Divine Word Third Decade Strategic Master Plan 2016 - 2026

Contents Foreword ...... 4 Glossary and Acronyms ...... 5 1 Divine Word University in Context ...... 6 1.1 Educational Philosophy ...... 6 1.2 Distinctive Characteristics of our Mission ...... 6 2 Divine Word University – The First Twenty Years ...... 7 3 Divine Word University in transition - Strengths, Weaknesses, Risks and Opportunities ...... 8 4 Strategic Issues Facing DWU in the Third Decade 2016 – 2026 ...... 9 4.1 Learning and Teaching ...... 9 4.2 Research ...... 10 4.3 Leadership and Management ...... 10 4.4 Expectations of the Government of ...... 10 5 DWU Vision for the Third Decade 2016 – 2026 ...... 11 6 Strategic Objectives ...... 12 6.1 Strategic Objective 1: Student Transformation ...... 12 6.2 Strategic Objective 2: Innovation in learning and teaching ...... 12 6.3 Strategic Objective 3: Intensified research and knowledge exchange ...... 13 6.4 Strategic Objective 4: Productive partnerships ...... 13 6.5 Strategic Objective 5: Enhanced staff capabilities ...... 14 6.6 Strategic Objective 6: Optimal organisational effectiveness ...... 14 6.7 Strategic Objective 7: Financial sustainability and stability ...... 15 7 Implementation Guidelines ...... 17 7.1 Activities for Strategic Objective 1: Student transformation ...... 18 7.2 Activities for Strategic Objective 2: Innovation in teaching and learning ...... 18 7.3 Activities for Strategic Objective 3: Intensified research and knowledge exchange ...... 18 7.4 Activities for Strategic Objective 4: Productive partnerships ...... 19 7.5 Activities for Strategic Objective 5: Enhanced staff capabilities ...... 19 7.6 Activities for Strategic Objective 6: Optimal organisational effectiveness ...... 20 7.7 Activities for Strategic Objective 7: Financial Sustainability and stability ...... 21 8 Resource Implications ...... 21

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9 Implementation, Monitoring, Evaluation and Updates ...... 22 9.1 KPIs for Strategic Objective 1: Student transformation ...... 22 9.2 KPIs for Strategic Objective 2: Innovation in teaching and learning ...... 22 9.3 KPIs for Strategic Objective 3: Intensified research and knowledge exchange ...... 23 9.4 KPIs for Strategic Objective 4: Productive partnerships ...... 23 9.5 KPIs for Strategic Objective 5: Enhanced staff capabilities ...... 23 9.6 KPIs for Strategic Objective 6: Optimal organisational effectiveness ...... 24 9.7 KPIs for Strategic Objective 7: Financial sustainability and stability ...... 24 9.8 Selected KPIs and targets for 2019 (Three-year Review) ...... 24 10 Cascading Plans ...... 24

DWU Copyright

Divine Word University Port Moresby Papua New Guinea

Contact details:

Professor Cecilia Nembou PhD President and Vice Chancellor Divine Word University Port Moresby Campus P O Box 582 Konedobu 125 National Capital District Papua New Guinea

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Foreword

Our University now embarks on its third decade as a University. The achievements of our first 20 years are themselves the fruit of the solid foundations laid by the founders of Divine Word High School (1968) and Divine Word Institute (1977). These foundations are themselves deeply embedded in the educational mission of the Catholic Church and especially the Society of the Divine Word (SVD) in partnership with the Missionary Sisters, Servants of the Holy Spirit (SSpS). Over time there have been other collaborators from other religious congregations and from committed lay people from overseas and from PNG itself.

The Catholic Church exists to proclaim the saving message of Jesus Christ (Mk 16:15). It does this through direct and indirect proclamation of the Word of God, and especially by the living witness of those transformed by the message (Rom 12). The disciples of Jesus are committed to what is now called Integral Human Development, enabling all people to obtain their full human potential through development of the heart, the soul, the mind, and the body in unity and in harmony. It is therefore hard to imagine the Catholic Church without its schools and health centres, or without its programs for the benefit of the poor, the disabled, for women, for youth, and for children.

In most parishes of PNG, after the construction of a rudimentary house and church, the next big project was a school. Once a basic primary was up and running, the next big project was high school education such as that provided by Divine Word High. The Catholic Church was also an early if not primary entrant into the field of tertiary education in PNG. The seminary established first at Kap near and then Bomana near Port Moresby was the first tertiary institution in Papua New Guinea. We like to think that it was our desire to establish a University in Madang that prompted the Australian government to establish UPNG.

Although the major contribution in transforming Divine Word Institute into Divine Word University belongs to our founding President, Fr Jan Czuba, SVD, he also stood on the shoulders of giants, great visionaries with a great dream for the role of the Catholic Church in education, including higher education, in PNG.

