2014-16 Mission-based Compact
Between:
The Commonwealth of Australia
and
Charles Darwin University
CONTENTS
4
Context
A. Policy Setting
4
B. The Purpose and Effect of this Compact
4
C. Establishment of the Compact
4
D. The Principles of Commonwealth Funding Support
4
E. The Structure of this Compact
5
Part One: Focus & Mission
6
Part Two: Aboriginal and Torres Strait Islander Access and Outcomes
12
Part Three: Innovation and Engagement
16
Part Four: Teaching and Learning
25
Part Five: Research and Research Training
38
Part Six: General Provisions
46
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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
And
Charles Darwin University
ABN 54 093 513
A body corporate under the Charles Darwin University Act 2004
Of
Ellengowan Drive, Casuarina, NT 0909
(University)
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CONTEXT
A. 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.
B. 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.
C. Establishment of the Compact
The Commonwealth and the University agree the Term of this compact is from 1 January 2014
until 31 December 2016.
D. 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).
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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).
E. 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.
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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.
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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
NORTHERN AUSTRALIA'S UNIVERSITY
Charles Darwin University (CDU) is one of the most “regional” of Australian universities, and one
of the most critical institutions in Northern Australia. Starting from the University Mission, and
then flowing into strategic and operational plans and the dual-sector nature of provision, the
focus is one of supporting development and capacity building in Northern Australia: providing
education and training aligned with regional economic development opportunities, supporting
endeavours to address complex problems facing the region, providing a community resource to
support the professional and personal aspirations of the population, and being part of the
foundation that underpins broad development of this part of Australia.
Charles Darwin University is a multi-campus, multi-sector tertiary institution characterised by a
uniquely high level of community engagement. Each year, around 10% of the local population
over the age of 15 years enrols for study at the University in either Vocational Education and
Training (VET) or Higher Education. As a business, CDU is one of the largest employers in the
Northern Territory, and has a local economic impact of more than $400 million. CDU’s course
offerings across Higher Education and VET are focussed on key skill shortage areas, ranging from
engineering and trades to support developments in the energy and resources sector, to health
and education underpinning a strengthening of basic services, to creative arts and languages
relevant to Northern Australia, Indigenous communities and near-Asia neighbours, to the
provision of literacy, numeracy and other vocational skill sets to support Closing-the Gap
initiatives. Research activities are similarly focussed, with the University excelling in areas related
to environmental science, public and Indigenous health and social policy.
Despite the extraordinarily high level of community engagement, the Northern Territory is too
expensive a jurisdiction to operate in, and the population base too small, too dispersed and with
too many educational challenges, to financially sustain a contemporary university unto itself. For
CDU to be viable in the present environment, revenue generated from NT activities must be
supplemented by activities outside of the NT.
In recent years, CDU has become one of the largest providers of flexible distance education, with
more than 70% of CDU Higher Education enrolments now for this form of study. The interstate
student component of this has provided the additional scale necessary to operationally sustain a
university in the Northern Territory. Deregulation of the Higher Education sector has placed
pressure on CDU’s interstate student cohort, pressure that threatens the very existence of the
only University fully focused on regional development in this part of Australia. CDU’s response to
this pressure has been structural change, informed by knowledge of what aspects of a Northern
Australia-focused Higher Education curriculum have national resonance, aimed to exploit the
national market opportunity to its fullest.
CDU is at a critical point. Turning 10 years old during the life of this Compact, the University has a
good understanding of what is necessary to support development of Northern Australia, has
developed novel approaches and partnerships that make achievement of the Mission practical,
knows how much of this can be supported by the local, thin, market, and has a business model
that has worked to make up the shortfall. Deregulation, and in particular the opportunity for
interstate universities to make inroads into CDU’s niche flexible distance delivery market, has the
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potential undo all of this. It is crucial that the University receive support over the life of this
Compact to grow interstate student numbers while at the same time pursing its Mission as
Northern Australia’s University, a foundation on which regional development in its broadest sense
can occur.
MISSION
As set out in the University’s Strategic Plan 2012-2014, the Mission of Charles Darwin University is
as follows:
Enriched by the social, cultural and natural endowments of the Northern Territory, and committed
to the advancement and prosperity of our region and the nation, Charles Darwin University
enables staff and prepares students to be creative thinkers and effective contributors in a complex
changing world.
CDU STRATEGIC GOALS AND ALIGNMENT WITH COMMONWEALTH AMBITIONS
CDU reviewed its Strategic Plan in 2012. While the broad strategic direction of CDU is strongly
rooted in the institution's role in Northern Australia and so is largely unchanged, goals and
challenges have been updated to reflect the changing local, national and international
environment.
CDU has four goals as defined in the Strategic Plan:
1. To create rich and engaging learning environments that reflect CDU's unique regional location
and offerings, enable students to achieve success and produce graduates with the knowledge,
skills, values and worldview they need to be effective contributors in society.
2. To become a recognised national leader in the tertiary education of Australian Indigenous
students, and in the teaching, research and understanding of Indigenous knowledge systems.
3. To enhance CDU's local, national and international standing for research excellence, particularly
in the areas of environment, human health and well-being, Indigenous knowledges, and social and
public policy.
4. To continue to develop as a robust, regional multi-sector university, acknowledged for the
quality and excellence of its staff, resource allocation programs, management and governance, as
well as the strong partnerships it has forged.
CDU's Strategic Goals align well with Commonwealth Ambitions. In particular:
1. There is a strong focus on access and participation, particularly in relation to Indigenous and
regional/ remote students.
2. There is explicit alignment between CDU course offerings and the skills needs of Northern
Australia.
3. CDU plays an important role in the national research and innovation system in areas of critical
need to Northern Australia, including Indigenous health, environmental science and social policy.
4. CDU has growing ties into Asia, with a particular focus on regional neighbours (Timor Leste,
Indonesia, etc).
5. CDU has a strong focus on providing a stimulating and rewarding Higher Education experience,
particularly for a student cohort that requires flexibility, skills upgrade, adult-to-adult interaction
and the authentic experience that the Northern Territory brings to areas of education, health and
Indigenous issues. This experience underpins growth in student numbers.
CHALLENGES,ASPIRATIONS AND PRIORITIES
CDU’s broad aspirations are captured in the Vision Statement in the Strategic Plan:
By 2015, Charles Darwin University will have consolidated its position as a sustainable, innovative,
regional multi-sector tertiary education provider, strengthened by mutually beneficial
partnerships, and recognised nationally and internationally for its quality, flexible, local and
distance education, world class research and focus on Indigenous achievement.
A Unique Learning Environment
There are significant challenges in creating the Unique Learning Environment CDU aspires to and
in developing the range of resources necessary to meet these challenges. CDU needs to leverage
effectively its strengths as a multi-sector institution, providing education and training in multiple
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locations and via a range of modalities and technologies to meet the demands of its students.
CDU must also balance local and national delivery in ways that meet the needs of the Northern
Territory, improve tertiary education access nationally and internationally, and achieve the scale
necessary to sustain a comprehensive university in the Northern Territory.
CDU has experienced consistent and significant growth in its total Higher Education load over
recent years, and must continue this trend over at least the next five years. Growth in Higher
Education has been supported by the University’s strongly expanding commitment to flexible,
online learning options for both local and national student cohorts, with the result that roughly
one-half of CDU's Higher Education students now access programs from interstate locations. CDU
has also managed growth across the entire spectrum of Sub-Bachelor / Bachelor / Post-Graduate
offerings, as necessary to support local capacity building and address skills shortages. This
alignment with local skills needs has also seen CDU continue as the largest VET provider in the
Northern Territory.
CDU's priorities address a range of factors that impact success for the institution's particular
student cohort, and underpin continued growth:
1. Identify factors that affect student success and target support and other programs towards
those factors.
2. Use the University’s multi-sector environment to expand student access to tertiary education
as well as pathways across, and entry and exit points to, all academic programs.
3. Maximise educational opportunity and participation through innovative, flexible and highquality local, distance and blended learning offerings, and through strategic partnerships.
4. Provide high-quality student support and best practice, contemporary learning environments,
both on and off campus, which enhance students’ educational experience.
5. Systematically review and upgrade Higher Education and VET programs to ensure they meet
the needs of students, industry, community, the professions and national accreditation agencies.
6. Facilitate and support faculty-led innovative approaches that best meet the University’s
learning, teaching and training challenges.
7. Maintain a strong representation of students from regional and remote locations and access
and participation of students of low socio-economic status.
A Leader in Indigenous Education
In meeting the challenge of becoming the University of Choice for Indigenous students, CDU must
build on its strong ties to Indigenous communities to lead national change in Indigenous tertiary
education and achieve successful Indigenous outcomes by developing best practice in access,
education and support, and embedding Indigenous perspectives in learning and teaching practice.
An important part of CDU's Indigenous education engagement is the partnership with the
Bachelor Institute of Indigenous Tertiary Education (BIITE) in the Australian Centre for Indigenous
Knowledges and Education (ACIKE). The current focus is on developing a sustainable model of
Higher Education for BIITE for the broad benefit of Indigenous education in the Northern
Territory. However, over the course of this Compact the partnership will see a rationalisation of
offerings, a continued increase in quality and strengthened engagement with the Indigenous
student cohort in remote, urban and national settings.
In 2012, CDU expects to rank highest in the sector for access and participation rates of
Indigenous-identifying Higher Education students (600+). In addition, CDU provides training to
around 4000 Indigenous students through the University’s VET programs.
Priorities for CDU in the area of Indigenous Education:
1. Improve Indigenous student participation and outcomes in tertiary education through better
access to innovative and flexible post-secondary education programs.
2.Create and maintain culturally enriched spaces within which students can achieve success.
3.Learn in partnership with Indigenous students, staff and communities to ensure cultural
relevance and knowledge, cultural affirmation and cultural safety are embedded in programs to
maximise student engagement, learning and skills development.
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4.Develop Indigenous staffing recruitment and retention strategies, enhance Indigenous
participation in University governance and improve the incorporation of Indigenous perspectives
and knowledge into University core business.
5.Work in partnership with other tertiary education providers, particularly BIITE, relevant
organisations and stakeholders to build collaboration and enhance opportunity in Indigenous
education, training and research.
A Research Leader with Global Reach
CDU has established itself as an exemplary research-intensive university, with local, national and
international partnerships that expand research capacity and facilitate the sharing of skills and
expertise developed locally. The challenge for CDU is to maintain and develop its distinctive, high
impact research profile in areas of strength such as environmental sciences, health and
Indigenous knowledges, while also supporting emerging fields of research such as energy and
education, in a region where the need for knowledge to solve major real-world problems is high.
CDU will need to provide adequate support for its staff and research students to optimise their
contributions to knowledge across all discipline areas and create a scholarly environment that
stimulates research creativity. Important to meeting these challenges will be continuing and new
strategic research partnerships with the Northern Territory Government and with universities and
research organisations in Australia and overseas. This latter group includes the Australian
National University and the Innovative Research Universities Group, a variety of Indigenous
organizations, and international research linkages and partnerships in Timor Leste, Indonesia,
Malaysia and China.
The adoption of a strong research focus and promotion of cross-disciplinary research teams has
been a successful institutional strategy to build world class research capability. CDU's five priority
research areas are in areas strategically important to the NT and its regions, and include
Indigenous Knowledges, Social and Public Policy, Education, Energy, and Creative Industries.
These areas of focus reflect CDU's commitment to supporting Northern Australia's development
needs and a broader commitment to global engagement.
