The University of Western Australia s1

File Ref: F68748

THE UNIVERSITY OF WESTERN AUSTRALIA

MINUTES OF A MEETING OF THE EDUCATION COMMITTEE HELD ON MONDAY 23RD MARCH 2015 FROM 10.00AM – 12.00PM IN THE SENATE ROOM

MEMBERS OF THE EDUCATION COMMITTEE – PRESENT Deputy Vice-Chancellor (Education) as Chair (Professor Alec Cameron) Dean of Coursework Studies as Deputy Chair (Professor Grady Venville) Chair of Academic Board (Associate Professor Cara MacNish) Pro Vice-Chancellor (Education Innovation) (Professor Gilly Salmon) Dean of Graduate Research and Postdoctoral Training (Professor Alan Dench) Deans of Faculties, or nominee: Dean, Faculty of Business (Professor Phillip Dolan) Dean, Faculty of Education (Professor Helen Wildy) Dean, Faculty of Engineering, Computing and Mathematics (Professor John Dell) Nominee of Dean, Faculty of Law (Dr Natalie Skead) Nominee of Dean, Faculty of Medicine, Dentistry and Health Sciences (Professor Wendy Erber) Nominee of Dean, Faculty of Science (Assoc/Professor Peter Hammond for Professor Brendan Waddell) Dean, School of Indigenous Studies (Professor Jill Milroy) Director, Student Services (Mr Jon Stubbs) Director, Academic Policy Services (Ms Sue Smurthwaite) President of the Guild of Undergraduates (Ms Elizabeth O’Shea) Co-opted member (Hon Dr Elizabeth Constable, Vice-Chancellor’s Fellow) Executive Officer (Dr Kabilan Krishnasamy)

INVITEE FOR ITEM 5 Deputy Vice-Chancellor (Community and Engagement) (Professor Kent Anderson)

STANDING OBSERVER Ms Ginger Ridgeway, Senior Policy Officer, Academic Policy Services

APOLOGIES Pro Vice-Chancellor (International) (Mr Iain Watt) Dean, Faculty of Architecture, Landscape and Visual Arts (Professor Simon Anderson) Dean, Faculty of Arts (Professor Krishna Sen) Nominee of Dean, Faculty of Science (Professor Brendan Waddell) President of the Postgraduate Students’ Association (Mr Vikraman Selvaraja)

WELCOME The Chair welcomed all members to the inaugural meeting of the Education Committee.

DECLARATIONS OF POTENTIAL FOR CONFLICT OR PERCEIVED CONFLICTS OF INTEREST The Dean of Coursework Studies declared a conflict of interest in relation to item 5.

1. ITEMS FOR COMMUNICATION DEALT EN BOC Members noted the following items as outlined in Part 1 of the agenda:  Items/Business in Progress – Ref: F27541  Meeting Dates in 2015 for the Education Committee – Ref: F68748  Online Induction Package – Ref: F68750  Teaching and Learning Indicators – Ref: F7622  Review of Assessment – Ref: F60700

2. BACHELOR OF PHILOSOPHY (HONS) SELECTION GROUP AND CONSEQUENTIAL AMENDMENTS TO THE CURRICULUM COMMITTEE CONSTITUTION – REF: F37849, F68753 By way of background, the Academic Council by R89/10 approved the establishment of a selection panel for ranking applicants for admission to the Bachelor of Philosophy (Hons) degree course under the auspices of the [then] Board of Studies (BPhil).

Members were advised that the panel had been re-established as a Selection Group under the auspices of the newly constituted Curriculum Committee with delegated authority to

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oversee the selection process and report the outcomes to the Curriculum Committee on an annual basis.

To accommodate the establishment of this Selection Group the Curriculum Committee resolved by R1/15 to endorse the consequential changes to the constitution, as attached to the agenda, and refer it to the Education Committee for its approval.

RESOLVED – 1/15 that the proposed amendments to the constitution of the Curriculum Committee, as attached to the agenda, be approved.

3. EDUCATION FUTURES STRATEGY GROUP – CONSTITUTION: CONSEQUENTIAL AMENDMENTS – REF: F68757 As a result of recent changes within the Education portfolio and the launch of the Education Futures Centre, the Education Futures Strategy Group by R1/15 resolved to endorse a number of consequential changes to its constitution, as attached to the agenda, and refer to the Education Committee for approval.

RESOLVED – 2/15 that the proposed amendments to the constitution of the Education Futures Strategy Group, as attached to the agenda, be approved.

