2014-16 Mission-Based Compact s2

2014-16 Mission-based Compact Between: The Commonwealth of Australia and University of Wollongong A. CONTENTS

This compact is between

The Commonwealth of Australia (Commonwealth) represented by and acting through: The Minister for Tertiary Education, Skills, Science and Research Assisted by the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education (DIICCSRTE) ABN 77 599 608 295 Of Industry House 10 Binara Street Canberra ACT 2601

University of Wollongong ABN 61 060 567 686 The University of Wollongong is a Statutory Corporation established under the University (NSW). Of Northfields Avenue University of Wollongong NSW 2522 (University)

B. CONTEXT c. Policy Setting The Australian Government believes all Australians are entitled to a productive, fair and prosperous life and our higher education system is crucial to achieving this. Universities impart the skills and knowledge Australians need to realise their personal and professional aspirations and contribute to the broad economic and knowledge base of our society including the cultural, health and civic wellbeing of the community. Over the term of this mission-based compact (compact), Australian universities will confront a range of opportunities and challenges in fulfilling their social and economic remit. These opportunities and challenges include, but are not limited to, changing national and international educational markets, dynamic global financial arrangements including the rise of the Asian Century, new approaches to teaching and learning, rapidly changing information technologies and evolving priorities for research and innovation. Australia’s universities are well equipped to harness the opportunities and meet these challenges that lie ahead. The 2014-16 compact supports this process by articulating the major policy objectives and the diverse approaches and commitments universities will adopt to achieve these strategic goals over the term of the agreement.

d. The Purpose and Effect of this Compact This compact is an agreement between the Commonwealth and the University. Entering into a compact is one of the quality and accountability requirements which a higher education provider must meet under the Higher Education Support Act 2003 (HESA) as a condition of receiving a grant. Specifically, subsection 19-110(1) of HESA requires Table A and Table B providers must, in respect of each year for which a grant is paid to the provider under HESA, enter into a mission based compact with the Commonwealth for a period which includes that year. The compact demonstrates the Commonwealth and the University have a shared and mutual commitment to provide students with high quality educational experiences and outcomes and to building research and innovation capabilities and international competitiveness. The compact recognises the University is an autonomous institution with a distinctive mission, operating within a state or territory, national and international higher education environment. The purpose of this compact is to provide a strategic framework for the relationship between the Commonwealth and the University. It sets out how the University’s mission aligns with the Commonwealth’s goals for higher education, research, innovation, skills development, engagement and Aboriginal and Torres Strait Islander access and outcomes. The Commonwealth and the University agree this compact will be published on Commonwealth websites and may be published on the University website.

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

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

In supporting Australia’s universities, the Commonwealth seeks to promote: academic freedom and institutional autonomy; a diverse and sustainable higher-education sector; opportunity for all; access to university based on merit; world-class teaching and learning that advances the international standing of Australian education; world-class research and research training that advances knowledge, critical thinking and Australia’s international standing; and responsiveness to the economic, social and environmental needs of the community, region, state, nation and the international community through collaborative engagement. To ensure Australia’s higher education system remains robust and of high quality in a globally connected and competitive world, the Australian Government has adopted and implemented a number of system-wide quality measures including establishing the Higher Education Standards Framework, and the Tertiary Education Quality and Standards Agency (TEQSA).

g. The Structure of this Compact Part One provides for the Commonwealth’s focus for the compact and a description of the University’s Mission Statement and Strategic Priorities. Part Two provides for matters related to improving access and outcomes for Aboriginal and Torres Strait Islander people. It contains Commonwealth objectives, university strategies and performance indicators and targets. Part Three provides for matters related to innovation, industry and skills and engagement. It also contains Commonwealth objectives, university strategies and performance indicators and targets. Part Four provides for matters related to teaching and learning including student enrolments, quality, equity and infrastructure. It contains Commonwealth objectives, university strategies and equity targets. Part Five provides for matters related to research and research training including research performance and research capability. It contains Commonwealth objectives, university strategies, performance indicators and targets. Part Six provides for general provisions of the compact including compact review, privacy, confidentiality and information sharing, changing the compact and notices.

H. PART ONE: FOCUS & MISSION The Commonwealth’s Focus for this Compact The Commonwealth's ambitions for higher education include:  providing opportunities for people from all backgrounds to participate to their full potential and be supported to do so. This includes supporting the aspirations of Aboriginal and Torres Strait Islander people through improved access and support arrangements. The Commonwealth is committed to ensuring the rate of Aboriginal and Torres Strait Islander people participating in undergraduate and higher degrees by research (HDR), as well as staffing and academic representation, reaches population parity;  providing students with a stimulating and rewarding higher education experience;  producing graduates with the knowledge, skills and understanding for full participation in society and the economy;  better aligning higher education and research with the needs of the economy, and building capacity to respond to future changes in skills needs;  increasing universities’ engagement with all parties and linkages between universities and Australian businesses in particular;  playing a pivotal role in the national research and innovation system through the generation and dissemination of new knowledge and through the education, training and development of world class researchers across a wide range of intellectual disciplines;  improving knowledge transfer and commercialisation outcomes;  consistent with the Asian Century policy framework, ensuring education is at the forefront of Australia’s engagement with Asia; and  being amongst the leading Organisation for Economic Co-operation and Development (OECD) countries in terms of participation and performance. In support of these objectives, the Commonwealth encourages universities to consider the following important measures in their planning and delivery:  developing partnerships with schools and other organisations to improve the participation of people from disadvantaged backgrounds in higher education;  working with business, industry and Vocational Education and Training (VET) providers to provide the Australian economy with the graduates it needs;  the suite of performance measurement tools being developed through the Advancing Quality in Higher Education initiative, work on quality in research training, and a feasibility study on research impact assessment (including the possible implementation of a mechanism, separate from Excellence in Research for Australia, to evaluate the wider benefits of publicly funded research);  applying the principles and procedures required to support a continuous improvement model for intellectual property; and  the National Research Investment Plan, including the need for a strategic outlook to address Australian Government priorities and principles at a national level.

1 THE UNIVERSITY’S MISSION AND STRATEGIC PRIORITIES 1.1 The purpose of the University’s Mission The University's Mission sets out its values and aspirations, what it does and how it can best serve the interests of its students, staff and key stakeholders. The Commonwealth and the University recognise the University's Mission may evolve. The University and the Commonwealth recognise the University is an autonomous institution which is responsible for the determination of its Mission and for its aspirations and strategies for their achievement. 1.2 The University’s Mission and Strategic Priorities Policy Context On 24 May 2013, a meeting was held between officers of the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education and the University of Wollongong to review the draft of this Compact. The University’s undertakings within this Compact are subject to the policy conditions prevailing at that time and may change in consideration of any material changes to policy that might arise during the term of this agreement. Introduction The University of Wollongong (UOW) aspires to be a leader in ideas and solutions, a community of campuses and partners where discovery, learning and technology connect to transform people and the world we live in. By blending research excellence and quality teaching, we develop intellectually fearless, socially connected graduates and life changing, innovative research outcomes. In 2012, UOW was ranked equal best university in Australia in the Times Higher Education list of the world’s top 100 universities established in the last 50 years. With an agenda focused on globally significant outcomes, UOW delivers over $2 billion annually in economic activity for the national good. This includes the generation of almost 8000 jobs, $607M in household income and a contribution of $1.12B to Gross Domestic Product. By leveraging strategic global partnerships, UOW converted every $1 of Federal Government investment received in 2011 into $7 of overall economic impact for the betterment of Australia. Additionally, UOW contributed an additional $1.34B to the national economy through increased wages and additional taxes. See http://impact.uow.edu.au/index.html As UOW asserts itself as a powerhouse of teaching and research excellence it aims to: Be positioned in the top 1% of world universities Offer an empowering learning experience, informed by research and its external context Enrich its regional communities through a strong and connected presence that makes UOW a destination university and Wollongong a university city. Throughout 2013-2018, UOW will enact a transformative agenda to deliver purposeful investment in its people, programmes, campuses, accommodation and facilities to project the University into the top 200 universities worldwide. The foundation of this growth is a commitment to the development of an outstanding research culture, re-invigoration of our academic portfolio to align with expertise and demand, growth in the off-shore international program and leveraging partnerships for mutual benefit. Complemented by a new Global Challenges Research Program, five reconstituted faculties will take forward this strategic agenda commencing in January 2014, these are: The Faculty of Business The Faculty of Engineering and Information Sciences The Faulty of Law, Humanities and the Arts The Faculty of Science, Medicine and Health The Faculty of Social Sciences

Already underway in 2013, the University has committed to the introduction of rigorous Governance and planning model that will be underpinned by a suite of regularly reported key performance indicators. Consistent monitoring and review will improve operational transparency and drive accountability at all levels of the University. Continued focus on student equity will allow UOW to provide continued, targeted support, including Equity Fellowships, to Aboriginal and Torres Strait Islander researchers and research groups. By fostering partnerships with Aboriginal and Torres Strait Islander students, UOW ensures that they are supported not only as they enter university, but for the duration of their university experience. For the benefit of students, staff and the wider Australian and international population, UOW is on the cusp of a new era focussed on strategic growth and high impact. RESEARCH Highlights Outstanding Excellence in Research Australia (ERA) 2012 outcomes. Disciplines such as Chemical Sciences, Engineering, Earth Sciences, Clinical Sciences, Mathematical Sciences, Law and Legal Studies, Studies in Creative Arts and Writing and History and Archaeology were formally acknowledged as delivering research above or well above world standard First ARC Discovery Indigenous Grant won in 2012 Introduction of a Master in Philosophy degree integrating coursework and research Launch of the iAccelerate initiative to accelerate the growth of innovative technology based companies in the Illawarra and beyond Growth in research collaboration through major research centres such as Cooperative Research Centres, ARC Centres of Excellence and NHMRC Centres of Excellence. The contribution of the University’s research hub, the Innovation Campus or iC, to the region is significant in terms of business and industry, research and community engagement and partnerships. Aspirations and Strategies “Build an outstanding research community that values emerging researchers and supports research-active staff to achieve the highest quality results and disseminate their benefits to user communities” (Goal 1 of the UOW Strategic Plan 2013-2018). To achieve this, the University will strive to: Produce high quality research that will attract increasing citation rates Target both highly cited and high esteem researchers and emerging research talent for recruitment and development Prioritise provision of leading-edge research facilities, resources and infrastructure to optimise accessibility, utilisation rates and research productivity Provide targeted support to Aboriginal and Torres Strait Islander researchers and research groups to further enable the production of high quality research outputs and ARC and other NCG success Assure research impact by leveraging strong alliances and partnerships to engage and influence government, industry and communities, locally, nationally and internationally Develop strategies that improve access to international research opportunities and promote collaborative research with internationally recognised institutions and partners Attract and leverage external research funding by establishing a framework that targets major Global Challenges and aligns internal research resources with them and our research strengths Recruit, support and reward quality HDR students in a UOW graduate environment aligned with productive, high quality research areas and based on expectations of performance and high completion rates Provide increased support to HDR candidates via the development of generic and discipline specific research skills and other professional development opportunities