The University has achieved significant growth in total research income across all categories in the
HERDC and a high ranking among Australian universities on a per capita basis. This reflects the
relatively high research intensity of the institution and productivity of staff and is demonstrating
strong performance in terms of excellence and innovation. In the Commonwealth's Excellence in
Research for Australia (ERA) 2012 exercise, CDU was ranked at or above world average on 71 per
cent (10 of 14) of the research disciplines for which it was assessed. The Excellence in Innovation
for Australia exercise identified two CDU projects in the "20 of the Best" list. These projects
related to the University's work on the emerging carbon economy in northern Australia, and to
the work of colleagues in the Menzies School of Health Research in relation to Malaria.
As outlined in the Strategic Plan, priorities for CDU in the area of research include:
1. Advance research strengths while also identifying new and emerging research priorities that
focus on the unique and complex needs of regional Australia, and the Asia-Pacific region.
2. Attract and retain high-quality researchers and postgraduate students by establishing a
research environment that is intellectually stimulating and provides quality support,
infrastructure and equipment.
3. Build research capacity and capability through key partnerships with other universities, the
Innovative Research Universities Group, as well as with government, industry and Indigenous
organisations.
4. Expand its international research linkages and partnerships, particularly throughout the AsiaPacific region.
5. Ensure that its teaching practice is informed by research, through valuing and supporting the
teaching-research nexus.
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A Secure Future
Regional universities face inherently higher costs and reduced opportunities for diversification of
revenue as compared to urban universities. In a deregulated and demand-driven tertiary
education environment, CDU faces the significant challenge of remaining a sustainable university
in a regional setting. To meet its Mission and the challenges of teaching, learning and research in
a regional setting, CDU needs to attract and retain dedicated and talented staff and develop
effective and innovative approaches to workforce management and development. In addition,
CDU will require a sophisticated understanding of and strategies for revenue, expenditure,
resource management and infrastructure renewal.
Priorities for CDU:
1. Improve the University’s overall analysis and reporting capacity to underpin better decision
making.
2. Develop a budget process that best addresses the University’s long-term sustainability and
empowers innovation at divisional level.
3. Develop human resource management tools that support staff to achieve their career
aspirations, and recognise and reward achievement.
4. Develop better student recruitment and load planning systems to support teaching, training
and research aspirations and regional capacity building imperatives.
5. Develop a University-specific quality management system to be applied across all operations
and partnerships.
6.Ensure effectiveness though transparent and appropriate governance systems and regular
measurement, assessment and review of University processes, operations and performance.
7. Expand and maintain quality physical and IT infrastructure, appropriate Occupational Health
and Safety standards and leading edge environmentally sustainable practices across the campus
network.
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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
CDU is committed to being a University of Choice for Indigenous students, particularly for
Northern Australia. In order to achieve this, CDU places a focus on developing best practice in
access, education, and support for Indigenous students, and in embedding Indigenous
perspectives in learning and teaching practice.
Key university documents that will guide CDU’s activities in relation to Indigenous education
include:
 CDU Indigenous Tertiary Education Plan 2013-2015 (ITEP)
 Indigenous Learning and Teaching Plan 2012-2014 (ILTP)
The ITEP is informed by the recommendations of the Review of Higher Education Access and
Outcomes for Aboriginal and Torres Strait Islander People, and the On Stony Ground report
(Moreton-Robinson et al 2011). The ITEP has been the catalyst for a move from an enclave model
of Indigenous administration and management, to a whole-of-university framework. From 2013,
the responsibility for achieving Indigenous outcomes is shared across all portfolios.
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The ILTP is focused specifically on high quality teaching and learning outcomes for Indigenous
students and aligns with the National Indigenous Higher Education Workforce Strategy,
particularly in relation to strategies to enhance academic success and pathways to research. The
Australian Centre for Indigenous Knowledges and Education (ACIKE) plays a critical role in this
area, through facilitation of the partnership between the Batchelor Institute of Indigenous
Tertiary Education (BIITE) and CDU. ACIKE enhances the University’s capacity for excellence in
teaching and learning programs, community engagement and research, and will support CDU’s
efforts to build the social, human, economic, and identity capital of Indigenous people in
Northern Australia and nationally.
Although not strictly part of this Compact, CDU is also committed to achieving a VET system that
meets Indigenous tertiary aspirations, particularly in relation to participating in areas of economic
opportunity in the Northern Territory.
EMPLOYMENT STRATEGIES
Approximately 6.82 per cent of staff at CDU identify as Indigenous, including 12 academic staff
members (IPP 2011). Although the numbers are small, CDU has seen a steady increase in
professional staff who identify as Indigenous, but a small drop in Indigenous academic staff.
Proportionally, CDU exceeds the IRU and sector averages on measures for the number of staff
identifying as Indigenous, and the number of Indigenous academic staff.
Increasing Indigenous representation and leadership are high priority ITEP and Indigenous
Recruitment and Retention Strategy goals, overseen by the Senior Executive. The ITEP provides
the framework for achieving increased staffing levels, particularly in senior academic
appointments.
The ILTP also contributes to CDU’s Indigenous employment activities through initiatives such as a
commitment to review and improve the effectiveness of the University’s Indigenous Employment
Policy and Associated Indigenous Attraction and Retention procedures over the term of the
Compact. The ILTP links with the National Indigenous Higher Education Workforce Strategy,
through strategies to support the development of Indigenous academic researchers (discussed
further in Section 5).
ACADEMIC SUPPORT
As part of the University's Indigenous employment focus, the University aims to support
Indigenous Academics. The ITEP establishes the Indigenous Tertiary Education Advisory
Committee as a subcommittee of the senior executive group, chaired by the PVC-Indigenous
Leadership with a majority membership of senior Indigenous academics. This will provide the
Indigenous academics with the status to influence policy and programs across the university. The
Indigenous Learning and Teaching Quality framework 2013-2015 emphasises the need to recruit
and retain Indigenous academic staff as leaders in the transmission of these knowledges. The
Office of the PVC-Indigenous Leadership is holding an Indigenous staff caucus network in 2013 to
stimulate internal support networks, and will follow this with an annual mini-symposium and
regular gatherings.
Additional to initiatives for CDU staff, the University has spent some effort over the last two years
in providing professional development to BIITE staff. There are now more than 50 BIITE staff on
the CDU Casuarina campus, and they are encouraged to participate in the networks, training,
support and development activities available to CDU Indigenous academics.
EDUCATION STRATEGIES
Access and Participation
Access Rates and Participation Rates for Indigenous students remained steady at CDU over the
period 2006-2010 (2011 IPP), but are now increasing through the ACIKE initiative. CDU’s access
rate for all commencing students is 5.46 per cent, which is well above the IRU figure of 2.36 per
cent, and the sector average of 1.59 per cent. The figure is somewhat lower for school leavers,
which highlights the need for flexible, innovative and supported pathways into Higher Education.
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The participation rate for Indigenous students at CDU is 5.01 per cent, also well above the IRU
figure of 2.00 per cent and the sector average of 1.35 per cent (IPP 2011).
CDU recognises the importance of enabling programs for Indigenous students and is working with
BIITE to grow enabling pathways through ACIKE for Indigenous students. CDU already has one of
the largest enabling programs in the country, and is expanding the University’s Indigenousfocused enabling course, the Preparation for Tertiary Success program (PTS). The PTS is available
face-to-face at present, but will move to a mixed-mode of delivery in the future.
Retention
The Retention Rate for Indigenous students at CDU is an area of increased institutional focus. The
Retention Rate for Indigenous students at CDU is 54.25 per cent, which is below the IRU and the
Sector averages (IPP 2011).
CDU is committed to achieving high attainment in Indigenous Higher Education. Parity between
outcomes for Indigenous and non-Indigenous students is being achieved in VET with access, and
participation rates of approximately 30 per cent. Parity of outcomes for retention and attainment
in higher education will continue to be a long-term aspiration.
CDU acknowledges the distinctive needs of Indigenous students and as part of the Strategic Plan,
has committed to learning in partnership with Indigenous students, staff, and communities to
ensure that cultural relevance, cultural knowledge, cultural affirmation, and cultural safety are
embedded in programs to maximise student engagement, learning and skills development.
The ITEP and the ILTP outline a suite of strategic and operational initiatives that will enhance
CDUs ability to support Indigenous students over the education lifecycle. The ITEP facilitates the
development of organisational structures that are cognisant of the cultural and academic needs
of Indigenous people, while the ILTP provides a more detailed plan of initiatives that will support
a culture of success for Indigenous students.
A selection of ITEP and ILTP strategies targeted at improving attainment rates include:
 Establishment of sophisticated student monitoring systems to enable early intervention for
negative progression
 Establishment and implementation of an Indigenous Learning and Teaching Quality
Framework
 Enhanced offerings of a flexible multi-faceted range of scholarships that support and
promote progression and completion
 Development of a CDU Indigenous Education and Retention Procedure
 Development of an appropriate set of qualitative measures to monitor progress and
achievement
 Establishment of an Indigenous Pedagogy / Androgogy Working Group tasked with advising
CDU academics and VET lecturers of their course content and to research innovative “whole
of life” teaching-related practices compatible with delivery of courses to Indigenous students
 Enhanced orientation and support in relation to CDU’s IT systems and links to Indigenous
support services and development of an Educational Technology Preparation Program
 Targeted Learnline training workshop at flexible times to enhance students skills
 Creation of unit-specific peer learning/mentoring and culturally safe collaborative online
learning sites for Indigenous students that are link to ITAS and academic enrichment tutors.
PROFESSIONAL DEVELOPMENT AND CULTURAL COMPETENCY
As part of the ILTP, a revised Cultural Competency Framework will be implemented from 2013
across the University. The framework will be embedded through a suite of professional
development programs and participation will be a central measure in performance appraisal
plans.
Page 14
STUDENT SUPPORT - INCLUDING DISTANCE EDUCATION
CDU recognises the importance of understanding and responding to cultural differences in styles
of learning and, having prioritised Indigenous education in the Strategic Plan, is committed to
supporting students to achieve success. The ILTP includes a focus on: (a) enhancement of the
quality of learning and teaching for Indigenous students; (b) enhancement of the Indigenous
student experience; (c) strengthening of the teaching-research nexus; (d) improvement of the
inclusivity of Learnline and learning and (e) expansion of Indigenous participation through
increasingly positive educational outcomes.
MENTORING AND LEADERSHIP
Through ACIKE, CDU has established Higher Education Partnerships and Participation Program
(HEPPP)-supported mentoring projects. This initiative gives effect to the University’s intention to
address specific pipeline issues associated with academic progression from primary and
secondary education systems to higher education. The introduction of a customised, culturally
relevant mentoring program seeks to achieve a significant increase in the pool of Indigenous
senior secondary students who are better prepared for tertiary studies and aspire to Higher
Education through CDU.