So, once again, we feel that, as we embark on our third decade, we stand on the shoulders of giants, the “great cloud of witnesses” (Heb 12:1) who laid the foundations on which we build. Though a strategic plan necessarily addresses material constraints, we cannot lose sight also of the spiritual challenges that we face at this time in PNG, and the desperate need for ethical leadership at every level. As our founders indicated, as a Catholic University open to all, and an authentic model of national unity, our goal is the integral human development of everyone associated with the University. This plan tells us how we hope to get from where we are to where we believe God is calling us to be.

Douglas W. Young, SVD, PhD Chairman, Divine Word University Council

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Glossary and Acronyms

ATEM Association for Tertiary Education Management CCTV Closed circuit television DWU Divine Word University EUA European University Association GoPNG Government of Papua New Guinea HRM Human Resource Management ICT Information and Communications Technologies IPR Intellectual Property Rights KPI Key Performance Indicator LMB Leadership and Management Board LMS Learning Management System SIMS Student Information Management System PCG Public Consulting Group PIURN Pacific Islands Research Network SVD Societas Verbi Divini (Society of the Divine Word) TVET Technical and Vocational Education and Training UNITECH Papua New Guinea University of Technology University 10 Student Information Management System Software (PCG Academia) UPNG University of Papua New Guinea

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1 Divine Word University in Context

1.1 Educational Philosophy

The Divine Word University’s educational philosophy is enshrined in the Divine Word Institute’s Charter (1977), which crafts a vision of an academic community in search of truth, with a religiously oriented and socially conscious environment as the setting for the learning experience. It draws on the charism of St Arnold Janssen SVD, in its emphasis on mission, service and growing together in faith and learning. DWU serves the nation by placing emphasis on the spirituality of work, self-reliance and service. DWU aims at full and inclusive human development. It accepts all persons who meet the entry requirements, regardless of ethnicity, religion, gender or social status. The University places great value on providing educational opportunities for women, encouraging them to improve their status in society and to take an active part in the nation's life.

1.2 Distinctive Characteristics of our Mission

DWU commits to the following mandate:

a) Providing an authentic model for national unity by continuous dialogue and partnership with all levels of community, business, government and PNG cultures in the life and work of the University;

b) Harnessing the power of information and communication technologies for knowledge creation, knowledge sharing and for sustainable development practices of care for people and the environment;

c) Promoting research and postgraduate studies while addressing the issues of quality, relevance, access, equal opportunity, peace and social justice;

d) Enhancing standards of excellence in learning and teaching, and research for all students and staff;

e) Emphasising the development of moral and ethical behaviour in public, private and professional life based on Christian values;

1.3 Core Values and Graduate Attributes

Core values such as integrity, social responsibility, and academic excellence underlie the University’s development and enliven its identity. DWU graduates impress by demonstrating such values in attributes whereby they achieve levels of knowledge and skill appropriate for their careers. They pursue lifelong learning sustained by a commitment to Christian personal and professional ethics.

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2 Divine Word University – The First Twenty Years

Divine Word University (DWU) is a Catholic University, successor of the Catholic High School, co-founded in 1968, and Divine Word Institute (DWI), founded in 1977, by the Papua New Guinea Province of the Society of the Divine Word Missionaries and the Missionary Sisters, Servants of the Holy Spirit. The Institute started in 1979 with 17 students. Divine Word University (DWU) was established in 1996 with the first tertiary class starting in 1981. By 1983 there were 64 students and 8 teaching staff.

DWU was recognised as a “Private Catholic University” by the Government of Papua New Guinea (PNG) in a decision of the National Executive Council on 21 August 1996 (NEC Decision No. 134/96, Meeting No. 34/96). The Divine Word University Act (Act No. 27 of 1999) was certified on 19 April 2000. Student numbers have gradually increased, from just several hundred students in 1996 to over 4,000 students on five campuses in 2016 (including those registered for flexible learning).

The main objective during the first decade (1996 - 2006) was to develop academic programs and to implement the nine standards for quality assurance. The University was in search of an academic identity as it transitioned from the Institute to a University. DWI had begun humbly with only two streams: Communication Arts and Business Studies. In 1985 and 1986 Religious Studies and PNG Studies enriched the curriculum. The University expanded with the inclusion of the Institute of Paramedical Studies and the Lutheran School of Nursing. Further development saw the introduction of Education programs with the affiliation and amalgamation of teacher training colleges in Kaindi () and Kabaleo (Rabaul). Later, development of a campus in Port Moresby provided more facilities for Flexible Learning programs.

In the second decade (2006 – 2016), DWU envisioned itself as a national university open to all and serving society through its quality of research, learning and teaching, and community engagement in a Christian environment. The decade was marked by rapid expansion, with post- graduate degrees, development of ICT facilities, and flexible Learning programs. The University focused attention on conditions necessary for quality and the implementation of seven strategic objectives. As part of a drive for International standards the University underwent an external academic audit in 2011. The DWU community took ownership of the findings of the audit panel and set out to implement their recommendations, to the extent that the audit review panel of 2013 was satisfied with the rapid progress made in two years.