Continue provision of Equity Fellowships to Aboriginal and Torres Strait Islander academic staff completing their Masters or PhD (http://staff.uow.edu.au/eed/equityfellowships) Develop integrated research management systems, policies and processes into new faculty structures Integrate iAccelerate programs (UOW eClub, StartPad, Pitching Plate) into the UOW educational process and student pathways. In 2011 Innovation and Commercial Research Unit (ICR), reporting to the DVC(R) was formed to develop a more cohesive strategy to respond to these changing environmental pressures; as well as to: Include entrepreneurial initiatives from its student population; Develop a central proactive approach to increase business/researcher engagement; To enable the easy transfer of UOW’s Intellectual Property (IP) and knowledge transfer to the wider community based on both financial criteria and the wider public good. UOW produces the second highest number of ICT graduates in Australia and is home to world class research, a combination that provides a fertile ground for entrepreneurial endeavours. UOW’s vision is to create a sustainable Innovation Ecosystem cluster to increase the exchange of intellectual capital produced by the University both within the local region and Australia’s national economy. This will be delivered through synergistic programs designed to accelerate innovation within the Illawarra by tapping into the intellectual capital of the University: its students, researchers, alumni, and its leadership role in the Illawarra. Anticipated outcomes include acceleration of innovation, increased economic development (including jobs, skills and market); increased researcher engagement with commercialisation; more rapid transfer of IP into the economy; increased knowledge exchange through research partnerships; and generational mentorship, whereby successful alumni contribute back through mentoring the next generation of startup entrepreneurs, and patronage. TEACHING AND LEARNING Highlights UOW staff were awarded six Australian Learning and Teaching Council citations, placing UOW second in overall number of citations since the inception of these awards Continued compliance with Australian Quality Framework (AQF) Circulation of a Green paper ‘OpenUOW’ seeking to establish a University wide approach to Open Education at UOW Overall student satisfaction at almost 90% Continued success of Woolyungah Indigenous Centre supporting alternate recruitment activities, learning and teach support services and career opportunities for Aboriginal and Torres Strait Islander students. New senior staff appointments: Pro-Vice-Chancellor (Inclusion and Outreach) to deliver the University’s vision for social inclusion (New position) Deputy Vice-Chancellor (Education) (DVC-E) who leads a refreshed approach to the emerging academic standards agenda and the student learning experience Five Executive Deans appointed to provide faculty leadership for the new transformative agenda.

Aspirations and Strategies “Deliver student-centred, challenging programs to the highest standards in a technology-rich learning environment that attracts high quality students and develops all students for their graduate roles in society and the global workplace” (Goal 2 of the UOW Strategic Plan 2013- 2018). To achieve this, the University will strive to: Complete a review and realignment of the DVC(E) portfolio and appoint executive leaders across key areas. New Associate Deans (Education) (ADE) will take up strengthened positions in the five newly configured faculties Establish more rigorous and comprehensive processes for the development of strategically aligned academic programs, embedding Australian Qualifications Framework (AQF) compliance assessment as a core component of the course management and course and curriculum review processes Establish a more rigorous and quality focussed framework for the assessment of credit Continue to foster, encourage and recognise teaching excellence through the University Learning and Teaching Course (ULT), the academic promotions processes and recognition programs, including the OCTAL Awards Develop and deliver a leading co-curricular program to enhance the UOW student experience Continue to build our Aboriginal and Torres Strait Islander student participation, support mechanisms and successful completions through the Woolyungah Indigenous Centre (WIC) Improve students’ access to knowledge through enhanced learning facilities and enhance UOW’s use of technology to support world class teaching and learning specifically through the launch of state of the art learning management platform Promote a broader social inclusion and outreach agenda under the leadership of the newly appointed Pro Vice-Chancellor (Inclusion and Outreach) Develop and promote the distinctive UOW graduate qualities in conjunction with the curriculum mapping of UOW academic programs to ensure UOW fosters flexible and informed students and graduates who can proactively navigate the uncertain and complex future. PARTNERSHIPS Highlights The economic impact of the iC, the University’s research hub was: For every 10 jobs created at iC another 9.4 jobs are sustained elsewhere in the local economy For every $10 in direct household income paid to people employed at iC generates a further $5.40 in income elsewhere in the local economy For every $10 in direct value added by iC businesses leads to a further $8.90 in value added elsewhere in the local economy. “Five star” rating for engagement in the QS Intelligence rating system. A perfect score of 50/50 (http://www.topuniversities.com/universities/university-wollongong) 1200 students spread across 5 smaller, satellite campuses in the Illawarra’s South Coast and Southern Highlands iAccelerate—a joint initiative between UOW, Wollongong City Council, NSW Trade and Investment, Enterprise Connect, RDA Illawarra, local business and entrepreneurs (http://www.uow.edu.au/research/icr/iaccelerateproject/) Sustainable Building Research Centre (SRBC) is on track to be the first building in Australia to be certified by the “Living Building Challenge”. The SRBC is a UOW, Australian Commonwealth (EIF) and NSW Trade and Investment collaboration. Partners include BlueScope Steel, TAFE NSW, and Housing NSW Continued success of the In2Uni program that reached 5044 students in 18 high and 31 primary schools across the Illawarra, building aspirations for tertiary study which includes a dedicated Aboriginal and Torres Strait Islander Alternate Admissions Program through Woolyungah Indigenous Centre.

Aspirations and Strategies “Integrate teaching, research and community and business linkages at global and regional levels to enhance our research base and our contribution to student and community development” (Goal 3 of the UOW Strategic Plan 2013-2018). To achieve this, the University will strive to: Connect communities by integrating teaching, research, community and business linkages at global and regional levels to enhance UOW’s research base and its contribution to student and community development Promote high quality regional partnerships as an integrated educational outreach strategy involving UOW’s faculties and regional campuses Embed UOW’s framework for social inclusion Play an active role in advancing and championing social, cultural, environmental and economic developments in the regional communities. INTERNATIONALISATION Highlights 6091 off-shore International enrolments in 2012 5647 on-shore International enrolments in 2012 A review of University of Wollongong in Dubai operations Outbound student mobility programs provided opportunities for over 380 students to study overseas for semester or short-term programs Overall satisfaction rating of 81.6% in the International Student Barometer (ISB) survey (http://www.uow.edu.au/student/responds/UOW122539.html). Aspirations and Strategies “Foster a culture of continuous improvement by rewarding initiative, creativity and performance in an environment which develops staff and encourages the highest quality standards” (Goal 4 of the UOW Strategic Plan 2013-2018). To achieve this, the University will strive to: Build on collaborative partnerships across disciplines both nationally and internationally and to expand and develop quality partnerships for the purpose of articulation and twinning Introduce a strategic UOW relationship management system to register and monitor partnerships Set achievable international student enrolment targets both on and offshore Continue to increase the ratio of undergraduate to postgraduate international student enrolments onshore Continuously improve onshore quality assurance in processes and procedures for offshore sites Address TEQSA threshold standards.

I. PART TWO: ABORIGINAL AND TORRES STRAIT ISLANDER ACCESS AND OUTCOMES 2 ABORIGINAL AND TORRES STRAIT ISLANDER ACCESS AND OUTCOMES Part Two recognises the important role universities play in supporting Aboriginal and Torres Strait Islander people’s personal and professional aspirations through the provision of accessible and supportive higher education programs. Increasing Aboriginal and Torres Strait Islander higher education participation and success is important given the direct benefits for Aboriginal and Torres Strait Islander individuals and communities and broader economic and social benefits for all Australians. Universities are asked to detail their strategies and targets to improve Aboriginal and Torres Strait Islander access and outcomes over the compact period in this section. Principal Performance Indicators are compulsory and institutions may voluntarily nominate Optional Performance Indicators and targets considered reflective of individual institutional goals. The Commonwealth recognises that universities have diverse missions and, consequently, targets and performance will vary between institutions. Each university should develop performance indicators and targets to reflect its individual performance and strategic direction. 2.1 Commonwealth Objectives The Commonwealth is committed to enhancing the participation and outcomes for Aboriginal and Torres Strait Islander people in higher education consistent with the Closing the Gap initiative addressing Aboriginal and Torres Strait Islander disadvantage. In realising this objective, the Commonwealth has set an aspirational national parity target for Aboriginal and Torres Strait Islander students and staff in higher education. The parity target equates to the proportion of the population aged between 15 and 64 years which is currently 2.3%. To help achieve this aspirational national target, the Commonwealth has introduced a new focus on Aboriginal and Torres Strait Islander reporting in the compact as recommended by the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People. Universities should report high level Aboriginal and Torres Strait Islander student and staffing plans and strategies in this part of the compact including performance targets for student enrolments, completions and numbers of general and academic staff. Universities may also report on Aboriginal and Torres Strait Islander initiatives under the Innovation and Engagement, Teaching and Learning and Research and Research Training parts of the compact. 2.2 University Strategies The University of Wollongong campuses sit amongst the traditional lands of the Wadi Wadi, Wandandian, Walbunga, Djirrangani, Gandangara and Gadigal peoples who share kinship across several Nations and language groups including Yuin, Dharawal and Eora, the recognised traditional owners and custodians of these lands. The University is committed to ensuring it continues to contribute to greater value and appreciation of Aboriginal and Torres Strait Islander peoples’ experience and to implement practical measures to support Commonwealth priorities such as COAG’s Closing the Gap priorities, the National Indigenous Higher Education Workforce Strategy and recommendations outlined in the Review of Higher Education Outcomes for Aboriginal and Torres Strait Islander People. Over the course of the past Compact and looking forward to the coming years, the University renews its commitment to building upon its already strong foundation of successful strategies to support and grow its Aboriginal and Torres Strait Islander student and staff community and to strengthening its relationship with the Aboriginal and Torres Strait Islander community generally.

Within the life of this Compact, the University will develop and grow its strategies to realise: A greater number of Aboriginal and Torres Strait Islander staff and students work and study in all faculties and business units and at varying levels A greater number of Aboriginal and Torres Strait Islander students who graduate from UOW and who then find employment or undertake further study with the University, and An increase in Aboriginal and Torres Strait Islander representation on key governance committees. Workforce Strategies The University has an Indigenous Employment Strategy which reflects the five employment strategies as outlined in the National Indigenous Higher Education Employment Strategy. This strategy and related initiatives are currently under review. In 2012, the number of Aboriginal and Torres Strait Islander members of staff has grown. Currently there are 36 Aboriginal and Torres Strait Islander employees across 17 business units at all levels, with 11 academic staff (representing 1% of the academic population) and 25 general staff (representing 1.6% of the general staff population). To enhance pathways for existing Aboriginal and Torres Strait Islander employees the University offers and aims to build upon the following strategies: Access to extensive career development and support as well as coaching and mentoring. UOW aims to have 100% of Aboriginal and Torres Strait Islander staff actively engaged in coaching and mentoring Study time support for all Aboriginal and Torres Strait Islander general staff Aboriginal and Torres Strait Islander academic staff are supported to complete Master or PhD study through access to the $12,000 Equity fellowship fund Continue to develop the Aboriginal and Torres Strait Islander Alumni network to maintain relationships with graduates, provide mentoring and role models for staff and students and develop opportunities for future employment. In the past year, UOW celebrated the key achievements of an Indigenous Studies Unit academic graduating with a Doctor of Philosophy and an Indigenous Studies Unit academic being awarded an ARC Discovery Indigenous Grant, one of only 10 such grants awarded nationally. To increase new employment opportunities and develop a working environment appropriate to the needs of Aboriginal and Torres Strait Islander peoples, the University: Reviews its recruitment strategies to ensure greater awareness of University roles and opportunities by the Aboriginal and Torres Strait Islander community. This has resulted in the utilisation of Indigenous Job Australia resulting in an increased number of Aboriginal and Torres Strait Islander people applying for mainstream positions Offer three year traineeships designed to facilitate permanent employment at the University Provide cultural awareness training to all work areas on an ongoing basis Ensure 100% of staff have completed EO Online and online programs to educate staff about discrimination and harassment within the first 6 months of employment Promote Aboriginal and Torres Strait Islander celebrations and activities to the UOW community. To improve the University’s community engagement and outreach with the Indigenous community and schools, the successful In2Uni school outreach program has a dedicated area to ensure greater engagement between high school Aboriginal and Torres Strait Islander students and UOW through its Woolyungah Indigenous Centre (WIC)http://www.uow.edu.au/wic/index.html. UOW participates in the Australian Indigenous Mentoring Experience (AIME), a mentoring program where UOW student volunteers partner with Indigenous high school students to develop Year 10 and Year 12 completion rates and University admission rates for Aboriginal and Torres Strait Islander people. It also provides a valuable opportunity to enrich the student experience for those non-Indigenous volunteers.