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
Indicators
2012
Target 2013
Target 2014
Target 2015
1
Number of all Aboriginal and
Torres Strait Islander student
enrolments1
658
678
698
719
741
Number of all Aboriginal and
Torres Strait Islander student
completions2
51
53
54
56
57
Number of all Aboriginal and
Torres Strait Islander
professional/general staff3
34
35
36
37
38
Number of all Aboriginal and
Torres Strait Islander
academic staff4
22
23
23
24
25
Refers to total undergraduate, postgraduate and HDR students by headcount
2 See
footnote 1 for definition
3 Refers
4 See
Target
2016
to number by headcount
footnote 3 for definition
Page 15
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
CDU is committed to undertaking research focussed on generating solutions to the complex
problems faced by Northern Australia and its neighbouring regions. The University aims to
maximise the social and economic impact of research through public engagement and encourages
the practice of assessing community need and interests in order to inform new projects. As such,
research is primarily applied and directed towards the public good rather than for
commercialisation purposes. Two examples of nationally important research programs that
commenced in 2011 are:
National Environmental Research Program (NERP): The $30m North Australian Biodiversity Hub
brings together research partners from across Australia to improve biodiversity conservation in
northern Australia through sound planning, innovative policy and strong partnerships.
Collaborative Research Network (CRN): The Northern Research Futures Collaborative Research
Network (with ANU, JCU, AIMS) is enhancing the University’s research capacity in social and
environmental research as well as contributing to raising the quality and recognition of the
University’s research nationally and internationally.
KNOWLEDGE TRANSFER
CDU has an ongoing commitment to contributing to the Open Access publishing environment and
to associated improvements in discovery and access. CDU has invested considerable resources in
the development and implementation of its Institutional Repository, CDU eSpace. CDU eSpace
provides a stable, long term storage location for CDU’s research outputs and datasets that is easy
to access and use by authorised staff and students of CDU and is also making public and open
access materials available to the wider world. As at February 2013, there are 179 items available
on Open Access via eSpace, with a further 423 items in processing as part of the Living Archive of
Aboriginal Languages project (LAAL).
CDU eSpace also includes the results of digitisation projects that improve the transfer of
knowledge, such as photographs, student theses, research material to do with East Timor through
the Arafura Digital Archive (ARADA).
Page 16
ECONOMIC, SOCIAL AND ENVIRONMENTAL OUTCOMES
CDU is investing in partnerships that support research excellence in the areas of environment,
human health and wellbeing, Indigenous knowledges, and social and public policy, particularly
through the work of the Northern Institute (TNI) and the Research Institute of Environment and
Livelihoods (RIEL) . The Strategic Plan ties the identification of new and emerging research
priorities to the unique and complex needs of Northern Australia and the Asia-Pacific region, and
to the establishment of key partnerships with government, industry, and Indigenous
organisations, as well as key networks, such as the Innovative Research Universities (IRU) group.
The field of humanitarian and disaster management is an emerging research focus in CDU's
Faculty of Engineering, Health, Science and the Environment at CDU. The establishment of RIEL,
and the Research Centre for Health and Wellbeing (in the School of Health), provides a platform
for growing research projects with an interdisciplinary focus. This focus is being developed in
partnership with the IRU through the Disaster Resilience Forum and is also linked to the National
Critical Care and Trauma Response Centre (NCCTRC), which was established in 2005 following
major incidents in Bali and Timor Leste. The major themes of this work involve: preparing for and
reducing the potential physical damage; improving responses when disaster strikes; and
addressing the psychological impact of disasters on those in disaster areas and to those who
respond.
The range of projects undertaken through TNI responds directly to the needs of agencies and
communities in remote, regional and urban contexts. Research carried out through TNI's Central
Australian Research Group (CARG) in particular, is looking at the development of the communities
and economies of remote Australia, with a particular focus on Indigenous development.
INNOVATION-FOCUSED PARTNERSHIPS IN ASIA
CDU has a long history of engagement in neighbouring Asian regions, particularly in China, Eastern
Indonesia and Timor Leste. The approach is based on mutually beneficial partnerships with
established research and teaching institutions (i.e. Gadjah Mada University and Hasannudin
University in Indonesia, Anhui University and Hefei Normal University in China) and universities
where capacity building is the central objective. These universities include the National University
of Timor Leste (UNTL) and Nusa Cendana University (UNDANA), Kupang, Indonesia.
Key current research activities in Indonesia centre predominantly around the Environment, Health
and Marine Science fields, whereas research activities in Timor Leste are centred on Governance,
Environment, Health and Agriculture. In China, CDU is conducting research in Rural and Remote
Education, Joint Atomic and Molecular Physics, and School Leadership. In addition, strategic
partnerships are being developed and fostered in the Philippines, India, Sri Lanka and Japan for
education and research collaboration.
The University's Confucius Institute, established in 2012, works closely with the Chinese
community in the Northern Territory to support a range of cultural and language programs. The
Centre will continue to offer a range of activities including short courses for language teachers,
conversation classes and web-based activities, and celebrations of Chinese culture.
PRINCIPLES AND PROCEDURES TO SUPPORT CONTINUOUS IMPROVEMENT FOR INTELLECTUAL
PROPERTY
The University recognises that management of intellectual property is an area where
improvements can be made. Some progress has occurred in relation to the establishment of
principles and standard clauses for the management of Intellectual Property, confidentiality and
publications in contractual arrangements. In addition, CDU has implemented a Research
Management System with the ability to record contractual details associated with projects,
including arrangements related to intellectual property and publications.
The review of all intellectual property related policies, guidelines and processes has been
identified as an activity for 2013 within the Office of Research and Innovation and will include a
dissemination and education component. This will provide the foundation for a subsequent audit
of intellectual property across the University.
Page 17
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
families filed, issued and held
Number of all active licences, options or
assignments (LOAs)6 executed and income
derived
Number and value of research contracts and
consultancies executed7
Investment in spin-out companies during
the reporting year and nominal value of
equity in spin-outs based on last external
funding/liquidity event or entry cost
Filed
0
No.
0
No.
37
Investment ($)
0
Issued
0
Held
0
Value($)
0
Value($)
$3,480,932.05
Value($)
0
Note: All calendar year references below refer to the previous year’s data collection.
Principal
Baseline
Progressive
Progressive
Progressive
Performance
2012
Target 2013
Target 2014
Target 2015
Indicator
Category 4 Income $957,569.93 $890,000
$1,000,000
$1,000,000
Target
2016
$1,000,000
Note: All calendar year references below refer to the previous year’s data collection.
Optional Performance
Baseline
Progressive
Progressive
Progressive
Indicators
2012
Target 2013
Target 2014
Target 2015
Number of contracts and
40
42
45
47
grants awarded to support
Category 2 research
income
Number of contracts and
24
25
26
28
grants awarded to support
Category 3 research
income
the number of contracts
2
2
3
3
and grants awarded to
support Category 4
research income
Target
2016
50
30
3
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
Page 18
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
The CDU Mission, Vision and supporting Strategic Plan are strongly focussed on regional needs.
Priorities include:
 As the highest institutional priority, achieving quality teaching and learning outcomes for the
unique student demographic that CDU serves;
 Supporting an improvement in the quality of life of Indigenous people; and
 Engaging in research and educational activities that are focussed and enriched by the needs
and cultural and natural endowments of the NT.
LOCAL ECONOMIC PROFILE
The Northern Territory is experiencing a fundamental shift in economic profile. Whilst mining and
construction are the two largest industry sectors (18 per cent and 11 per cent respectively of
Gross State Product), there has been strong growth in manufacturing and service industries to
support the resources sector. This means that the NT is now a more diverse economy than it was
even a decade ago. Population growth has averaged 1.5 per cent p.a. from 2006-2011, fuelled by
natural increase (including a rapidly growing young Indigenous population) and international
migration (many of whom have particular needs in settling in a new country). There remains,
however, a net outflow of Australians from the NT to other states. The NT’s population is young,
with 53 per cent of residents aged under 35, yet there is a long term trend of a growing
proportion of residents aged 65 and over. In the short-to-medium term, there will be a stepchange expansion in opportunity in the NT, with planned major energy and resource projects. A
recent study commissioned by the NT Government details 36 NT major projects which could
impact the available labour market over the next 3 to 7 years. The total capital expenditure for
these 36 projects is estimated to be $38.15 billion of which $6.08 billion (24 in number) relates to
projects currently under construction or approved. These projects are expected to have an impact
on population growth and particularly the training needs for this expanding workforce which will
be better served through a more broadly based higher education provider. NT industry and skills
needs that flow from this picture include:
 Vocational Education and Training requirements integrating into Higher Education - Building
local capacity to support mining, resources and defence initiatives in areas spanning
advanced trades, instrumentation and engineering, as well as the flow-on effect of improving
pathways between Vocational Education and Training and Higher Education to produce
graduates with “combination” credentials, will be important.
 Pathways - Targeted pathways, RPL and support for recent migrant students are required for
these groups to pursue meaningful participation in workforce opportunities.
 Flexible education - To enable education to integrate with other family requirements,
particularly for mature age workers.
 Local opportunities - Higher Education and Vocational Education and Training must be
available in regional centres.
WORKFORCE NEEDS AND SKILLS SHORTAGES
Broadly speaking, the NT faces skills shortages across healthcare, education, public
administration, engineering and trades. CDU has a strong focus on capacity building in the NT.
However, while the skills shortages are critical, the employee numbers needed to meet the skills
shortages, and/or the number of people interested in taking on these roles, is often not sufficient
to justify or sustain CDU taking on the activity solely for the NT. In areas such as Nursing and
Education, CDU has a large interstate cohort that provides the scale needed to offer a NT
Page 19
program. However, in specialist areas, such as in many allied health fields, it is currently not
possible to offer local programs. A recent example is physiotherapy, where despite offered
support from the NT Government, market research indicated that the course was not viable.
CDU and Flinders now offer joint programs in some specialist areas, and have a partnership in
place to underpin significant growth in joint capacity-building initiatives. There is also the
potential to grow these opportunities across a multi-state jurisdiction to achieve scale and
capture expertise. Areas under consideration include health, engineering and Indigenousfocussed programs.
MEETING THE NEEDS OF A CHANGING AND DIVERSE POPULATION
Demographic changes in the NT, including a growing number of recent migrants, in combination
with the Federal Government push to increase the overall proportion of the Australian population
with tertiary qualifications, with a particular focus on low SES students, impact upon CDU’s
programs and offerings.
With recent migrants, net overseas migration is the second largest source of NT population
growth. Foundation Skills and English language classes outstrip available places, with a need to
expand RPL services into both Higher Education and Vocational Education and Training.
CDU currently trains up to 5,000 Indigenous Australians (Higher Education and VET) each year, a
number that is growing. CDU’s partnership with Batchelor Institute of Indigenous Tertiary
Education (BIITE) through the Australian Centre for Indigenous Knowledges and Education (ACIKE)
specifically caters to the Higher Educational needs of Indigenous Australians.
Skills training and re-training to support investment in the resources sector is a particular
opportunity for the NT. CDU has the capacity to support re-training and/or up-skilling to access a
labour market experiencing growing occupational shortages in many areas. Sub-Bachelor level
programs (described in section 4 of this Compact) are one approach to meeting this need.
Locally and nationally, there is strong demand for Enabling Programs to provide access to Tertiary
Education for students who are not able to access study through high school / TER / ATAR
admissions. Enabling programs are not financially attractive in their own right, but lead to better
(more frequent and successful) outcomes on subsequent enrolments. In a deregulated
environment, there are opportunities to bundle direct admission into a Bachelor-level course with
successful completion of an Enabling Program. CDU is presently the fourth largest provider of
Commonwealth-funded Enabling Programs in the country.
CONSULTATION ARRANGEMENTS
CDU maintains a strong and formal partnership with the NT Government, and works closely with
the Government to support programs through Higher Education, VET and research. CDU has
strong ties to local industry and professional societies. This is especially relevant in the case of
VET, where CDU is the largest overall training provider in the NT and is particularly dominant in
trade-related areas. In support of major resources projects, CDU has also partnered with local
industry around engineering (for example, with Inpex in the North Australia Centre for Oil and
Gas), environmental science, and health.