The challenge ahead for the third decade is for DWU to be recognised nationally and internationally by its value-based innovative application of technology to enhance learning and teaching. DWU also welcomes the opportunity for collaborative research and for developing a scholarly culture that recognises research as an essential part of University life.

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3 Divine Word University in transition - Strengths, Weaknesses, Risks and Opportunities

In 2016 the DWU Council appointed the first successor President following the 20-year tenure of the foundation President. The experiences of the first 20 years have equipped DWU with the courage of conviction to enter the third decade with renewed energy while being acutely aware of the strengths, weaknesses, risks and opportunities that the University faces.

Strengths of the University include a values-based Christian study and work environment and committed staff who work hard to realise our Mission. The DWU Community has a strong culture of service and understanding of the spirituality of work. DWU has built a positive reputation in Papua New Guinea, including a reputation for producing capable graduates. It also has a reputation for sound governance, leadership and management. The University has diversified income streams with prudent financial management practices and a single-line salary structure. The University is known as a national leader in ICT in higher education and has developed substantial capabilities in the provision of flexible learning. It has well-established quality assurance mechanisms.

Weaknesses of the University at this stage of its development include limited financial reserves and capability gaps among academic and administrative staff. There are only a small number of senior academic leaders and the characteristics of a university culture are still to be developed on some campuses. Allied to this, DWU has only a small number of international research collaborations and limited – although increasing - experience with technology enhanced learning. The University recognises the need to address communication challenges both professional and inter-personal through the exercise of maturity, and social and emotional intelligence. The need for greater staff capacity to implement sustainable development practices is acknowledged.

These internal factors, as well as external environmental factors, present risks to the University and a revised risk management plan will be developed in 2017. DWU’s still-developing academic quality and scholarly culture presents a reputational risk. Internally, limited staff capacity for leadership and management responsibilities across all campuses places DWU system-wide coordination at risk, while limited staff capacity building and motivational support activities for administrative staff present execution and compliance risks. There are challenges in staff retention and high turnover due to better conditions offered elsewhere.

The political, socio-cultural, ecological and economic environment defining the field of play in Papua New Guinea presents many challenges. Risks in the University’s external environment include Government financial crises, such that scholarship and grant funds due to DWU may not be paid in a timely manner or at all. A nationwide economic downturn would diminish DWU’s ability to remain economically viable and financially sustainable, while the difficulties of balancing access and affordability in higher education could jeopardise achievement of our mission. The social challenges of youth unemployment and substance abuse generate significant campus safety and security risks. There has been to date limited cooperation and collaboration among the PNG universities.

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Beyond the risks are some opportunities in the external environment that DWU could realise due to its unique organisational culture. DWU’s focus on core values and Catholic ethos builds the human person to persevere with a mission and not to give up in the face of adversity. Provision of flexible and technology-enhanced learning opportunities is a proven success strategy for the University. The provision of more short courses through Diwai Enterprises also would enhance DWU’s reputation while contributing to the financial resource base.

With improved leadership, management and resource capacity at the other campuses, all the programs on offer at the main campus in Madang can be offered at those campuses. These programs can also be offered to international students.

International partnerships for research experience through collaboration would enhance the capacity of academic staff to conduct research. National partnerships and alliances represent an untapped opportunity which is impeded sometimes by socio-cultural lack of understanding. Promotion of the DWU mandate and encouraging inter-personal dialogue can break down barriers to generate goodwill and fruitful collaborations.

4 Strategic Issues Facing DWU in the Third Decade 2016 – 2026

The strategic issues faced by DWU in the third decade are influenced by observed trends in the global environment for higher education and contextualised for Papua New Guinea. A number of cascading plans namely, Learning and Teaching Plan, Research Plan, Faculty Annual Operational Plans, Campus annual Operational Plans, and Administrative Department Annual Operational Plans will be updated to guide the activities required to give effect to this ten-year Strategic Master Plan. The Campus Physical Master plans, the Campus Annual Operational plans, Financial Plan and Risk Management Plan will be added to form an integrated set of complementary plans.

4.1 Learning and Teaching

A number of identifiable factors which DWU’s Learning and Teaching Plan will address in detail include the following: o a teaching and learning centre providing opportunities for life skills and study skills’ programs to enhance student transformation o innovations in program design and delivery to enhance access and teaching and learning outcomes o research inspired amendments to development and implementation of program specification documents to intensify research and knowledge exchange o increased number of partnerships with national and international organizations to enhance productivity o formal and informal staff development activities in-country and overseas for enhanced staff capabilities

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o targeted activities and outcomes of faculty committees for optimal organization effectiveness.

