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Edited by Ian R. Dobson, Raj Sharma and Maree Conway Edited by Ian R. Dobson, Raj Sharma and Maree Conway Association for Tertiary Education Management and Tertiary Education Facilities Managers’ Association Tertiary Education and Management Conference 2012 Adelaide, Australia Refereed Papers Ian R Dobson, Raj Sharma & Maree Conway (Eds.) Ian R Dobson, Raj Sharma & Maree Conway (Eds.) TEMC - Refereed Papers 2012 ATEM Inc. & TEFMA Inc. ISBN 978-0-9808563-3-0 TABLE OF CONTENTS Editors’ introduction: Ian R Dobson, Raj Sharma & Maree Conway 3 The light at the end of the tunnel of change: a blend of opportunities for a viable future 7 Joanne Austin & Sharon Carlton Are we there yet? A journey of organisational change 21 Simon Behenna & Kathryn Lowry Institutional performance indicators in a two-speed economy 37 Philip Bell Creating a successful leadership development programme for heads of school 51 Tony Brown & Juris Varpins The right blend of administrative management 65 Cathy Comber University staffing: do we have the right blend? 79 Ian R Dobson Innovative approaches, systems and resources for university policy review 91 Brigid Freeman Designing the vision: The role of the design competition in the delivery of university 105 buildings Andrew Hutson & Mary-Louise Huppatz Innovation and transformation in asset performance assessment ensuring the right 119 blend of asset management strategies Johann McDuling and Simon Young Learning to lead: mind games for middle managers 129 Sheryl Morgan Establishing and fostering communities of practice 137 Sally Newton Learning opportunities: A partnership, connecting learning with projects 145 Gary N Rasmussen & Sonya Dewing Creating a new teaching space: Team based learning laboratory 157 Himendra Ratnayake From public to private – the shifting sands of higher education 171 Judy Szekeres Years in the making: the introduction of a new staff appraisal system 187 Lucienne Tessens & Rod Dewsbury Campus as sustainability research classroom 199 Su Wild-River How do we assess the impact sessional staff have on the student experience? 207 Sarah Wood and Susan Mate EDITORS’ INTRODUCTION Ian R Dobson, Raj Sharma & Maree Conway Readers will find this editors’ introduction to be reminiscent of those from previous years, but we’ll do our best to be original! A formal e-book of refereed stream papers of the Tertiary Education Management (TEM) conference was prepared for first time in 2010. This, therefore, is the third edition of this collection, in the TEM Conference’s 35th year. In order to explain the present, it is necessary to describe the past. To repeat a section of last year’s editors’ introduction, this is how we got to where we are now: The history of the TEM conference is also a history of evolving institutions and their obligatory acronyms. TEM conferences grew out of those held in earlier years by the Association for Tertiary Education and Management (ATEM) and its predecessor AITEA – the Australasian Institute for Tertiary Education Administration. The first AITEA conference was held in 1977 and the AITEA / ATEM conference grew in size and esteem until 1992. This was the year a marriage of sorts took place: from 1993, the then Australasian Association of Higher Education Facilities Directors (AAAPA) became ATEM’s partner in running the conference. The process of evolution and fine-tuning is also part-and-parcel of those involved in facilities management, and they renamed themselves to the Tertiary Education Facilities Management Association (TEFMA) in 2003. We leave the future to those with crystal balls. It cannot be disputed that this is an excellent conference. It now attracts upwards of 600 delegates each year, and excellent turnout. The 2012 Conference in Adelaide attracted an audience with a strong interest in aspects of post-secondary education, who watched presentations by a wide range of speakers holding forth on a wide range of topics. The Conference is the flagship activity each year for ATEM and TEFMA alike, and provides an opportunity for their respective members to be brought together for a significant period of professional development, for ATEM/TEFMA to co-host and listen to significant figures in tertiary management and administration as plenary speakers, and to network with like organisations and clients through formal links and sponsorship arrangements. When the conference was re-badged in 2003, the aim was to build it into the pre-eminent professional development activity for managers in tertiary education. In this regard, it has been highly successful. The conference is organised by an organising committee with members from both associations. In the interests of professionalism, the conference has used the services of a professional conference organiser, appointed by the TEMC and TEFMA councils. For the past several years, Renee Brown and the team from Leishman Associates have filled this role superbly. The TEM conference is the only one in the tertiary sector that covers the full range of functions in institutions, and is designed