Structures to support consultation exist through CDU's Course Advisory Groups (CAGs), which
provide a formal framework for industry and community stakeholders to contribute to course and
program review and development. Under the Learning and Teaching Plan these mechanisms will
be through the review and upgrade of higher education and VET programs in alignment with
student, industry, and community requirements, as well as professional and national
accreditation standards.
Page 20
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
BUILD CURRENT PARTNERSHIPS TO DEVELOP NEW COLLABORATIVE RESEARCH ACTIVITIES
Since its establishment, CDU has embraced strong and productive partnerships as a way to tackle
significant challenges in the NT, to expand education and research opportunities for Territorians,
and to achieve the scale necessary at both the discipline and institution level to sustain Higher
Education. Partnerships are evaluated formally for their efficacy, and managed at the executive
level.
CDU's major partnership, with the NT Government through a formal Partnership Agreement, has
as its overarching aim the continued expansion of mutually productive and cooperative activities
that result in lasting and sustainable benefits to the social and economic development of the
Northern Territory. Partnership activities focus on the following:
 A critical mass of University enrolments, resident teaching and research staff, and funding
applications to build the capacity of CDU and enhance CDU’s role as a cultural and
intellectual leader in the local and global community
 Courses relevant to both industry and NTG needs
 VET and higher education sectors that are relevant and appropriate to industry needs, seek
to achieve real employment outcomes, offer a range of suitable courses, and provide
seamless pathways for learning
 A thriving and engaged Indigenous population that achieves success in relevant education,
employment and training programs clearly linked to social and economic outcomes
CDU's major academic partner is Flinders University, where existing joint or shared programs (NT
Medical Program), centres (including the Centre for Remote Health), not-for-profit health services
(including the Palmerston SuperClinic), and infrastructure will be expanded upon over the life of
this Compact, likely in areas of Health, Business and Tourism, Indonesian and Indigenous
programs.
CDU also has an active partnership with ANU, with the aim of developing collaborative
educational initiatives (including pathways of opportunity and co-delivered courses in areas of
complementary strength), research and staff exchanges. Joint Higher Degrees by Research were
approved by both institutions in 2012. The CDU CRN also includes funding for research training
which attracts ANU-CDU scholars. Raising the profile of Arafura Timor Research Facility, NARU,
and the Northern Institute is also a priority for both partners.
The relationship between BIITE and CDU will be strengthened over the period of the Compact
through ACIKE. Formal arrangements for the delivery in partnership between CDU and BIITE of
Higher Education offerings came into effect in 2012.
The VET-HE nexus will continue to be maximised through opportunities for students it access
pathways, shared resources and collaborative means of engagement with external communities.
CDU has formal pathways in business, accounting, finance, and hospitality. These pathways are
mostly used by international students but there is scope to expand and promote these options to
domestic students.
Page 21
NEW COLLABORATIONS AND PARTNERSHIPS THAT ENGAGE END-USERS
A significant element of the University's strategic approach to research is the development of
partnerships and collaborative relationships with external agencies. These arrangements provide
CDU with the critical mass to enable the funding of large scale research projects aimed at
generating solutions to the complex problems faced by northern Australia and its neighbouring
regions. CDU's new collaborations and partnerships are coordinated primarily through the
Northern Institute (TNI) and the Research Institute for the Environment and Livelihoods (RIEL)
both of which were established in 2011.
TNI's partnership and engagement activities have a strong focus on modeling and evaluation of
social policy. The institute continues to engage in public debate and provide informed
commentary on issues that contribute to the public process and general community education.
Research teams, led by internationally and nationally recognised principal scientists, co-operate
to develop research in the areas such as:
 Demography and growth planning
 Transdisciplinary methodologies and knowledge systems
 Social inclusion and community engagement
 Remote workforce development and pathways with training and social sustainability across
Northern and Central Australia and nations to our north.
RIEL undertakes comprehensive research across the terrestrial, aquatic, coastal and marine
ecosystems of northern Australia. Strategic programs that will be a focus for the period of the
compact include:
 Centre for Renewable Energy NT
 Environmental Chemistry and Microbiology Unit (ECMU)
 North Australian Fire Information (NAFI)
 North Australia Marine Research Alliance (NAMRA)
 National Environmental Research Program (NERP) Northern Australia Hub
 Tropical Rivers and Coastal Knowledge (TRaCK)
OUTREACH ACTIVITIES ESPECIALLY THOSE THAT SUPPORT ABORIGINAL AND TORRES STRAIT
ISLANDER ACCESS AND OUTCOMES
A key strategic goal for CDU is to become a recognised national leader in the tertiary education of
Australian Indigenous students, and in the teaching, research and understanding of Indigenous
knowledge systems. Activities that support enhanced access and outcomes for Indigenous
students are critical to this goal. CDU is working in partnership with NT schools including Kormilda
College, Centralian Middle School and Centralian Senior College to increase the participation and
retention of Indigenous students. The project focuses on activities that demystify technology and
provide students with skills to transition to University studies, and also provides students with
peer mentoring to increase confidence and encourage progression.
DEMONSTRATE THE IMPACT OF RESEARCH TO COMMUNITY AND INDUSTRY
In 2012, CDU participated in a national trial, the Excellence in Innovation for Australia (EIA), aimed
at demonstrating the economic, social and environmental benefits of research undertaken by
Australian Universities. This activity was led by the Go8 and ATN Universities and including CDU,
the University of Newcastle and the University of Tasmania and involved seven panels of seventyfive volunteers, 70 per cent of whom were external industry and business sector experts.
In total, 162 case studies were submitted for assessment by the participating universities. Of
these case studies, 87 per cent were found to have considerable, very considerable or
outstanding impact. CDU submitted ten case studies to the trial, nine of which were assessed,
some by multiple panels. All nine of these case studies were found to have considerable, very
considerable or outstanding impact, and two of CDU’s case studies appeared in the "20 of the
best" list in the EIA report. The two highlighted case studies related to CDU's work on the
emerging carbon economy in northern Australia (with NAILSMA, Bushfires NT and CSIRO) and the
work of colleagues at Menzies on better treatments for malaria.
Page 22
OPPORTUNITES FOR AUSTRALIAN STUDENTS TO STUDY IN ASIA
Over the last 5 years, CDU has provided opportunities for 140 students to engage in various forms
of mobility opportunities in Asia. These students participated in exchange programs, in-country
language programs (Indonesia and China), the Eastern Indonesia Field intensive program,
internships and work placements, and fieldwork (research). Scholarships were also provided via
Study Overseas Short-Term Mobility for undergraduate students enrolled in the Humanitarian
and Community Studies program, for placements in Cambodia, Solomon Islands, Timor Leste,
Thailand, and India.
The University is expanding these opportunities through the development of programs such as
the Master of Humanitarian and Disaster Management. The course will offer advanced knowledge
and evidence-based practice from an interdisciplinary perspective in: humanitarian law and
ethics; logistics; public health aspects of disaster; civil-military interface; risk management;
environmental awareness and sustainability; disaster preparedness, responsiveness and
debriefing; community resilience; engineering in emergencies. This program will also offer
fieldwork in Northern Australia, Indonesia, SE Asia and beyond.
CDU is committed to strengthening relationships with key partner institutions, promoting and
supporting short term study options, and sourcing new opportunities for internships and field
placements. CDU is also considering the development of outbound credit bearing programs such
as study tours.
ENCOURAGE PHILANTHROPY AND INDUSTRY INVESTMENT
In conjunction with the Charles Darwin University Foundation, the University will undertake the
following program of philanthropic activity:
 Conduct its annual donor / membership drive program seeking continued support and
memberships from the NT public in support of the CDU Foundation activities
 Engaging with the CDU Foundation membership, the University will conduct a major
campaign for the redevelopment and refurbishment of the CDU Theatre. The campaign aims
to raise more than $2 million during the next 12 to 18 months
 Complete a fundraising campaign with the NT Greek community and a representative
fundraising committee, to create an endowment fund of more than $1 million in support of
the CDU Greek Language and Culture program
 Continue the program known as the Vice-Chancellor’s Leadership Prospect Group that
cultivates relationships with high net worth prospective major donors nationally in support
of major initiatives of the University
 The University is working on a Trusts and Foundations fundraising program that aims to
create a 2013 timetable for trust and foundation funding opportunities for CDU with key CDU
academic and research staff stakeholders to develop, write and coordinate submissions to
identified trusts and foundations.
Direct industry investment in CDU is primarily in the area of Engineering and Information
Technology:
 North Australian Centre for Oil and Gas ($3.1 million from Inpex, Total, ENI)
 Power and Water Corporation ($200k per annum for 5 years for Chair of Sustainable
Engineering, $125k per annum for Water Engineering research)
 Conoco Phillips ($50k per annum for Business and Engineering)
IMPROVE THE QUALITY OF ENGAGEMENT
Engagement is key to all CDU activities and is characterised by two-way relationships in which the
University forms partnerships with its communities to yield mutually beneficial outcomes. CDU's
communities include the businesses, industries, government agencies, non-government
organisations, professional organisations, schools, alumni, Indigenous and ethnic communities
and local community groups of central Australia, northern Australia and the Asian region to our
north.
Page 23
CDU will continue to improve the quality of engagement through:
 Responding to the needs of business, industry, government and the wider community
 Providing teaching, learning and research that contributes to the economic, social, cultural
and sustainable development of the region
 Enhancing student learning through courses that are relevant and through opportunities for
work-based learning
 Meeting the University’s civic responsibilities
 Fostering a sense of community ownership – 'CDU is our university'
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
Indicators
2012
Target 2013
Target 2014
Target 2015
Target
2016
Number of active
collaborations8 with
industry and other
partners in Australia
89
80
86
92
95
Number of active
collaborations9 with
industry and other
partners overseas
7
8
9
11
13
Category 3 Income
$3,104,530 $3.2M
$3.3M
$3.5M
$3.7M
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.
Page 24
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 socioeconomic 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
As described, CDU is a major contributor to development and capacity building in Northern
Australia and to Northern Territory life. This role will likely continue to grow, as CDU plays a
fundamental enabling role in the tourism and education component of the Territory
Government’s "3-Hub economy" vision, and will likely play a similar role in any Federal
development push for Northern Australia.
In pursuing economic prosperity, the NT has particular challenges and needs that are at least
partially addressed through local application of the Commonwealth’s national skills, qualifications
and target demographic objectives in expanding the Higher Education system. These include:
 Supporting a fundamental shift in economic profile, which sees a decreasing dependence on
primary production and increasing reliance on the resource, construction and service
industries.
 Meeting skills shortages and gaps, and in doing so, expanding the current limited work
opportunities in regional areas.
 Provision of adequate education and healthcare to all Australians.
 Ensuring equitable opportunities for, and inclusion of, Indigenous Australians.
 Meeting the needs of a changing and diverse population, with areas characterised by, for
example, an ageing population (outside of the NT), a rapidly growing young Indigenous
population, and a recent migrant population with specific needs.
 Growing links to Asia.
 Leveraging regionalism to strengthen state / territory / national agendas.
 Making best use of the National Broadband Network (NBN).