4.2 Research

Trends in research follow a number of formats, namely:

o Decline of government as a funding source, the rise of support from the business sector, and differentiated tuition levels. o Developments in private entrepreneurship and small business studies o New computing networking opportunities offered by growth in ICT. o The greater international mobility of academics of academic research, resulting in partnerships and research collaborations. o Increased interest in cross disciplinary studies o Growing interest in quality assessment and on the effectiveness of university programs

4.3 Leadership and Management

International trends influencing leadership and management of universities involve governance, finances, staff recruitment and retention, and students’ support services in both the learning environment and social welfare services.

o Strategic leadership and management thinking and practice skills are demanded from senior executives; o Reduced government funding forces a change in managerial mindset from a socially oriented organisational culture towards a corporate culture emphasising cost and time efficiencies where key performance indicators are clearly defined; o Increased demand by international student enrolments and advances in technology have caused universities to move to integrated electronic management systems to manage student learning, finance and enrolment systems; o Gathering and analysing data from students before, during, and after study, including career guidance (EUA, 2015) can generate insights for better informed decisions regarding quality assessments.

4.4 Expectations of the Government of Papua New Guinea

As stated in the Divine Word University Act (1999) and associated legislative instruments of the Government of Papua New Guinea, DWU is expected to contribute to the human resource development agenda specifically addressing the strategic objectives of integral human development, expanded access to higher education opportunities, gender equity in all development considerations, and awareness of the sustainable development implications in all policy and implementation decisions.

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5 DWU Vision for the Third Decade 2016 – 2026

DWU’s vision is to be recognised nationally and internationally by its value-based

innovative application of technology to enhance learning and teaching, and to give the opportunities of higher education to as many learners as possible.

Guided by its Charter, DWU renews the commitment to serve society through quality of research, learning and teaching, and community engagement in a Christian environment.

In the third decade DWU staff and students will generate the capacity to contribute meaningfully through collaborative knowledge creation by research with national and international partners.

Research will influence and guide learning and teaching in a genuine scholarly relationship. DWU will continue to enhance its research capacity, expand postgraduate program offerings and innovate in its pedagogical approaches to make DWU programs highly attractive to current and potential students, not only in Papua New Guinea but at any place in the world.

This strategic intent has a number of notable features supporting all the campuses. They are:

i. Faculty Research Centres are facilities which will encourage staff and students to carry out collaborative research across many disciplines. At the time of writing there exists the Centre for Health Research and Diagnostics, Centre for Social Research and in the work- in-progress stage is the Centre for Tourism and Hospitality Research; ii. Online Learning Centre supporting; iii. Innovative e-Learning and e-Teaching Committee (ILTC); iv. Modular Object-Oriented Dynamic Learning Environment (MOODLE) Management Team; v. Office of the Director of Partnerships; vi. Office of the Director of the Founders’ Mission and Identity.

The functions of the Research Centres will be further articulated in the Research Plan.

The Online Learning Team (ILTC and MOODLE Management Team) will continue to provide leadership and engage staff in training on how to teach in blended mode and support students to learn in blended mode so that the University can move to such a mode, which involves a mixture of face-to-face and online delivery. DWU has a large group of students who work and study at the same time through flexible learning mode, which is mainly in the form of two weeks face-to-face and 13 weeks of self-study off campus. This category of students will also be taught how to study in blended mode, and the existing DWU model for flexible learning will be adapted accordingly.

Through the Office of the Director of Partnerships, DWU will maintain relationships with external partners to serve the aims of collaborative research activities, professional development in blended and online learning pedagogies, and support for student field practicum placement.

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The Office of the Director of the Founders’ Mission and Identity will work with the staff and students on all campuses to encourage them to put into practice the four characteristic dimensions of the Society of the Divine Word Missionaries.

6 Strategic Objectives

Arising from the strategic issues are seven strategic objectives. They are similar to the strategic objectives of the Second Decade Strategic Plan but have been adapted to reflect the current context. They are:

a) Strategic Objective 1: Student transformation; b) Strategic Objective 2: Innovation in learning and teaching; c) Strategic Objective 3: Intensified research and knowledge exchange; d) Strategic Objective 4: Productive partnerships; e) Strategic Objective 5: Enhanced staff capabilities; f) Strategic Objective 6: Optimal organisational effectiveness; g) Strategic Objective 7: Financial sustainability and stability.

6.1 Strategic Objective 1: Student Transformation

The Divine Word University (DWU) aims to provide all students with transformative educational, personal, professional, social and spiritual experiences that achieve its graduate attributes and are consistent with DWU Charter and its Core values. Our efforts are to graduate ethical leaders who are inquiring, analytical and entrepreneurial, as well as capable lifelong learners. For undergraduate students in particular, the University will aim to assist their formation as socially responsible citizens who act with integrity and respect, observing Christian values.

