This Report is published by the Tertiary Education Quality and Standards Agency
(TEQSA) under the Tertiary Education Quality and Standards Agency Act 2011, in order
to complete the cycle of quality audits initiated by the former Australian Universities
Quality Agency (AUQA). This Report is not to be taken as an assessment under the
Higher Education Standards Framework as defined in the TEQSA legislation.
REPORT OF AN AUDIT OF
JAMES COOK UNIVERSITY
OCTOBER 2011
Audit Report Number 2
ISBN 978-1-921561-72-6
© Commonwealth of Australia 2011
With the exception of the Commonwealth Coat of Arms, TEQSA’s logo, any material protected by a trademark
and where otherwise noted, all material presented in this document is provided under a Creative Commons
Attribution 3.0 Australia (http://creativecommons.org/licenses/by/3.0/au) licence.
The details of the relevant licence conditions are available on the Creative Commons website (accessible using
the links provided) as is the full legal code for the CC BY 3.0 AU licence
(http://creativecommons.org/licenses/by/3.0/au/legalcode).
The document must be attributed as: Report of an Audit of James Cook University (October 2011).
Tertiary Education Quality and Standards Agency
Level 6, 595 Collins Street
Melbourne, Victoria 3000
T: 1300 739 585
F: 1300 739 586
E: [email protected]
W: http://www.teqsa.gov.au
JAMES COOK UNIVERSITY
CONTENTS
OVERVIEW OF THE AUDIT ................................................................................................................... 1 BACKGROUND...................................................................................................................................................................... 1 THE AUDIT PROCESS .......................................................................................................................................................... 1 1 EXECUTIVE SUMMARY .................................................................................................................... 3 1.1 AUDIT FINDINGS .................................................................................................................................................... 3 1.1.1 Main Points............................................................................................................................................. 3 1.1.2 Matters from Cycle 1 Audit ............................................................................................................... 4 1.1.3 Theme 1: Addressing the Needs of Under-served Populations in Health and
Education ................................................................................................................................................ 4 1.1.4 Theme 2: Internationalisation ......................................................................................................... 5 1.1.5 National Protocols for Higher Education Approval Processes............................................. 5 1.1.6 Other External Reference Points .................................................................................................... 6 1.2 INSTITUTIONAL CONTEXT .................................................................................................................................. 6 1.2.1 Institutional Profile .............................................................................................................................. 6 1.2.2 Strategic Context ................................................................................................................................. 6 1.3 COMMENDATIONS, AFFIRMATIONS AND RECOMMENDATIONS......................................................... 7 COMMENDATIONS ............................................................................................................................................................. 7 AFFIRMATIONS..................................................................................................................................................................... 8 RECOMMENDATIONS ........................................................................................................................................................ 8 2 MATTERS FROM CYCLE 1 AUDIT ................................................................................................ 10 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 AFFIRMATION 2 AND RECOMMENDATION 5: EXTERNAL REVIEW OF COURSES .......................... 10 AFFIRMATION 9: PERFORMANCE MANAGEMENT.................................................................................... 11 RECOMMENDATION 12: POLICY FRAMEWORK FOR COMMUNITY ENGAGEMENT ...................... 12 RECOMMENDATION 14: STAFF DEVELOPMENT ....................................................................................... 12 CORPORATE AND ACADEMIC GOVERNANCE............................................................................................ 13 2.5.1 Council ................................................................................................................................................... 13 2.5.2 Risk Management .............................................................................................................................. 13 2.5.3 Academic Governance ..................................................................................................................... 13 MANAGEMENT, LEADERSHIP AND ACCOUNTABILITY ........................................................................... 14 PLANNING FRAMEWORK .................................................................................................................................. 16 QUALITY ASSURANCE AND ENHANCEMENT ............................................................................................. 17 2.8.1 Quality Enhancement Framework ............................................................................................... 17 2.8.2 Benchmarking ..................................................................................................................................... 17 2.8.3 Data and Information Use............................................................................................................... 18 3 THEME: ADDRESSING THE NEEDS OF UNDER-SERVED POPULATIONS IN HEALTH
AND EDUCATION ........................................................................................................................... 19 3.1 3.2 STRATEGY AND PLANNING FOR UNDER-SERVED POPULATIONS ...................................................... 19 STUDENT OUTCOMES IN RESPECT OF PARTICIPATION, RETENTION AND SUCCESS................... 20 3.2.1 Access and Participation ................................................................................................................. 20 3.2.2 Retention and Success ..................................................................................................................... 21 AUDIT REPORT
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3.3 3.4 3.5 3.6 3.7 3.8 3.2.3 Graduate Satisfaction .......................................................................................................................21 3.2.4 Employability of Graduates into Under-served Communities...........................................22 MEETING THE NEEDS OF INDIGENOUS PEOPLE........................................................................................23 3.3.1 Reconciliation Statement ................................................................................................................23 3.3.2 School of Indigenous Australian Studies and Other Indigenous Support
Services ..................................................................................................................................................23 3.3.3 Indigenous Curricula and Indigenous Cultural Competence ............................................23 3.3.4 Indigenous Employment .................................................................................................................24 3.3.5 Overview and Next Steps ................................................................................................................24 PARTNERSHIPS AND PROGRAMS TO INCREASE PARTICIPATION AND ACCESS ............................24 CURRICULUM AND STUDENT LEARNING ....................................................................................................25 3.5.1 Curriculum Refresh Project .............................................................................................................25 3.5.2 Learning and Teaching Policies and Roles ................................................................................26 3.5.3 Flexible Learning ................................................................................................................................26 IMPROVING RETENTION ....................................................................................................................................27 STUDENT EXPERIENCE .......................................................................................................................................28 3.7.1 Features of the Student Experience ............................................................................................28 3.7.2 Student Feedback on Subjects and Teaching .........................................................................29 3.7.3 Student Voice ......................................................................................................................................30 RESEARCH TO ADDRESS THE NEEDS OF UNDER-SERVED POPULATIONS IN HEALTH
AND EDUCATION .................................................................................................................................................30 4 THEME: INTERNATIONALISATION .............................................................................................. 32 4.1 4.2 4.3 4.4 4.5 4.6 4.7 STRATEGIC DIRECTIONS AND PLANNING ...................................................................................................32 MANAGEMENT AND COMMITTEE RESPONSIBILITIES FOR INTERNATIONALISATION .................33 4.2.1 International Advisory Committee ..............................................................................................33 4.2.2 James Cook International................................................................................................................33 4.2.3 Promotional and Marketing Information and Management of Agents .........................34 INTERNATIONALISATION AT TOWNSVILLE AND CAIRNS CAMPUSES ...............................................35 4.3.1 International Student Profile .........................................................................................................35 4.3.2 International Student Experience ................................................................................................35 4.3.3 English Language Proficiency and Pathways ..........................................................................36 4.3.4 International Student Alumni ........................................................................................................36 INTERNATIONALISATION OF THE CURRICULUM ......................................................................................37 STUDENT MOBILITY ............................................................................................................................................37 TRANSNATIONAL OPERATIONS AND EDUCATIONAL PARTNERSHIPS .............................................37 4.6.1 Overview ...............................................................................................................................................37 4.6.2 JCU Singapore .....................................................................................................................................38 4.6.3 Beijing University of Technology .................................................................................................39 4.6.4 JCU Brisbane ........................................................................................................................................40 INTERNATIONALISED RESEARCH AND RESEARCH TRAINING ..............................................................41 5 DATA ................................................................................................................................................. 43 APPENDICES ......................................................................................................................................... 48 APPENDIX A: THE AUDIT PANEL ..................................................................................................................................48 APPENDIX B: ABBREVIATIONS AND DEFINITIONS .................................................................................................49 iv
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OVERVIEW OF THE AUDIT
BACKGROUND
The Tertiary Education Quality and Standards Agency (TEQSA) is Australia’s higher education
regulatory and quality assurance agency. This Report is published by TEQSA under the Tertiary
Education Quality and Standards Agency Act 2011, in order to complete the cycle of quality audits
initiated by the former Australian Universities Quality Agency (AUQA). This Report is not to be taken as
an assessment under the Higher Education Standards Framework as defined in the TEQSA legislation.
These audits adopt the audit process as previously advised by AUQA. They are concerned with the
existence and effectiveness of the quality processes that the organisation has in place to achieve its
stated objectives, produce the desired outcomes and meet the needs of the institution’s identified
constituencies. ‘Effectiveness’ is judged by the results and standards achieved. The audit also
addresses actions taken by the organisation to improve its effectiveness.
Quotations taken from the Performance Portfolio are identified in the Report as (PF p).
The membership of the Audit Panel is provided in Appendix A, and Appendix B defines abbreviations
and technical terms used in this Report.
THE AUDIT PROCESS
In 2010, an Audit Panel was appointed (Appendix A). AUQA preselected the theme
‘Internationalisation’ for the audit of James Cook University (JCU), taking into account: the University’s
strategic directions and its tropical agenda; the presence of an offshore campus; and
recommendations from the Cycle 1 audit.
The theme ‘Addressing the needs of under-served populations in education and health', one of two
themes proposed by JCU, was selected by AUQA in view of its significance for the University’s mission
and strategic directions.
The Audit Panel selected two affirmations and three recommendations from the 2004 AUQA Audit
Report for follow-up.
On 15 March 2011, JCU presented its submission (Performance Portfolio) to AUQA, including 18
supporting materials. The Audit Panel met on 12 April 2011 to consider these materials.
The Audit Panel Chairperson and Audit Director undertook a Preparatory Visit to JCU on 5 May 2011.
During that visit, the answers to questions and additional information requested by the Panel were
discussed, as well as the Audit Visit program.
A visit to one educational partner of JCU in the delivery of offshore programs and to JCU Singapore
was conducted from 15 to 19 May 2011. A written report of these activities was circulated to the full
Audit Panel prior to the main Audit Visit. A visit to JCU’s Australian-based educational collaboration,
the JCU Brisbane campus operated by Russo Higher Education, was held on 26 May. The main Audit
Visit to the University’s Townsville and Cairns campuses took place between 6 and 10 June 2011.
In all, the Audit Panel spoke with over 250 people in the course of the audit, including the ViceChancellor, the Chancellor, senior management, academic and general staff, external stakeholders,
undergraduate and postgraduate students (including external, Indigenous and international
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students), and offshore partners. Open sessions were available for any member of the University
community to meet the Audit Panel but no one took advantage of this opportunity.
The Audit Panel expresses its appreciation to Ms Kari Arbouin, Ms Jill O’Keefe, Ms Julia Neilsen and
others at JCU for their assistance throughout the audit process. The University is thanked for supplying
a considerable amount of additional information and for granting the Audit Panel secure access to its
intranet for the period of the audit.
This Report relates to the situation current at the time of the Audit Visit, which ended on 10 June 2011,
and does not take account of any changes that may have occurred subsequently. The Report records
the conclusions reached by the Audit Panel based on the documentation provided by JCU as well as
information gained through interviews, discussion and observation.
While every attempt has been made to reach a comprehensive understanding of the University’s
activities within the scope of the audit, the Report does not identify every aspect of quality assurance
and its effectiveness or shortcomings. To keep the audit within reasonable bounds, the Panel did not
visit JCU’s Mackay campus or other teaching locations (eg Mt Isa and Thursday Island), although it
spoke with students and staff from the latter two locations.
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1
EXECUTIVE SUMMARY
1.1 AUDIT FINDINGS
The scope for the 2011 audit of James Cook University (JCU or the University) is the two
themes, ‘Addressing the needs of under-served populations in health and education’ and
‘Internationalisation’, together with the follow-up of selected recommendations from the 2004
Australian Universities Quality Agency (AUQA) Audit Report. In addition, this Report includes
comments on the University’s compliance with the MCEETYA National Protocols for Higher
Education Approval Processes (National Protocols), other external reference points, and on
academic standards.
The audit findings are contained in sections 2 to 4. A selection of data that supports the
findings is provided in section 5.
1.1.1
Main Points
JCU is at an important juncture for its future development as a multi-campus university and
has an impressive array of activities under way reflecting its goal to be a university for the
tropics.
The University is commended for the strong understanding by staff and students of its
Statement of Strategic Intent, which emphasises the University’s mission to improve the lives
of people in the tropics, and for research which is both aligned to this agenda and strongly
internationalised.
The University is commended for a range of programs and activities in education and health
that reflect this mission, including effective support of Indigenous students and other
strategies to acknowledge and empower Indigenous people.
To achieve its goals, and to implement changes that it knows are needed, the University must
provide stronger academic leadership and accountability at senior levels. Also it must clarify
the roles and responsibilities of staff with academic management and coordination roles. In
this context, the University is encouraged to place less emphasis on the work of committees
and more on executive action to ensure the implementation of recommendations from
reviews and the achievement of new strategies.
In Townsville and Cairns, the University would benefit from more coordination and oversight
of its strategies to improve its low domestic undergraduate retention rates and graduate
satisfaction.
JCU needs a stronger policy framework for learning and teaching and an immediate and
sustained focus on improving assessment practice across all teaching locations. In this regard,
some specific improvements are needed at JCU Singapore, including more active and
dedicated academic leadership and more consistent quality in teaching.
While JCU is commended for the overall positive experience of international students in
Townsville and Cairns, it must act to improve specific transport options and develop its
understanding of requirements in respect of students’ English language proficiency.
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1.1.2
Matters from Cycle 1 Audit
The Audit Panel reviewed the affirmations and recommendations from the 2004 AUQA Audit
Report and investigated a selection of these.
Regarding course reviews, and although JCU’s processes for the review of courses encourage
self-reflection, there is a need for the University to ensure more significant external input for
course development, including systematic external review of courses not subject to
professional accreditation.
On staff performance management, the University’s intention to improve the monitoring of
performance reviews is affirmed, but the training of supervisors and the management of
unsatisfactory performance need to be given much greater attention.
On community engagement and participation, the University has begun to re-engage with its
alumni, although it needs to clarify further its approach to engagement. JCU is commended for
the high regard in which it is held by local communities.
On other matters, JCU is commended for the strong understanding by staff and students of its
Statement of Strategic Intent.
For the University to achieve its goals, governance, management and internal processes need
to be sound. The University is commended for the commitment and engagement of its
University Council. In contrast, there is a significant number of issues for the Academic Board
to better understand and effectively address. One of these issues concerns the respective roles
of the Academic Board and of senior management in providing academic leadership.
Another area in need of attention is the implementation of the University’s distributive
leadership model. There is much variability in the understanding of roles among staff with
academic management and coordination responsibilities. JCU is urged to clarify roles and
accountabilities and, echoing a recommendation from the 2004 AUQA Audit Report, to
provide appropriate professional development for staff in these roles.
More generally, although JCU has reviewed many of its activities, follow-through on the
recommendations of those reviews is often lacking. A stronger culture of accountability would
assist the University to demonstrate the completion of some initiatives and thus clear the way
to pursue other improvements. Such a culture may require an increased focus on executive
action over committee roles. A greater emphasis on the use of data and evidence would assist
as well. While data is gathered, it is not always effectively analysed or used in decision-making.
1.1.3
Theme 1: Addressing the Needs of Under-served Populations in Health and Education
JCU is commended for the leadership it demonstrates in addressing significant social,
educational and welfare issues for people in the tropics, for some valuable partnered activities
in remote locations, and for the strong alignment of its research to the Statement of Strategic
Intent and the needs of people in the tropics.
The University is commended for its initiatives to support Indigenous students, its Indigenous
employment targets and the inclusion of Indigenous perspectives in curricula. However, the
University needs to clarify the ways in which it understands the term ‘under-served’ to assist it
in setting priorities.
While JCU graduates in health and education are readily employed and the evidence indicates
they are well prepared for employment in JCU’s region, the University faces a substantial
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JAMES COOK UNIVERSITY
challenge to improve undergraduate student retention rates and graduate satisfaction.
Although JCU has some strategies to address retention, a more general and more systematic
understanding of the factors specific to retention of the University’s commencing students is
required, as is a more integrated strategy with specific responsibility and accountability for
outcomes. It is recommended as well that JCU improve the focus and coordination of its
strategies to improve the student experience.
The University’s policy framework for learning and teaching is under-developed. The
assessment of student work is an area in specific need of attention by JCU across all its
teaching locations, especially in locations beyond Townsville and Cairns. The University needs
to ensure that all academics are aware of, and meet, their responsibilities to provide effective
formative feedback to students.
1.1.4
Theme 2: Internationalisation
The University’s objectives for internationalisation are consistent with its Statement of
Strategic Intent, while the idea of internationalisation is manifest through widespread
knowledge among staff of the University’s ‘tropical agenda’. However, to achieve its goals, the
University needs to increase the amount of attention and expertise that senior management
give to internationalisation, especially in regard to student learning and the student
experience.
JCU is commended for the overall positive experience of international students in Townsville
and Cairns, although there is an urgent need for the University to improve transport to and
from the Townsville campus for students living off-campus and needing to travel outside
standard business hours. It is recommended that the University develop its understanding,
practices and resources for ensuring that all students acquire an appropriate level of English
language proficiency.
The University’s recent full acquisition of the Singapore campus will assist the implementation
of many of the improvements that are needed. These improvements include an immediate
need for more focused and more active academic leadership at the Singapore campus, as well
as greater accountability for the quality of teaching by all academic staff associated with this
campus.
JCU needs to better support its teaching partnership with Beijing University of Technology
(BJUT), a strong partner but one where professional English language support is needed, and
with Russo Higher Education (RHE) in respect of JCU Brisbane. The University is encouraged to
clarify its strategic intent with respect to the BJUT partnership and to improve student social
and welfare support at JCU Brisbane.
The University is commended for its strongly internationalised research profile and for the
operation of its Graduate Research School.
1.1.5
National Protocols for Higher Education Approval Processes
The National Protocols for Higher Education Approval Processes require all universities to meet
a range of criteria, in particular nationally prescribed criteria A1 to A10 and D1 to D5. JCU
provided a self-assessment against the National Protocols prior to the audit.
On the evidence considered by the Audit Panel, James Cook University complies with the
National Protocols. The University is aware of the new Australian Qualifications Framework and
is encouraged to consider further the implications for its courses (programs). A note on the
role of the Academic Board in monitoring policy implementation appears in section 2.5.3.
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JAMES COOK UNIVERSITY
1.1.6
Other External Reference Points
The University has also made use of a number of other external reference points to ensure the
compliance and quality of its provision, including:

Australian Qualifications Framework

AVCC (now Universities Australia) 2005, Universities and their Students: Principles for the
Provision of Education by Australian Universities


DEST 2007, National Code of Practice for Registration Authorities and Providers of
Education and Training to Overseas Students (the National Code 2007)
Education Services for Overseas Students Act 2000 (Cwlth) and associated and
subordinate legislation and regulations, including the National Code 2007.
The audit did not identify any matters of concern regarding the University’s compliance with
these external reference points.
1.2 INSTITUTIONAL CONTEXT
1.2.1
Institutional Profile
JCU was originally established under legislation in 1960 as a University College of the
University of Queensland, becoming James Cook University of North Queensland in 1970, and
subsequently renamed James Cook University in 1997.
The University’s first campus was in Townsville and its Cairns campus was established in 1995.
In addition, JCU currently has study centres in Mackay, Mt Isa and Thursday Island, a campus in
Singapore and a presence in Brisbane that is operated by Russo Higher Education. The
University offers a comprehensive range of academic disciplines and has a well-developed
research profile.
JCU Key Statistics
Student body
2010
18,946
Staff (full-time equivalent)
1430
Students graduating
3687
Undergraduate students graduating
1884
Postgraduate students graduating
1183
Alumni
32,240
Revenue
$326.6 m
Operating expenses
$308.2 m
Capital expenditure
$48.3 m
Assets
$772.1 m
Source: JCU Performance Portfolio 2010, p vi.
1.2.2
Strategic Context
JCU has always been a university for North Queensland, but over the past few years has
renewed its focus on ‘place’ within a global context through its Statement of Strategic Intent
(SSI), which states the University’s intent and purpose as being ‘A brighter future for life in the
tropics worldwide … through graduates and discoveries that make a difference’, with a
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particular focus on advancing northern Queensland, northern Australia and the tropical Asia
Pacific region.
This Statement is shaping the University’s teaching and research through alignment of
activities under four major themes:

Tropical ecosystems, conservation and climate change

Industries and economies in the tropics

Peoples and societies in the tropics

Tropical health, medicine and biosecurity.
At the time of the audit several important developments were in train, including:

planning for the revitalisation of the Townsville campus through the Discovery Rise
project, an integrated academic, scientific, residential and commercial community near
this campus

the opening of a new Dentistry School building on the Cairns campus, with other
developments planned