CDU has a range of underlying sustainability challenges that stem from the small size (230,000
people) of the NT population relative to the population base needed to sustain a small
comprehensive institution (around 500,000 people). CDU has been critically dependent upon
three innovations to remain viable as a NT-based institution: (1) Dual-sector (Higher Education
and TAFE) operations, where administration, overheads and some teaching and training is shared;
(2) Online delivery, where flexible course offerings designed to meet NT needs are also offered to
Page 25
a national audience; and (3) a strong and mutually-beneficial partnership with the Territory
Government.
Higher Education course and enrolment planning at CDU aims to balance the development needs
of Northern Australia with the need to effectively expand the constituency, offering courses that
are directly linked to occupation skills shortages in a manner that supports the work-study-life
balance needs of Territorians and resonates with a national audience possessing Territory-like
needs and attributes, who will be motivated to enrol at CDU from outside the NT (flexible delivery
/wide education pathways/additional support). This national resonance saw CDU Higher
Education EFTSL exceed 5000 in 2012, with around one-half of the subscription from outside the
NT.
Over the next 4-5 years, CDU will push to grow beyond 7000 EFTSL of domestic student load as
part of a continued drive to improve institutional robustness; CDU aims to achieve around 90 per
cent of this mark over the course of this Compact Agreement. This growth will be predominantly
from outside the NT, with a strong focus on the non-traditional, mature age and skills-upgrade
audiences, and with curriculum that positively leverages the value of an “authentic NT
experience”.
SUB-BACHELOR PLANNING
Sub-Bachelor course offerings are an important component in how CDU implements its education
mandate for Northern Australia. Sub-Bachelor Designated Load is used to provide education
pathways to non-traditional, low SES, Indigenous and educationally-disadvantaged students. SubBachelor Designated Load also provides pathways to students with either VET or high school
backgrounds and who require higher-AQF credentials to meaningfully participate in major NT
projects, particularly relating to the resources and extraction industries. Sub-Bachelor load is an
important component of the Batchelor Institution of Indigenous Tertiary Education sustainability
vision (working with CDU through the Australian Centre for Indigenous Knowledges and
Education), providing access to tertiary education for Indigenous students. The importance of
Sub-Bachelor courses to CDU is reflected in the relatively high percentage of the total CGS load
located in Sub-Bachelor (around 15 per cent).
Overall, CDU will pursue opportunities to grow CGS supported Sub-Bachelor Designated Load.
Enabling Programs
CDU has one of the largest enabling programs nationally with the Tertiary Enabling Program (TEP),
and is working with BIITE to grow an Indigenous-focussed enabling course, the Preparation for
Tertiary Success (PTS) program. The TEP program is offered nationally via flexible online means,
and has demand that outstrips available places. At this stage, PTS is not available externally
owing to some Indigenous-specific face-to-face units. The aim is to move these into workshops in
a mixed-mode course setting.
CDU will pursue what opportunities existing to grow Enabling Load. In conjunction with this, CDU
will be taking a number of steps to improve transition from TEP into CDU Higher Education
courses, from around 35 per cent at present to around 50 per cent. CDU will also expand
interstate study centres to provide face-to-face support to the largely educationally
disadvantaged TEP student cohort.
OTHER SUB-BACHELOR PROGRAMS
CDU’s other Sub-Bachelor programs fall largely into two categories: (1) programs addressing the
economic needs and opportunities of the NT economy and workforce, and (2) programs that
provide education opportunity for Indigenous students.
In relation to the former, CDU is offering programs that allow transition from a VET qualification
to a Sub-Bachelor program necessary to work in resource-related projects and supporting
industries. The Sub-Bachelor programs are more accessible than full degree programs for a range
of reasons, such as lower requirements for mathematics (particularly engineering programs) and
less time commitment for students with pressure to balance work / study / home. Programs in
Page 26
this area include engineering and science (Diplomas in Science, Engineering, Network Engineering,
Advanced Diploma in Engineering, Associate Degree in Process Engineering), the Associate Degree
in Legal Studies, and an increasing number of Asian-facing business, tourism and language
offerings as new facilities in the Darwin Waterfront are completed. In relation to opportunities for
Indigenous students, CDU is offering, through ACIKE and in partnership with BIITE, Diplomas in
Aboriginal and Torres Strait Islander Knowledges, Creative and Indigenous Writing, and
Languages.
BACHELOR PLANNING
CDU has a suite of Bachelor programs that proportionally reflect the needs of Northern Australia:
(relatively) large Nursing and Education programs, smaller programs in areas such as allied health,
engineering, science and environmental science, and law and business, and niche programs in
areas such as creative arts and industries. CDU plans to grow most programs proportionally, with
the aim of increasing the number programs that do not require a cross-subsidy from Nursing and
Education to be viable.
In Nursing and Education, and to a lesser extent Law and some of the Allied Health fields, CDU is
now a national provider. CDU’s value proposition lies in the flexible nature of offerings, the adultto-adult style of delivery demanded by a mature age market, and the “authenticity” that comes
with a Northern Territory institution. The latter is particularly true for areas such as nursing,
where most CDU students have an interest in Indigenous and tropical health, and spend some
time in Northern Australia as part of their program. To support an expanded national student
cohort, CDU will establish a number of study / tutorial centres. The first of these is being
established in Melbourne with support of the Structural Adjustment Fund, with an emphasis on
Nursing and Allied Health. CDU aims to move to around 4500 EFTSL of CGS Bachelor load over the
course of the Compact.
POSTGRADUATE COURSEWORK DESIGNATED LOAD
CDU currently has permission and CGS funding to deliver around 520 EFTSL of Postgraduate
Coursework Designated Load. The bulk of this is associated with the Graduate Diploma in
Teaching and Learning, a qualification linked to teacher skills shortages in Northern Australia. The
demand for this program outstrips places at present, although CDU expects this to move back into
balance as new teacher training requirements come into play.
CDU's other major Postgraduate Designated Load area is Allied Health. Demand for these
programs has been growing slowly, with the recent focus on provision in Alice Springs in
partnership with Flinders University through the Centre for Remote Health. CDU will pursue
opportunities to secure a small increase in this area.
Finally, CDU is seeking to introduce (in partnership with BIITE) a Graduate Certificate level
Indigenous Course, targeting largely non-Indigenous people from outside the NT. The program is
in response to a detailed market research exercise commissioned by CDU, looking at market
structure in relation to Indigenous programs, Indigenous student study preferences and student
cohort segmentation options. The course provides a national opportunity for upskilling, and an
opportunity for CDU and BIITE, through ACIKE, to grow a revenue stream for Indigenous activities.
CDU will pursue opportunities to secure a small cohort of CGS supported places for what is
viewed as a national priority area of study. Quality
Page 27
4.1.3
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.
4.1.4
University strategies
Quality related actions outlined in the Strategic Plan are focused on the provision of student
support and best practice learning environments that enhance students' educational experience;
the systematic review and upgrade of higher education and VET programs; and supporting
faculties to lead innovative approaches that best meet the University's teaching and learning
challenges. To assist with this, CDU is developing a University-specific quality management system
that will be applied across all operations and partnerships.
QUALITY OF TEACHING AND LEARNING
CDU approved its current Learning and Teaching Plan 2012-2014 in March 2012. This plan,
approved by Academic Board and monitored by the PVC Academic, sets out objectives, strategies,
timing and responsibilities and grouped into five areas:
1. Enhancing the Quality of Learning and Teaching (focusing on updating policies and procedures,
identification and promotion of best practices, academic planning, accreditation, student
feedback, cultural safety and inclusivity, and regulatory compliance);
2. Enhancing the Student Experience (focusing on on-campus and online learning, teaching
spaces, English language proficiency, retention and outcomes, VET to HE pathways and work
integrated learning opportunities);
3. Strengthening the Teaching-Research Nexus (focusing on teaching scholarship, and pathways
for students into research courses);
4. Improving Learnline (focusing on staff PD, enhanced learner engagement, technology stability,
and quality of digital learning resources);
5. Learning and Expanding through Educational Collaborations (focused on course delivery
relationships, bicultural collaborations and risk management).
CDU's Learning and Teaching approach is enabled via Learnline, and fundamentally oriented
towards independent learning. The Learning and Teaching Plan outlines CDU's commitment to the
design and dissemination of a suite of best practice learning and teaching principles and practices,
such as authentic learning, active learning, problem based learning, and outcomes‐based
assessment, for a range of modalities and learning technologies.
Professional Development and Good Practice
Professional development at CDU has been significantly reconsidered over the past several years
to reflect the flexible methods by which the University engages with its students. As a
multicampus, multimodal and dual sector University with a very diverse student population, CDU
needs to specialise more than most universities on a broad range of teaching strategies for
effectively attracting, engaging and progressing students.
Page 28
The current professional development programme is grouped into the following categories:
 Induction to Teaching
 Online PD courses (a suite of offerings determined by the Office of Learning & Teaching)
 One on one consultations (usually in response to specific requests from staff)
 School-requested workshops
 Learning and Teaching Week workshops (reintroduced in 2012 to showcase key strategic
developments and issues)
 Key changes training (focused on new University-wide initiatives, e.g. upgrades to
technologies in teaching spaces or to the learning management system)
These categories provide for a balance of PD opportunities, driven in part by centrally identified
needs (drawing heavily upon analysis of student evaluation results, and introduction of learning
policies, technologies and practices) and in part by localised needs.
Where relevant and practical, CDU will use outcomes from OLT projects to inform teaching
practice and policy. In addition the those projects in which CDU staff participate directly, OLT
reports are included on the agenda of the Learning and Teaching Committee for further
dissemination. The University's policy and procedure review process includes consideration of
OLT reports and other appropriate benchmarks.
Teaching Awards
The University operates an internal Awards program, sponsored by the Vice-Chancellor, for
research, general staff and outstanding contributions to student learning. The program has been
revised in 2013 to better align with DIISRTE OLT criteria and changes in teaching design and
delivery best practice. Supporting this, CDU has a dedicated grants and awards officer in the
University's Office of Learning and Teaching, who in additional to aligning internal and external
grants and awards schemes, identifies external opportunities for staff, including those offered by
the OLT.
PROMOTION ARRANGEMENTS
In 2011, CDU introduced an innovative Enterprise Agreement that progressively combines VET
and HE staff under a single scale, thereby removing obstacles to staff operating across sectors and
seeking to progress their careers. It also introduces three categories of academic staff: Teaching
Focused, Research Active, and Research. In 2012 and 2013, the University is concentrating on
updating its policies and procedures to give effect to these strategic initiatives. The Promotions
Policy and Procedures, including criteria for promotion have been revised (2012) have been
revised to align with the single award and to provide career pathways for teaching focused
academic staff. A Teaching Standards and Academic Staff Requirements policy has been
established which sets out expectations of staff in relation to:
 Teaching activity (focusing on quantity of teaching)
 Teaching quality (focusing on teaching design and delivery, and unit and course quality); and
 Professional currency (focusing on currency with contemporary teaching practices and CDU
requirements).
TEACHING RESEARCH NEXUS
Strengthening the teaching-research nexus is a major focus of CDUs Learning and Teaching Plan.
CDU plans to use teaching research grants and internal teaching seminars to build clear
understandings for learning based on various types of research evidence, including: notions of
inquiry; how disciplinary knowledges inform professional contexts; and particularly, the
importance of place-based research within local and global contexts. The teaching-research nexus
will be an integrated component of the Course Accreditation and Reaccreditation Process (CARP),
so that curriculum design and content is informed by research. CDU will also promote the
scholarship and research of learning and teaching practices as a core component of academic
work through professional development opportunities, promotion criteria and workload
allocation models.