4. MODUS OPERANDI FOR THE EDUCATION COMMITTEE – REF: F68749, F68750 The Chair presented the modus operandi of the Education Committee by way of highlighting the following:  The role of the Committee and members’ expectations should be guided by the following University policies and practices: o Constitution of the Education Committee; o Principles for the Operation of Committees; o Rules for the Operation of Committees; o University Committee Members’ Code of Conduct; and o The Effective Committee Member

 Members were invited to consider and discuss the role of the Education Committee in the context of the following top three priority projects: (i) To lead and inspire the development, delivery and support of a world-class student experience throughout UWA; (ii) To successfully implement the Education Futures vision and engage in a process of continual improvement of student education; (iii) To build a shared culture within the Education portfolio based on communication, collaboration and cooperation. Discussion centred around how best to improve the student experience and the quality of teaching and learning at the University, and how best to improve the University’s ratings and results in evaluations such as Course Evaluation Questionnaires (CEQ), Students’ Unit Reflective Feedback (SURF) and the Socratic Index. It was noted that the University, while aiming to significantly improve its results in these evaluations, had not adopted any explicit targets. The Committee agreed that it was important to be explicit about these targets and how they might be achieved. To this end the following were amongst the issues raised in the ensuing discussion:  The difficulties of ascertaining the capabilities of individual teachers via various teaching measurements were discussed. In particular, the Socratic Index was not able to differentiate between instructors in a unit taught by more than one teacher.  It was pointed out that the University should aim to develop a robust and comprehensive teaching quality index and measurement that might complement the Socratic Index model.  Peer assessments should be woven into the assessment of teaching performance.

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 A view was expressed that the criteria for sabbatical leave should be re-examined. It was suggested that while sabbatical was mainly undertaken for research purposes, it could also provide for opportunities to improve or learn new ways to strengthen teaching.  A member expressed concerns in relation to the quality and standard of teaching by sessional staff or visiting lectures. While there had been an increasing trend for faculties to employ sessional staff, it was pointed out that this should not compromise the University’s teaching. The value use of sessional staff might be further enhanced when combined with appropriate support and assistance. It was noted that a Good Practice Guide on how best to engage teaching associates (sessional staff) was being developed in consultation with faculties via the Associate Deans (Teaching and Learning/Education) network.  Alternative models to improve student satisfaction were discussed, for example linking students with individual mentors for the duration of their study and the provision of one tutor assigned to every undergraduate student.  In addition to taking appropriate steps to improve the provision of feedback to students, it was pointed out by one member that the SURF should be used with a view to establishing a ‘learning partnership’ between a student and the teacher. It should therefore provide for an opportunity for the student to reflect on their level of participation and what they have learnt in the unit.

While members acknowledged the fact that the finer details of a number of the issues raised above might be explored fully by the Education Futures Strategy Group, the Chair pointed out that any recommendation for implementation, however, should be considered by the Education Committee.

The Committee agreed to a member’s request that data and relevant documentation associated with the Performance, People and Potential (PPP) be considered by the Education Committee with a view to establishing consistency across faculties and setting expectations with regard to promotional criteria and other related matters associated with teaching staff. In elaborating priority project (iii), as listed above, the Chair clarified that it is intended that a holistic approach would be adopted for building a shared culture within the Education portfolio. The Chair noted that there would be University-wide opportunities for communication, collaboration and cooperation to build this shared educational culture.

5. NEW COURSE PROPOSALS: MASTER OF STUDIES AND GRADUATE CERTIFICATE IN STUDIES – REF: F70534, F70588 Members noted that the concept of the proposed Master of Studies and Graduate Certificate in Studies, which had been endorsed by the University’s Executive in December 2014, was initiated by the Deputy Vice-Chancellor (Community and Engagement) based on his previous experience at the Australian National University (ANU) where a similar course had been successful with enrolments of alumni.

Members also noted that the Curriculum Committee by R3/15 resolved to endorse the proposal to offer the Master of Studies and the Graduate Certificate in Studies from 2016, and refer them to the Education Committee for further consideration. In addition to the details of the proposed courses, members had before them an extract of the minutes of the Curriculum Committee meeting of March 2015.

In introducing this item, the Dean of Coursework Studies noted that the proposals, which had been designed to be Australian Qualifications Framework (AQF) compliant, were before the Education Committee for two reasons. First, the proposed courses were considered to be an exception to the University Policy on the Volume of Learning and Structures for Postgraduate Coursework Courses. Second, it was crucial for this Committee to consider the merits of this proposal from a strategic perspective. The Deputy Vice-Chancellor (Community and Engagement) noted that the development of the proposed courses was seen as ‘a celebration of curiosity’, as they would allow students, to pursue personal enrichment and fulfilment; an opportunity which would be market-led and

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responsive. It was suggested that this rationale be clearly reflected in any publication material prepared for marketing purposes.