In order to achieve the above objective, every member of the DWU community will play his or her part in making a meaningful contribution to help transform students to become upright citizens who possess ethical, emotional and social intelligent attitudes before he or she graduates and enters the workforce. Every activity or task undertaken by academic and professional staff, must be done in such a way as to place the student at the centre of attention and given the best possible opportunity to acquire knowledge and skills appropriate for their chosen careers and to pursue lifelong learning sustained by a commitment to Christian personal and professional ethics.

The Student Affairs Operational Plan will present details of enrichment programs and activities.

6.2 Strategic Objective 2: Innovation in learning and teaching

The implementation of flexible learning modes of delivery, wholly online, blended and face to face, provides the platform for DWU to offer a wider range of programs calibrated to national

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needs and thus to improve access. At the same time, the University’s learning and teaching needs to continue to respond to evaluation and research findings and technological developments.

Over the next decade, new teaching and learning strategies, and new ideas about curricula, will emerge. DWU academics need to be capable of adopting and leading these developments. All academics must be able to differentiate strong, current curricula and units from those that are outdated, to assess student work reliably and consistently, and to achieve national recognition for the quality of their contributions.

6.3 Strategic Objective 3: Intensified research and knowledge exchange

A balance of fundamental research as an academic pursuit for the sake of generating new knowledge for its own sake and applied research to serve public need is the first research strategic objective for DWU in the third decade. The vision and mission of DWU requires the application of knowledge as a public service, such that both teaching and research will often involve a component of community engagement. In research, this may take the form of research commissioned to serve public need, and collaborative research with partners external to DWU.

The second research strategic objective is to develop a scholarly culture that sees a natural relationship between research and teaching, research and learning, and research and leadership and management. All staff with research potential will be supported by experienced senior researchers to gain experience in research methodology and practice by participating in collaborative research so as to gain confidence and be able to publish their research in refereed journals. All staff with postgraduate qualifications will be motivated to develop a research mindset such that the practices of scholarship and research become an engrained culture.

6.4 Strategic Objective 4: Productive partnerships

Productive partnerships are those relationships that have the following attributes:

a) create or enrich learning and research opportunities; b) provide mutual benefit; c) contribute towards satisfying the University’s strategic objectives; d) provide resources that enable the realisation of DWU’s strategic objectives.

Productive partnerships are to be connected by a common legal intent of achieving certain agreed deliverables which will be of mutual benefit to DWU and the partner organisation.

The University will continue to nurture beneficial relationships with existing partners and seek out new strategic partners who share the DWU’s vision and mission and strengthen its current standing by fostering a firm and vibrant allegiance with these partners. DWU will ensure that

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each partner understands its legal and social responsibility, contextualised and underpinned by legal arrangements.

6.5 Strategic Objective 5: Enhanced staff capabilities

All categories of staff on all campuses will be assisted to enhance their capabilities by attending in-house or partner-assisted academic or professional development programs that upgrade their qualifications and/or expertise while boosting their morale and increasing their job satisfaction, which lead to improved staff retention rates.

Opportunities will be made available to both students and staff who need capacity upgrading in ICT literacy to enable them to participate meaningfully and enjoy the benefits of a technology enhanced learning environment. Academic staff will become more skilled in online learning pedagogies.

Induction into the Catholic ethos and the characteristic dimensions of the Society of the Divine Word (SVD) will instill in the minds of staff the spiritual value of their work at DWU. The four characteristic dimensions of the Society of the Divine Word are: Biblical apostolate; mission animation; communication; and justice, peace and the integrity of creation.

6.6 Strategic Objective 6: Optimal organisational effectiveness

Organisational effectiveness starts with good governance and clear management structures. The introduction of a Board of Trustees creates a four-tiered governance structure for the University, as shown in Figure 1 with a supporting organisational structure as shown Figure 2. Optimal effectiveness can be achieved when all staff are inspired to work as cohesive teams, animated by a common spirit of service and supported by coordinated sets of academic administrative systems, policies, procedures and processes. In the third decade the University will augment its systems for effective coordination of all operations and introduce approaches to better manage risk in all its forms. A new highlands Campus will be established through the amalgamation into DWU of Holy Trinity Teachers’ College in Mt Hagen. After three years, the current strategic plan will be reviewed and if deemed necessary, the academic governance would be restructured into a broader discipline based school system.

Effective and cost-efficient ICT is critical for the development of DWU as a learning institution that is comparable in quality to universities in other countries. A key task in the third decade is to provide adequate Internet connectivity across all campuses, including enabling full use on all campuses of the DWU Learning Management System. Related to this is the need to increase coordination and efficiency by full implementation across all campuses of an integrated online management system. This management system will include key functional areas such as student administration, finance, student welfare services and human resource management. The management system will streamline the transfer of data to other partners, such as DHERST. It will generate significant amounts of data that DWU can use for diagnosis of issues and stronger, evidence-based quality assurance and enhancement.

