csu.edu.au/division/healsafe/webpages/pols/J4.htm

Careers Service

www.csu.edu.au/division/studserv/careers

Cashier

www.csu.edu.au/division/finserv/paym/payment.htm#InPerson

Chaplaincy

www.csu.edu.au/division/studserv/chaplain

Childcare

Albury-Wodonga

Email: [email protected]: (02) 6051 6768

Bathurst

Email: [email protected] Telephone: (02) 6338 4346

Wagga Wagga

wwwdb.csu.edu.au/division/marketing/child/child-i.htm

Email: [email protected]

Telephone: (02) 6933 2665

Complaints and/or Grievances (See also - Harassment and/or Discrimination) (See also - Exclusion Appeals Advice)(See also - Advocacy)

www.csu.edu.au/division/studserv/enquiries.htm

Computing Facilities

www.csu.edu.au/division/dit/student/services/index.htm

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Copyright (See also - Intellectual Property Rights)

www.csu.edu.au/copyright

Counselling Service

www.csu.edu.au/division/studserv/counsell

Course Advice - Enrolled Students


Course Advice - Prospective Students

www.csu.edu.au/study/index_new.htm

Credit Advice Contact your Liaison Officer in Student Administration, details at:

www.csu.edu.au/division/deanstud/bcontact.htm

CSU Merchandise

http://rivcoll.com.au/shop/

Disability Support Service

www.csu.edu.au/division/studserv/disability

Disadvantaged Student Support (See also - Aboriginal Student Support)

www.csu.edu.au/division/studserv

English Language Skills Service (See also - International Student Support) (See also - Learning Skills Service) (See also - Mathematics Skills Service)

www.csu.edu.au/division/studserv/ess

Examination Information

www.csu.edu.au/division/deanstud/exam.htm

Exclusion Appeals Advice

www.csusa.com.au

Exemptions Contact your Liaison Officer in Student Administration, details at:

www.csu.edu.au/division/deanstud/bcontact_stud.htm

Facsimile (Fax) Services

www.csusa.com.au

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Financial Advice and Assistance (See also - 6.2 Fees and Financial Assistance)

www.csu.edu.au/division/studserv/fin

First Aid (See also - Health Service)

www.csu.edu.au/division/humres/online/ehs/persons/persfao.htm

FOI (Freedom of Information) (See - Information - Access to)

www.csu.edu.au/division/vcoffice/ovc/legal_foi.htm#3

Food Services


Forums - Students

www.csu.edu.au/division/studserv/online/forum.htm

Postgraduate

www.csu.edu.au/research

Graduate Associations


Graduation (See also - Academic Dress Hire)

www.csustudents.org.au

www.csusa.com.au

Harassment and Bullying (See also - Advocacy) (See also - Complaints and/or Grievances)

www.csu.edu.au/adminman/hum/HarassmentBullying-V2.0.rtf

Hazard Reporting

www.csu.edu.au/division/healsafe/webpages/forms/formhr.htm

Health Service (See also - Medicare)

www.csu.edu.au/division/studserv/health

HECS Advice (See also - 6.2 Fees and Financial Assistance)


Housing (See Off Campus Housing Service)

Identity (ID) Cards


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Immunisation (See also - Health Service) (See also - Medicare)

www.csu.edu.au/division/studserv/health

Indigenous Student Support


Information - Access to

www.csu.edu.au/adminman/privacy.htm

Insurance

www.csu.edu.au/division/finserv/staff/insurance.htm

Intellectual Property Rights (See also - Copyright)

www.csu.edu.au/adminman/inf/INF01.rtf


International Student Advisors

www.csu.edu.au/division/studserv/international/meettheinternatioalstudentadvisers.htm

International Student Support

www.csu.edu.au/division/studserv/international/index.htm

Internet

www.csu.edu.au/division/dit/student/services/index.htm

Islamic Study Centre CSU International, Wagga Wagga: (02) 6933 2666

Learning Skills Service (See also - Mathematics Skills Service) (See also - English Language Skills Service)

www.csu.edu.au/division/studserv/learning

Legal Advice

www.csusa.com.au

Library Services (See also - Fees and Financial Assistance for Library Fees)

www.csu.edu.au/division/library

Mail Services

http://www.csu.edu.au/enterprise/residences/current/communications/comm_1.html

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Mathematics Skills Service (See also - Learning Skills Service) (See also - English Language Skills Service)

www.csu.edu.au/division/studserv/maths

Medicare (See also - Health Service) (See also - Immunisation)