to allow participants to build strong networks across Australia and New Zealand. TEMC has a strong practitioner focus to support the sharing of knowledge and 'know how'. Perhaps the last thing to be facilitated for Conference participants was for a refereed stream to be offered, this being a reflection of the fact that even people that work in ‘admin’ can write up their research and practice in a scholarly manner. Looking no further than the co- editors of this volume, we find all three to have had their work published in scholarly refereed journals. Furthermore, two of the three have PhDs, and the third is currently enrolled in one. 3 It should be remembered that ATEM is not without considerable experience in scholarly publishing. It has sponsored its own journal, the Journal of Higher Education Policy and Management, for 34 years, and currently does so (since 2009) with the L H Martin Institute for Higher Education Leadership and Management as co-proprietor. Having a refereed stream brings with it certain responsibilities, and these responsibilities are not always understood by everyone, at first. Papers published in peer reviewed count as ‘publications’ in the Higher Education Research Data Collection (HERDC), under Category E1. As such, the Commonwealth government provides reward funding for the institutions at which the authors are affiliated. According to the current instructions for the HERDC, for a paper to be counted, it must: meet the HERDC definition of ‘research’ meet the eligibility criteria (e.g. must not be a plenary presentation) be published in full be peer reviewed on the full paper. Therefore, the TEM Conference must meet externally defined standards in order for the ‘refereed stream’ to be accepted as such by the Commonwealth. Quoting from the 2012 HERDC Guidelines: For the purposes of the HERDC, an acceptable peer review process is one that involves an assessment or review of the research publication in its entirety by independent, qualified experts before publication. Independent in this context means independent of the author. Peer review is relevant for journal articles and conference publications …. being counted in the Research Publications Return Material on the collection and the process can be retrieved from http://www.innovation.gov.au/Research/Pages/default.aspx For the TEM Conference 2012, of the 21 papers submitted for assessment under provisions for the refereed stream, 16 were accepted. Of those not accepted, three were deemed not to be ‘research’ and two were not accepted for other reasons. In order to simplify the task of ensuring eligibility and style, detailed guidelines were made available on the Conference website. When required, reviewers’ comments were reported to authors, and of those papers deemed ‘acceptable’ several had to be resubmitted with style and other corrections. ‘Style’ is all important in publishing, and amending papers so they meet style requirements is a considerable burden on editors. These days, we make the authors do it! In her book on having papers published, Ann Körner (2008) lists ‘failure to read the instructions’ as the first of the ‘ten most common mistakes’. Without doubt, this is the major source of annoyance to editors. The editors hope that readers find this set of papers to be of interest. They also hope that ATEM members that attend the TEM conference regularly might start to consider submitting their work for consideration for the refereed stream. There’s a little more involved than just having a paper accepted to present at the conference, but provided the few style, content and 4 referencing protocols are followed, IT ISN’T THAT DIFFICULT! As Dobson’s vocabulary- mangling footy coach from the early 1970s used to say: ‘It’s not rocket surgery’. He also used to say ‘pair off in threes’. These days, he probably has a chair in semiotics somewhere. In last year’s compilation the editors hoped that more authors from the TEFMA side of the conference would submit their papers for scrutiny for the refereed stream. That happened this year, but the fine line between ‘research’ and ‘not research’ has to be remembered. A couple of papers had to be rejected as they could never have been described as ‘research’. Readers’ comments on this volume and the processes behind it will be gratefully received. Ian R Dobson, Raj Sharma & Maree Conway Email: <[email protected]> REFERENCE Körner, A. (2008). Guide to publishing a scientific paper. Oxford, Routledge, 2008. BIOGRAPHICAL NOTES Ian R Dobson’s career in higher education started 41 years ago in the Planning Branch at RMIT. Since then he enjoyed (for much of the time) long spells at the University of Melbourne and Monash University, and currently is a research director at the University of Helsinki, Finland, an honorary senior research fellow in the School of Education and Arts at the University of Ballarat, and an adjunct professional staff member at Monash University. He is editor of the Journal of Higher Education Policy and Management and Australian Universities’ Review.
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