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Physical asset management and improvement is a further vital component of organisational effectiveness. Over the third decade, DWU will refurbish, redevelop and newly develop physical infrastructure on all campuses. The University will create and implement a physical masterplan for each campus, to aid long-term planning, manage these developments and make efficient use of resources. Longer-term planning will enable DWU to give attention to environmental sustainability and the provision of appropriate environments for people with disabilities. It will also assist the University to ensure there are adequate safety and security measures on all campuses. At the same time, the University will also improve its capabilities in quality assurance, occupational health and safety, critical incident and disaster management.

6.7 Strategic Objective 7: Financial sustainability and stability

The financial resources of the University must be adequate to fund our academic aspirations and ensure stability.

Financial sustainability is crucial for DWU as a university only minimally reliant on direct Government funding. Diversification of income streams has been a longstanding Activity and considerable success has been achieved. In the third decade, we will take a longer-term and more strategic approach to income diversification through the creation of a DWU Endowment Fund to support future University projects, in partnership with DWU Alumni nationwide and other stakeholders. The consolidated Diwai Enterprises will expand its already significant contribution to University self-reliance, as will fee-paying programs in flexible mode, which are cost-effective and for which there is considerable demand among adult learners. The demand for online programs is expected to take off over the next decade and DWU must be well- prepared to support these programs.

Figure 1: DWU Governance Structure

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Figure 2: DWU Organisational Structure

7 Implementation Guidelines

All Tier 4 authorities of the University will be guided by the Learning and Teaching Plan, and Research Plan. The Faculty Boards and all Administrative Departments including the respective Campus Leadership and Management Boards will translate the intents and purposes of the strategic objectives defined in the Third Decade Strategic Master Plan into annual operational activity plans. The President and the Senior Executive team will guide the development of the respective operational activity plans to ensure consistency and optimal alignment with the Third Decade Strategic Master Plan. The following activities are intended as guidelines for operational activity planning where appropriate.

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7.1 Activities for Strategic Objective 1: Student transformation

a) Implement new ways to reinforce DWU’s core values among all students, including continuing to embed into all programs sustained practice in ethical Christian and professional conduct and the promotion of sustainable development; b) Expand co-curricular opportunities for undergraduate students in all modes of study; c) Provide sustained academic and personal development support for students; d) Implement improved student recruitment and enrolment processes; e) Maintain support for responsible Student Representative Councils on all campuses.

7.2 Activities for Strategic Objective 2: Innovation in teaching and learning

a) A proactive teaching and learning centre offering sessions for staff and students to enhance skills such as literacy, numeracy, computer use, research and relationships b) Evidence of innovation in program design and implementation informed by research and stakeholder feedback and/or input c) Increase in action research by lecturers d) Consolidating existing partnerships and forming new partnerships to enhance program delivery e) Continuous professional development for academic staff, and sharing of knowledge among academics across all delivery modes, in student-centred teaching, online teaching and robust assessment f) Faculty committees effectively supporting operational plans aligned with the strategic master plan

7.3 Activities for Strategic Objective 3: Intensified research and knowledge exchange

a) Develop faculty research centres so that they drive dynamic research initiatives. b) Increase international collaborative research projects, with a focus on social, medical and health, and tourism and hospitality research c) Double proportion of research-active staff to 25% or more d) Increase the number of qualified staff whose primary task is research. e) Double annual peer-reviewed research publications. f) Develop avenues for talented graduates to advance in research careers at the University g) Double the total number of doctoral candidates to at least 20 enrolments. h) Generate significant external and internal funding for research projects

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i) Develop advanced internal capabilities in research management, intellectual property and dissemination of research outcomes through open access. j) Sustain and extend the research culture on campuses, through symposia and research colloquia. k) Improve as appropriate research ethics approval protocols.

7.4 Activities for Strategic Objective 4: Productive partnerships

a) By 2020 all current arrangements with the Government of PNG must be legalised. b) Perform a bi-annual niche market review of our current programs by engaging current partners in government, churches and industries to participate. c) Foster a more vibrant relationship with current media agencies, the Medical Board of PNG, CPAPNG and the PNG Institute of Directors. d) By 2018 establish an Alumni Registry that records all Alumni contribution to the DWU Endowment Fund. e) Maintain and enhance DWU’s strong international partnerships with the Australian Catholic University, James Cook University, SVD Universities, and other universities, research agencies and health services organizations; f) Make better use of existing network memberships, such as the Association of Commonwealth Universities and PIURN, and consider joining others; g) Seek out and establish strategic partner institutions in the Asia-Pacific region, e.g. University of New Caledonia and Open University Malaysia; h) Seek out and implement teaching partnerships in joint programs using technology enhanced learning and teaching capabilities; i) By 2018 establish and legalise arrangements for staff and student exchanges; j) Identify collaborative partners to sponsor targeted initiatives on which to focus DWU’s community engagement activities.