the full acquisition by the University of the Singapore campus.
The University envisages significant growth at the Cairns campus, where participation rates are
lower than those at the Townsville campus and in Singapore.
1.3 COMMENDATIONS, AFFIRMATIONS AND RECOMMENDATIONS
This Report contains commendations, affirmations and recommendations. A commendation
refers to the achievement of a stated goal, or to some plan or activity that has led to, or
appears likely to lead to, the achievement of a stated goal, which is particularly significant. A
recommendation refers to an area in need of attention, whether in respect of approach,
deployment or results, which is particularly significant. Where such matters have already been
identified by the University, with evidence, they are termed affirmations. It is acknowledged
that recommendations in this Report may have resource implications.
COMMENDATIONS
1. James Cook University is commended for the high regard in which it is held by local
communities. .................................................................................................................................................................... 12 2. James Cook University is commended for the commitment and engagement of the
University Council in discharging its governance responsibilities. ............................................................... 13 3. James Cook University is commended for the strong understanding by staff and students
of its Statement of Strategic Intent (the ‘tropical agenda’) and for the development of its
Planning Package, which provides effective guidance for reviewing and updating faculty
and divisional plans. ....................................................................................................................................................... 16 4. James Cook University is commended for the leadership it demonstrates in addressing
significant social, educational and welfare isssues for people in the tropics. ........................................... 20 5. James Cook University is commended for its attention to preparing students in the fields
of education and health for employment in regional, rural and remote locations. ............................... 22 6. James Cook University is commended for its actions to support Indigenous students, its
Indigenous employment targets and its inclusion of Indigenous perspectives in curricula
in education and health. ............................................................................................................................................... 24 AUDIT REPORT
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7. James Cook University is commended for its commitment to specific remote area
programs and for the dedication of staff who implement these initiatives. .............................................25 8. James Cook University is commended for the strong alignment between its research
activities and the four tropical themes under its Statement of Strategic Intent, noting
particularly its strength in health-related research. ............................................................................................31 9. James Cook University is commended for the friendly environment it provides for
international students, for the integration of international students into campus life and
for the support provided by the International Office.........................................................................................35 10. James Cook University is commended for its strongly internationalised research profile. ..................42 11. James Cook University is commended for its Skills for International Postgraduates (SKIP)
program and for the operation of its Graduate Research School. .................................................................42 AFFIRMATIONS
1. The intention of James Cook University to improve its monitoring of performance
management reviews across the University is affirmed, and greater attention to the
training of supervisors and procedures for managing unsatisfactory performance is
encouraged. ......................................................................................................................................................................11 2. The findings of James Cook University’s 2010 internal audit of academic governance
compliance are affirmed, and the University is encouraged to update its Academic Board
charter and clarify responsibilities for the exercise of academic leadership. ............................................14 3. The development by James Cook University of a strategic plan for research and
innovation is affirmed. ...................................................................................................................................................31 4. The attention being given by James Cook University to improving accommodation for
international students and catering on campus is affirmed, and the University is
encouraged to work more actively to improve social and welfare support for
international students. ..................................................................................................................................................36 RECOMMENDATIONS
1. It is recommended that James Cook University ensure there is significant external input
into the development of all curricula, including systematic, external review of all courses
not subject to professional accreditation. ..............................................................................................................11 2. It is recommended that James Cook University clarify the responsibilities and
accountabilities for all positions under its distributive leadership model and in its Charter
of Responsibilities for Academic Quality. ...............................................................................................................16 3. It is recommended that James Cook University further analyse the reasons behind its low
retention rates and analyse Course Experience Questionnaire information more closely in
an effort to identify and address the reasons for relatively low graduate satisfaction. .........................22 4. It is recommended that James Cook University further develop its Learning, Teaching
and Assessment Policy, and establish an implementation plan, to ensure all teaching staff
are fully aware of their responsibilities to students at all teaching locations............................................26 8
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JAMES COOK UNIVERSITY
5. It is recommended that James Cook University develop a more integrated strategy to
increase student retention, including further efforts to ensure appropriate social and
academic preparation of students. ........................................................................................................................... 28 6. It is recommended that James Cook University better focus its strategies for improving
the student experience, through stronger direction by the Student Experience Advisory
Committee to faculties and schools and improved coordination of student social and
welfare support. ............................................................................................................................................................... 29 7. It is recommended that James Cook University increase the amount of senior executive
time and give attention to internationalisation, particularly in respect of student learning,
teaching and the student experience at all locations. ....................................................................................... 33 8. It is recommended that James Cook University review its Australian and Singaporean
recruitment arrangements for international students, to ensure these services are
provided in the most cost-efficient and effective manner............................................................................... 34 9. It is recommended that James Cook University explore additional options for students
living off-campus in Townsville to have access to reliable and safe transport to and from
its campuses at times when public transport services are not provided.................................................... 35 10. It is recommended that James Cook University give greater attention to its
understanding, practices and resources for ensuring that students develop appropriate
levels of English language proficiency during their studies. ........................................................................... 36 11. It is recommended that James Cook University provide much greater English language
development support, by appropriately qualified professionals, for teaching staff and
students in its course offered through Beijing University of Technology. ................................................. 40 AUDIT REPORT
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2
MATTERS FROM CYCLE 1 AUDIT
Recognising the importance of quality enhancement and improvement, the audit considers
whether the recommendations and affirmations in the 2004 Cycle 1 AUQA Audit Report have
been implemented. A sample of recommendations and affirmations is selected and checked.
As well, evidence is sought of the increasing effectiveness of the institution’s quality assurance
and improvement system.
In its Performance Portfolio, the University provided a summary of progress in implementing
the nine affirmations and 16 recommendations from its 2004 AUQA Audit Report. Matters
relevant to several of these affirmations and recommendations are addressed in sections 3 and
4 of this Report.
The Audit Panel selected some other affirmations and recommendations for follow-up. An
assessment undertaken by AUQA in the light of the progress report on Cycle 1 affirmations
and recommendations indicated that several recommendations should be reviewed in the
Cycle 2 audit. After considering the Performance Portfolio and the supporting documents, and
progress against the previous affirmations and recommendations, the Panel selected
affirmations 2 and 9 and recommendations 5, 12 and 14 for specific follow-up.
2.1 AFFIRMATION 2 AND RECOMMENDATION 5: EXTERNAL REVIEW OF COURSES
Affirmation 2 from the 2004 AUQA Audit Report is: That in line with the University’s stated
commitment to introduce systematic course reviews, the JCU Academic Board put in place
appropriate mechanisms to ensure that the formal review of all JCU courses is completed
within the first five-year cycle. This affirmation is considered together with a related
recommendation, as both relate to external input for JCU curricula.
The University’s Progress Report for the 2004 AUQA Audit Report stated that Academic Board
had adopted a program of regular course reviews, which were conducted according to
schedule in 2005 and 2006. In 2008, the University adopted a system of annual internal Course
Performance Reports (CPRs) for all courses. The process is designed to encourage selfreflection at local level. The CPR process is prompting faculties and schools to monitor course
performance against trend data and criteria, including embedding of the University’s goals for
its Curriculum Refresh project (section 3.5.1), and to determine planned improvements in
response to evidence.
The Audit Panel formed the view that some schools may regard the CPRs as more of an
administrative task than an opportunity for genuine self-reflection. Inconsistency in the
structure of the CPRs is an issue for the University to consider. There is as yet little analysis at
University level of the consolidated information in the CPRs. It is not clear that the Faculty
Academic Program Reports, which identify issues from the CPRs, are being completed or used
systematically in faculty planning. An internal audit of academic governance compliance
suggests a review of the CPR process (section 2.5.3).
Since 2009, professional and vocational courses with external accreditation requirements have
been placed under the oversight of Academic Board and its Education Committee, which
considers accreditation outcomes and action plans responding to these outcomes. For courses
without external professional accreditation requirements there is no systematic external
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JAMES COOK UNIVERSITY
review. JCU is urged to make arrangements for regular periodic external review of these
courses to ensure comparability of academic standards.
Recommendation 5 from the 2004 AUQA Audit Report is: That JCU ensure in areas not covered
by external course accreditation or approval processes that ‘School Liaison’ advisory or review
committees are established so there is external input across all areas of the curriculum.
External advisory committees have been established for many courses and faculties, especially
those subject to professional accreditation requirements. There is no external advisory group
for the one continuing course of the School of Indigenous Australian Studies. The role of some
other external advisory committees does not include advice on curriculum. Within the scope
of the second theme for this audit, the roles of the Professional Experience Advisory
Committee for Education and the Health Advisory Committee are to assist in the facilitation of
student placements and recruitment. JCU needs to do more to ensure there is external input
across all areas of the curriculum.
Recommendation 1
It is recommended that James Cook University ensure there is significant
external input into the development of all curricula, including systematic,
external review of all courses not subject to professional accreditation.
2.2 AFFIRMATION 9: PERFORMANCE MANAGEMENT
Affirmation 9 from the 2004 AUQA Audit Report is: AUQA acknowledges the progress achieved
at JCU towards building a performance-based culture through the introduction of a
Performance Management Program, but affirms that to be effective it needs to be rolled-out
systematically across the University and its impact reviewed after full implementation,
including the way that it is linked to other HR strategies designed to improve or reward
performance.
The framework for performance management and review at JCU is now well developed, and
faculties and divisions are stated by JCU to report twice-yearly on its implementation. At
present, the University is unable to advise the proportion of staff who have completed a formal
performance management review in the past 12 months, as it does not have a system to
collect this information. JCU advises that its Human Resources Directorate is considering
systems that will support the gathering of this data.
While performance management reviews are undertaken diligently by some managers,
implementation is variable, and there appears to have been no recent training provided for
those who conduct the reviews. Greater attention to procedures and training for the
management of unsatisfactory performance would assist JCU to reinforce a culture of
accountability (section 2.6).
Affirmation 1
The intention of James Cook University to improve its monitoring of
performance management reviews across the University is affirmed, and
greater attention to the training of supervisors and procedures for
managing unsatisfactory performance is encouraged.
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2.3 RECOMMENDATION 12: POLICY FRAMEWORK FOR COMMUNITY ENGAGEMENT
Recommendation 12 from the 2004 AUQA Audit Report is: That JCU be more systematic in the
consolidation of its Participation, Engagement, and Consolidation Priority Objectives, by
developing a coherent policy framework, with allocated responsibilities, reporting on these
regularly, and linking them more explicitly to the criteria for promotion.
JCU provided a statement, entitled ‘Framework for Engagement’, which explains how the
University is developing a systematic University-wide approach to engagement. Although this
statement is not a formal approved framework, it shows the actions JCU has taken on this
recommendation, including the recognition of community engagement in its academic
promotion policy.
An objective in the Triennium Plan, accompanied by strategies, is ‘to enhance the degree to
which JCU is engaged with its communities’. Commentary in the Plan reviewing achievement
against key performance indicators shows that the University is making progress. Various
objectives relating to engagement are contained within faculty and division plans. The extent
of resourcing devoted by JCU to engaging with its communities, and the nature of this
engagement, is a topic of critical importance to the audit theme of ‘addressing the needs of
under-served populations’ (section 3.1). The University needs to clarify its approach to these
points.
An Engagement Directorate was established in 2009 and a database has been developed to
capture alumni and external community engagement. JCU acknowledges that it has not given
enough attention to staying in contact with alumni in past years but is rectifying this.
JCU and its graduates are well regarded by local communities in the Townsville and Cairns
regions, and the University is a source of pride. Community stakeholders particularly
appreciate the high degree of engagement of the Vice-Chancellor, and would welcome
greater visibility of, and interaction with, other senior managers.
Commendation 1
James Cook University is commended for the high regard in which it is
held by local communities.
2.4 RECOMMENDATION 14: STAFF DEVELOPMENT
Recommendation 14 from the 2004 AUQA Audit Report is: That JCU build on the success of
tailored staff development programs such as the ESLP, by adopting a more systematic
approach to staff development for all levels and categories of staff.
The Teaching and Learning Development (TLD) Unit provides much of JCU’s academic staff
development, including induction programs, professional development, and the Graduate
Certificate in Education. In accordance with JCU’s Quality Enhancement Framework (section
2.8.1), a review of the TLD Unit was completed in June 2010. The review recommended
strengthening the Unit and suggested strategies to enhance the staff development function.
The University has begun to address these recommendations.
In view of the finding that the roles and accountabilities of academic staff at many levels
require greater definition (section 2.6), JCU should consider whether its annual senior staff
conference provides adequate training for academic leadership and management roles. JCU
should consider developing further structured professional development for academic staff
with management or coordination responsibilities, including associate deans (learning and
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teaching) or equivalent, heads of school, course coordinators, first year coordinators, and
subject coordinators.
2.5 CORPORATE AND ACADEMIC GOVERNANCE
2.5.1
Council
JCU’s governing body is the 22-member Council, which is responsible for ensuring appropriate
structures, policies, processes and planning to enable the University to fulfil its mission. It is
supported by an appropriate set of Council committees. A particular responsibility of Council is
to ensure the financial health of JCU, a challenge for a comprehensive university in a regional
location, especially in view of the ageing physical infrastructure in some locations.
The Audit Panel observes that the Council members are engaged, well-informed and prudent
in their oversight of the University’s affairs.
Commendation 2
James Cook University is commended for the commitment and
engagement of the University Council in discharging its governance
responsibilities.
2.5.2
Risk Management
A Risk Management Framework was approved in 2006 and an updated Risk Management
Policy introduced in 2011. Both are understood by Council and senior University staff. In
accordance with the new policy, risk champions have been appointed in faculties and divisions
and have received training. Risk registers for each organisational unit were presented to the
Audit and Compliance Committee of Council in June 2011.
Risk information is to be incorporated into the annual planning process. At the time of the
audit, review and moderation of the risk information had not been fully completed, as was
evident from some risk registers. JCU is making sound progress towards the development of
internal good practice in risk management.
2.5.3
Academic Governance
In principle, the University’s Academic Board exercises significant authority at JCU. Following
its review and reconstitution in 2007 and 2008, the Board has a full-time Chair, who has played
an active role in supporting the Quality Enhancement Framework and in seeking to continually
improve the operation of the Academic Board and its committees.
As the University body responsible for academic governance, the duties of the Board are
stated in its extensive Charter to include:

developing, annually reviewing and recommending to the Council the approval of the
University’s triennium-based Academic Plan consisting of a Teaching and Learning Plan
and a Research and Innovation Plan

biennial review and recommendation to Council on proposed amendments to the
University’s Statement of its Strategic Intent as they relate to the academic mission of the
University