Student Participation and Success Strategies Notable outcomes in relation to Aboriginal and Torres Strait Islander students at UOW are: Gradual increase in participation with 252 students or 1.6% at UOW (as at December 2012) Significant full–time employment rates for UOW Aboriginal and Torres Strait Islander graduates at 66.7% UOW ranked #16 and #17 respectively for access and participation. Some of the strategies that are currently in place and that, subject to funding the UOW will build upon over the course of the Compact to increase these outcomes are: To broaden the Aboriginal and Torres Strait Islander student participation to the Science and Engineering disciplines as the present distribution is predominantly in the Humanities, Health and Education areas. Business and Commerce have experienced some recent growth Examples of faculty engagement and aspirational current and future outreach activities are: •Faculty academic staff participate in an outreach program which involves Indigenous students in remote NSW school locations as identified by the school principals Indigenous students are encouraged to participate in the high schools competition for industrial technology with specific awards available for Indigenous students Engineering academics work with local Indigenous leaders to develop short films to engage with and inspire Indigenous high school students and their community WIC supported comprehensive alternate admissions program to prepare and facilitate Aboriginal and Torres Strait Islander student success at study To expand Aboriginal and Torres Strait Islander student support mechanisms and successful completions through the continued focus of WIC providing targeted learning and teaching support services and career opportunities for Aboriginal and Torres Strait Islander students Embedding Indigenous issues and perspectives in the curriculum offered by the majority of faculties and this will be a continued focus through the regular cycle of review The Engineering faculty in partnership with local Indigenous communities have been successful in gaining an Office of Learning & Teaching grant for a project entitled "Integrating Indigenous student support through Indigenous perspectives embedded in engineering curricula". UOW is the lead institution in collaboration with Queensland University of Technology and the University of Melbourne The establishment of the Indigenous Studies Unit in 2012 and a dedicated interdisciplinary major within the Faculty of Law, Humanities and the Arts offers an academically robust and coherent study of Indigenous experience and engagement. Staff in the unit actively contribute to its research reputation and profile through the Forum of Indigenous Research Excellence (FIRE). The University continues to look for opportunities to support future and current Aboriginal and Torres Strait Islander and equity students and has a variety of scholarships available to support those UOW students: WIC offers two community scholarships: South Coast Labour Council of $2000 and the Dharawal scholarship of $1000 Faculty specific initiatives such as the Faculty of Social Sciences’ Aunty Mary Early Education Scholarship of $4000 per annum Equity scholarships of $3000 per annum External scholarships: UOW Aboriginal and Torres Strait Islander students have been successful in gaining these competitive scholarships UOW offers targeted Postgraduate Awards, for Indigenous Australians to undertake postgraduate research degrees. These awards all rely on APA, RTS and UOW scholarship funds Commonwealth scholarships. A greater focus on an integrated approach to Aboriginal and Torres Strait Islander student engagement, support, and career outcomes is happening between the WIC, faculties and central business units such as Careers Central, student recruitment, and student support advisors. This approach is reflected in a number of new initiatives:

The “Univative Woolyungah” is a new program that invites approximately 40 students to work with a partner organisation to address a business consulting challenge that relates to the host organisations operations. 2013 partner organisations include GrainCorp and the Cancer Council Careers Central and WIC began reviewing mechanisms to embed career development workshops in the Indigenous Tutorial Assistance Scheme (ITAS) program at key transition points for Aboriginal and Torres Strait Islander student students The In2Uni Schools Outreach team and WIC have developed an Indigenous focussed stream to the Year 9 Unique Experience Day to be launched in Spring session 2013 UOW’s Shoalhaven campus has a dedicated Indigenous transition support staff member to aid in Aboriginal and Torres Strait Islander students’ transition to higher education. Faculty targets have been set regarding enrolment of equity students, including Aboriginal and Torres Strait Islander students. The purpose of the Aboriginal and Torres Strait Islander performance indicators and targets is to assist the University and the Commonwealth in monitoring the University’s progress against the Commonwealth’s objectives particularly its contribution to reaching national parity. The University will aim to meet the Aboriginal and Torres Strait Islander targets set out in the following tables.

2.3 Performance Indicators and Targets The purpose of the Aboriginal and Torres Strait Islander performance indicators and targets is to assist the University and the Commonwealth in monitoring the University’s progress against the Commonwealth’s objectives particularly its contribution to reaching national parity. The University will aim to meet the Aboriginal and Torres Strait Islander targets set out in the following tables. Note: All calendar year references below refer to the previous year’s data collection. Principal Performance Baseline Progressive Progressive Progressive Target Indicators 2012 Target 2013 Target 2014 Target 2015 2016 Number of all Aboriginal and 252 280 288 298 306 Torres Strait Islander student enrolments1 Number of all Aboriginal and 37 49 64 68 72 Torres Strait Islander student completions2 Number of all Aboriginal and 27 23 26 29 31 Torres Strait Islander professional/general staff3 Number of all Aboriginal and 10 11 12 13 15 Torres Strait Islander academic staff4

1 Refers to total undergraduate, postgraduate and HDR students by headcount

2 See footnote 1 for definition

3 Refers to number by headcount

4 See footnote 3 for definition

J. PART THREE: INNOVATION AND ENGAGEMENT 3 INNOVATION AND ENGAGEMENT Part Three recognises the important role of universities in our national innovation system, in boosting economic productivity contributions to improved social and environmental outcomes and growth, and in engaging, advancing and inspiring their communities. It also recognises that universities make an important contribution to building connections and partnerships that broaden and deepen Australia's understanding of Asia. Under three themes: Innovation; Industry and Skills; and Engagement; universities are asked to detail their strategies and targets over the term of this compact. Principal Performance Indicators are compulsory and institutions may voluntarily nominate Optional Performance Indicators and targets considered reflective of individual institutional goals. The Commonwealth recognises that universities have diverse missions and, consequently, targets and performance will vary between institutions. Each university should develop performance indicators and targets to reflect its individual performance and strategic direction. 3.1 Innovation 3.1.1 Commonwealth objectives

The Commonwealth seeks to build an innovation system that ensures Australia can meet the challenges and grasp the opportunities of the twenty-first century. The Commonwealth encourages innovation by supporting industry-led research, promoting knowledge-transfer activities and the commercialisation of research. 3.1.2 University strategies

With a proven commitment to knowledge exchange, Innovation is core to the University of Wollongong’s culture and success. UOW continues to excel in research engagements with Industry and Government. From 2011 to 2012, new Commercial Research income won grew by 79% to $21.3M. In 2012, more than 220 contracts were negotiated, with thirty four commercial research projects valued at >$100K, a 31% increase from the previous year. In another excellent result, 20 out of 37 UOW tender applications submitted in 2012 were successful, with three still awaiting a decision. This outcome builds on the previous two years’ performance, and once again, achieves a success rate of more than 50%. To capitalise on this success, UOW will continue to build contract research capacity. A proactive industry engagement strategy has been adopted, based on regular networking with industry to identify needs which align with UOW research strengths and to subsequently facilitate contact between researchers and industry. There is also a focus on identifying and engaging with businesses of a scale and complexity that may require ongoing, multidisciplinary research support. The Innovation and Commercial Research (ICR) Unit had substantial contact with a diverse collection of businesses and hosted over 200 visiting organisations and institutions in 2012. The Unit will continue to build valuable innovation networks throughout 2013-2016. UOW’s research themes have been refined and translated to key industry sector needs and a new website provides specific examples of commercial research projects and technologies available for commercialisation. The website has resulted in a 100% increase in usage since its launch and continues to provide increased opportunities for collaboration. This highly effective site will soon be further refined to accurately reflect UOW’s Global Challenges Program (see Section 5.1.2). Clean Technology was identified as a key theme and area of expertise for UOW. A survey of researchers investigating clean technology and related issues was undertaken in order to develop

a capability profile for dissemination to government and industry. A high profile event will be held in 2013 to showcase and promote this capability. ICR has established its own technology transfer operation to facilitate commercialisation of research. It is a move that underlines the increasing importance of the University’s research output. The new operation, replacing the pre-existing commercial arrangement with UniQuest, is based on more open innovation models and adopts world leading technology supports systems. UOW will continue to build internal capacity that delivers more open, more rapid transfer of Intellectual Property (IP) to the marketplace. Throughout 2012, 18 Intellectual Property Disclosures were lodged, three licence deals finalised and two individual one-off software licenses were signed. Seven provisional patent and four Patent Cooperation Treaty (PCT) applications were filed and five Patent Families entered national phase entry. A spinout company, Aquahydrex, was launched in late 2012 to further develop IP from UOW and Monash University in the area of novel catalytic processes. The AutoCRC started its second operating cycle in July 2012, with UOW leading the vehicle electrification research programme. UOW will continue to participate in other CRCs including CRC for Polymers, Energy Pipelines CRC, Smart Services, CRC for Rail Innovation, Capital Markets, Hearing and Bushfire and is/will be actively engaged with a number of potential bids throughout 2013-2016. In conjunction with the Commonwealth Government’s Clean Technology Supplier, UOW is investigating a model for collaboration between the Sustainable Building Research Centre and industry. UOW is exploring and will continue to explore other models for collaboration with industry. In 2013, UOW will trial a process for collaboration with Illawarra based ICT companies, bringing UOW researchers and businesses together to develop new products and services. UOW is actively fostering a number of international collaborations with organisations such as the University of Waterloo in Canada and the Harbin University of Science and Technology in China. The University also continued its successful participation in the Baosteel Australia Joint Centre, and was awarded funding for three new projects in the 2012 funding cycle. This collaboration will continue in 2013 and beyond. To grow an innovation ecosystem in UOW and the greater Illawarra region, UOW has established iAccelerate. iAccelerate is a banner under which initiatives such as iAccelerateStartPad and iAccelerate Pitching Plate have been launched and are now operating. To date, iAccelerate has been a successful incubator for 18 companies, which have generated jobs and sales. The iAccelerate Club continues to attract excellent attendance, high profile speakers and has a strong social media following. 2012 also saw the launch of a Kids eClub to support UOW’s commitment to increasing female participation in non-traditional areas of study and work. Recently, UOW executed a Memorandum of Understanding (MOU) with the Harbin-Israel Incubator Management on behalf of the iAccelerate program and will continue to explore opportunities to co-locate activities in a single building and provide access to funding opportunities for participating businesses. The first regional University to do so, UOW has joined the Easy Access IP network. By promoting accessible knowledge exchange it will ensure UOW’s work and discoveries lead to improvements in the lives of people and their communities. UOW is participating in a pilot of Easy Access, in conjunction with UNSW, Macquarie University and NSW Trade and Investment. The pilot will extend throughout 2013 and 2014.