Page 29
STUDENT ENGAGEMENT
CDU has a structured student evaluation and feedback system to support quality enhancement of
courses, programs, and teaching. Through the Learning and Teaching Plan, CDU is taking steps to
improve the relevance, efficiency and quality of reporting with a review of the Student Experience
of Learning and Teaching Survey (SELTS) and the establishment of Annual Course Reports that will
analyse trends and benchmarking data. CDU is working to identify factors that affect student
success and provide high-quality support for students both on and off-campus. In 2013, CDU will
build on work carried out in 2012 that identified key issues associated with the student
experience and opportunities for improvement. Strategies include a HEPPP funded project on
mentoring that has a focus on low SES and Indigenous students.
STUDENT OUTCOMES
CDU has seen an improvement in undergraduate success rates since 2006, but retention rates for
commencing students and for all undergraduate students are below Sector averages. An intensive
two-year study of attriting students has shown that the poor retention rates reflect a significantly
higher proportion of students in work and studying part-time than many other institutions; most
attriting students found their University experience positive and want to continue studying, but
need to take time off for various non-University reasons. CDU's Learning and Teaching Plan
outlines a framework for improved student outcomes in terms of attrition and retention, as well
as transition to further education and/or employment.
CDU has developed a suite of attributes that all graduates are expected to acquire through the
course of their studies. Specific attributes have been developed for Higher Education and VET
graduates under the core areas of Personal Practical Knowledge; Citizenship; and World View.
Additional work is being undertaken to strengthen the uptake of Graduate Attributes through the
use of ePortfolios as a means of facilitating greater student ownership of and investment in their
learning activities and experiences.
An enhanced Work Integrated Learning Framework will also contribute to strengthening student
uptake of Graduate Attributes. CDU has the aspiration of ensuring all undergraduate students will
have the opportunity to undertake either credit-bearing or non-credit bearing WIL during their
course of study. Non-credit bearing opportunities will particularly focus on community
engagement, service and leadership. The University is a partner in two national projects to
increase the emphasis on high quality work integrated learning (WIL) opportunities for
undergraduate students: one with the IRU, and one with ACEN. CDU will promote research skills
within all undergraduate courses and provide articulation arrangements from VET and
undergraduate courses into higher degrees by research opportunities.
Page 30
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 2013
Target 2014
Target 2015
2016
Number of active learning
and teaching projects
supported by the PELTHE10
program where the
University is the lead
institution *
Number of active learning
and teaching projects
supported by the PELTHE11
where the University is a
partner institution *
Number of citations for
outstanding contributions to
student learning **
Number of awards for
teaching excellence **
Number of awards for
programs that enhance
excellence **
0
0
1
2
2
0
1
2
2
3
0
1
2
3
4
0
0
1
2
2
0
0
1
2
2
*The Grants baseline does not appropriately reflect activity at CDU. During 2011, CDU’s effort was focused on a
competitive Structural Adjustment Fund bid, for which it achieved a $20M grant, and a competitive HEPPP bid, for
which it achieved a $4.88M grant. These were significant achievements and demonstrate strong and successful
commitment towards engaging in quality improvement projects. The work on both of these grant-funded projects
commenced in earnest in 2012 and will span 2013-4. It is anticipated that a second round of competitive HEPPP grants
will be released in 2013 and CDU intends to bid. As far as OLT grants are concerned, OLT issued 29 grants in 2012: with
39 universities in the sector, CDU is setting realistically humble progressive targets.
** CDU has, particularly for its size, a better history of citations and awards than the 2012 baseline suggests. Since
2005 it has received 11 citations, 3 awards and the Prime Minister’s Award. For the 2012 round, CDU did not have the
support of a dedicated officer as the PEI funding that had supported this position had finished and CDU was
implementing salary savings targets. The University’s assessment of its internal process, and benchmarking with other
universities, shows a direct relationship between citation and award success and the availability of a dedicated support
person to facilitate the application process. Given that OLT citations, awards and grants are now to be performance
indicators in the Compact, CDU will seek to resource this position.
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.
Page 31
Note: All calendar year references below relate to projects and awards in that calendar year.
Optional Performance
Baseline
Progressive
Progressive
Progressive Target
Indicators
2012
Target 2013 Target 2014 Target 2015
2016
Teaching staff enrolled in
TBA
5
10
15
20
the GCTL(HE)*
(FROM
OMP)
Number of teaching staff
230
260
290
320
350
participating in Learnline
training units**
Proportion of units with a
≈70%
75%
80%
85%
90%
quality-assured Learnline
site***
* Completion of the Graduate Certificate Teaching and Learning (Higher Education) is a requirement for certain
academic staff in the current Enterprise Agreement. While a proportion of enrolled staff against the total population
required or desiring to undertake the qualification would be more relevant than numbers, the total is difficult to
determine. EFTSL is being used as a suitable proxy (note that one complete GCTL(HE) = 0.5 EFTSL). The GCTL(HE) is
being revised to be a more relevant professional development experience for CDU teaching staff and the new version
should be in place by 2014, at which time it will be more strongly promoted.
** There is a range of Learnline (CDU's online courseware management system) training courses provided by the
University, and further open-access online training resources available. This indicator focuses on those staff that who
completed at least one of the Learnline–related (including Collaborate) training sessions provided by CDU’s Office of
Learning and Teaching. Repeat training is desirable, and the number includes multiple unit enrolments by the same
staff member, therefore whole numbers are more useful to track than proportions of total staff.
*** Learnline is the University’s learning management system. In some cases it is used as a primary delivery
mechanism (i.e. external mode delivery) and in other cases it is used to augment internal mode delivery. In either
event, Learnline provides improved access to content and engagement activities, thereby enriching the learner
experience. CDU has a policy of expanding its quality-assured Learnline offerings. The University however notes that
there may be some educational offerings for which reliance upon an LMS is in fact disadvantageous (e.g. in relation to
certain remote cohorts), and as such does not have a policy of 100 per cent units with a Learnline site. It is anticipated
that UES will be utilised to establish baseline and improvement targets for student satisfaction with courses (the
University monitors student satisfaction with units closely, but statistically these do not aggregate usefully for the
purposes of institutional targets).
Page 32
4.2
Equity
4.2.1
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 underrepresented 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.
Universities have obligations under the fairness requirements in Division 19 of HESA. This compact
does not change those obligations.
4.2.2
University strategies
On the basis of the interim indicator, the low SES access rate for CDU for all commencing students
is 21.12 per cent as opposed to 16.69 per cent for the Sector. The low SES access rate for school
leavers is slightly lower at 17.88 per cent for CDU and 14.28 per cent for the Sector (IPP 2011).
The low SES participation rate for CDU is 19.09 per cent and 15.50 per cent for the Sector. CDU
has a strong commitment to meeting the needs of low SES students while maintaining a focus on
contributing to closing the gap in education outcomes for Indigenous students.
The most recent census data indicate that 9.1 per cent of the NT population were attending a
university or tertiary institution in 2011 (up from 8.5 per cent in 2006) as opposed to 14.3 per
cent for Australia. Only 29.5 per cent of the NT population continued through to the final year of
school, as opposed to 38.1 per cent for the country and approximately 16.1 per cent of the
population has a Bachelor level qualification as opposed to 21.7 per cent for Australia overall.
Through the HEPPP program, CDU is working in partnership with Kormilda College, Centralian
Middle School and Centralian Senior College to increase the participation and retention of
Indigenous and low SES students. The project has two key activities: (a) introducing the
University’s learning management system into schools in order to demystify the technology and
provide students with key skills necessary to effectively transition into university studies; and (b)
peer mentoring services to provide students with the confidence and interpersonal skills that
encourage progression into higher education.
One of the major strategies CDU employs to achieve its equity objectives is the creation of
pathways to Higher Education through enabling program and articulation via VET. In 2011, over
1200 students were enrolled in CDU enabling programs (DEEWR HE Statistics). This represented
approximately 14 per cent of Higher Education enrolments. It is clear that access to enabling
pathways and skill development needs to be supplemented with activities that promote the
benefits of Higher Education to students very early on in the education cycle. Therefore CDU is
also working with junior high school students to develop a strong cohort of low SES and
Indigenous students with higher education aspirations. Outreach to low SES and Indigenous
students is funded to continue through 2013 and 2014.
Page 33
Key strategies for 2013 and beyond that will enhance outcomes for targeted equity groups
include investment in CDU's Aspire Scholarships and the implementation of strategies via
Learnline to address the obstacles to learning for students in rural and remote locations. Through
the Aspire scholarships CDU partners with schools in remote locations to encourage retention and
excellence. The Learnline Support project has been developed in response to issues identified in
DSA funded project - “A Remote Chance? Widening participation of Remote Indigenous Students
in the Northern Territory via ICT-enabled learning”.
In addition to the strategies above, CDU aims to improve student retention rates, access and
outcomes for students from a low SES and other equity groups through better identification of
the patterns and reasons for student attrition and retention. CDU's Learning and Teaching Plan
commits to a 5 per cent increase in overall student retention per year over the period 2012-2014.
The CDU Equity Committee is Chaired by the Deputy Vice Chancellor and provides leadership and
oversight of the University’s performance in equity, diversity and social inclusion. The Equity
Committee makes recommendations, through the Chairperson, to VCAG and to related
committees on strategic matters relating to equity, diversity and social inclusion in education and
employment. The Equity Committee will develop and monitor implementation of the University's
Equity and Diversity Plan. The Equity Committee will also critically review and analyse plans and
reports relating to equity, diversity and social inclusion from units and divisions, and provide
advice and support for these.
4.2.3
Participation and Social Inclusion Targets
Proportion of domestic undergraduates who are from a low SES background
Baseline for improvement target: To be determined
Principal Performance
Indicators
Excellence Target
2014
Reward Payment
(target for 2013
students)
To be determined
2015
Reward Payment
(target for 2014
students)
To be determined
2016
Progress target
(target for 2015
students)
To be determined
Improvement Target
Outcome
To be determined
-
To be determined
-
To be determined
-
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 Performance
Indicators
Improvement Target
Outcome
Page 34
2014
Reward Payment
(target for 2013
students)
To be determined
-
2015
Reward Payment
(target for 2014
students)
To be determined
-
2016
Progress target
(target for 2015
students)
To be determined
-
4.3
Teaching and Learning Infrastructure
4.3.1
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.
4.3.2
University strategies
CDU is a multimodal institution. As such, the suite of teaching and learning infrastructure spans
on-campus, workplace, online and other distance education support.
FACILITIES TO MEET TEACHING AND RESEARCH NEEDS AND EXPECTATIONS
In 2009 CDU received $3M from the Australian Government’s Teaching and Learning Capital Fund
(TLCF) for a project titled “Moving technology enabled flexible delivery to the core at CDU”. This
project completed in 2012 and achieved several highlights including (but not limited to) the
following:
 Deploying wireless capability across all CDU campuses (Casuarina, Palmerston, Alice Springs
and Katherine), enabling greater access to online technologies for students;
 Installing centrally-managed, campus-wide videoconferencing facilities, producing better
quality and more stable videoconferencing between the University’s campuses and external
locations;
 Expanding the suite of software applications in the desktop computer managed operating
environment (MOE) to include those required for Learnline (Learnline is the University’s suite
of learning technologies, based on Blackboard products);
 Providing online classrooms via Wimba (which has since been upgraded to the superior
product Blackboard Collaborate), aided with desktop HD cameras for all teaching staff; and
 Upgrading centrally managed teaching spaces, including the latest in smart board / smart
projector technologies. This aspect built upon research into flexible teaching spaces
undertaken by CDU staff with ALTC funding, and was further refined in the development of
the new ACIKE complex funded with Commonwealth support.