7.5 Activities for Strategic Objective 5: Enhanced staff capabilities

a) Increase the proportion of academic staff with doctoral qualifications to 20%; b) Increase the proportion of all staff with postgraduate qualifications to 95%; c) Expand opportunities for administrative staff to upgrade their qualifications, including through online DWU or partner-assisted qualifications; d) Create opportunities in advanced ICT literacy upgrading for all academic and administrative staff; e) Develop active staff exchange programs; f) Undertake active benchmarking of policies, procedures and practices with partner institutions, to help develop staff capabilities, and improve staff morale and retention rates;

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g) Communicate often with staff to ensure they understand and are engaged in the implementation of the Strategic Master Plan; h) Develop active workforce and succession planning and senior management development programs, e.g. by active participation in ATEM conferences and workshops.

7.6 Activities for Strategic Objective 6: Optimal organisational effectiveness

a) Bi-annual review of risk assessment and management protocols starting 2017; b) By 2019 offer cost-effective online and full-fee flexible learning programs and short programs; c) By 2019 establish a marketing department and provide budgetary support to marketing of DWU programs to prospective students; d) Implement revised governance arrangements and continuously improve both vertical and horizontal coordination across all University operations and the management of risk; e) Achieve effective amalgamation of Holy Trinity Teachers’ College in Mt Hagen, building on lessons learnt through experience in previous amalgamation exercises; f) Develop fit-for-purpose Internet connectivity across all campuses, including full use on all campuses of the DWU Learning Management System; g) Achieve full implementation across all campuses of an integrated online management system, for functional areas including student administration, finance, student welfare services and human resource management; h) Make greater use of data analytics for University-wide insightful diagnosis of issues and concerns and quality assurance; i) Develop and implement a physical masterplan for each campus, to help the University make efficient use of resources, observe environmental sustainability and provide appropriate environments for people with disabilities; j) Establish adequate physical and virtual safety and security measures on all campuses, including capabilities in crisis and disaster management.

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7.7 Activities for Strategic Objective 7: Financial Sustainability and stability

a) By 2017 establishment of the DWU Endowment Fund; b) By 2020 establish scholarship funding with Philanthropists; c) By 2018 allocate 2% of the University recurrent budget towards the DWU Endowment fund; d) Negotiate with GoPNG to recognise the DWU Endowment Fund and permit taxable donations from its commercial enterprises; e) Establish an internal audit department by 2019; f) Conduct bi-annual external review of the internal controls and financial policies starting 2018.

8 Resource Implications

By law (Divine Word University Act (1999 or its revised form) the University Council has authority over the policy and finances of the University and will support management in its efforts to source funds to implement this Third Decade Strategic Master Plan.

From the 2017 budget approved by the DWU Council in November 2016, the recurrent budget of K40 million is expected to increase during the life-span of this Strategic Master Plan to approximately K60 million by 2026, at a rate of 5% per year. The most significant factor of cost is the cost of personal emoluments which is currently around 45.5% of the budget and expected to increase in proportion to student enrolment. General expenses are expected to increase with the consumer price index at an average of 5% per year. Consequently, fees will rise proportionately by an average of 5% per year.

The source of funds for the annual recurrent budget is comprised of 37% fees, 43% other internally generated revenue and 20% external revenue from grants and donations. External sources of funds include partnership funding for specific projects from development partners and the Government of PNG, which supports capital works plans from its Public Investment Program (PIP), and also provides a budget subsidy in support of the amalgamation of colleges. The University’s own investments will continue to be the major contributor to the University’s annual recurrent budget. All academic and administrative units have the potential to generate revenue and this cultural practice will continue.

In the third decade, it is estimated that enrolment will increase by 5% per year for all faculties and modes of delivery. The demand for infrastructure development will fall into four major focus areas:

a) Increase in staff numbers; b) ICT resources to support the implementation of technology-enhanced learning and administrative support functions;

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c) Specialist medical officers, teaching hospital, foundation sciences and basic medical sciences laboratories and consumables, and staff and student accommodation to support learning and teaching in the Faculty of Medicine and Health Sciences; d) Staff and student accommodation to support the Faculty of Education in consolidating and enhancing teacher education for rural and remote schools through the Bachelor of Education (Primary) program.

9 Implementation, Monitoring, Evaluation and Updates

As the chief executive officer of the Third Decade Strategic Master Plan, the President will ensure that there is continuous monitoring of the implementation of the plan with periodic evaluation and updating by way of the review, evaluation and updating of each of the cascading plans according to the following schedule. The Organisational Governance Structure, Campus Physical Master Plan, Learning and Teaching plan, and Research Plan will be reviewed and updated at five yearly intervals; while the Faculty, Campus and Divisional Operational Plans will be reviewed and updated annually. Members of the Cabinet are the front line implementers of the ten-year Strategic Master Plan. They will ensure all the projects associated with the successful implementation of the Strategic Master Plan are carried out as intended.