3.1.3 Performance indicators and targets

The purpose of the innovation performance indicators and targets is to assist the University and the Commonwealth in monitoring the University's progress against the Commonwealth's objectives and the University's strategies for innovation. The University will report principal performance information and aim to meet the innovation performance indicators and targets set out in the following tables.

Note: All calendar year references below refer to the previous year’s data collection. Principal Performance Information5 2012 Number of patent and plant breeder’s rights Filed 5 Issued 1 Held 36 families filed, issued and held Number of all active licences, options or No. 5 Value($) $12,400 assignments (LOAs)6 executed and income derived Number and value of research contracts and No. 209 Value($) $12,163,478 consultancies executed7 Investment in spin-out companies during Investment ($) $0 Value($) $0 the reporting year and nominal value of equity in spin-outs based on last external funding/liquidity event or entry cost

Note: All calendar year references below refer to the previous year’s data collection. Principal Baseline Progressive Progressive Progressive Target Performance 2012 Target 2013 Target 2014 Target 2015 2016 Indicator Category 4 Income $1,499,840 $1,500,000 $1,500,000 $1,500,000 $1,500,000

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

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

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

3.2 Industry and Skills 3.2.1 Commonwealth objectives

The Commonwealth encourages universities and employers to work together so that courses meet the needs of employers, where relevant. This may include integrating work and learning, meeting professional accreditation requirements and involving employers in course development and delivery. 3.2.2 University strategies

University staff engage extensively with employers and industry via consultations, individual interactions and through various professional association bodies, meetings and events in national and international settings. The University has a long standing relationship with the Australian Association of Graduate Employers, and close connections with a number of industry bodies such as the Institute of Chartered Accountants Australia. Individual faculty and discipline heads undertake ongoing consultations regarding the supply and quality of graduates and seek input and advice from professional associations and industry bodies when developing new offerings or undertaken curriculum reviews about the relevance of our academic programs. Discussions also occur in policy and industry settings via the Head of Careers Central who holds the role of Vice President, Career Industry Council of Australia. UOW actively seeks and includes employer and industry perspectives in its learning and teaching processes. This is achieved through activities such as: Guest lectures in a broad range of disciplines Mentoring programs in undergraduate and postgraduate courses Industry placements for students in for credit subjects and as co-curricular activities Ongoing dialogue to ensure industry relevant curriculum. UOW has a long history of integrating local and international workplace experiences into the learning experience with opportunities offered across 30 subjects at various levels of study and across all faculties. 2013 saw the introduction of a number of new subjects that contain career focussed learning to assist students to make informed course and career decisions. There is also an increase in guest lectures by the Faculty Career Consultants which touch on career development learning. One of the strategic Student Services and Amenities Fee (SAF) projects that will be operational by the end of 2013 involves a software program ‘Focus 2’ which assesses student career readiness and career planning status with the aim to improve career and course decision making. It will be available to all students, not only those in their final year. The establishment of the new Associate Dean (Education) roles in the five new faculties along with a new Director Student Career Development and Employability role will ensure interdisciplinary skills, employability strategies and underpinning models are reflected in the curriculum and in student services. In more recent years an institutional approach to embedding workplace experiences has been activated to ensure its students are ‘career ready’, where their UOW Graduate Qualities closely align with industry standard employability skills. The Academic Services Division support the integration of the Graduate Qualities into curriculum by collaborating with Faculty on learning design and development, academic development, student support and peer assisted learning and research and information services. More information on UOW Graduate Qualities can be found at http://www.uow.edu.au/student/qualities/index.html. The ongoing analysis of the outcomes from the Australian Graduate Survey support the view that UOW graduates are highly regarded by industry and employing organisations, with employment

rates consistently higher than state and national averages. These data also inform curriculum reviews to assess the suitability of the curricula. Moving forward and in alignment with Goal 2 of the University’s Strategic Plan Learning and the Student Experience, UOW aims to: Expand experiential learning opportunities for UOW students by offering more credit for internship and work placement subjects to ensure graduates are ‘career ready’ Continue to engage with relevant professional and industry bodies to ensure academic program offerings are relevant to employer graduate demand Continue Woolyungah Indigenous Centre’s identified priority to career development and job preparation for Aboriginal and Torres Strait Islander students through engagement with the University’s Career Central Continue to expand students’ experiential learning opportunities through professional engagement to ensure graduates are equipped for society, the workplace and community through global experience.

3.3 Engagement 3.3.1 Commonwealth objectives

As part of its social and economic remit and as an important precursor to innovation, the Commonwealth encourages universities to engage with all levels of government, other universities, businesses, schools, the vocational education and training sector, employers, the professions, research institutions and the wider community including international partners particularly those in the Asian region. 3.3.2 University strategies

In support of its Strategic Goal #3, Connecting Communities and strategies in all other goals, to “… strategically expanding our sphere of influence and investing in partnerships that add value to UOW”, UOW is developing a partnership strategy to ensure there is an integrated framework that will guide its relationships with current and future partners. Research Engagement Strong research relationships have been developed with national and international partners through UOW's areas of Research Strength. Some highlights of these include: The Centre for Medical Radiation Physics has established relationships with Australian Red Cross Blood Service, Children’s Hospital Westmead, University of Cambridge (UK), King Abdullah University of Science and Technology (Saudi Arabia); University of Groningen and Technical University of Delft (Netherlands); Harvard Medical School (USA); Pohang University of Science and Technology (South Korea) The Institute for Superconducting and Electronic Materials has established relationships with ANSTO, BaoSteel Ltd, Shanghai Jiao Tong University (China), Max-Planck-Institut fur Metallforschung (Germany), University of Oslo (Norway), Hyper Tech Research Ltd, National Institute of Materials Science (Japan), Korean Institute of Materials Science The Engineering Manufacturing group has established strong relationships with Bluescope, Endeavour Energy, DSTO, Thales and a number of other industry partners that will provide a solid platform for collaboration into the future The Intelligent Polymer Research Institute has established relationships with Boston Scientific (USA), CapXX, SMR Automotive P/L, Konarka Technologies Inc (USA), University of Texas, Dallas (USA); North Dakota State University (USA), Dublin City University (Ireland). JRE Engineering cadetships with BlueScope Steel Joint PhD joint supervision between the University of Erlangen, Germany and the Centre for Medicinal Chemistry Centre

The inaugural ‘Illawarra Futures Symposium’, a partnership initiative between the UOW and Regional Development Australia (RDA) Illawarra.

UOW's research collaborations with partner universities and businesses will continue to grow through: Participation in major research centres (e.g., Cooperative Research Centres, ARC Centres of Excellence and Linkage Grants, NHMRC Centres of Research Excellence) The launch of new initiatives such as iAccelerate (http://www.uow.edu.au/research/icr/iaccelerateproject/) (see Section 3.1.2) The new UOW Global Challenges Program (see Section 5.1.2). The University’s iC is a research hub precinct that, in its 10 years of operation has seen a growth in the co-existence of varied group of activities, including teaching, research and commercial activities which demonstrate the synergies that exist between all of these groups and activities. UOW research activities that are conducted on iC are: Australian Institute of Innovative Materials (AIIM) Australian National Centre for Ocean Research and Security (ANCORS ) iAccelerate (from Feb 2014) In April 2013 there were: 670 Full time employees (FTE) were employed on iC 1255 Students use iC facilities (HDR and undergraduate) 9 commercial partners are based at iC: Commonwealth Bank, Tickets.Com (USA), Pactera (PRC), NSW Cancer Council and BHP Billiton The economic impact iC generates can be quantified in the following terms (as at 2013): For every 10 jobs created at iC another 9.4 jobs are sustained elsewhere in the local economy For every $10 in direct household income paid to people employed at iC generates a further $5.40 in income elsewhere in the local economy For every $10 in direct value added by iC businesses leads to a further $8.90 in value added elsewhere in the local economy. Community Engagement Members of the community, including Alumni, make an active philanthropic contribution to the mission of the University. The Alumni Annual Fund program has raised nearly $450,000 since its inception in 2005 with all funds raised supporting Learning and Development scholarships. In 2013, corporate giving has resulted in approximately 144 externally funded UOW scholarships. Since 2009, UOW has raised through donations, appeals and giving, over $11.5 million dollars. UOW also works closely with local industry through its Community Engagement Grants Scheme to fund more than 45 projects since 2005, many of which go on to make a contribution to Australia’s national priority areas. The announcement of the $44 million Early Start—Changing Children's Future inter-disciplinary project marks a significant achievement for the University as it includes a $7 million private philanthropic gift, representing the biggest single donation ever made to UOW. As the UOW community grows and its alumni, students and partners expand across the globe, UOW will continue to build and grow relationships of mutual benefit domestically and internationally. In 2013, UOW was rated 50 out of 50 for engagement by international ranking system Quacquarelli Symonds (QS) (http://www.topuniversities.com/universities/university-wollongong). Major community engagement activities the University continues to support include: UOW's Science Centre, located at the iC, opened in 1989 recently celebrated its one millionth visitor and is the region’s most visited indoor attraction. The Centre hosts a large number of school classes and excursions with more than 500 class visits each year, half of which were from outside the Illawarra The Illawarra Regional Information Service (IRIS) which provides consultancy services in the areas of market and social research, strategic planning, economic development and place marketing to the region

The University Recreation and Aquatic Centre (URAC) supports over 550,000 visitors in 2012, 70% of whom were UOW staff or students The Wollongong Conservatorium of Music which is one of the largest of the 17 regional conservatoriums in NSW. International Engagement The University has a good record of participation in outbound semester exchange programs which have experienced steady growth since 1989. UOW aims to increase the outbound mobility of students to Asia and beyond and to increase student mobility and engagement between UOW and its offshore teaching partner sites. This will be achieved by broadening the range of outbound programs offered to include short-term study tours and in-country internships facilitated by its offshore partners. The University will also develop more options for students to undertake intensive beginner level Asian language courses (Japanese, Mandarin and Indonesian) and encourage students from a broader range of degrees to concurrently undertake a Diploma in Languages, and participate in a long-term or short-term study experience in Asia. In the research student environment, the University will continue to offer joint PhD programs through a number of partnerships which provide a platform for Australian research students to study in Asia and for Asian research students to study in Australia. UOW has an extensive and productive network of partnerships, particularly in the Asian region. Some examples of these partnerships include: An undergraduate information engineering twinning program with Zhengzhou University (ZZU) in Henan Province. This program is approved by the Chinese Ministry of Education and is one of the most widely cited programs of best practice in China. The success of the program is founded on senior staff from UOW visiting Zhengzhou to deliver the core subjects coupled with an innovative student articulation model that facilitates program participants to complete their studies at the UOW Wollongong campus in either their second or third year. Since 2005, this partnership has facilitated a sustained flow of high quality students into the University’s undergraduate and postgraduate coursework engineering programs and productive research collaboration between staff from the two institutions. A partnership instigated in 2005 with the Singapore Institute of Management (SIM), has subsequently expanded into a long-term transnational education partnership with participation from a majority of the University’s faculties that has resulted in one of the largest and most widely acclaimed information technology and computer science suite of programs amongst Singapore’s private education institutions. This success is founded on a holistic engagement model that leverages the strategic connections with industry and government departments for employment opportunities for the graduates. The program has the reputation and acclaim within industry and government in Singapore as producing high quality graduates who contribute to the information technology capabilities of the country. The development of a number of in-house academic and corporate training programs (award and non- award) for both business and government in strategically significant international locations within Asia that greatly helps to profile the University, its staff, research and most important the quality of its students. For example: currently running a Masters in Asset Management course for the Mass Transit Rail (MTR) authority in Hong Kong; and a non-award certificate program for managers within the Beijing Municipal Government (Shunyi District) where cohorts come to UOW to undertake further study. The University also possesses an enviable track record of initiating and developing consortia between UOW, leading international universities and related industry within Asia that have resulted in high quality research students and staff coming into UOW’s main research centres, numerous ARC linkage and related country specific grants, as well as private funding from industry for student bursaries, scholarships and various research activities.