This set a new baseline for the standard of teaching facilitates at CDU. In order to ensure that the
University builds upon these new standards, the following strategies are being pursued:
 The Teaching Spaces specifications are being documented and codified as institution-wide
minimum standards. This will ensure that further expenditure will be effectively and
efficiently invested in accordance with established good practices.
 The University is annually provisioning for refreshment of teaching spaces in its capital
expenditure budget ($600k in 2012 and $600k in 2013).
 A Learnline Steering Group, with institution-wide expert membership, has been established
to provide better oversight of the University’s suite of learning technologies. CDU has
modified its approach to incorporate a carefully considered program of upgrades. Already,
this has resulted in a far more stable learning technology environment with higher student
and staff satisfaction, while still allowing for innovation (such as the introduction of CDU
Mobile).
 Drawing upon the University’s $20M SAF grant, CDU is developing an Innovative Multimedia
Production Studio (IMPS) to enable the production of high quality digital learning resources
that facilitate interactive online learning in an asynchronous context. This is in accordance
with the theory that students will learn more successfully when interacting with the subject
Page 35
matter. IMPS will also enable CDU to be an active exporter as well as importer of learning
resources in an OER context. CDU regards this as essential for a credible scholarship-led
university.
SPACE UTILISATION
Space Utilisation at CDU is a topic of some considerable internal focus, in part because of the high
cost of maintaining and air conditioning space in a tropical environment. Space use efficiency
benchmarks (ratios of Usable Floor Area/EFTSL) in the IPP do not paint an accurate picture of the
use of space at CDU. The main reason for this is the exclusion of VET student numbers in the
calculations (on an equivalent full-time basis, VET delivery equates to around 4200 EFT students).
Additionally, the exclusion of external students from the benchmark does not recognise the fact
that around 1500 EFTSL of local students choose to enrol externally, but attend campus for faceto-face tutorials on a regular basis. The IPP benchmarks point to less teaching space (on a
percentage basis) that sector norms, a result of a focused drive to centralise teaching space over
the last ten years (to improve usage and reduce power and cooling costs).
Some measures currently in place to inform and improve space utilisation approaches:
 The Space Management Policy and Procedures have recently been revised ensuring the
University community know and understand how space is managed. All space is governed by
these documents with a Capital Development and Space Management Committee has been
set up to make recommendations for decisions by the Vice-Chancellor’s Advisory Group.
 Regular space utilisation audits are undertaken in accordance with TEFMA Guidelines. A
database is maintained to record space.
 University teaching space is largely comprised of centralised teaching space which is
controlled through a centrally timetabled system providing a means for lecturers/teachers
and trainers to plan and book the required space for the upcoming calendar year. This
centralised approach also allows the Timetabling department to correctly allocate the right
kinds of space with a view to improving the occupancy of space. During 2013 the Facilities
Management team is changing its approach to measuring the utilisation of space, as
recommended by TEFMA and are developing a programme of continuous measurement. This
aims to provide not only more rigorous data in respect of the TEFMA approach to utilisation
but also the rhythm of the use of space.
 One of the identified problems in improving utilisation is the booking of space through the
timetabling system but not using or cancelling the booking to enable to space to be
reallocated. So, another approach being trialled during 2013 will be to control the utilities
within space, particularly power for lighting and the air conditioning. Recent upgrades to the
central teaching spaces have provided for electronic control points in the teaching spaces
and the strategy will be for the lecturer who booked the space to swipe their staff card to
access the facility. Once identified as the originator/lecturer of the booking all power will be
enabled to the space and the air conditioning will be activated from a pre-determined ‘set
point’. This will not only improve the efficiency in the use of energy and other environmental
considerations but clearly identify where problems exist within the process/system to
provide an avenue to improve.
 A review of computer laboratory spaces is underway which will provide the necessary
information to rationalise these spaces, particularly given the advance in technologies and
the University’s approach to technology enabled spaces and campuses.
 Desk top modelling is being undertaken to investigate the possibilities of various charge back
mechanisms to incentivise space utilisation/management and improve the utilisation rates of
space. This is in the early planning stages.
Page 36
REMEDIES TO BACKLOG MAINTENANCE LIABILITIES
 A number of strategies are being implemented to assist in reducing backlog maintenance
liability, the first of which was the implementation of a new Facilities Management
Information System (FMIS). This has assisted in identifying key assets, condition and
functionality. An audit will be undertaken during 2013 and will form the foundation of a
Strategic Asset Management Plan to inform future Capital Development.
 A Master Plan Framework exercise has been completed and the development of Campus
Master Plans will be undertaken during 2013, with Casuarina and Katherine Campuses being
the initial priorities.
 Additional capital investment over 2013 will also mean that those assets which are deemed
to be beyond economical life can be disposed or recycled, further reducing the backlog
maintenance liability.
 During 2012 considerable work was undertaken to ensure that the University’s statutory
obligations are met and maintained with a rigorous approach to inspections and
maintenance. This has established a systemic routine in meeting requirements further
enhancing the safety and operations of the facilities. This process has dealt with important
elements of the backlog liability, focussing on risks to the University which cover more than
just Work Place Health and Safety issues further enhancing the facilities.
Page 37
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
CDU is a small, remote university, but this in no way diminishes the fundamental importance of a
vibrant and well-supported research program. Research is central to the purpose of the
University, and closely tied to the needs of the Northern Territory and the Territory’s immediate
region: Timor Leste, Eastern Indonesia and the Arafura Sea.
Research with Global Reach is one of the four pillars of the University’s Strategic Plan.
Improvement is structured by the objectives articulated in the University’s Research and Research
Training Plan 2011-2014 around the three goals: Focus: A Distinctive Research Profile; Quality and
Excellence in Research; and Capacity and Sustainability.
Primary strategies to address issues of research capacity and quality are to concentrate research
activity, foster partnerships with other research intensive institutions (such as ANU) and align
resources with areas of identified research focus.
To achieve focus, the University has identified a limited number of broad fields of research
strength at world class or above:
 Environment and Livelihoods
 Human Health and Wellbeing
and a limited number of fields that are strategically important to the Northern Territory with the
potential to develop into world class fields of research:
 Social and Public Policy
 Education at the interface with Health, and
 Energy
Page 38
In addition, Indigenous Knowledges is a cross-cutting research focus that is incorporated, where
possible, into the areas identified above.
Since its inception, research has been a major strength of CDU. During 2011, the quality of
research at CDU was recognised through a number of measures. The 2011 SciMago World Report
ranked CDU at the top of the Australian University sector on the measure of High Quality
Publications (Q1), with 65.8 per cent of CDU’s outputs (2005-2009) appearing in the top quartile
of ranked journals; equal 8th in the Australian University sector on the measure of Normalised
Impact (N1), with CDU’s outputs (2005-2009) being cited 40 per cent above the world average
and 8th in the Australian University sector on the newly introduced measure of high quality
output, Excellence Rate (ER), with 17.5 per cent of CDU’s outputs (2005-2009) included in the top
10 per cent of the most cited papers in their respective scientific fields. The seven universities
above CDU are all Go8 with ERs in the range 18.5-21.8 per cent (mean 19.4 per cent).
The 2012 Times Higher Education report ranked CDU in the top 2 per cent of all universities
around the globe – and 48th in the top 100 under 50 years old and the most recent analysis of
Australia and New Zealand’s top research institutions for Environmental Sciences and Ecology by
Thomson Reuters placed CDU in the top four universities in Australia and New Zealand and in the
top 1 per cent of research institutions in the world for research quality. This assessment was
based on citation impact over the period 2001-2011.
Over the period 2006-2011, CDU’s external research income, including Menzies, increased from
$18.7 million to $43.9 million. 2011 research income for CDU (including Menzies) increased 32 per
cent on the 2010 figure. However, this figure includes approximately $8 million adjustments of
Menzies income not reported in the previous years. Without these adjustments, the Menzies
total is estimated to be approx. $17 million and total CDU (including Menzies) total to be
approximately $35 million, an increase of approximately 6 per cent on the 2010 figure. Category 2
research income (Other Public Sector) in particular experienced significant growth of 68.14 per
cent (from $14.3m to $24.1m) while increases of 2.9 per cent, 15.3 per cent and 13.0 per cent
were observed for Category 1, 3 and 4 research income respectively with 24 per cent of research
income derived from direct investment by the Northern Territory Government. Of concern is that
weighted HERDC publication points have grown only marginally over this period from 200 in 2006
to 242 in 2011. Increasing research productivity commensurate with research income is a major
focus for the University.
As further evidence of the University’s standing in research in Australia, the Commonwealth
Government’s Excellence in Research for Australia (ERA) 2012 showed that there has been an
improvement in research quality across Australia since the last assessment in 2010. In this
context, it is an endorsement of CDU’s research strength that CDU was ranked at or above world
average on 71 per cent (10 of 14) of the research disciplines for which it was assessed. The
pinnacle of achievement was CDU’ s research in Clinical Science, conducted primarily through the
Menzies School of Health Research, which received the highest possible score of five, ranking the
discipline’s performance as outstanding, and well above world standard.
Ecological Applications, Environmental Science and Management and Medical Microbiology
received scores of four, a ranking that places these research disciplines above the world standard.
An additional six fields of research were ranked at three, indicating performance at world
standard: Biological Sciences, Ecology, Microbiology, Zoology, Information and Computing
Sciences, Computation Theory and Mathematics and Medical and Health Sciences.
Research by both staff and postgraduate students is mostly applied and targeted at significant
real-world problems in northern Australia and Asia. Research results provide input to public
policy formulation, private sector decision-making, and the work of Non-Government
Organisations. The University has identified the need to develop strategies to enhance its social
contribution through focus, quality, sustainability and capacity relevant to the distinctive and
challenging context in which it operates. In this context CDU participated in the Excellence in
Page 39
Innovation national trial aimed at demonstrating the economic, social and environmental benefits
of research undertaken by Australian Universities.
A total of 162 case studies were submitted for assessment by the participating universities. Of
these case studies, 87 per cent were found to have considerable, very considerable or
outstanding impact. CDU submitted ten case studies to the trial, nine of which were assessed,
some by multiple panels. All nine of these case studies were found to have considerable, very
considerable or outstanding impact. In addition, two of CDU’s case studies appeared in the "20 of
the best" list in the EIA report. These relate to CDU's work on the emerging carbon economy in
northern Australia (with NAILSMA, Bushfires NT and CSIRO) and to the work of colleagues at the
Menzies School of Health Research on better treatments for malaria.
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
Number of disciplines, as defined by two-digit Fields of
Research (FoR), performing at world standard or above
(3, 4 or 5)
Number of disciplines, as defined by four-digit FoR,
performing at world standards or above (3, 4 or 5)
Disciplines the University commits to
demonstrating substantial improvement
in as defined by two-digit FoR and/or
four-digit FoR
Education (13)
Social and Public Policy (1402; 1605)
Indigenous Knowledges (1601; 1699)
Energy (1099, 1022)
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ERA 2012
ERA 2015
Target
6
6
8
6
10
12
Disciplines nominated in
2011–13 Compact
Disciplines nominated in
2014–16 Compact
Environment and
Livelihoods (05; 0502; 06;
0605; 0608; 07; 14)
Human Health and
Wellbeing (11; 1103;
1108; 11; 1117)
Social and Public Policy
(1402; 1605)
Education (13)
Energy (1099, 1022)
Indigenous Knowledges
(1601; 1699)
Environment and
Livelihoods (05; 0502; 06;
0605; 0608; 07; 14)
Human Health and
Wellbeing (11; 1103;
1108; 11; 1117)
Social and Public Policy
(1402; 1605)
Education (13)
Energy (1099, 1022)
Indigenous Knowledges
(1601; 1699)
Note: All calendar year references below refer to the previous year’s data collection.