approval of all academic-related policies (in areas covering teaching and learning,
research and research training, scholarship, and community service) except for those
policies for which the Council has retained an authority to approve.
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It is not clear that the Board understands or has fulfilled its responsibilities with respect to
academic, research and international policies associated with the JCU Triennium Plan
2011−2013, within the context of the Academic Board Charter. There is little evidence of the
Board knowing how to exercise these responsibilities for academic policies, other than to
indicate that they are in the Charter.
The Board established an Academic Policy subcommittee of the Education Committee to
consider the status of academic policies with respect to regularity of review, identification of
gaps and overlaps, and classifications within the policy library. While the Academic Board’s
Charter provides for the development and implementation of academic policies, there is
provision in the Charter only for facilitating policy compliance. The Audit Panel found
examples of poor compliance with policies related to teaching and assessment and heard
reported instances of little or no formative feedback being provided to students on assessed
work (sections 3.5.2 and 4.6.1).
An audit of academic governance compliance across the University was completed by JCU’s
Audit and Assurance Office (AAO) in 2010, consistent with a decision to expand the role of the
AAO to include value adding operational auditing. The AAO report, which provides
background for further audits of academic processes, is a thorough and helpful document that
will assist the Academic Board in its activities.
Major findings in that audit report include confirmation that JCU’s academic governance
structure is sound. However, the findings point to a need for much greater attention to vertical
and horizontal communication, much better integrated corporate information systems and
business processes (section 2.8.3), the review and consolidation of policies, and a review of the
CPR process.
Under the Guidelines to the National Protocols in respect of universities, an academic board is
expected to play a key role in the development, dissemination and monitoring of academic
policies related to academic standards. While this does not imply that the assessment or
monitoring of policy implementation must be undertaken by the Academic Board itself, JCU is
encouraged to clarify the Board’s role in monitoring policy compliance.
In view of the comments in section 2.6, JCU needs to provide greater clarity about the
respective roles of the Academic Board (including its Chair) and senior academic managers in
providing academic leadership. The relocation of the Chair of the Academic Board to JCU
Singapore for three months sends a positive signal to the University community about
academic leadership and Academic Board’s responsibilities for academic quality. This message,
however, needs to be reinforced through the exercise of academic leadership by senior
academic managers.
Affirmation 2
The findings of James Cook University’s 2010 internal audit of academic
governance compliance are affirmed, and the University is encouraged to
update its Academic Board charter and clarify responsibilities for the
exercise of academic leadership.
2.6 MANAGEMENT, LEADERSHIP AND ACCOUNTABILITY
The Vice-Chancellor of JCU is well-regarded internally and externally for her enthusiasm for the
University’s distinctive mission and her consultative engagement with staff, students and
other stakeholders.
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It is evident that many improvements have been initiated at JCU over the past few years.
However, the Audit Panel received enough evidence to indicate that many of these
improvements start well only to remain ‘work in progress’, with no clear internal
understanding of when they will be fully implemented and so allow the University to move on
to other initiatives. Resource constraints may sometimes impede progress, but considers there
is a need for a clearer and more public allocation of responsibilities and acceptance of
accountabilities at JCU to ensure that action occurs.
The Vice-Chancellor is supported by a Senior Deputy Vice-Chancellor (DVC), two deputy vicechancellors, an Executive Director of Finance and Resource Planning, and pro vice-chancellors
(PVCs) for each of the University’s four faculties. The Senior DVC has responsibilities as well for
teaching and learning development and JCU Brisbane, while the DVC (University Services) &
Registrar has responsibilities in respect of internationalisation. These two positions, which are
central to academic leadership at JCU, have very substantial portfolios.
These roles, as currently structured, may not provide for sufficient time for the incumbents to
drive improvements to academic processes and practices. The appointment of a new director
to the senior position of head of the TLD Unit will provide additional capacity for academic
leadership but the University may need to consider whether the scope of current senior roles is
too broad to successfully oversee and implement some changes.
The University has a 2010 Charter of Responsibilities for Academic Quality, which sets out in
broad terms the roles of various positions, including the Senior DVC, the PVCs, heads of school
and academic coordinators (course, subject and first-year). To empower staff through
delegation of responsibility, the University has adopted a distributive leadership model that
includes the positions of associate deans (teaching and learning), faculty scholars and
curriculum scholars.
While the intent of this Charter and the distributive leadership model are clear, and the new
learning and teaching leadership positions appear to have been well-received, to effectively
implement these models requires clear understanding of responsibilities and accountabilities
at all levels. Implementation also needs development of appropriate knowledge and skill sets
of those in the respective roles, and timely provision of appropriate information to allow those
roles to be enacted.
In this context, it is evident that there is very high variability in people’s understanding of their
roles, of their capacity to undertake those roles, and of the information available to assist them
in their roles. In particular, the role descriptions for the new positions of associate dean
(teaching and learning) are broad and general, and may lead to a sense that the role is
continually changing and growing. There does not appear to be a consistent approach to time
release for staff who take on the roles of course, subject, or first-year coordination.
If responsibilities are not clearly assigned under a distributive leadership model, then there is a
danger of fragmentation or burnout. To ensure the success of the model, JCU needs to set
clearer parameters, provide professional development and confirm that all staff have an
understanding of responsibilities, authorities and accountabilities. Focused attention on these
matters will help not only the leaders and managers, but also the University, to move more
effectively from vision to action.
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Recommendation 2
It is recommended that James Cook University clarify the responsibilities
and accountabilities for all positions under its distributive leadership
model and in its Charter of Responsibilities for Academic Quality.
JCU has a very substantial number of internal committees at University, faculty and school
level, including 13 advisory committees to the Vice-Chancellor, although not all of these meet
often. There is some confusion across committees as to responsibilities and information flow,
and the Panel observes that the establishment of a new committee may not be the most
effective way to implement change. It is possible that the large number of committees at JCU
could contribute to a diffusion of management responsibility rather than a commitment to
achieving outcomes. The report of the Audit and Assurance Office indicates that despite these
committees, internal communication on matters of academic governance remains a serious
issue. It is suggested that JCU review the extent to which there is an appropriate balance in the
allocation of staff time between committee activities and executive action.
2.7 PLANNING FRAMEWORK
There is strong appreciation and understanding across the University of JCU’s strategic intent
and the ‘tropical agenda’, even where there is some uncertainty among staff about how to
express that intent in their own activities and responsibilities.
The JCU Triennium Plan 2011–2013 is designed to give life to the Statement of Strategic Intent,
and is intended to be closely aligned to faculty and divisional plans. It is overlaid by a small
number of Vice-Chancellor’s annual priorities. A detailed Planning Package, which includes the
SSI, gives past performance information, sets the scene for the next triennium, and provides
good guidance for the review and revision of faculty and divisional plans.
Commendation 3
James Cook University is commended for the strong understanding by
staff and students of its Statement of Strategic Intent (the ‘tropical
agenda’) and for the development of its Planning Package, which
provides effective guidance for reviewing and updating faculty and
divisional plans.
JCU has a large number of performance measures, including: 23 KPIs monitored by Council, 39
key performance measures monitored by committees of Council, and 115 operational
performance targets for faculties and divisions monitored by the Vice-Chancellor’s Advisory
Committee. JCU is encouraged to reduce the number of measures in use and to ensure there is
an appropriate balance of input and outcome indicators.
The Triennium Plan 2011–2013 develops a range of objectives, broad strategies and measures
of performance, but does not include targets or assign responsibilities, accountabilities or
timelines. As a consequence, the link to operational performance targets in the faculties and
divisions is not always evident, which makes it difficult to align organisational unit or
individual performance to the Triennium Plan. This in turn may contribute to some
fragmentation and overlap of responsibilities and duties across the University.
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2.8 QUALITY ASSURANCE AND ENHANCEMENT
2.8.1
Quality Enhancement Framework
In 2008, the University established an Office of Quality Enhancement (OQE) and a new Quality
Enhancement Framework, based on a continuous quality improvement cycle of: governance
and planning; management and implementation; reporting and review; and improvement.
The Framework emphasises self-reflection and enhancement, and was used in the selfassessment undertaken by the University for this audit.
Regular quality reviews of University activities are implicit in the Framework’s principles and
there have been a number of insightful reviews conducted over the past few years. These
include the Indigenous Education and Support Review, the review of the Teaching and
Learning Development Unit, a review of the University Services Division, and the internal audit
of academic governance compliance. JCU appears to have substantially increased its capacity
for self-review, but there is a need for more effective follow-up of recommendations from
these reviews and for more effective monitoring of their implementation.
A lack of follow-through on reviews, especially of academic activities, may be related to the
structural location of the Office of Quality Enhancement. This Office, and the co-located
Corporate Planning and Performance Office, fall under the responsibility of the Executive
Director (Finance & Resource Planning), with no direct link to academic activities of the
University. While OQE works closely with the Chair of Academic Board, its effectiveness in
supporting change in academic practices may be hindered by its organisational distance from
those responsible for academic management. The University might consider the most
appropriate positioning of OQE to ensure a stronger focus on academic quality improvement.
2.8.2
Benchmarking
The University lists under ‘benchmarking activities’ a wide range of external comparative data,
including data provided by DEEWR and DIISR, and externally conducted student and graduate
surveys. In common with many Australian universities, JCU participates in providing data for
comparative reports provided by the Australian Universities International Directors’ Forum
(AUIDF), the Council of Australian University Librarians, the Council of Australian University
Directors of Information Technology, the Association for Academic Language and Learning,
the Council of Australian Directors of Academic Development, and other groups. As a member
of the Innovative Research Universities (IRU) group, the University also collaborates in the
benchmarking activities of this group. Internally, JCU has comparative data across schools,
faculties, divisions and campuses.
On academic standards, JCU has had a policy in place since 2005 requiring regular external
benchmarking of honours theses at least every three years.
JCU, in its Performance Portfolio, addresses the availability of comparative data, rather than
use of this information by managers to initiate improvements. While JCU has data from a range
of student surveys, it is not evident that it has mechanisms in place to analyse or disseminate
the results or to act upon them.
The University recognises that it needs to consider how better to reflect on and apply the
comparative information available within its own operations. As well, the University could give
greater priority to using external comparative data, especially where these data indicate a
widespread need to improve performance.
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2.8.3
Data and Information Use
JCU has improved its capacity for effective data management and performance evaluation by
establishing a Corporate Planning and Performance Office (CPPO) in 2008. Since that time,
CPPO has progressively improved the utility of management information, including
implementing ‘traffic light’ reporting on the University’s performance measures. The TLD Unit
continues to administer student and graduate surveys, although CPPO provides the reports.
The University should consider whether these surveys would not be more appropriately
administered by CPPO, leaving the TLD Unit more time to focus on improvements to teaching
and student learning.
The University recognises a need to improve its management information systems in order to
integrate data from different sources, analyse these data and provide timely and relevant
reports to inform internal decision making. The internal audit of academic governance
compliance confirmed this need, noting that faculties and schools, as the end users of data for
operational decision making, should be better reflected in JCU’s business processes. There is
evidence of limited analyses and poor data flows (eg a lack of access by first year coordinators
to data on retention rates), and an inability of relevant staff to interrogate student feedback
information (section 3.7.2) at faculty and school level.
JCU now has committed to implement a data warehouse and business intelligence tools. A
project scope document was nearly complete at the time of the Audit Visit. The University is
urged to further improve the timely transmission of relevant and accurate data to the people
and units that require them.
The provision of data alone will not ensure good outcomes. Despite efforts to embed the
Quality Enhancement Framework, the Audit Panel formed the view that there is not yet a
robust ‘culture of evidence’ within the University. JCU needs to ensure that managers and staff
who use data are able to interpret it accurately, understand its significance in the wider
context of academic outcomes, and take appropriate actions for improvement.
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3
THEME: ADDRESSING THE NEEDS OF UNDERSERVED POPULATIONS IN HEALTH AND EDUCATION
The first theme for this audit is ‘Addressing the needs of under-served populations in health
and education’. It was proposed by the University and selected by AUQA after a consideration
of issues relating to the theme, the noting of the recommendations from the 2004 AUQA Audit
Report, and the significance of the theme to the University’s strategic priorities.
The scope of this theme, which relates primarily to health and education disciplines, includes:

planning and management of the ‘tropical agenda’ in respect of under-served
populations

access, participation, retention and success strategies for undergraduate and
postgraduate study, and employability of graduates into the region’s under-served
communities