For example, research collaboration with two Chinese universities was leveraged to develop a broader ‘institutionalised’ strategic alliance with Bao Steel, China’s largest steel manufacturer in 2007. This has resulted in Bao undertaking commercially significant research and development work with an ever widening number of the University’s top researchers. In fact, UOW was the first foreign University to undertake R&D activities with Bao Steel. By 2013 UOW has received more than A$ 2 million in research funding from Bao, and also we were instrumental in widening Bao’s footprint in Australia by introducing Bao to complementary research centres at UNSW and UQ. Going Forward UOW aims to continue to build on the successes achieved to date in engagement through: Connecting communities by integrating teaching, research, community and business linkages at global and regional levels to enhance its research base and contribution to student and community development The ‘Big Ideas Festival’ 2013 to show case the University’s research and engage the UOW community, collaborators, industry leaders and the general public Promoting high quality and mutually rewarding regional partnerships as an integrated educational outreach strategy involving faculties and regional campuses Building on and sustaining the University’s successful relationships with business, industry and other community groups Growing the joint partnerships under the iAccelerate umbrella to support the development of an innovative Illawarra and position the region as the centre for ICT in NSW (http://www.uow.edu.au/research/icr/iaccelerateproject/) The ongoing role of UOW’s Community Reference Group which acts as a “link between our community and the University and to facilitate discussion and debate on issues raised in the development and implementation of our Strategic Plan” and through continued support of the Community Engagement Grants Scheme Connecting UOW students with the City of Wollongong and the region through the “Welcome to Wollongong” (W2W) community event that highlights the interconnection between UOW staff and students, both domestic and international, and the local community.

3.3.3 Performance Indicators and Targets The purpose of the engagement performance indicators and targets is to assist the University and the Commonwealth in monitoring the University's progress against the Commonwealth's objectives and the University's strategies for engagement. The University will aim to meet the engagement performance indicators and targets set out in the following table. Note: All calendar year references below refer to the previous year’s data collection. Principal Performance Baseline Progressive Progressive Progressive Target Indicators 2012 Target Target Target 2016 2013 2014 2015 Number of active 241 253 265 278 292 collaborations8 with industry and other partners in Australia Number of active 219 230 241 253 266 collaborations9 with industry and other partners overseas Category 3 Income $17,787,088 $18,676,441 $19,610,263 $20,590,777 $21,620,316

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

9 See footnote 8 for a definition of collaboration.

L. PART FOUR: TEACHING AND LEARNING 4 TEACHING AND LEARNING 4.1 Student enrolments 4.1.1 Commonwealth objectives

The Commonwealth is committed to expanding higher education to provide high quality opportunities for people of all backgrounds to participate to their full potential. An expanded higher education system will educate the graduates needed for Australia's future economy, which will be based on knowledge, skills and innovation. The main objectives of the Commonwealth are to ensure that: by 2025, 40 per cent of all 25 to 34 year olds will hold a qualification at bachelor level or above; by 2020, 20 per cent of undergraduate enrolments should be students from low socio-economic backgrounds; national parity for Aboriginal and Torres Strait Islander students and staff is achieved over time; and universities are producing graduates that meet the nation’s skills needs. These objectives are supported through the Commonwealth Grant Scheme and, in particular, the demand driven funding of students in bachelor level courses.

4.1.2 University strategies

University Student Enrolment Planning During the period of this Compact (2014-2016), the University will complete the roll out of its integrated enrolment planning process that is part of the realignment of its strategic and operational planning structures and processes. The key elements are currently being put in place to ensure that international onshore and offshore, domestic undergraduate and postgraduate coursework (both fee paying and Commonwealth supported), higher degree research and domestic sub bachelor intake setting is integrated and reflects strategic priorities, resource and budgetary requirements as well as market and external considerations. As indicated in the Equity section (4.3.2) of this Compact, specific targets for identified categories of students such as those from low socio-economic backgrounds or Aboriginal and Torres Strait islanders at the faculty level are included in the intake targets under this integrated process. Due to the success of the University in being awarded funding in the EIF Regional Priorities Round for the Early Start—Changing Children's Future facility, it will be necessary to consider the impacts this will have on University student enrolment planning in the second half of the term of this Compact. As flagged in its EIF submission, UOW will be expanding its activities in the areas relating to early childhood development. Sub Bachelor Planning For 2014-2016, aligned with UOW’s strategic direction, the University is currently reviewing its sub bachelor and articulation pathways for those in the catchment area of UOW’s main and regional campuses. The University will be reviewing and expanding pathways to support the Commonwealth's participation and inclusion agendas, and to address identified areas of disadvantage in its catchment. Once the review of pathways is complete the University intends to open discussions with the Commonwealth to explore options relating to delivery of enabling courses.

Bachelor Degree Planning The University is currently undergoing significant restructuring, and as part of this, is conducting reviews across all academic areas. Outcomes from these reviews may impact offerings from 2014. At this stage, other than the areas related to the EIF-funded Early Start initiative, there are no other areas in the non-designated bachelor degree load targeted for growth beyond the overall University target nor is the University moving away from offering any disciplines. The University is currently targeting modest growth in the non-designated bachelor degree load during the life of this Compact. Postgraduate Planning Two areas of increased long term need for postgraduate coursework places are facing the University; teacher accreditation and the Early Start initiative. The structure of postgraduate coursework provision at the University may shift in the later part of this Compact as a result of changes in teacher accreditation from 2015. Other than in the initial teacher training and Early Start project, postgraduate growth is targeted at the domestic fee paying, international onshore and international offshore areas. Medical Planning As noted in other areas of this Compact, the medical area is one of strategic priority for the University. Domestic and international applicants to the UOW MBBS program are of a very high standard and applicant numbers and quality continue to increase. The University is not requesting any variation to its graduate entry medical places at present, but wishes to outline its future intention to do so if opportunities arise.

4.2 Quality 4.2.1 Commonwealth objectives

A focus on teaching and learning quality underpins the Commonwealth’s vision for Australia to be one of the most highly educated and skilled nations in the world. The Commonwealth has made a commitment to provide more autonomy to universities through the removal of funding caps on Commonwealth supported bachelor level places. In turn, the Commonwealth requires the University to participate in the higher education quality arrangements which are overseen by the Tertiary Education Quality and Standards Agency. The arrangements are designed to support academic autonomy while ensuring that the achievement of standards can be demonstrated and that there is a strong focus on enhancing the quality of teaching and learning while expansion of the higher education system meets national participation ambitions. The Commonwealth’s commitment to quality is demonstrated through initiatives such as the Office for Learning and Teaching, which provides a suite of grants, awards and fellowships to recognise quality and promote innovations in learning and teaching. The University also has obligations under the quality and accountability requirements in Division 19 of HESA. This compact does not change those obligations.

4.2.2 University strategies

The University has a strong reputation for academic quality and achievement in teaching and learning. As outlined in its new Strategic Plan 2013- 2018, specifically Goal #2 Learning and the Student Experience, it is clear that the University has an ongoing commitment to strengthen its strategies and reputation for delivering and supporting quality teaching and learning. For almost 20 years, UOW has offered its academic staff courses aimed at improving teaching quality. The current University Learning and Teaching (ULT) course is offered to all academic teaching staff (continuing and sessional). ULT is a work-based professional development program for university teachers designed to enhance teaching effectiveness, accredit expertise and provide an educational context for ongoing career development. Successful completion of the ULT is mandatory for all teaching staff and a condition for probation for all newly appointed academic staff. Teaching is one of four aspects of academic work considered for promotion at UOW. Evidence from UOW promotions (2006-2011) indicates an 80% success rate for staff, up to Associate Professor Level, where "teaching ranked highly". This is comparable to the success rate for similar promotion applicants with "research ranked highly". Currently, UOW is leading an international benchmarking project on the recognition of teaching within Academic promotion policies and practices. This project is funded by the Higher Education Academy (UK) and includes two Australian and two UK based universities. UOW staff have attracted the highest number of national citations for Outstanding Contributions to Student Learning and is ranked second nationally for numbers of Office of Learning and Teaching citations since their inception. This clearly demonstrates the commitment and quality of the University’s teaching staff. The University continues to improve its student satisfaction with overall student satisfaction level at 89.7%, trending upwards over the last four years and with 90.7% retention for domestic students. The University performs well above the national average in performance indicators related to student employment and student performance; consistently well above the national average over the last five years. Peer Assisted Study Sessions (PASS) have been successfully operating at UOW for some years across a broad range of subjects across disciplines with the National Centre for PASS currently located on the Wollongong campus. The Centre for Student Engagement offers co-curricular activities such as volunteering, leadership and professional development programs to assist in the development of Graduate Qualities amongst our students. A range of well-established strategies as well as more recently adopted forward looking strategies will continue to guide the University in its approach to achieve quality teaching and learning. Examples of strategies designed to bring about improvement over the life of the 2013-2018 Strategic Plan and this Compact include: A new Deputy Vice-Chancellor (Education) was appointed in 2012 and the portfolio has recently been restructured to ensure greater transparency and coordination of responsibility and realignment of key outcomes areas for academic quality and standards equity, student support, and experience. It has a renewed focus to ensure an improved framework is in place for measuring, monitoring and benchmarking the University's performance in learning and teaching. This portfolio also has responsibility for improvements to the University curriculum and, in partnership with Faculties, the University expects greater synergies and outcomes to be realised Appointment of Faculty-based Associate Deans (Education) (ADE) who will operate as the essential linkage between Faculties and the central academic quality and standards and learning, teaching and curriculum teams. The ADEs will ensure UOW quality frameworks are in place across the Faculty to attain and retain the highest possible standards in learning and