It is anticipated that an external institutional audit will be conducted by the Department of Higher Education Research Science and Technology (DHERST) in a five yearly cycle. Such an external audit would constitute an independent review and facilitate a major update of this Third Decade Strategic Master Plan.

The Quality Assurance Committee will be responsible for ensuring adequate and appropriate academic and administrative quality assurance mechanisms are in place, including feedback from a wide range of stakeholders, alumni, and internal reviews of the faculty and divisional processes.

9.1 KPIs for Strategic Objective 1: Student transformation

a) Number of graduates by program and year (undergraduate, postgraduate, research); b) Findings from graduate tracer studies; c) Findings from stakeholder surveys; d) Findings from student experience surveys; e) Retention rates (all modes of study); f) Number and type of student disciplinary cases.

9.2 KPIs for Strategic Objective 2: Innovation in teaching and learning

a) Number and nature of sessions for staff and students by Teaching and Learning Centre annually

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b) Number and nature of academic programs, including online units, of study by year c) Evidence of the teaching-research nexus informing practices (including student evaluations) d) Number of partnership MOAs and MOUs by year e) Number and nature of staff development activities in-country and overseas by year f) Reports of activities of Faculty Boards and faculty committees by semester

9.3 KPIs for Strategic Objective 3: Intensified research and knowledge exchange

a) Number of journal articles accepted for publication in international refereed journals b) Number of journal articles accepted for publication in national refereed journals c) Number of publications coming from research symposia and colloquia at the University d) Excellence and impact seen through citation in government publications and policy documents e) Number of graduates annually taking on active research roles at the University f) Number of higher degrees by research completed g) Number of research grants won in a year h) Value of research grants won in a year

9.4 KPIs for Strategic Objective 4: Productive partnerships

a) Number of active Memoranda of Agreement with PNG partners; b) Number of active Memoranda of Understanding with PNG partners; c) Number of active Memoranda of Agreement with international partners; d) Number of active Memoranda of Understanding with international partners; e) Number of student or staff who have participated in exchange programs; f) Number of joint programs with partners.

9.5 KPIs for Strategic Objective 5: Enhanced staff capabilities

a) Number of doctoral qualifications completed annually by staff; b) Number of master’s degrees completed annually by staff; c) Proportion of academic staff holding a doctoral qualification; d) Proportion of staff holding a master’s degree; e) Proportion of staff holding other postgraduate qualifications; f) Proportion of staff holding bachelor degree; g) Annual proportion of staff who have undertaken formal staff professional development activities (internal and external); h) Proportion of off-campus teaching staff; 23 | P a g e Approved by the University Council at Port Moresby Campus on 14 July 2017

i) Number of staff performance appraisals conducted annually; j) Number of DWU staff development programs conducted annually; k) Number of DWU staff exchange programs annually.

9.6 KPIs for Strategic Objective 6: Optimal organisational effectiveness

a) Annual financial outcomes and key ratios; b) Proportion of income from sources other than fees and Government funding; c) Number of reviews of governance or internal effectiveness, e.g. internal performance audit; d) Efficiency in resource usage against benchmarks, including for utility costs, ICT, use of physical spaces; e) Environmental sustainability rating (international); f) Number of risk mitigation targets achieved.

9.7 KPIs for Strategic Objective 7: Financial sustainability and stability

a) Balance of the Endowment Fund; b) Names of contributors to the Endowment Fund; c) Balance of the Scholarship Fund; d) DWU’s annual contribution to the Endowment Fund as a percentage of the recurrent budget; e) Findings of the biannual external review of the internal controls and compliance with financial policies.

9.8 Selected KPIs and targets for 2019 (Three-year Review)

a) Employer satisfaction rating of DWU graduates to reach an average of 80% or above; b) Number of programs offered in blended and online mode to be 10 or more; c) Number of journal articles accepted for publication or published in international refereed journals to average 10 annually; d) Number of staff or students who have reported a positive experience with a collaborative partnership in each of the three years; e) Proportion of academic staff holding a PhD to be 20% of the total number of academic staff by 2021; f) Staff satisfaction rating with regard to open and consultative communication to reach 80% or more.

10 Cascading Plans

The following cascading plans will be developed and aligned with the Third Decade Strategic Master Plan:

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a) Learning and Teaching Plan; b) Research Plan; c) Governance and Administrative Structure Document d) Physical Master Plan by Campus e) Annual Operational Plan by Campus; f) Faculty Annual Operational Plans; g) Administrative Annual Operational Plan by Administrative Department; h) Financial Plan; i) Risk Management Plan.

End

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