the student experience

course content (including practical placement) and delivery

tropical research and contribution to the regional community.
3.1 STRATEGY AND PLANNING FOR UNDER-SERVED POPULATIONS
The University addresses this theme in the context of its Statement of Strategic Intent—and
particularly its commitment to tropical regions—noting that many tropical communities are
under-served in respect to health services and participation in education, especially higher
education. The SSI is consistent with the James Cook University Act 1997, which requires the
University, inter alia, to ‘encourage study and research generally and, in particular, in subjects
of special importance to the people of the tropics’.
The specific theme of ‘addressing the needs of under-served populations’ is linked to the
University’s overall strategy through references in the SSI to ‘our communities’, although the
connection is implicit rather than explicit.
References to under-served populations appear explicitly in only two places in JCU’s Triennium
Plan 2011–2013. Strategy A1 is to ‘strategically focus the University’s teaching and research ...
on issues of particular relevance to sustainability in the tropics and particularly to rural, remote
and Indigenous and under-served populations’.
Strategy A5.1 in the Plan is to ‘enhance and develop access pathways and equity initiatives
that minimize the impacts of disadvantage, whether geographic, cultural or financial’. The
associated performance indicators refer to participation, retention, and completion rates for
Indigenous students, students from low socio-economic status (SES) backgrounds, rural and
remote students, and male students. There are specific performance targets for low SES
enrolments and Indigenous student participation and retention but none for rural and remote
students.
The primary region served by JCU is defined by the University as ranging ‘from the Torres Strait
Islands to the North, Mackay to the South and Mount Isa to the West, and internationally into
Papua New Guinea (PNG) and the Asian Pacific Rim’ (PF p24). Within the Australian elements of
the region, there are significant areas, including the Cairns region, where higher education
participation rates are lower than the national average.
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Other groups identified as ‘under-served populations’ were immediate school leavers and
students who are the first in their family to attempt university studies.
JCU has not fully explained its definition of ‘under-served’ populations. The extent to which
various populations are understood to be ‘under-served’ with respect to location, to ethnicity,
to access, to support for participation, or to support for retention once enrolled, needs to be
clarified and would assist future strategic planning.
A further question is the extent to which JCU has a clear strategic approach to addressing
these needs, particularly in respect of students taking courses in education and health. By its
presence in the region, the University offers immediate access opportunities to under-served
populations, and an important indicator of success is how effectively JCU assists students from
these populations to complete university studies. However, the University also has choices
about the extent to which it engages in outreach activities and remote delivery to encourage
greater participation in higher education, including participation by mature-age students, and
to establish conditions under which potential students can achieve adequate entry scores.
As the University acknowledges, the needs of JCU’s immediate region are large and cannot be
met fully by JCU, either acting alone or in partnership with other organisations (section 3.4). In
this situation, the University must make strategic choices about how best to allocate its
resources between supporting students who have decided to study at JCU and activities to
encourage greater participation.
It would be helpful for JCU to outline and discuss these choices explicitly in its planning
process. To do so, the University needs to make greater use of available demographic and
other data in determining and prioritising its options.
Notwithstanding these suggestions, the University can take pride in the actions it is taking to
meet the needs of under-served populations consistent with its SSI, actions which are adding
to the knowledge and wellbeing of its regions. These actions include its partnerships, its
commitment to supporting Indigenous learners and its investment in new courses in health
disciplines. JCU is demonstrating national and international leadership in addressing urgent
social and welfare issues for people living in the tropics, within the constraints of a limited
resource base.
Commendation 4
James Cook University is commended for the leadership it demonstrates
in addressing significant social, educational and welfare isssues for
people in the tropics.
3.2 STUDENT OUTCOMES IN RESPECT OF PARTICIPATION, RETENTION AND SUCCESS
The outcomes discussed in this section are for the equity groups mentioned in the Triennium
Plan and for JCU students overall, as JCU is the major destination for undergraduate studies of
school-leavers in the region. Information for the fields of health and education is provided
where available.
3.2.1
Access and Participation
The University’s access and participation rates for low SES, remote and Indigenous students
overall are well above the averages for its comparator cohort (IRU institutions), Queensland
and the sector (data item 5.1). Equity rankings for JCU are shown in data item 5.2. JCU’s median
tertiary entrance scores are well above the average for other universities in the IRU cohort.
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While the proportion of Indigenous students among all JCU students has been steadily rising,
the proportions of low SES students and of remote students have fallen. For studies in health
disciplines, the proportion of Indigenous students has risen from 2.9 per cent in 2006 to 3.7 per
cent in 2010, while in education, this proportion has decreased from 5.4 per cent to 5.1 per
cent over the period. In health disciplines, the proportion of low SES students has decreased
from 23.5 per cent in 2006 to 21.2 per cent in 2010, but in education the proportion has
increased from 23.1 per cent to 26.2 per cent (PF pp30–31).
The University has a significantly greater proportion of Indigenous and regional higher degree
by research (HDR) students than the IRU cohort and the sector.
The University’s current access and participation rates of low SES students are 24.5 per cent
and 25.5 per cent, respectively. The Audit Panel asked the University how it knew it was
maximising access for under-served populations in its region. JCU advises that a demographic
analysis in its 2009 Equity Report indicates that low SES individuals in the JCU catchment
comprise 32 per cent of the population, and that ‘strategies and programs have been
identified in the Portfolio to achieve the target of parity and increase low SES enrolments to 32
per cent’ (SM 2.12).
JCU needs to conduct further analyses of this nature to generate a body of evidence on how
well the University is succeeding in meeting Strategy 5.1 in the Triennium Plan.
3.2.2
Retention and Success
Undergraduate domestic student retention, at first year and overall, is a major issue for JCU, as
the University acknowledges (data items 5.3 and 5.4). Retention rates of international students
are also of concern, but to a lesser extent (data item 5.5). For the field of health, attrition rates
for domestic students have declined dramatically since 2002 and in 2009 were below the
average for the rest of the IRU cohort. In education, however, domestic student attrition has
risen sharply since 2006, after falling since 2002. At over 35 per cent (2009 data), attrition rates
in education are well above those for the rest of the IRU cohort.
The University’s retention rate for all Indigenous students is above or equal to the average for
the IRU cohort, Queensland and the sector. The JCU retention rate for all low SES students is
below the average for the IRU cohort, Queensland and the sector.
Retention rates for low SES, regional and remote students in the field of health are above the
overall JCU rate. Indigenous students are the exception to this. Retention rates for students in
the field of education are below the overall JCU rate (data items 5.6 to 5.9). Given the
University’s comparatively low overall retention rate, JCU has particular challenges to address
in meeting the needs of under-served populations in education.
The University’s success rate for domestic students, and for domestic first year students, is
around the same as the rates for the IRU cohort, Queensland and the sector. The success rates
for Indigenous and remote students are similar to those of the IRU cohort, Queensland and the
sector, while the success rates for low SES and regional students are above those of the same
comparator groups.
3.2.3
Graduate Satisfaction
Course Experience Questionnaire (CEQ) data for 2009 shows the University ranks among the
lowest performing institutions for graduates’ overall satisfaction. JCU’s performance over time
on overall satisfaction and on graduates’ satisfaction with the acquisition of generic skills
shows a downwards trend. It is currently around the sector average for the Good Teaching and
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JAMES COOK UNIVERSITY
Generic Skills scales, but has previously been well above the sector on these scales. JCU scored
well below the IRU cohort and the sector on the Student Support scale in 2009.
In the field of health, JCU performs well on the Good Teaching and Generic Skills scales and on
the Overall Satisfaction scale. For education, JCU’s rating on many measures has been lower
than the sector average and there was a dramatic decline in the University’s scores across all
measures in 2009. JCU has indicated that it hopes for improvement in these measures for the
field of education following its introduction of new appointments, a new building and
facilities, and a revised curriculum.
The University is encouraged to further analyse the reasons behind its low retention rates
(section 3.2.2), for example through cohort analyses. As well, JCU needs to analyse and
consider CEQ information more closely in an effort to identify and address the reasons for low
graduate satisfaction, particularly in view of comparatively strong indicators of student
engagement and satisfaction (section 3.7.1).
Recommendation 3
It is recommended that James Cook University further analyse the reasons
behind its low retention rates and analyse Course Experience
Questionnaire information more closely in an effort to identify and
address the reasons for relatively low graduate satisfaction.
3.2.4
Employability of Graduates into Under-served Communities
From Graduate Destination Survey data, the University’s rate of bachelor graduates in full-time
employment is above the average for the IRU cohort, Queensland and the sector. JCU is ranked
fifth in Australia on this measure.
The University’s rate of graduates in further full-time study is noticeably lower than the rates
for these comparator groups in the fields of education and health.
Employers speak highly of JCU graduates in health and education, regarding them as wellprepared, although there is some suggestion that the University could give even greater
attention to the cultural proficiency of graduates. JCU advises that the Queensland College of
Teachers commended it for the preparation of graduates for the local environment.
The University surveyed all its contactable medical graduates in 2009, and found that around
60 per cent of those contacted were practising in regional, rural and remote locations. Of the
University’s first cohort of physiotherapy graduates in 2008, 39 of 44 accepted rural or remote
positions (PF p47). Overall, JCU is considered to be preparing graduates appropriately for
employment in its regions and the University is encouraged to conduct further analyses of its
success in this respect.
Commendation 5
James Cook University is commended for its attention to preparing
students in the fields of education and health for employment in regional,
rural and remote locations.
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3.3 MEETING THE NEEDS OF INDIGENOUS PEOPLE
3.3.1
Reconciliation Statement
JCU launched a Reconciliation Statement in 2008, appointed an Advisor on Indigenous Affairs
and established a Reference Group to assist with the reconciliation process. Having heard the
views of Indigenous people within and external to the University, the Audit Panel suggests the
University consider developing an agreed Reconciliation Action Plan.
3.3.2
School of Indigenous Australian Studies and Other Indigenous Support Services
Meeting the needs of Indigenous communities, especially in respect of participation and
success in higher education, is an important element of JCU’s support for under-served
populations. The School of Indigenous Australian Studies (SIAS) was established in 1998 and
provides many services, including: support for Indigenous students; teaching and research
programs at the undergraduate and postgraduate levels; cultural awareness programs; and
partnerships with Indigenous communities and stakeholders. A new Indigenous Head of
School will commence this year.
SIAS also undertakes outreach activities, using a range of strategies to raise tertiary awareness
and aspirations for Indigenous students at secondary schools, such as the ‘True Story’ kit.
In addition, the Indigenous Health Unit in the Faculty of Medicine, Health and Molecular
Science provides dedicated support for enrolled Indigenous students, helps build research
capacity, and develops relevant health curricula for health-related courses. Other support for
Indigenous students is provided by the Indigenous Student Support Officers in the faculties.
Students and external stakeholders expressed highly positive views of all these support
services and the key role played by the Indigenous Student Support Officers is evident.
In 2008, JCU commissioned a review of Indigenous education and support. Although some
recommendations of this report, such as the establishment of ISSO positions, were adopted,
full implementation appears to have stalled. JCU needs to make a clear statement on the
recommendations it now intends to implement through the development of an action plan.
In regard to levels of student support, the University must ensure that external funding
allocated to support Indigenous students is used transparently by the University for the
support of those students in accordance with the requirements of the funding body.
3.3.3
Indigenous Curricula and Indigenous Cultural Competence
JCU can point to a range of good practices in fostering curricula in education and health to
support Indigenous learners or to include Indigenous knowledge and perspectives.
Commitment to the support of remote Indigenous students in education is longstanding and
will have helped inform Indigenous perspectives now incorporated into JCU’s Bachelor of
Education. Two JCU academics have received a national award from the Australian Learning
and Teaching Council for their work on Indigenous postgraduate education and their program
has been adopted by Batchelor Institute of Indigenous Tertiary Education.
JCU has played a substantial role in national efforts to foster and develop Indigenous cultural
competence across various health and education workforce professions, including:

development of the National Indigenous Medical Curriculum Framework
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