teaching and continual compliance with government requirements including TEQSA and the AQF and other relevant professional accrediting bodies ADEs will also provide leadership and support for faculty academics in the development of teaching and learning scholarship by: Implementing strategies that value and reward achievement in teaching Supporting Faculty staff preparing applications for learning and teaching awards and competitive grants, and Promoting teaching as a career pathway. Creation of a new Higher Education Learning and Teaching Research and Policy Institute. The establishment of the Institute demonstrates UOW’s raised commitment surrounding the nexus of research and teaching The Office of the Deputy Vice-Chancellor (Education) is also refocussed to align key functional student experience areas within the University to achieve greater outcomes in the area of student engagement and retention. Some activities in this area include: StartSmart: an essential academic information and skills online course which is compulsory for undergraduate students, see http://www.uow.edu.au/student/services/fye/resources/startsmart/index.html The Successful Transitions program offered at the Shoalhaven and Southern Highlands campuses offer new students workshops and one to one support Staying Connected is an engagement campaign where the University contacts first year students to better understand how the student is transitioning to higher education and to provide further information about academic and/or well-being support services. Longitudinal data is gathered and statistical analysis underway to evaluate the effect of the Staying Connected program on first year student retention rates. UOW continues to invest in tools to evaluate student engagement and retention through: The recently developed data warehouse facilities for Library resource usage/monitoring; Routine student feedback surveys including quantitative and qualitative data for the Peer Assisted Study Sessions and Learning Development Services. In 2012, a data-driven ‘at risk’ student project was undertaken and included the use of a diverse range of student related data items to develop statistical models investigating the profile of student retention and attrition. The results from this modelling inform strategic decisions regarding resource deployment and programs. Future activities will build on the project’s outcomes and will reflect the models and identify students where a pro-active intervention or support strategy may be appropriate. UOW continues to evaluate the quality of its teaching through subject evaluations, course evaluation and various forms of student and staff feedback that are reviewed by the Faculty Dean’s and relevant areas to ensure that appropriate strategies and issues are identified and implemented in a timely manner. Student feedback and evaluation also form the basis of career development strategies for staff. Further developments of emerging strategies related to Career Development Learning are a focus at UOW. For example, an interdisciplinary program and portal supporting experiential programs and recognition of co-curricular learning are foci in 2013-2014. (See Section 3.2.2) Further build Aboriginal and Torres Strait Islander student support mechanisms and successful completions through the continued focus of Woolyungah Indigenous Centre providing targeted learning and teaching support services and career opportunities for Aboriginal and Torres Strait Islander students Further develop collaborative practices between offshore teaching sites and the home campus by giving students from different campuses the opportunity for a rewarding and internationalised experience and to engage with each other via the use of interactive technologies, including video streaming of seminars, lectures, master classes and symposia and in-country study opportunities Continue to foster, encourage and recognise teaching excellence through the University Learning and Teaching Course (ULT), the academic promotions processes and recognition programs, including the OCTAL Awards

The following are examples of Commonwealth funded projects that have integrated into UOW’s teaching and learning tools and framework. The 2009 ALTC project recommendations on how career development learning adds value to work integrated learning and the wider student experience has been taken up on a number of new curricular and co-curricular settings. A plan for broader integration is included in a 3 year plan for a whole of institution approach as UOW moves towards a career ready culture. Outcomes from a 2012 National Peer Review and moderation project funded by the Office of Learning & Teaching (OLT) noted a sector-wide model for assuring final year subject and program achievement standards. These outcomes form the foundation of a major UOW review of moderation practices. UOW’s participation in an Office of Learning and Teaching capstone subjects in business degrees project and its resulting publication “Capstone Subjects – A Good Practice Guide”, is relied upon at UOW to develop capstone subjects in the course of reviewing courses against the Australian Qualification Framework, and in line with good practice curriculum design. An Australian Learning and Teaching Council grant on sessional teaching staff has provided the foundation for UOW’s support and policy framework for its sessional staff. A collaborative Australian Learning and Teaching Council project on external peer review for promotion enabled to UOW to refine its promotion processes broadening peer review to peer review of educational practice. UOW references Discipline Standards as a part of its curriculum review processes and against Australian Qualification Framework requirements. The standards are referenced in UOW’s AQF Implementation Procedures. Further develop and promote the distinctive UOW graduate qualities in conjunction with the curriculum mapping of UOW academic programs Improvement of the University’s eLearning Systems(s) through the introduction of a new eLearning platform which is expected to facilitate our engagement with students as the University moves to becoming a digital University (Strategic Goal #6 Change and Transformation). In parallel with the eLearning rollout project a team is addressing enhancements to pedagogy required to maximise the success of the new system with a focus on Designing for Diversity.

Note: All calendar year references below relate to projects and awards in that calendar year. Principal Performance Baseline Progressive Progressive Progressive Target Indicators 2012 Target Target Target 2016 2013 2014 2015 Number of active learning and teaching projects 1 1 3 4 5 supported by the PELTHE10 program where the University is the lead institution Number of active learning and teaching projects 4 4 5 5 6 supported by the PELTHE11 where the University is a partner institution Number of citations for Of the 8 outstanding contributions applications 6 6 6 6 to student learning permitted, 6 were successful Number of awards for No applications teaching excellence submitted 0 0 1 1 Number of awards for No applications programs that enhance submitted 0 1 1 1 excellence

4.3 Equity 4.3.1 Commonwealth objectives

The Commonwealth is committed to a fair and equitable higher education system that provides equal opportunity for people of all backgrounds to participate to their full potential and the support to do so. In particular, the Commonwealth has an ambition that by 2020, 20 per cent of higher education enrolments at the undergraduate level will be people from low socio-economic status (SES) backgrounds. The Commonwealth expects all universities to play a part in meeting the Commonwealth's higher education participation ambitions, consistent with the objectives and regulatory requirements of Commonwealth funding. The Commonwealth funds a range of programs to encourage and support access to and participation in higher education by people from low SES backgrounds and other under- represented groups, including the Higher Education Loan Program and Student Income Support. The Commonwealth will monitor the University’s equity performance through the reporting requirements and evaluations of programs and initiatives. The University’s performance in meeting equity objectives will also be linked with teaching and learning Performance Funding targets.

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

11 See footnote 10 for definition.

Universities have obligations under the fairness requirements in Division 19 of HESA. This compact does not change those obligations. 4.3.2 University strategies

The University is committed to the increased participation agenda and has demonstrated this over the past years as well as its explicit inclusion in the new Strategic Plan for 2013 – 2018: Goal 3.1 Promote high quality regional partnerships as an integrated educational outreach strategy involving our faculties and regional campuses. Goal 3.2 Embed our framework for Social Inclusion, aligned with clear student targets and support mechanisms, including our Indigenous education strategy. Improvements to student access, participation and outcomes from under-represented groups are, and will continue to be, addressed during the period of this Compact through the strategy, governance and program initiatives employed across the University. In 2012, University Council endorsed the first social inclusion scorecard with dimensions including future students, current students and leadership. The University is clearly committed to improving its social inclusion strategy with clear indicators on performance. As outlined in Section 4.2 Quality, the University has appointed a new Deputy Vice-Chancellor (Education) and a Pro Vice–Chancellor (Inclusion and Outreach) to ensure outcomes for equity student support and experience. Similarly, the new and expanded roles for Associate Deans (Education) have been created in each Faculty to ensure social inclusion and equity performance aggregate in meeting the University’s social inclusion goals. Complementing these new faculty–based roles are new institution-wide initiatives offering access, transition and support arrangements specifically targeting disadvantaged members of the communities. These are summarised below and will be continuously reviewed to progress the University’s ongoing commitment to participation and outcomes for under-represented cohorts. The introduction in 2013 of socially inclusive teaching workshops delivered by specialist academic staff. These offer practical approaches to teaching to ensure all UOW students have opportunities to engage with higher education learning and particular consideration is given to disadvantaged students and those who may be first in their family to attend University The UOW Social Inclusion Project Scheme (SIPS) made possible due to Commonwealth HEPP funding, provides grants to support participation initiatives across UOW with particular focus on students from low socio-economic (SES)backgrounds transition to University The Faculty of Business’ ‘Unlocking the Potential’ project that focussed on teaching of first year Commerce students through enabling academic staff to design, deliver and assess curriculum that would engage with a diverse student cohort and an emphasis on low SES students Peer Assisted Study Sessions (PASS) will continue to offer a supportive environment for learning via peer mentors. Specialist learning support staff provide individual student consultations and group workshops on literacy and numeracy matters. An increased focus on English language improvement strategy and service delivery is underway Student welfare and support will be enhanced through improved coordination of services as a result of the restructure of the Deputy Vice–Chancellor (Education) portfolio and the academic services functions A Faculty Access Initiative (FAI) was trialled in 2012 that encouraged all faculties to look at broader indicators of aptitude and success other than just an ATAR when making an offer for admission to students from educationally and socially disadvantaged backgrounds. The University aims to formally embed the process into the target setting framework and quality review cycle and to further commit UOW to equitable access and participation As the University’s regional campuses are situated amongst some of NSW’s most disadvantaged areas, UOW will continue to offer and explore flexible admission pathways to best serve the needs of the rural and remote community and Aboriginal and Torres Strait Islander

community. The Woolyungah Indigenous Centre (WIC) runs an Alternate Admission Program that will be expanded via the south coast campuses. The University has a well–established commitment to academic capacity building and aspiration raising engagement activities in the region. The recent addition of the future student engagement activities to the Social Inclusion scorecard and the monitoring of outcomes take that commitment further. The University currently has relationships with 31 primary and 18 high schools through its outreach activities that target students from year 6 to year 11. Much of this work relies on partnerships activities with the NSW Department of Education and Community and the Catholic Education Office. Beyond 2013 and during the course of this Compact, as the economic classification of disadvantaged shifts from schools to individuals and is replaced with finer measures, UOW will develop a more sophisticated and targeted outreach strategies and programs. It will also continue to explore and develop new and existing partnerships to maximise such opportunities and yield improved outcomes.

4.3.3 Participation and Social Inclusion Targets Proportion of domestic undergraduates who are from a low SES background Baseline for improvement target: To be determined Principal 2014 2015 2016 Performance Reward Payment Reward Payment Progress target Indicators (target for 2013 (target for 2014 (target for 2015 students) students) students) Excellence Target To be determined To be determined To be determined Improvement Target To be determined To be determined To be determined Outcome - - - Proportion of domestic undergraduates who are from another underrepresented group Baseline for improvement target: x% (Either 2009 or average of 2008 and 2009 data) Principal 2014 2015 2016 Performance Reward Payment Reward Payment Progress target Indicators (target for 2013 (target for 2014 (target for 2015 students) students) students) Improvement Target To be determined To be determined To be determined Outcome - - -

4.4 Teaching and Learning Infrastructure 4.4.1 Commonwealth objectives

The Commonwealth is committed to the development of world class higher education infrastructure. A contemporary, technology rich, well designed and equipped campus environment has a positive influence on staff and student performance and satisfaction. While the responsibility for capital infrastructure development and maintenance rests with the University, the Commonwealth’s commitment is demonstrated through programs such as the Education Investment Fund. Universities also utilise Commonwealth Grant Scheme funding for capital works and maintenance. The Commonwealth will monitor the University's infrastructure performance, through the Institutional Performance Portfolio/CAMS. 4.4.2 University strategies