Memorabilia (See also - CSU Merchandise)


Mini-marts (See also - Shops)

www.csu.edu.au/enterprise/residences/minimart/index.htm

Misadventure (See - Special Consideration)


www.csusa.com.au/academicassistance

Occupational Health and Safety

www.csu.edu.au/division/healsafe/student.htm

Off Campus Housing Service (See also - Tenancy Advice)

www.csu.edu.au/division/studserv/stay/offcampus.htm

OHS Forum - An online forum is available for all staff and students to raise and discuss health and safety issues:

http://forums.csu.edu.au/perl/forums.pl?forum_id=Occupational_Health_and_Safety_forum

Online Services

http://www.csu.edu.au/division/dit/student/services/index.htm

Orientation - New Students

www.csu.edu.au/orient

Parking and Traffic Rules

www.csu.edu.au/division/facilitiesm/bservices.htm#5

Privacy (See also - Information Access to)


Photocopying Service

www.csusa.com.au

Radio Station 2MCE-FM

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www.csu.edu.au/2MCE

Regional Archives

www.csu.edu.au/research/archives

Research Students


Residential Fees Current students:


Prospective students:

www.csu.edu.au/enterprise/residences/prospective/index.html

Religious and Community Connections

www.csu.edu.au/division/studserv/chaplain

Scholarships

http://www.csu.edu.au/student/scholarships/

School Visits - Prospective Students

www.csu.edu.au/hsc/10open.htm

Security

www.csu.edu.au/division/facilitiesm/bservices.htm#4

Student Equity

www.csu.edu.au/division/studserv/equity

Shops (See also - Food Services) (See also - CSU Merchandise)

www.csu.edu.au/enterprise/residences/minimart/index.htm

Smoking

www.csu.edu.au/division/healsafe/webpages/pols/policy12.htm

Social and Cultural Activities

www.csusa.com.au

Special Consideration



www.csusa.com.au

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Sporting Facilities

www.csusa.com.au

Student Services Help Desk


Student Representative on OH&S Committees

www.csusa.com.au

STUDY LINK Program (Bridging/Enabling)

www.csu.edu.au/student/studylink

Subject Outlines (See also - Assessment Regulations) (See also - Sections 4.6 and 5.6 Subject Descriptions)

www.csu.edu.au/acad_sec/manuals/l6-3.rtf

Telephones

www.csu.edu.au/enterprise/residences/current/communications/comm_2.html

Tenancy Advice

www.csusa.com.au

Textbooks - New

www.coop-bookshop.com.au

Textbooks - Secondhand

www.csusa.com.au

Timetable - Classes

www.csu.edu.au/division/deanstud/timetable

Timetable - Examinations


Torres Strait Islander Student Support


Traineeship - Winery

www.csu.edu.au/faculty/sciagr/wfs

Transcripts


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Transport

www.csu.edu.au/division/finserv/students/timetable_bus.htm

Travel Concessions Contact your Liaison Officer in Student Administration, details at:

www.csu.edu.au/division/deanstud/contact.htm

Vaccinations

www.csu.edu.au/division/studserv/health/vaccination.htm

World Wide Web

http://www.csu.edu.au/division/dit/student/services/index.htm

Fees and Financial Assistance CSU Financial Assistance

www.csu.edu.au/division/studserv/fin

Fees - Late

www.csu.edu.au/division/finserv/paym/pay_who_pays.htm

Fees - Other


Fees - Reviews of Decisions


Freedom of Information (FOI)


HECS/PELS/HECSHELP/FEEHELP

www.goingtouni.gov.au

Library Charges

http://www.csu.edu.au/division/library/libabout/libgst.htm

Official Transcript of Academic Records

www.csu.edu.au/division/deanstud/btranscript_request.htm

Tuition Fees

www.csu.edu.au/division/finserv/students/fees.htm

Payment of Fees

www.csu.edu.au/division/finserv/paym/payment.htm

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Scholarships - Undergraduate and Postgraduate

www.csu.edu.au/student/scholarships

Commonwealth Learning Scholarships

www.csu.edu.au/division/studserv/equity/CLS.htm

Rules and Regulations Rules and Regulations


Glossary

www.csu.edu.au/acad_sec/manuals/c1.rtf

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Appendix B: Charles Sturt University Annual Report 2005

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