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Supporting the Contribution of Higher Education Institutions to Regional Development: the Sunshine - Fraser Coast Case Study Report (Australia)

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Supporting the Contribution of Higher Education Institutions to Regional Development: the Sunshine - Fraser Coast Case Study Report (Australia) Supporting the Contribution of Higher Education Institutions to Regional Development: The Sunshine - Fraser Coast Case Study Report (Australia) Prepared by Ron Neller, Sharon Hall and Ronda Eastall The OECD Programme in Institutional Management in Higher Education (IMHE) with the support of the Higher Education Funding Council for England (HEFCE) Associate Professor Ron Neller Regional Coordinator, Sunshine-Fraser Coast Region Institute for Sustainability, Health and Regional Engagement University of the Sunshine Coast Maroochydore DC Qld 4558 Tel: +61 7 5430 1204 Fax: +61 7 5459 4547 Email: [email protected] Web: www.usc.edu.au OECD/IMHE Project Supporting the Contribution of Higher Education Institutions to Regional Development Self-Evaluation Report: Sunshine-Fraser Coast Australia February 2006 1 KEY REGIONAL SUPPORTERS 2 FOREWORD MR GRAEME PEARCE CHAIRMAN OECD SUNSHINE-FRASER COAST REGIONAL STEERING COMMITTEE I was delighted to accept the invitation of the Vice-Chancellor of the University of the Sunshine Coast (USC), Professor Paul Thomas, to Chair the Regional Steering Committee for the OECD regional engagement project, as I have been involved with five Universities during my career as a local authority Chief Executive. What I found most exciting about this project was the opportunity to compare and contrast the engagement of USC and the University of Southern Queensland – Wide Bay (USQ) across two neighbouring but different regions – the Sunshine Coast and the Fraser Coast and how our combined region compared to thirteen other regions in Europe and Mexico. As well, I have had the opportunity to meet and work closely with both University and community leaders, all with a common quest to examine and improve how the Universities engage with their regions, and how the regions can improve their engagement with the two Universities. As Chairman of the Regional Steering Committee it has been my goal to stimulate debate about the issues raised in the OECD project, and I am pleased to say there has been a robust discussion at all Regional Steering Committee meetings about how well this engagement is occurring. It has also been most heartening to hear the many positive proposals from both the Universities and the community representatives about how this engagement could be improved. A dynamic and interesting process has now been put into train across the Sunshine and Fraser Coasts, to the extent the Steering Committee has agreed to schedule an extra meeting to continue this dialogue, and I would hope that as a result of the OECD initiative, the goodwill that has been created will continue as a Standing Committee for the Sunshine and Fraser Coasts and the two Universities. In conclusion I would express my thanks to the Regional Coordinator of the project Associate Professor Ron Neller and his support staff for their cooperation and wise counsel during the project. GRAEME PEARCE Chair OECD Sunshine-Fraser Coast Regional Steering Committee 3 FOREWORD PROFESSOR PAUL THOMAS VICE CHANCELLOR UNIVERSITY OF THE SUNSHINE COAST Engagement has been a core value for this University since the earliest planning in 1994. It was a theme that derived from extensive community consultations in which a recurring theme was the expressed need for this new public University to be innovative and regionally relevant. When this theme was elaborated it was clear that, quite apart from providing local access to a university for students who would otherwise miss out, residents also wanted three matters addressed above all else: 1. There was an urgent need to address the economic state of the region including job generation and combating unemployment, glaringly evident issues in the demographic data of the early 1990s. 2. There was a lack of major pieces of community infrastructure such as sports facilities, art gallery, cultural centre, and so on, and it was hoped the University would be active in helping rescue that infrastructure. 3. There was a need for the University to become an environmental exemplar: to set a standard for more informed and imaginative sub-tropical coastal building designs and planning to combat unimpeded urban sprawl and destruction of the natural environment. The University has since concertedly committed to strategies, policies and practices of engagement that informed ways of how it could address those community issues, alongside the University’s carefully targeted programs of regionally relevant research and teaching. Engagement has not been imposed retrospectively. It was emplaced in the origins of a University and has been a driving force, increasingly pervasive and sophisticated across each of our first ten years as Australia’s newest public university. The future of this University is inextricably bound to the future of this region, and the main reason why I enthusiastically embraced involvement in this important OECD project, is because it will provide invaluable feedback on how we can further strengthen the symbiotic relationship that needs to exist between the region and its University to secure the future for generations still to come. We have made an impressive start and regional identity and progress have been more marked because of the University’s presence. The momentum has to be maintained and I look forward to the outcomes of this project as they will certainly contribute to even greater understanding, both locally and internationally about how vital engagement really has become, not just to the modern university, but to a globally significant lifestyle region. PROFESSOR PAUL THOMAS Vice-Chancellor University of the Sunshine Coast (USC) 4 FOREWORD PROFESSOR KEN STOTT PROVOST WIDE BAY CAMPUS UNIVERSITY OF SOUTHERN QUEENSLAND The Wide Bay Campus of the University of Southern Queensland (USQ) is proud to be selected to be part of this important project, which, we believe, will have a significant influence on our University’s future. The project gives us a unique opportunity to consider what we are currently doing and how we might heighten our chances of success in a context of vast change and unparalleled levels of uncertainty. Achieving international recognition for our efforts is, of course, an agreeable consequence, but more important is our attempt to consolidate our position in this regional community, because sustainable success will depend, in large part, on our ability to forge deep and meaningful relationships with those we serve. The project also offers us the opportunity to consider ways in which we might benefit, as a university, from our engagement with the community. The project comes at a key strategic point for USQ, as engagement with the community is a key part of our declared strategic direction. Working with our regional partners opens up an expansive range of issues that we need to consider, and this project provides the ideal avenue to work out the sorts of strategies and actions that we think will have an impact over time. Finally, while there is much emphasis these days on outcomes - and this is understandable - we see the ’process’ of engaging in this project as being of even more importance. Each question asked, each document examined and each conversation: all have the potential to intervene in our thinking and to take it in new, previously unthought-of, directions. Therein lies the real benefit. It is in that light that my colleagues and I welcome our involvement in this OECD project, and we are confident that this collaborative endeavour with our friends at the University of the Sunshine Coast, and with many people in our Fraser Coast region, will enhance relationships and provide scope for further development. PROFESSOR KEN STOTT Provost University of Southern Queensland (USQ) – Wide Bay campus 5 TABLE OF CONTENTS LIST OF TABLES AND FIGURES ............................................................................................. 8 Tables......................................................................................................................................... 8 Figures ....................................................................................................................................... 8 LIST OF ACRONYMS................................................................................................................. 9 CHAPTER I: INTRODUCTION ............................................................................................... 12 1.1 The Project and the Region........................................................................................... 12 1.2 An Engaged Methodology and Approach..................................................................... 13 1.3 The Geographical Situation........................................................................................... 13 1.4 The Demographic Situation .......................................................................................... 15 1.5 The Economic and Social Base..................................................................................... 16 CHAPTER II: CHARACTERISTICS OF THE HIGHER EDUCATION SYSTEM................ 24 2.1 Overview of the National System of Higher Education................................................ 24 2.2 Student Enrolments....................................................................................................... 24 2.3 Data Analysis at a National Level to Establish Demand and Supply of Higher Education ‘Product’ .....................................................................................................
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