The University is committed to planning for sustainable, quality and innovative teaching and learning infrastructure to ensure it has the capacity to address growth in student load, research priorities and enhance and maximise the student experience. UOW was an early adopter of lecture capture technology and 2013 has seen the implementation of a new and improved Learning Management Platform. The focus of the upgraded platform is to ensure more effective use of lecture capture facilities and technology to facilitate personal capture in the home and office so as to decrease dependence on the lecture theatre format and increase the quality of re-usable educational resources. Other strategies that aim to ensure the University can deliver the digital environment for students and staff that will be implemented over the course of this Compact include: Equip all small/medium common teaching spaces with computers to support projection Replace VGA output with digital output in large teaching spaces Continue to upgrade the University’s video conferencing bridge and endpoints in smaller teaching spaces that will allow multiple concurrent connections to regional campuses and other locations including to offshore partners Re-evaluate audience response systems in light of the new e-Learning platform Continue to evaluate use of interactive white boards versus touch sensitive LCD screens for tutorial rooms Invest resources in mobile technologies and social media, recognising that students are increasingly using mobile devices to interact with the University. Student Spaces UOW is committed to informal learning space and social space for strategic student priorities and has taken this further stemming from student consultation as to the allocation of the Student Services and Amenities Fees (SSAF) over 2011 and 2012. The main campus and regional campuses have seen significant development such as those by UniCentre and outdoor student space. The University is implementing a Student Media Hub which aims to engage UOW students across all sites in the publication and distribution of student-generated content like radio, podcasts, print media, and video to distribute across campuses and in the broader community. There is greater integration of informal learning and social spaces incorporated into the planning for large scale developments such as the new on-campus accommodation, Kooloobong 2 or “K2” where meeting rooms and informal learning spaces are a part of the village plan. Phase 1 of this building was launched in March 2013 with the whole building operational in July 2013 and supporting over 500 students in the wider Kooloobong village. Information Technology Infrastructure The University IT plans focus on key infrastructure projects that will facilitate adoption of transformative technology and enhance the digital experience and the capacity to deliver on an innovative teaching and learning experience such as: Facilities master plan, wireless upgrades, computer lab refresh and data management Creation of mobile content Support and market technologies to enhance collaboration and sharing Improved connectivity to regional campuses and partner institutions New service offerings that allow for the creation and distribution of digital content. Management of Space and Infrastructure In 2011, the University revisited its space and infrastructure governance framework and the current University Space and Infrastructure Advisory Group now has oversight of all space and infrastructure developments and priorities. This ensures greater alignment of priorities and resource allocation to ensure UOW achieves its strategic objectives and underpins future decision-making regarding teaching spaces. The University’s Capital Management Plan 2013 – 2017 was recently approved by University Council and renewed its commitment to:

Support the University’s Strategic Plan by providing world – class academic facilities and flagship developments Improve campus safety and accessibility Improve the quality of the built environment Continue to upgrade and maintain the University’s IT infrastructure. The main objective of the plan over past years has been to enhance the University’s research infrastructure. Although that focus remains, there is a renewed focus on teaching and learning and student driven infrastructure to meet increases in student load. One of the main projects for the University in this period is the EIF funded Early Start—Changing Children's Future project and building is set to commence in April 2013. The University’s current backlog of maintenance and framework for long–term maintenance planning is now embedded into the planning framework in the five–year rolling refurbishment programme. Budget allowances are incorporated into the Capital Management plan for the redevelopment of older building stock and continuous upgrade to meet future research and teaching strategies. Other strategies to minimise backlog maintenance are: This Condition Appraisal is undertaken every five years with the next review to occur in 2014 UOW has achieved best practice of Backlog Maintenance (BM) with the percentage of BM to Asset Replacement Value (ARV) being <3%. The University aims to achieve high performance in this area and the target for 2018 is now set for % BM/ARV = <0.5. Ensuring effective use of its current space is a priority for UOW as well. The University has a space utilisation team who record all relevant space data in the Archibus space management module. This system is linked to other corporate business systems such as timetabling and facilities management system which allows for effective space management and data analysis for evidence based–decisions. During Autumn session each year, a space utilisation audit is undertaken and the data is compared to the information held in the Syllabus plus timetabling system to make recommendations to the Senior Executive, via the annual Space Utilisation Report, for strategies to maximise space utilisation and development for teaching or research space. This analysis informed the development that clearly identified the increased need for lab space and has resulted in the planning for a new lab based teaching facility.

M. PART FIVE: RESEARCH AND RESEARCH TRAINING 5 RESEARCH AND RESEARCH TRAINING A range of research and research training performance indicators and targets are proposed in this section. Principal Performance Indicators are compulsory and institutions may voluntarily nominate optional performance indicators and targets considered reflective of individual institutional goals. The Commonwealth recognises universities have diverse missions and, consequently, targets and performance will vary between institutions. Each university should develop performance indicators and targets to reflect its individual performance and strategic direction. 5.1 Research performance and research capability 5.1.1 Commonwealth objectives

The Commonwealth encourages excellence in research performance and the strengthening of research capability. Particular objectives are to: progressively increase the number of research groups performing at world class levels, as measured by international performance benchmarks; and promote collaboration, amongst universities, across sectors, between researchers and industry Australia and internationally. The Commonwealth, through the Australian Research Council (ARC), conducts the Excellence in Research for Australia (ERA) which evaluates the quality of research undertaken at Australian universities by discipline against international benchmarks. ERA is used to assist in determining funding in the Sustainable Research Excellence in Universities program administered by the Commonwealth. 5.1.2 University strategies

UOW continues to maintain its position as one of Australia’s most research intensive universities, consistently placing in the top 2% of research universities in the world by the Times Higher Education and QS World University Rankings. In another prestigious ranking, the University was placed 33rd (equal with Macquarie University and the best in Australia) in the 2012 Times Higher Education list of the world’s top 100 universities aged under 50. The University’s research strategies and priorities are driven by the transformative agenda of the UOW Strategic Plan 2013-18 and by the goal of earning a place in the top 1% of world university universities. Identified research performance and research capability targets will be achieved through: Establishing a framework that targets major Global Challenges and aligns internal research resources with them and our research strengths Targeted research recruitment and structured career pathways Utilising new faculty structures and budget models to improve research performance Incentive schemes to reward high citations, discipline specific excellence and high ERA ratings Promotion of Research Online to improve discoverability of UOW research Strong alliances and partnerships addressing global challenges and opportunities Provision of leading-edge research facilities, resources and infrastructure to optimise accessibility, utilisation rates and research productivity. UOW has an inclusive approach to research, offering Aboriginal and Torres Strait Islander academic staff completing their Masters or PhD Equity Fellowship for their Higher Degree study. Indigenous and Torres Strait Islander positions are also identified on the University Research Committee.

Global Challenges Program In 2013, the central feature of the University’s research strategy is the new UOW Global Challenges Program. The Program is designed to harness the expertise of world-class researchers to focus UOW research on areas of national and international significance, drive multidisciplinary research and solve complex, real-world problems. Operating across faculty and organisational boundaries and complementing existing University research support initiatives, the Global Challenges Program is constructed around the central theme of ‘Transforming Lives and Regions’ with, initially, a limited number of identified Global Challenges: Sustaining Coastal and Marine Zones; Living Well, Living Longer, and Manufacturing Innovation. The overall aim of the Program is to combine and harness the activities of UOW’s existing and emerging areas of research strength around these multidisciplinary Global Challenges. Each of the proposed Challenges encompasses research in areas where UOW has the potential to have an impact in terms of both research outcomes and public benefit. There is also scope for development of additional Global Challenges as the program evolves over the next few years. The themes for each Global Challenge will be created with the input of research groups whose work most closely aligns with a particular thematic area. Each Global Challenge will develop ideas, create new networks and partnerships, and articulate the future shape of their program. It is anticipated that the Program will be fully operational by 1 July 2013. Review of Research Strengths The University will be undertaking a review of its Research Strength model, as the current funding triennium ends in December 2013. The review will examine Research Strength criteria and guidelines for 2014-16 in consultation with key groups, followed by a competitive application and assessment process from June, with the announcement of successful Strengths in October 2013. The review of current research strengths is using ERA data and results to inform our research planning for 2014 and beyond and will also be used to formulate the internal funding model for 2014. The rankings of research training scholarship applications are based on a formula which includes research strengths and identified research priority areas as a criterion. ERA 2012 Outcomes ERA 2012 outcomes placed UOW 10th in the country for Research Excellence and demonstrated our capacity to deliver research well above world standards. The number of ERA codes for which UOW rated greater than the world standard in 2012 increased by 52.9% from 2010. 45 out of 50 specific 4 digit disciplines assessed (90%) were rated 3, 4 or 5 (at, above or well above world standard). Chemical Sciences (03) was rated 5 (well above world standard) and UOW received the highest rating awarded nationally for 11 four digit disciplines. UOW’s success in ERA 2012 was the result of efforts to improve the quality and visibility of UOW research outputs over the past 3 years. These projects have resulted in 84% of UOW HERDC publications post-2005 represented through the institutional repository (Research Online (RO)) and discoverable via search engines such as Google and Summon. Research Online is currently ranked 9th in Australia and 171 in the world on ‘World Ranking of Repositories’, and ranks third in Australia for visibility of content (based on assessment by link intelligence databases such as Majestic SEO, 2012). Publication Strategies During 2013-18, UOW will continue to focus on the importance of quality outputs for all disciplines and their visibility and discoverability via RO and discipline repositories. A Working Group has been established to develop a UOW Publications Strategy to support the strategic goals of improving UOW publication volume, quality and ultimately UOW's international University ranking. This will include incentive schemes to support high citation papers, discipline specific excellence and achievement of high ERA ratings, and enabling discovery of UOW research by utilising RO and other research discovery/promotion services and platforms. UOW will also

develop a portal to facilitate the development of an online research profile for individual UOW academic staff. Research Support Initiatives UOW will invest in high quality staff and students to further enhance UOW research activity and capacity to attract external funding and recognition. Initiatives to develop research capability and support career development pathways for academic staff include: The Early Career Researcher (ECR) Development Program, offered over twelve months to assist staff in the early stages of their research careers, with strategic career planning and with developing the skills, knowledge and abilities required to be a successful researcher Provide targeted support to Aboriginal and Torres Strait Islander researchers and research groups to further enable the production of high quality research outputs and ARC and other NCG success The Vice-Chancellor’s Postdoctoral Research Fellowships Scheme to support outstanding early career and mid-career researchers to undertake full-time research. In 2013, 12 fellowships were awarded: six Fellowships of three years duration for ECRs, two Fellowships of two years duration for mid-career researchers and four Bridging Fellowships of one year duration. From 2013 to 2018, the UOW Capital Management Plan now includes an allocation of $1M p.a. in competitive funding, which will be made available to UOW researchers to support major research infrastructure and equipment via the UOW RIBG Pool 2 Scheme. Health and Medical Research As part of the University’s Strategic Plan, one key priority is that we drive health and medical research forward. The Illawarra Health and Medical Research Institute (IHMRI)—a partnership with the Area Health Service—is a nationally recognised centre for research leading to improvements in clinical practice and health service delivery. Commencing on 1st July 2013, in a newly created position at UOW, the Pro Vice-Chancellor (Health and Medical Research) will provide dedicated leadership for health and medical research strategy including the Illawarra Health and Medical Research Institute. n.