It was asserted that the proposed courses would cater to changes in the market, specifically to a considerable number of retiring Australians seeking to engage with postgraduate study for reasons of personal and intellectual curiosity rather than career aspirations. In fact, people seeking a career change and people transitioning out of family care roles and positioning themselves back into the workforce were also suggested as key groups who would be interested in undertaking the proposed courses.

Although the proposed courses were primarily designed to target a domestic market, it was clarified that a CRICOS registration would be sought only for the Master of Studies to allow for the possibility of international UWA alumni returning to study.

Further, while the proposed courses are multi-disciplinary in nature, it was pointed out that Federal Government obligations would require clarification with respect to the field of study of the proposed courses for registration purposes.

The following additional issues were raised in the ensuing discussion: (i) Course ownership and fees  Although a faculty has the power to determine the administration of postgraduate courses under its governance, it was clarified that degrees were ultimately owned by the University. In respect to the proposed courses, it was pointed out that they would be administered by a course coordinator, appointed within the Office of the Deputy Vice-Chancellor (Education), who would need to work in close consultation with faculties to determine suitable study plans that delivered the learning objectives of the course. It was pointed out that precedents had been already set with regard to existing arrangements put in place for administering the University’s flagship undergraduate degree course, namely, the Bachelor of Philosophy (Hons).

 Members sought clarification:

o with regard to fee setting issues such as transaction fees, incremental load and associated delivery costs; and

o as to whether fees levied for the proposed courses would cover the costs of the centralised coordinator, and how levied fees would be apportioned between central administration and the faculties. It was suggested that 60 per cent of the revenue obtained from fees might be allocated to faculties and 40 per cent to the University.

 It was stated that since the proposed courses were full-fee paying a domestic student might be eligible to seek FEE-HELP. However, some concerns were expressed with regard to FEE-HELP opportunities being made available to students who might already have had a career but were seeking to enrol for reasons of personal interest.

(ii) Academic standards and educational principles  It was noted that there could be a possibility for students enrolled in the proposed Graduate Certificate in Studies to choose units that might not necessarily lead to achieving the educational principles. While this risk was recognised, it was pointed out that appropriate course advising from the outset was critical to ensure that students chose units not only for course completion but also those that led to satisfying requisite course learning outcomes and educational principles.

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 Although the proposed courses provided students an opportunity to pursue individualised, flexible and multi-disciplinary study, it was confirmed that:

o they would not lead to fulfilling professional accreditation requirements and therefore, appropriate marketing should be undertaken so as not to construe that any professional accreditation would flow from taking single units offered by faculties teaching professional courses; and

o students enrolled in the proposed courses would still need to satisfy any unit prerequisites.

The Committee noted that the proposed master’s course would require students to undertake the appropriate number of units which would provide for study in optional breadth as well as disciplinary or cross-disciplinary depth. It was pointed out that although these units might be chosen from across the University’s offerings, the discretion to make units available to the proposed courses would rest with faculties.

RESOLVED – 3/15 to endorse the offering of the Master of Studies (by coursework or by coursework and dissertation) and the Graduate Certificate in Studies from 2016 and to refer them to the Academic Council for approval.

6. INTERNATIONAL STUDENT BAROMETER – Ref: F60700 Members had before them data from the annual International Student Barometer (ISB) results and a Guide to Good Practice, which had been designed to offer practical advice, particularly for those who dealt directly with international students, on how they could make improvements that would increase satisfaction with the many aspects of international student experiences in specific universities.

It was noted that:  generally speaking, the University’s scores in the ISB had declined over the past three years.

 the data pertaining to the University indicated that students had been dissatisfied with the cost of living in Perth and the cost of public transport – issues largely beyond the University’s control or influence.

 data specific to goods and services provided by the University showed that scores for food options on campus were depreciating and that the arrival experience of students of the University was rated lower than that of its competitors.

During the ensuing discussion, the Committee held the ISB data in high regard describing it as a robust, credible and multi-layered analytical tool. The benefits of providing all of the ISB data sets to the University’s Planning Services were briefly explored, namely to enable more advanced trend analysis.

RESOLVED – 4/15 to refer the ISB data to the University’s Planning Services to undertake a trend analysis and that this analysis be presented to the Education Committee at a future meeting.

Confirmed:

______Chair

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/ / 2015