3.3.4
the Indigenous Staff Network for the Australian Rural Health Education Network (ARHEN),
and
the development and auspicing of the International Network for Indigenous Health
Knowledge and Development.
Indigenous Employment
In 2008, the University appointed an Indigenous Employment Coordinator and, in 2009,
Council approved JCU’s first Indigenous Employment Strategy. The strategy provides a target
of five per cent of JCU’s workforce being Aboriginal or Torres Strait Islander by 2012, with
proportionate representation in continuing positions across the University. In 2009, 2.36 per
cent of all JCU staff identified as Indigenous, below JCU’s 2012 target but well above the
average for the IRU cohort, Queensland and the sector.
3.3.5
Overview and Next Steps
The University demonstrates a strong recognition of Indigenous peoples and the connection
between place and identity for Indigenous communities in the regions primarily served by it.
Through its teaching, research and outreach activities JCU is taking action to address a
national need to support improvements to the lives of Indigenous peoples.
Commendation 6
James Cook University is commended for its actions to support
Indigenous students, its Indigenous employment targets and its inclusion
of Indigenous perspectives in curricula in education and health.
From interviews and other evidence, it is considered that senior leaders at JCU, in addition to
the Vice-Chancellor, now need to make a greater effort for sustained, meaningful and practical
engagement with Indigenous communities. There is also a need to broaden Indigenous
involvement across JCU and to improve cultural awareness and competency for the nonIndigenous staff of the University.
3.4 PARTNERSHIPS AND PROGRAMS TO INCREASE PARTICIPATION AND ACCESS
The University has embraced a number of significant opportunities to partner with other
organisations to improve participation and access in health and education. It has successfully
sought funding and support for new courses and facilities to address areas of immediate need
for communities in its region, such as the new dental school building on the Cairns campus.
Two programs that provide intensive and culturally relevant support for Indigenous and
remote students are the Indigenous Health Careers Access Program (IHCAP) and the Remote
Area Teacher Education Program (RATEP). IHCAP has been in operation since 2006 and 11 of
31 students enrolled have moved into mainstream health courses, including highly selective
courses such as dentistry. A comparable program has been developed for non-Indigenous
students. RATEP, which is conducted in partnership with the Queensland Department of
Education and Training and Tropical North Queensland TAFE, has been a flagship program
that has benefited from the Curriculum Refresh process (section 3.5.1). Delivery of the program
on Thursday Island is being restructured as a result of a review in 2010 commissioned by the
Torres Strait Islands Regional Council on how the program might better meet local needs.
These resource-intensive partnered programs are valuable initiatives. The staff who support
these programs are highly dedicated and supportive of students who participate in them.
While the programs’ sustainability is potentially fragile, given a heavy reliance on external
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funding, they symbolise a direct and sustained commitment by the University that is
significant for the region.
Commendation 7
James Cook University is commended for its commitment to specific
remote area programs and for the dedication of staff who implement
these initiatives.
Opportunities to leverage federal and state funding to improve access have been taken up by
JCU, as in its use of funds from the Higher Education Participation and Partnership Program to
redevelop its former ASPIRE program to raise aspirations and achievement of students in over
50 low SES secondary schools and colleges identified by the Queensland Department of
Education.
The University’s outreach and access initiatives, which include equity scholarships, are driven
from various points in the university and not visibly coordinated or supported by a clear,
common action plan or set of goals. Another access program, UniPrep, is reported to have
good conversion rates but has not undergone an evaluation. Reports on its delivery at various
locations indicate considerable variation in approach and outcomes. JCU needs to consider
how best to maximise external funding and coordinate and evaluate activities to promote
access.
3.5 CURRICULUM AND STUDENT LEARNING
3.5.1
Curriculum Refresh Project
The University is completing a major Curriculum Refresh project, supported by DEEWR
funding, to better align its course with the SSI and the four tropical themes, and to emphasise
its focus within the curriculum on under-served populations. All courses are now required to
show how Indigenous knowledge, perspectives and experience are integrated into curricula.
Other perspectives to be integrated include internationalisation, diversity and regionality.
Market research to further inform course development has been undertaken in respect of four
areas: the tropics; pathways; flexibility and work integrated learning; and professional
development.
Implementation of the project is planned to be monitored through specific comments in the
annual Course Performance Reports, although the University has not yet been able to
undertake detailed analyses of the extent to which the project’s goals have been met in
refreshed curricula. On the evidence available to the Audit Panel, the intention to drive
Indigenous perspectives and embed Indigenous knowledge across faculties and courses has
not yet been consistently implemented.
The Senior DVC, the PVCs, and Academic Board could pay closer attention to ensuring the
achievement of the project’s aims, as there is uneven engagement with the process across the
faculties. As part of this process, and given the University’s CEQ ratings for Generic Skills, JCU
should monitor the embedding of graduate attributes in courses.
Most of the University’s courses in health and education require external professional
accreditation for graduates to be approved to practise. Several courses in health disciplines are
relatively new and thus likely to reflect current good practice.
The Curriculum Refresh project has allowed a stronger focus on under-served populations, and
particularly Indigenous perspectives, in the Bachelor of Education. The University advises that
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the process involved interactive workshops with Indigenous experts on country, consultative
meetings with Indigenous community educators and the employment of an Indigenous
Project Officer (PF p35).
From interviews with students, staff and external stakeholders, it is found that student
placements are generally well handled by programs in education and health, with good levels
of oversight and coordination in remote areas.
3.5.2
Learning and Teaching Policies and Roles
The University’s policy framework for learning and teaching is under-developed. This view is
consistent with findings in the 2010 internal audit of academic governance compliance
(section 2.5.3), which recommended the priority review of several policies and clarification of
the status of some faculty policies. These policy reviews have now been completed.
Gaps in the availability of current and accessible policies have led to sometimes inappropriate
practice at course level and implementation of existing policy appears inconsistent,
notwithstanding the evident intent of teaching staff to act appropriately. As the audit of
academic governance compliance (section 2.5.3) indicated, committee processes such as
those for the verification of examination results are basically sound.
Assessment is a particular area in need of attention by JCU, for the benefit of students at all
teaching locations (section 4.6). Although there is evidence of appropriate feedback being
given to students on their assignments in some courses, there are strong and consistent
reports in other areas of minimal formative feedback being given to students and of students
having to seek out teaching staff to obtain such feedback. Moderation practices are variable,
as are practices in respect of the use of software to educate students about plagiarism, and to
detect plagiarism, because there are no mandatory requirements.
JCU has recently developed a Learning, Teaching and Assessment Policy. This could be a
valuable document, but in its current form it is too general for the University to expect that it
will be consistently implemented or that it will ensure appropriate conduct in student
learning, teaching and assessment. The University needs to further develop this Policy,
including more detailed guidance on assessment, to ensure a focused embrace by all staff of
their teaching responsibilities.
Recommendation 4
It is recommended that James Cook University further develop its
Learning, Teaching and Assessment Policy, and establish an
implementation plan, to ensure all teaching staff are fully aware of their
responsibilities to students at all teaching locations.
As noted in section 2.6, the University has introduced new academic coordination and
teaching roles and is formalising others. Many of these roles have promise: the positions of
associate deans teaching and learning and of first year coordinators, in particular, are likely to
assist in improving teaching and learning. The associate deans are encouraged to give priority
to ensuring systematic good practice in assessment and moderation.
3.5.3
Flexible Learning
Most courses at JCU are delivered face to face. Although the University has determined that it
will adopt a ‘blended delivery’ approach (SM 02.17), there is no policy direction on the use of
blended delivery other than statements in the Academic Plan and the Curriculum Refresh
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project. Moreover, many staff appear to define flexible delivery in terms of course scheduling
and timetabling.
On the matter of teaching schedules, while some schools are responding to contextual
challenges, including those relating to remote and offshore delivery, with appropriate
semester/trimester arrangements and scheduling, others appear to be locked into rigid
timetabling processes which are in need of review. The University states that ‘students are at
the heart of our University’ but it is difficult to accept that the University takes a studentcentred approach, if it is unable to address timetabling and scheduling issues that appear to
be frustrating students and staff alike on the Townsville and Cairns campuses.
JCU’s online platform for course delivery, based on Blackboard but known as Learn JCU, has
been in operation for some years and all subjects are expected to have a web presence.
Anecdotal evidence indicates about 80 per cent compliance, although it appears that this is
minimal for a large number of subjects. Students report that they would like greater use to be
made by academic staff of the full capacity of Learn JCU, including the ability to submit
assignments online across all subjects.
The University has significant experience in videoconferencing and has been successful in
several initiatives to upgrade the IT capabilities and bandwidth available in its region.
Senior managers at JCU recognise the risks of inaction on flexible delivery. Although some
form of flexible delivery has been embedded in particular courses, there is no evidence of
broadly based or systematic uptake or progress on implementing flexible delivery. It is
important for the University to indicate to staff and students which senior manager is
championing the use of flexible delivery.
JCU needs soon to develop a strategy with clear responsibilities for implementation, taking
into account the danger of overload if such responsibilities are simply added onto existing
staff positions.
3.6 IMPROVING RETENTION
JCU recognises that undergraduate student retention is a significant and continuing problem.
In addition to efforts directed specifically to the support of under-served populations and
remote students, the University is making an effort to address the needs of students
transitioning into university through a first year experience program. There is shared
awareness at school and faculty level that a more nuanced definition of ‘retention’ may be
required to enable the University to capture the actual study patterns of students who are
presently categorised as dropping out when, in fact, they may be shifting courses or ‘stopping
out’ for a period before resuming study. The Audit Panel heard suggestions that attention to
student ‘persistence’ was important, and there is concern among staff over the level of intrinsic
motivation of some school-leaver students, particularly male students.
Responsibility for the development of strategies to improve student retention at JCU has been
given to the Student Experience Advisory Committee (SEAC), which was established in 2010
on the recommendation of a Retention Task Force and Retention Advisory Working Party of
Academic Board. A First Year Experience Questionnaire conducted in 2006 and 2008 has
helped to shape current strategies, especially those in JCU’s First Year Experience (FYE) project.
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Among the specific initiatives introduced by the University to improve retention are:

first year coordinators, who lead academic orientation and transition for commencing
students as well as taking a role in curriculum development, and who are supported by a
first year program coordinator

the ‘On Track’ peer support program for students at risk of failing, enabled by student
tracking and notification capabilities in JCU Learn

LibGuides, web-based resources for students to improve their learning and information
literacy skills

the Litnum project, which has collected information on literacy and numeracy strategies
across faculties and schools to inform ongoing curriculum development and integration
of strategies to address students’ literacy and numeracy needs.
The FYE project has been comparatively well staffed and benefits from a dedicated academic
management position to coordinate activities. The project is believed by JCU to be increasing
the progression into second semester of commencing students. Retention is a particular issue
for one of the fields under this theme, education, and the School of Education has developed
other specific actions.
The implementation and impact of other University-wide initiatives are less apparent. The
University’s Student Mentor Program, which has been operating for some years, relies heavily
on the enthusiasm and dedication of a small number of volunteer students and is reported to
be unevenly implemented across the faculties and schools. Mentors are supported by training
and there are mentor coordinators, but it is time for the University to consider providing more
resources to this program if it is to play a key role in retention strategies.
The provision of information to commencing students appears to be largely concentrated in
activities during orientation week, with little or no subsequent attention to students’
continuing need for information and support. Students suggest that a ‘drip feed’ model spread
over the semester might be more helpful.
There is a need for JCU to establish a more effective and integrated strategy to improve
retention, including clear accountabilities. Greater efforts are needed to ensure adequate
social and academic preparation of students and their families for university study, including
the expectations that students must meet. In this respect, it may be that the intended JCU
pathway college can play a role in preparatory studies for particular cohorts of students.
Recommendation 5
It is recommended that James Cook University develop a more integrated
strategy to increase student retention, including further efforts to ensure
appropriate social and academic preparation of students.
3.7 STUDENT EXPERIENCE
3.7.1
Features of the Student Experience
JCU participated in the Australasian Survey of Student Engagement in 2007 and 2009. Its
performance on most scales improved in 2009 and its results are generally comparable across
benchmark groups. Although JCU does not conduct its own student experience survey,
divisional surveys are conducted, for example for the library and IT services.
Domestic students are included in the International Student Barometer™ survey for JCU.
Survey results for 2010 show that domestic students at JCU generally have high levels of
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satisfaction with many aspects of their learning, but lower levels of satisfaction with
technology and opportunities to gain work experience. Students in Townsville and Cairns
appreciate knowing and being known by the academic staff and their approachability. On
support services, domestic students report generally good levels of satisfaction with welfare
and learning support, but lower satisfaction with social support, including activities on
campus, and very low satisfaction with catering.
It is not clear that the University has mechanisms systematically to analyse or disseminate the
results of surveys, although there is evidence that SEAC considers ISB survey outcomes. The
University would benefit from a consideration of how better to connect student needs and its
activities for social engagement and support.
Notwithstanding the ISB survey findings, it is a strong view of students that student activities
and services are fragmented and poorly coordinated, leading to duplication and gaps in
provision. Anecdotal evidence suggests that social and sporting activities are not widely
provided or taken up on the Townsville campus (section 4.3.2).
In the view of the Audit Panel, the resources devoted by JCU to academic learning and
language support for students are not adequate to meet identified needs, especially on the
Cairns campus. The review of the TLD Unit (section 2.4) recommended that JCU give further
attention to appropriate staffing levels for student learning support, particularly for students
from disadvantaged and non-English speaking backgrounds.
SEAC has overall responsibility for initiatives to improve the student experience, including
retention as noted above. The committee is new and has not yet held many meetings, but to
date there is little evidence that it is providing a strategy for action to improve the student
experience or that it has the ability to bring about change. It is preparing a statement of
strategic intent on the student experience, and has developed a revised Student Charter and a
Student Complaints Protocol.
There is a priority and policy need that the University is not simply reactive in terms of its
efforts to improve student engagement, support, and satisfaction. In this respect, SEAC would
benefit from more direction and focus.
Recommendation 6
It is recommended that James Cook University better focus its strategies
for improving the student experience, through stronger direction by the
Student Experience Advisory Committee to faculties and schools and
improved coordination of student social and welfare support.
Consistent with its commitment to students, strategies for improving the student experience
should address all the University’s teaching locations. There is a clear need for measures to
improve the student experience at JCU Brisbane (section 4.6.4).
3.7.2
Student Feedback on Subjects and Teaching
Improvements to the University’s student feedback surveys received an affirmation and a
recommendation in the 2004 Cycle 1 AUQA Audit Report. Since that time, JCU has undertaken
successive activities to improve these surveys, including:

aligning its Student Feedback on Subjects (SFS) survey questions with the CEQ in 2007

revising its Student Feedback on Teaching (SFT) survey questions, drawing on Curtin
University’s eVALUate survey
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

extending the SFS to JCU Singapore and to JCU’s Brisbane campus, and making SFT
available for staff in these locations
provisions in its 2010 Enterprise Agreement for improvement in the effective feedback of
SFS results to students and the use of SFT to improve teaching performance.
SFS and SFT surveys are widely but not universally used and frequently have low student
uptake. Students suggest that this may be related to the timing of the surveys and, in some
instances, to the way in which they may be accessed. The low response rates are of particular
concern as the results are used in staff performance reviews and promotion applications.
The University advises that its Teaching and Learning Management Subcommittee is working
with the TLD Unit to improve reporting and introduce protocols and processes. Continued
attention by JCU to improving its student feedback surveys, including response rates, and their
extension to other teaching locations, would be helpful.
3.7.3
Student Voice
JCU has an active Student Association and associations for various international student
groups. Students consider that their voice is heard at the level of university governance; a
number of students to whom the Audit Panel spoke had met the Vice-Chancellor and praised
her enthusiasm and approachability. On the evidence available, the student voice is less
consistently heard on academic matters at school and faculty level. For the University to be
able to demonstrate that students are at the heart of JCU, greater attention should be given to
ensuring effective formal and informal student participation at all levels.
3.8 RESEARCH TO ADDRESS THE NEEDS OF UNDER-SERVED POPULATIONS IN HEALTH AND
EDUCATION
Nationally, the University‘s research performance is strong: JCU ranks in the top half of
Australian universities for its weighted publications per research active staff member and for
its active collaborative research projects. JCU’s research performance is recognised also in
world university rankings.
JCU has made substantial investments in research institutes and centres focusing on its
distinctive locations and, more recently, in recruiting and retaining outstanding researchers to
work as ‘tropical leaders’. Although the University acknowledges it is unable to quantify its
tropical research as a proportion of total research effort, it is taking steps gradually to align
much of its research with the four tropical themes (section 1.2.2).
The University has adopted a deliberate strategy of developing collaborative partnerships to
address key research areas and challenges consistent with its tropical themes. In health-related
work, JCU has led collaborative efforts to establish a Queensland Tropical Health Alliance with
the Queensland Institute of Medical Research, Queensland University of Technology and
Griffith University. Other significant initiatives in health disciplines include the Tropical
Medicine Mosquito Research Facility, a substantial group of researchers on public health
issues, and leading research in substance abuse among Indigenous communities.
JCU’s research activities are well aligned to its Statement of Strategic Intent and the four
tropical themes, and much of its research aims to assist under-served populations in the
tropics, especially health-related research.
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Commendation 8
James Cook University is commended for the strong alignment between
its research activities and the four tropical themes under its Statement of
Strategic Intent, noting particularly its strength in health-related research.
To continue to advance this alignment, JCU will need a strategic plan for research and
innovation, to articulate and guide priorities and targets across the University, including
targets for HDR students. At the time of the Audit Visit, the Deputy Vice-Chancellor (Research)
advised that such a plan was in preparation.
Affirmation 3
The development by James Cook University of a strategic plan for
research and innovation is affirmed.
Further commentary on research and research training at JCU is in section 4.7.
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4
THEME: INTERNATIONALISATION
The second theme for this audit was chosen in recognition of the significance of
internationalisation for the University’s Statement of Strategic Intent for ‘A brighter future for
life in the tropics worldwide’, combined with its provision of education to a substantial
number of international students, especially through the RHE operated Brisbane campus and
JCU Singapore.
The scope of this theme includes:

strategy, planning and management

internationalisation of the curriculum

international students’ experience onshore (including teaching and learning at
Townsville and Cairns campuses and at JCU Brisbane)

international students’ experience offshore (including teaching and learning at JCU
Singapore and offshore partners)

student mobility (inbound and outbound)

internationalisation of research.
4.1 STRATEGIC DIRECTIONS AND PLANNING
The University’s objectives for internationalisation, as reflected in the JCU Triennium Plan
2011–2013 are to:

increase the number of international students attending JCU, in particular, more students
from the tropical regions of the world

internationalise the curriculum, with special emphasis on [its]place as Australia’s national
university for the tropics

increase student and staff mobility, especially to locations in the tropics, with a particular
emphasis on mobility between Australia and Singapore

have strategic alliances with other universities, particularly in the tropics, and be seen
throughout the world as a place where overseas students can gain a quality tropical
educational experience

increase opportunities for social integration of domestic and international students