5.1.3 Performance indicators and targets

The purpose of the research performance and the research capability performance indicators and targets is to assist the University and the Commonwealth in monitoring the University's progress against the Commonwealth's objectives and the University's strategies for research performance and research capability. The University will aim to meet the research performance and research capability performance indicators and targets set out in the following table. Principal Performance Indicators ERA 2010 ERA 2012 ERA 2015 Target Number of disciplines, as defined by two-digit Fields of 13 15 17 Research (FoR), performing at world standard or above (3, 4 or 5) Number of disciplines, as defined by four-digit FoR, 36 45 47 performing at world standards or above (3, 4 or 5)

Disciplines the University commits to Disciplines nominated in Disciplines nominated in demonstrating substantial improvement 2011–13 Compact 2014–16 Compact in as defined by two-digit FoR and/or four-digit FoR 08 Information and Computing Sciences 08 Information and 11 Medical and Health 11 Medical and Health Sciences Computing Sciences Sciences 13 Education 13 Education 14 Economics 14 Economics 16 Studies in Human 0101 Pure Mathematics 16 Studies in Human Society Society 0104 Statistics 17 Psychology and Cognitive Science 17 Psychology and 0801 Artificial Intelligence 0101 Pure Mathematics Cognitive Science and Image Processing 0104 Statistics 0601 Biochemistry and 0913 Mechanical 0601 Biochemistry and Biology Biology Engineering 0602 Ecology 0602 Ecology 0914 Resources 0801 Artificial Intelligence and Image 0801 Artificial Intelligence Engineering and Processing and Image Processing Extractive Metallurgy 0806 Information Systems 1302 Curriculum and 1109 Neurosciences 0913 Mechanical Engineering Pedagogy 1302 Curriculum and 0914 Resources Engineering and 1701 Psychology Pedagogy Extractive Metallurgy 1606 Political Science 1109 Neurosciences 1302 Curriculum and Pedagogy 1606 Political Science 1701 Psychology Note: All calendar year references below refer to the previous year’s data collection. Principal Baseline Progressive Progressive Progressive Target Performance 2012 Target 2013 Target 2014 Target 2015 2016 Indicators Category 1 Income $25,805,970 $27,096,26 $28,451,081 $29,873,63 $31,367,317 7 5 Category 2 Income $9,385,337 $9,854,604 $10,347,334 $10,864,70 $11,407,936 1 Number of joint 224 246 270 297 327 research grants in Australia Number of joint 126 138 151 166 183 research grants overseas Number of jointly 91 97 102 107 112 supervised PhD students in Australia12 Number of jointly 10 9 9 10 10 supervised PhD students overseas13

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

5.2 Research training 5.2.1 Commonwealth objectives

The Commonwealth encourages excellence in the provision of research training. Particular objectives are to: support research excellence and develop an internationally competitive research workforce in Australia through high quality research training; develop an internationally competitive research workforce in Australia through high quality research training; and significantly increase the number of students completing higher degrees by research over the next decade. 5.2.2 University strategies

Higher Degree Research (HDR) students are a critical part of UOW’s research infrastructure and their numbers are a key measure of the current and future health of the UOW research environment. One of the key objectives is to significantly increase domestic and international HDR student commencements at UOW. This will support the University’s own research needs and the Australian Research Workforce Strategy (ARWS), which flags the importance of significant increases in HDR graduates, to meet the needs of a growing and innovative Australian economy. DIISRTE funding, via the Research Training Scheme (RTS) and APA schemes, provides vital support for the world class research training UOW HDR students receive. In order to ensure the high quality supervision of our research students, UOW runs regular supervisor training sessions and an annual Master class for supervisors. A formalised supervisor training program is currently under consideration. There is also a website run through our Research Student Centre, which provides a bank of resources for supervisors. From 2013, additional funding has been allocated for HDR support, increasing from $1.3m to about 1.8m per annum. Other key objectives for research training in 2014-16 are to support the research activities of the existing research strengths, to build links with key international partner institutions and provide increased support to HDR candidates. This will be achieved through the development of generic and discipline specific research skills and other professional development opportunities. UOW has a multi-faceted set of strategies to support its objectives. Engagement with key international partners is an important part of the strategy; shared cost scholarship agreements with the China Scholarship Council (CSC) and three higher education program providers in Vietnam are all bedded down and operating well. These agreements result in about 40 HDR commencements per annum. UOW’s four year PhD (Integrated) combines research (three years) and coursework (one year), comprising generic and discipline specific skills, into a single, integrated degree. The coursework will provide candidates with the opportunity to develop their research skills while allowing additional time to develop a detailed research topic, therefore providing greater certainty and better completion outcomes in the thesis. The PhD (Integrated) is proving an ideal degree for applicants who do not have the traditional background for a PhD and who, need further time and to develop a detailed research proposal. For example UOW has accepted many Iraqi candidates into the PHD (Integrated), supporting their government’s aim to rebuild research capacity in their country. In 2013, UOW is introducing a new two year research Masters degree, the Master of Philosophy, which replaces all its existing research masters degrees. UOW believes that the new name will be

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

more appealing to future students, articulation pathways are better defined and AQF compliant and international students completing the degree will be eligible for the newly introduced post- study work rights. UOW supports research training within HDR degrees and in particular the enhancement of English language skills of UOW’s HDR students with the offering of a “Thesis Writing” subject aimed to reduce a primary impediment to doctoral completion, anxiety about writing such a high level work. This provides the opportunity to develop a sense of community, both within the discipline and among peers, and better prepare students for the thesis component of their research degree and improve the quality of their doctoral experience. UOW will continue to encourage development of HDR students’ Graduate Qualities and professional skills via free enrolment in faculty-based and centrally-funded research seminars and workshops covering a range of generic and discipline based research skills and professional development needs. These coordinated offerings are an example of how UOW strives to improve its HDR student experience. A highlight in 2013 was a whole day career readiness conference attended by 200 HDR students. In 2012, UOW subscribed to a series of online courses offered by the ATN Universities’ e-grad School that address research methodology and employability skills and allow UOW HDR students to interact with students from a range of other Australian Universities. In Spring session 2012, 70 UOW HDR students participated in these courses. UOW is dedicated to providing new research facilities and world class lab and dedicated study spaces for HDR students. Examples on the Wollongong campus include the SMART Infrastructure Facility, which has dedicated space for 200 HDR students to work on a range of interdisciplinary projects, and the Illawarra Health and Medical Research Institute. At the iC, a range of new buildings have been commissioned or are under construction, including the Australian Institute for Innovative Materials which now houses 100 HDR students. In an exciting development at iC is the construction of the EIF funded Sustainable Building Research Centre. This facility will have a 6 star green star rating and will house many HDR students working on projects related to renewable energy and green building construction and retrofitting. Survey results from the 2012 Postgraduate Research Student Experience Questionnaire (PREQ) show that overall student satisfaction is very high at 82%. UOW offers targeted Postgraduate Awards, for Indigenous Australians to undertake postgraduate research degrees. These awards all rely on APA, RTS and UOW scholarship funds. The University’s Postgraduate Award for Indigenous Australians (UPAI) provides a fortnightly stipend for up to 3.5 years for Doctoral students and 2 years for Masters by Research students.

5.3 Performance indicators and targets The purpose of the research training performance indicators and targets is to assist the University and the Commonwealth in monitoring the University's progress against the Commonwealth's objectives and the University's strategies for research training. The University will aim to meet the research training performance indicators and targets set out in the following table. Note: All calendar year references below refer to the previous year’s data collection. Principal Performance Baseline Progressive Progressive Progressive Target Indicators 2012 Target 2013 Target 2014 Target 2015 2016

HDR student load 1228 1250 1275 1301 1326 HDR student completions 56 63 69 75 82 by masters HDR student completions 169 185 203 223 245

Principal Performance Baseline Progressive Progressive Progressive Target Indicators 2012 Target 2013 Target 2014 Target 2015 2016 by doctorates

O. PART SIX: GENERAL PROVISIONS 1 GENERAL PROVISIONS 1.1 Compact Review 5.3.1 The Commonwealth and the University will review the compact annually. This review will be a mechanism for considering progress made towards agreed goals outlined in this compact. Compact review will aim to ensure that the Commonwealth and the University will continue to focus on key objectives and strategies and will be an opportunity to consider developments that may impact on the compact or trigger a need to change the compact.

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

1.2 Privacy and information sharing 5.3.3 Subject to clause The Commonwealth and the University agree to carry out their roles under this compact in accordance with any obligations they have under the Privacy Act 1988 or any state or territory law relating to the protection of personal information. below, the University acknowledges and agrees that any information it provides to the Department for the purposes of this compact, may be accessible under the Freedom of Information Act 1982 and may also be: published by the Commonwealth in any manner in accordance with any legislative requirement; used by the Department for any purpose of the Commonwealth, including dealings with other Commonwealth or State or territory agencies; used in reporting to or answering questions from a Minister of State of the Commonwealth or a House or Committee of the Parliament of the Commonwealth; or disclosed where the Commonwealth is required or permitted by law to do so. 5.3.4 The Commonwealth and the University agree to carry out their roles under this compact in accordance with any obligations they have under the Privacy Act 1988 or any state or territory law relating to the protection of personal information. 1.3 Changing the Compact 5.3.5 Either party may propose changes to this compact at any time. Any variation to this compact is to be in writing and signed by the University's, and the Commonwealth’s Representatives.

1.4 Notices 5.3.6 A party wishing to give notice under a provision of this compact: p. must do so by sending it to the other Representative set out in clause The Representatives are:; and q. must, if a response is required to the notice, set out the time in which the response is to be given; 5.3.7 The Representatives are: a. University Representative Mr Damien Israel Chief Finance Officer Vice-Chancellor’s Unit

University Avenue University of Wollongong NSW 2522 [email protected] 02 4221 4620 r. DIICCSRTE Representative Division Head Higher Education Group Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education GPO Box 9839 Canberra ACT 2601

[email protected] 1.5 Dictionary In this compact, unless the contrary intention appears: ‘Department’ means the Commonwealth Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education or any successor. ‘HESA’ means the Higher Education Support Act 2003 and includes any subordinate legislation or Ministerial determination made under that Act. ‘Institutional Performance Portfolio’ (IPP) is a report which provides an historical record of a university's performance based on information provided by the University and an analysis of the Higher Education Data Collections. An IPP will be prepared by the Commonwealth for the University annually using the latest available data. ‘Institutional Performance Portfolio Information Collection’ (IPPIC) is a set of Commonwealth instructions requesting that universities provide a submission to the Commonwealth, endorsed by the University's chief executive, that includes student, staff, financial and research information needed for the preparation of an Institutional Performance Portfolio for that university. ‘Minister’ means the Minister for Tertiary Education, Skills, Science and Research. ‘Mission’ means the University’s Mission set out at Part One of this compact as amended in accordance with the variation provisions in this compact from time to time. ‘TEQSA’ means the Tertiary Education Quality and Standards Agency. ‘Term of this compact’ means the period set out in Part B of the Context of this compact. ‘University’ means University of Wollongong ABN 61 060 567 686.

Signed for and on behalf of the University of Wollongong by

…………………………………………………….. ………………………… Signature Date Professor Paul Wellings Vice-Chancellor In the Presence of: ...... WITNESS ...... Full name and occupation or profession of witness (Please print)

SIGNED for and on behalf of THE COMMONWEALTH OF AUSTRALIA by …………………………………………………….. ………………………… Signature Date Mr David de Carvalho the Head of Division of Higher Education Division of the Department of Industry, Innovation, Science, Climate Change, Research and Tertiary Education a Delegate of the Minister for Tertiary Education, Skills, Science and Research

In the Presence of:

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