Principal Performance Baseline
Progressive
Progressive
Progressive
Indicators
2012
Target 2013
Target 2014
Target 2015
Target
2016
Category 1 income
$15.8M
$17.25M
$18.25M
$19.25M
$20.25M
Category 2 Income
Number of joint
research grants in
Australia
Number of joint
research grants
overseas
Number of jointly
supervised PhD
students in Australia12
Number of jointly
supervised PhD
students overseas13
$24.0M
45
$15.5M
35
$16.25M
37
$17.25M
39
$18.25M
42
11
5
7
9
12
59
62
67
72
77
13
14
16
18
20
Note: All calendar year references below refer to the previous year’s data collection.
Optional Performance
Baseline Progressive
Progressive
Progressive
Indicators
2012
Target 2013
Target 2014
Target 2015
research income per
$218K
$212K
+10K
+10K
research active RE/RT FTE
research outputs (weighted 1.25
1.30
1.35
1.35
points) per RE/RT FTE
the share of joint
72%
75%
Stable at 70
Stable at 70
publications co-authored
or 75%
or 75%
with researchers from other
Australian and or/
international universities
Target
2016
+10K
1.4
Stable
at 70 or
75%
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).
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).
Page 41
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
HDR Students
The Research and Research Training Plan 2011 – 2014 identifies the following imperatives:
 Increase the number of HDR students in fields of research world class or above.
 Improve the quality of supervision through engagement of HDR supervisors with staff
development and workshops
 Reduce formal grievances and problematic HDR progress reports
 Monitor HDR examination outcomes against supervisor registration
 Improve the HDR completion rate.
The total number of Higher Degree by Research (HDR) candidates at CDU continues to rise
incrementally off a small base. The Total HDR Student Load for 2012 was 193.5 EFTSL, an increase
of over 10 per cent on 2011. This included increases in both PhD (up 7per cent to 158.75 EFTSL)
and Masters by Research (up 11 per cent to 34.75 EFTSL). In keeping with the University’s
strategic focus in research 58 of the HDR students were in the broad field of Environment and
Livelihoods (FOR 05,06,07,14) and 77 in the broad field of Human Health and Wellbeing (FOR
11,17). The number of student completions has also increased with 27 completions recorded in
2011 compared with 22 in 2010.
The University is committed to increasing HDR student load through effective marketing,
significantly increasing international research student numbers and through strong research
partnerships with research intensive Australian and International universities. The University’s
International Committee has identified the ambitious target of doubling International HDR
students from 45 to 90 by 2017. Analysis indicates that there is the supervisory capacity to
support this strategy and International Student Barometer 2012 outcomes have overall been
positive.
Close analysis of the CDU HDR student experience indicates that there is room for improvement,
and highlights the need for strategies need that align with the student profile. It is clear from
CDU’s HDR profile data that the majority of candidates are mature professionals, a significant
proportion of whom continue to work full-time, albeit in fields closely related to their research.
One in four candidates is based outside of Darwin, a number study remotely and a greater
proportion of CDU’s candidates are Indigenous. These factors have implications for entry
pathways and associated admissions criteria (Marsh et al. 2010), preparedness for the research
degree and skills training requirements, and for resource and support requirements more
broadly. As argued in CDU’s response to the DIISR consultation paper Defining Quality for
Research Training In Australia a one size fits all approach is not appropriate.
The Go8 chapter of the DDOGS has developed a conceptual framework for a basket of indicators
of the quality of research education. One of the key outcome measures listed here is student
satisfaction. Others are completion/attrition rates, examination outcomes, quality of the
examination process, quality of outputs, employer satisfaction and the research environment.
Page 42
It is clearly important for CDU to demonstrate a high level of performance in as many of these
areas as possible (and to maximise the use of partnerships wherever possible), primarily to ensure
the University is providing a high quality research training experience. To this end, CDU monitors
RHD profile and performance data and outcomes of this process are embedded in the University's
Research and Research Training Plan. CDU is committed to developing and enriching the research
training environment through strategies that include improved engagement of RHD supervisors
through programs and workshops, and the development of a vibrant research culture that is
supported through an increased number of visiting scholars, and targeted investment in research
areas of strategic importance.
Indigenous HDR Students
Although numbers are small, Indigenous candidates have represented approx. 4% of the higher
degree by research cohort at CDU for the past 5 years. This includes a total of 20 candidates
between 2008-2012.
Indigenous RHD Cohort: Enrolled Candidates Count and EFTSL, 2008-2013
2008
2009
2010
2011
2012
Number of Candidates
9
10
10
10
13
. PhD
8
9
8
6
11
. Masters
1
1
2
4
2
Total Count
221
224
236
242
260
% of Count
4%
4%
4%
4%
5%
EFTSL
7
7.5
7.5
7.25
10
Total EFTSL
150.875 164.75
168
175.25
196.5
Total EFTSL
150.875 164.75
168
175.25
196.5
% of EFTSL
5%
5%
4%
4%
5%
Commencing Candidates
3
0
2
2
5
Completions
1
1
1
Of the 9 Indigenous HDR Candidates who were enrolled at CDU in 2008, three have completed
their PhD, one is currently under examination, three are currently enrolled in 2013 and two are
not currently enrolled (or no longer studying).
Of the 20 Indigenous HDR Candidates that have been enrolled at CDU between 2008-2012, three
have completed their PhD and one is under examination. Of the eight that are not currently
studying (or no longer studying), the maximum years studying was seven (enrolled for 6 EFTSL)
and average duration was 3.3 years (enrolled for 2.5 EFTSL).
CDU’s aim is to improve participation, retention and success, primarily through improved
supervision and support facilitated by a national network of ACIKE Fellows. The University is also
giving priority to supporting Indigenous students in their post-doctoral phase to ensure that they
have the opportunity to maximise the outcomes from their PhD.
The HDR Student Experience
The student experience scale presented in the NRSS Institution Summary Report (ACER 2011)
suggests that the level of support and supervision at CDU is significantly lower than the national
average (28.8 vs 36.2). This scale is constructed from the items: belonging in department or
centre; supportive supervisor; support and direction in research; and helpful administrative and
support staff.
It is important to note in this regard that one area where CDU consistently struggles in terms of
student satisfaction is with integration into the research community of the
school/centre/institute. This is evident again in the NRSS data where only 26.5 per cent of CDU
respondents agreed with the statement “I feel like I really belong in my department/centre”. The
national figure was 42.9 per cent. However, on the three other items related to supervisor
support, research support and direction and administrative/other support, CDU fares well in
terms of the proportion of respondents that agree with the statements. This is consistent with
Page 43
PREQ and other data. It should also be noted that a greater proportion of CDU respondents
disagreed on all 4 measures though with the exception of item 1 related to integration/belonging
the difference was in the range 2-4 per cent.
CDU’s PREQ data for 2011 (2010 cohort) was generally encouraging with 100 per cent of
respondents reporting a positive HDR experience overall. As noted above results for
infrastructure and intellectual climate are impacted to some extent by the demographic of CDU’s
HDR cohort, a very significant proportion of whom are mature aged professionals who spend
limited time on campus.
In 2012 a working party under CDU’s RRTC was established to develop a set of recommendations
for improving the quality of the student experience and examination outcomes, including the
integration of research students into the research community of the School/Institute/Centre. In
addition to the recommendations, the working party developed an Operational Strategy to
implement and operationalise the recommendations.
The working party identified six key drivers impacting on student integration and examination
outcomes at CDU: Institutional structure; Quality of Supervision; Clarity of Roles and
Responsibilities; Communication and Engagement (especially for those off campus); Submission
and Examination; and Exit pathways. These drivers now frame the University’s program for
continuous improvement of the HDR student experience.
In relation to increasing access, retention and completion of Indigenous Higher Degree by
Research (HDR) Students, three new initiatives underpin favourable progress with this cohort.
THE University will finalise its Indigenous Research Strategy in 2013, providing the necessary
foundation for staff and students to lead processes of change and reform in the pursuit of
excellence with respect to Indigenous research outcomes. These are likely to include the manner
in which research with Indigenous people is conducted with a parallel commitment to Indigenous
Researcher capacity building. Secondly, the University’s membership of the Australian Research
council funded National Indigenous Research and Knowledge Network (NIRAKN) will ensure the
University has access to a range of capacity building programs and activities for its Indigenous
HDR students. Thirdly, the University will implement a professional development program for
prospective and registered HDR Supervisors in 2013. Facilitated by philanthropic sponsorship, the
program will enable the university to ensure that all registered HDR supervisors have access to
professional development opportunities in understanding Indigenous research methodologies so
as to attain the necessary expertise to supervise Indigenous HDR students in a culturally relevant,
respectful and academic manner.
CDU also participates in the IRU also sponsored award winning High Performing Researcher
Program, which applies the latest psychological and educational research to enhance the quality
and effectiveness of the research higher degree study experience.
Page 44
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
Indicators
2012
Target 2013
Target 2014
Target 2015
HDR student load
HDR student completions by
masters
HDR student completions by
doctorates
175.25
4
190
5
200
6
210
8
220
8
23
25
27
29
31
Note: All calendar year references below refer to the previous year’s data collection.
Optional Performance
Baseline Progressive
Progressive
Progressive
Indicators
2012
Target 2013
Target 2014
Target 2015
student satisfaction with
100%
100%
100%
100%
quality of research training
experience such as the
Postgraduate Research
Experience Questionnaire
international HDR student
39.5
44
46
50
load
HDR Attrition rate
Page 45
Target
2016
5.8%
5%
5%
5%
Target
2016
100%
54
5%
PART SIX: GENERAL PROVISIONS
6
GENERAL PROVISIONS
6.1
Compact Review
6.1.1 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.
6.1.2 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.
6.2
Privacy and information sharing
6.2.1 Subject to clause 6.2.2 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.
6.2.2 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.
6.3
Changing the Compact
6.3.1 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.
6.4
Notices
6.4.1
A party wishing to give notice under a provision of this compact:
a. must do so by sending it to the other Representative set out in clause 6.4.2; and
b. must, if a response is required to the notice, set out the time in which the response is
to be given;
6.4.2
The Representatives are:
a. University Representative
Vice-Chancellor
Charles Darwin University
Ellengowan Dr
Darwin, NT 0909
email: [email protected]
Phone: 08 8946 6040
Fax: 08 8946 7075
Page 46
b. DIICCSRTE Representative
Division Head
Higher Education Group
Department of Industry, Innovation, Climate Change, Science, Research and Tertiary
Education
GPO Box 9839
Canberra ACT 2601
OR
[email protected]
6.5
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 Charles Darwin University ABN 54 093 513
Page 47
Signed for and on behalf of the Charles Darwin University
by
……………………………………………………..
Signature
…………………………
Date
Professor Barney Glover
the Vice-Chancellor, Charles Darwin University
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, Climate Change, Science, 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)
Page 48