strengthen international collaborative research and collaboration in research training.
Faculty plans reflect these objectives with varying emphases. The University should now
consider how it will systematically aggregate and monitor information about the extent to
which individual faculties are achieving these objectives, as data alone will not address all of
them.
Many staff at JCU exhibit an awareness of internationalisation through their understanding of
the University’s ‘tropical agenda’, which is essentially international in focus and provides staff
with a global outlook on education. The presence of JCU Singapore and the University’s
strength in international research partnerships assist in this perception.
The University’s objectives for internationalisation are consistent with the University’s
Statement of Strategic Intent, although the rationale for engagement by JCU with institutions,
academics and students from non-tropical regions would benefit from clarification.
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4.2 MANAGEMENT AND COMMITTEE RESPONSIBILITIES FOR INTERNATIONALISATION
James Cook University has chosen not to appoint a senior academic manager for
internationalisation. Responsibilities relating to internationalisation are exercised through
faculties (the deans of which report to the Senior DVC) and through James Cook International
(a directorate of the University Services Division, the head of which reports to the Deputy ViceChancellor (University Services) & Registrar). The Senior DVC is responsible also for oversight of
JCU Brisbane, the campus operated by Russo Higher Education.
4.2.1
International Advisory Committee
In 2010, the University reconstituted its International Advisory Committee (IAC) as an advisory
committee to the Vice-Chancellor. The IAC is expected to fulfil the role of ‘peak strategic
governance body within the University in respect of all aspects of the international student
program, internationalisation and international relations’ (IAC Terms of Reference). A major
task for the committee is the development of a Strategic Statement on International
Engagement, which is under way.
The IAC has been operating for only a short time in its current form. The committee, although
engaged in sharing information and reporting on activities, is not effectively prioritising
actions to progress internationalisation and is not able to provide adequate accountability for
achieving or assuring the quality of specific activities. As a governance committee, IAC may
require greater expertise among its membership and a better sense of good practice across
the higher education sector. But, as an internal governance committee, IAC does not possess
the executive authority to hold individuals to account. Greater accountability is required from
executive managers, especially those at the most senior level, for the achievement of
outcomes (section 2.6). This will require additional senior management time to attend to
internationalisation, as the existing senior managers of the University already have very broadranging responsibilities. The findings in section 4.6 indicate that such attention should be
given not only to strategic issues but also to ensuring accountability for effective student
learning, teaching and the student experience at all of JCU’s teaching locations.
Recommendation 7
It is recommended that James Cook University increase the amount of
senior executive time and give attention to internationalisation,
particularly in respect of student learning, teaching and the student
experience at all locations.
The University needs to consider carefully the best way to make use of the IAC and its future
role as a governance committee for internationalisation.
4.2.2
James Cook International
James Cook International (JCI), a directorate within the University Services Division, is
responsible for international student recruitment for Townsville and Cairns campuses,
international student support (section 4.3), student mobility (section 4.5), and transnational
partnerships and compliance (section 4.6).
Notwithstanding very positive views from international students in Townsville and Cairns
about JCI (section 4.3.2), improvements are needed in several areas, some of which have been
identified already by the University. The recent appointment of a new director at JCI may assist
the University to strengthen the improvements in compliance for educational partnerships
initiated before this Cycle 2 audit.
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One of the improvements made by JCU since the 2004 AUQA Audit Report has been the
establishment of a register of all international agreements and partnerships, including those
negotiated by JCU Singapore and the University’s operations in Brisbane. The register,
together with processes developed through the Transnational Partnerships and Compliance
Unit, assists the University to manage and review these partnerships. A future challenge will be
for the University to make decisive and strategic choices about the partnerships it wishes to
support.
4.2.3
Promotional and Marketing Information and Management of Agents
The University aims to increase the proportion of international students at Townsville and
Cairns campuses to 17 per cent by 2013. JCU’s marketing for these campuses emphasises its
research rankings, although the tropical agenda is attractive to many international students,
especially postgraduate students. Marketing for JCU Singapore, managed from Singapore, also
emphasises JCU’s research rankings but stresses price and cost factors as well and the ability to
complete a degree more rapidly through the trimester system used at Singapore and at JCU
Brisbane.
While marketing and promotional material viewed by the Audit Panel is appropriate for
recruitment of international students onshore and at JCU Singapore, it is not evident that JCI is
diligently monitoring all the information provided by its educational partners, including their
websites. Promotional material supplied in respect of the JCU course at Beijing University of
Technology (BJUT) was inappropriate and outdated. The University must increase its active
monitoring of marketing and promotional material for all teaching locations.
JCI has made improvements to its management of recruitment agents, following a review
conducted in 2009 against benchmark indicators in the AUIDF report, including improvements
to agent selection, training, review and contract management, online resources and payment.
In 2010, JCU demonstrated good practice in bringing 10 key agents to Australia under its first
partner familiarisation program.
JCU recruits international students through three separate marketing arms: JCI; JCU Singapore,
which has improved its agent management significantly; and Russo Higher Education (RHE),
which recruits for the JCU Brisbane Campus as well as for RHE’s own programs and which has
an extensive network of in-country managers. An individual offshore agent may be recruiting
simultaneously for all three operations, which from JCU’s perspective may not be an optimal
situation, especially if differential commissions are offered by these three sources. JCI aims to
coordinate matters such as commissions, but this may not always be possible. Added to this is
the cost to the University of running and managing or paying for the three separate marketing
operations. With the full acquisition of JCU Singapore (section 4.6.2), the University now has a
good opportunity to review and possibly rationalise its marketing efforts.
Recommendation 8
It is recommended that James Cook University review its Australian and
Singaporean recruitment arrangements for international students, to
ensure these services are provided in the most cost-efficient and effective
manner.
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4.3 INTERNATIONALISATION AT TOWNSVILLE AND CAIRNS CAMPUSES
4.3.1
International Student Profile
JCU has a distinctive mix of nationalities in its international student cohort in Townsville and
Cairns. Compared with other Australian universities, JCU has proportionately more
international students from Europe, North America and India, a similar proportion from SouthEast Asia and fewer from North-East Asia, although China is still a significant source country.
4.3.2
International Student Experience
Many international students are very satisfied with their experience at JCU in Townsville and
Cairns. As noted in section 3.7.1, the results for JCU in the 2010 ISB survey were strongly
positive in many dimensions. In particular, international students rated JCU’s International
Office and their arrival experience very highly. The University reports that the ratings given by
international students in the ISB placed JCI second of 29 participating universities in Australia,
and 11th of 130 worldwide for the support provided by the International Office, and number
one in Australia for satisfaction with their overall arrival experience for the Townsville and
Cairns campuses. International students feel welcome on JCU campuses in Townsville and
Cairns and believe it is generally easy for them to integrate into campus life.
Commendation 9
James Cook University is commended for the friendly environment it
provides for international students, for the integration of international
students into campus life and for the support provided by the
International Office.
International students, and also domestic students, nominate transport, catering,
accommodation and living costs as areas most in need of improvement. Public transport to
and from the Townsville campus, and to some extent to and from the Cairns campus, is an
issue that the University has not been able to address satisfactorily despite ongoing
discussions with local bus operators. While recognising the efforts of the University to date, the
Audit Panel formed the view that there is a basis for concern and a need for the University to
give further attention to the safety and security of students living off-campus in Townsville,
especially those students who have to walk long distances at night if they cannot arrange
transport home through friends. While new accommodation closer to the campus will
eventually become available through the Discovery Rise project, this is several years away.
The University advises students of the need to pay attention to their personal safety but such
advice is not an alternative to the provision of secure transport when a public bus service is not
available. In the view of the Audit Panel, there is an urgent need for JCU to take steps to ensure
the provision of reliable and safe transport links for students in Townsville that match
University timetables and the norms of campus life.
Recommendation 9
It is recommended that James Cook University explore additional options
for students living off-campus in Townsville to have access to reliable and
safe transport to and from its campuses at times when public transport
services are not provided.
Other areas for improvement of the student experience may be easier for the University to
address and, as noted, JCU has medium-term plans to increase student accommodation. In
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JAMES COOK UNIVERSITY
response to feedback, the University has reviewed its on-campus catering services and plans
to make changes.
On the evidence considered by the Audit Panel, and notwithstanding indications of
satisfaction from respondents in the ISB survey, the University needs as well to take a more
proactive approach to the identification of improvements to social and welfare support for
international students, particularly on the Townsville campus where campus life does not
appear to be flourishing. There is a risk in thinking, as some staff at JCU appear to do, that if
there are not persistent complaints from international students, then there are no problems.
Affirmation 4
The attention being given by James Cook University to improving
accommodation for international students and catering on campus is
affirmed, and the University is encouraged to work more actively to
improve social and welfare support for international students.
4.3.3
English Language Proficiency and Pathways
The University’s International English Language Testing System (IELTS) entry requirement for
international undergraduate students is a score of 6.0 generally and with higher requirements
for some undergraduate and postgraduate coursework degrees, and a score of 6.5 for research
students. As noted in section 3.7.1, the resources devoted by JCU to academic learning and
language support for students are not adequate, especially on the Cairns campus. This in turn
limits the advice that JCU in Australia can provide to support JCU Singapore and its other
education partners, at least one of which has significant challenges in assuring appropriate
English language proficiency for all graduates (section 4.6.3).
Evidence considered by the Audit Panel indicates that the University is not aware of
developments across the Australian higher education sector in the attention and support
given to students’ English language proficiency during their university studies. Academic
Board should address this topic as a matter of priority, as it has implications for the University’s
ability to meet the needs of students from diverse backgrounds, not only international
students, and to support its learning and teaching in other locations.
Recommendation 10
It is recommended that James Cook University give greater attention to
its understanding, practices and resources for ensuring that students
develop appropriate levels of English language proficiency during their
studies.
The University is in the process of establishing an independently managed pathway college, to
be based in both Townsville and Cairns. This college, which will provide foundation and
bridging programs, incorporating English language training, may assist the University to
improve the English language proficiency of students when they enter JCU.
4.3.4
International Student Alumni
As noted in section 2.3, JCU’s Engagement Directorate is relatively new and has focused
initially on establishing networks among domestic alumni. Attention is now being given to
international alumni, with events having been held in Singapore, China and Malaysia. JCU
Singapore has given greater attention to building its own alumni networks among
international students, supported by a dedicated staff member. JCU should now start working
across its main campuses to unite its efforts in alumni development.
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4.4 INTERNATIONALISATION OF THE CURRICULUM
The University, like others in Australia, can point to specific instances where international
perspectives are embedded into curricula across several disciplines and to opportunities for
students to undertake overseas electives or placements within their course, particularly in
health-related courses. A small number of dual and double degrees with international
universities is available. The international perspectives of staff are enhanced by various
collaborative teaching partnerships with universities in tropical regions, such as those in Fiji
and Papua New Guinea.
Internationalisation of the curriculum is a core topic in the University’s Curriculum Refresh
project (section 3.5.1). Course performance reports (CPRs) are required to include a statement
on progress in internationalisation of the curriculum and a preliminary analysis of the
responses across all CPRs was provided to the Audit Panel. The responses indicated a
significant degree of variability in the interpretation of the term ‘internationalisation of the
curriculum’ and in the amount of substantive change that has occurred: some statements
address only international student recruitment and some CPRs report only future intentions.
While JCU intends to monitor changes due to the Curriculum Refresh project, it could develop
a more structured and targeted approach to internationalising its curricula, possibly in the
context of more regular external reviews of courses (section 2.1).
4.5 STUDENT MOBILITY
Since the establishment of an Inbound Study Abroad Program in 2002, JCU has been a popular
‘study abroad’ destination for international students, especially those from the USA and
Europe. In 2009, JCU established a Student Mobility Office to facilitate outbound and inbound
mobility and, while there has been a doubling of outbound semester exchanges in 2010, the
take-up has been slower than hoped (data item 5.10). One reason for this may be that the
University, while making use of external funding for student mobility, provides no funding
from its own resources apart from four small travel grants offered by the Faculty of Arts,
Education and Social Sciences.
The University has acknowledged that some aspects of its outbound student mobility program
require improvement, examples being the compilation of data on all outbound student
mobility, whether co-curricular or within a course and better promotion of opportunities to
students. Management of partners and feedback from returning students are other areas
needing attention.
More significantly, the University needs to decide the degree of priority it wishes to give to
student mobility, given the many other calls on its resources such as better supporting underrepresented students in its region. JCU needs as well to consider how best its tropical agenda
can be supported by outbound student mobility in all its various forms, and from these
decisions to determine the resources it will allocate to enhancing mobility. Without explicit
setting of priorities, staff and students are likely to be confused and uncertain about this
aspect of internationalisation.
4.6 TRANSNATIONAL OPERATIONS AND EDUCATIONAL PARTNERSHIPS
4.6.1
Overview
Since the 2004 AUQA Audit Report, JCU has ended a range of offshore teaching partnerships,
with appropriate teach-out arrangements having been put in place. Current transnational
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JAMES COOK UNIVERSITY
activities involve courses in Fiji, China and JCU Singapore, with JCU Brisbane as a fourth
teaching partnership.
The policy framework for current activities, including JCU Singapore, is a 2004 policy on the
Management of Off-Campus Operations, Ventures and Partnerships. It would be timely for the
University to update this policy in the light of good practices identified in Australia and
elsewhere.
JCU has paid recent attention to quality assurance for international students in other locations,
such as Beijing and Brisbane. Care will need to be taken, however, that various interactions and
processes that have been put in place are not neglected and that adherence to the University’s
policies is maintained.
One issue for educational partnerships and JCU Singapore is a reported lack of formative
feedback to students in many subjects. JCU will need to make significant efforts to ensure that
all staff who teach on its courses, wherever they are offered, are aware of and meet the
University’s expectations for the provision of helpful feedback to assist students to learn.
At a strategic level, JCU needs to determine a clearer and stronger direction for its activities in
Brisbane and Beijing, and ensure that this direction is widely understood, as the Audit Panel
finds there are very mixed views about the fit of these relationships with the University’s
strategic direction.
A thorough internal review of the University Services Division, conducted in 2009, found a
need for more effective communication and management structures in relation to
transnational operations and onshore partners. The review recommended that the Division
strive to ensure equivalence of the academic and student experience in all areas where it has
shared responsibility for these matters with the University’s transnational and onshore
partners. There is some evidence that this has started to occur with JCU Singapore and the
recent full acquisition of that enterprise will assist further.
4.6.2
JCU Singapore
JCU Singapore has been operating since 2003, most recently through a joint venture company
in which JCU was the majority shareholder. This provider is Edutrust-approved by the Council
for Private Higher Education in Singapore, and is aiming to achieve an Edutrust ‘star’ rating.
JCU Singapore offers a wide range of courses in business disciplines, psychology courses and
specialised courses such as a Masters of Guidance and Counselling, as well as offering English
language preparatory courses and a foundation year.
There are several full-time academics in psychology, a requirement for professional
accreditation, and the psychology clinic and professional counselling for students are being
appropriately managed. In business disciplines, there is presently a reliance on sessional staff.
Just prior to the Audit Visit, JCU announced that it had acquired sole ownership of the joint
venture company, which will enable the University to integrate JCU Singapore more fully into
its strategies under the four tropical themes and clear the way for growth.
Having commenced as a teaching-only campus, there is now active, and funded, research at
JCU Singapore, including a research leader in psychology and significant research by a small
number of other staff. There are opportunities for JCU to expand its courses and research in
niche areas.
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In the short term, JCU Singapore is in the process of establishing a second campus, which will
alleviate some of problems in its current overcrowded location. There is a recognition that JCU
Singapore has grown rapidly and must now consolidate its activities and scale up its
administrative and operational support for academic activities, which will include improved
administration systems at JCU Singapore.
JCU Singapore undergoes a four-yearly academic review by JCU, coordinated by the Office of
Quality Enhancement, with the first review being conducted in 2008. The review process has
many elements of good practice, including an annual progress report to the Academic Board.
Despite these efforts, there are noticeable gaps in the systematic assurance of the quality of
teaching, learning and student support at JCU Singapore.
There is an evident need for stronger and broader academic leadership as soon as possible on
this campus. On academic matters, the quality of teaching is reported by students to be highly
variable and examples were given of extremely poor teaching, as well as of very good
teaching. Students report that they often do not receive feedback on their assignments,
although this varies by teacher. Timeliness of feedback is also an issue.
Academic orientation, mentoring and clarification of the University’s expectations for teaching
of its courses are lacking, as is accountability for teaching performance. There is a perceived
need for greater consistency in academic staff appointments in respect of the relationship
between titles and salaries, as well as a need for greater opportunities for academic career
progression.
While relations between JCU subject coordinators and academics teaching at JCU Singapore
are usually sound, they are not close, and moderation practices are inconsistent. Some JCU
subject coordinators do review and moderate actual examples of student work, but this does
not happen systematically. More two-way exchanges would be welcomed by academics at
JCU Singapore.
The Audit Panel formed the view that student exchanges from JCU Singapore to JCU in
Australia are not encouraged, although they are possible, even given the trimester teaching
structure in Singapore. There is an informal student association, which is looking to adopt a
more formal structure and to receive an annual budget for student activities. Currently, if the
association proposes an activity, they can seek funding for it. Funding is usually provided, but
management does not take the initiative to develop these activities.
In JCU Singapore, the University has an exciting opportunity, one that is welcomed by many
JCU staff in Australia. For JCU to realise its vision in Singapore, however, much needs to
change. In addition to changes in the academic staff profile and a very strong need for
effective academic leadership, immediate attention needs to be given to the highly variable
teaching quality and the lack of formative feedback to students in some disciplines.
4.6.3
Beijing University of Technology
JCU offers a Bachelor of Information Technology course through Beijing University of
Technology (BJUT). The course is delivered through BJUT’s computer science department. This
partnership has been in effect since 2004 and is approved by the Ministry of Education in
China under the Chinese-Foreign Cooperation in Running Schools initiative. BJUT is a 211
university, under the control of the Beijing government rather than the national government,
and is a strong partner for JCU.
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JAMES COOK UNIVERSITY
There is a need for more senior level attention to this partnership by JCU, a development that
BJUT would support, including closer monitoring of the provisions of the agreement between
JCU and BJUT and continuation of the more frequent management meetings implemented
prior to the audit. Management of arrangements appears to have been left to the faculty but
not all requirements under JCU policy have been adhered to.
Academics and students enjoy the course and their contact with JCU lecturers. Many of the
students are highly motivated and keen to explore the new knowledge and approaches of an
Australian-style education. There have been recent discussions on having BJUT academic staff
visit JCU in Australia to become more familiar with the JCU style of teaching and its academic
expectations.
English language proficiency is a significant problem, as JCU acknowledges. Admission
processes have used English language tests that are not IELTS but ‘IELTS equivalent’ (eg using
questions that are drawn from past IELTS exams), and some students are taking private English
classes to improve their skills. Of greater concern is the English language proficiency of some
of the otherwise well-qualified academics who teach on the JCU course, as not all subjects are
taught entirely in English.
JCU appears content to continue this partnership largely as a faculty initiative, without
strategic consideration of its future. However, the University needs to make a strategic choice
about the continuation of this partnership with a well-regarded university in China, as it may
present significant opportunities if supported further by JCU.
Whatever the decision, at an operational level, JCU needs to ensure there is: stronger
involvement by senior academic managers; close contract management and monitoring;
greater transparency in the recruitment of students and assessment of their language
proficiency; a stronger focus on providing good formative feedback; and much greater and
more professional English language support for BJUT staff as well as for students.
Recommendation 11
It is recommended that James Cook University provide much greater
English language development support, by appropriately qualified
professionals, for teaching staff and students in its course offered through
Beijing University of Technology.
4.6.4
JCU Brisbane
The campus in Brisbane, which offers courses in business and management from diploma to
master level, is operated by Russo Higher Education (RHE) under an agreement that allows RHE
the right to extend the term subject to satisfactory performance. RHE is responsible for
appointing and managing staff and for all other operations, including student recruitment.
JCU provides subject material, while delivery is by RHE-appointed academics whose
engagement is approved by JCU.
Of the approximately 1100 students at JCU Brisbane, all undergraduate students are
international, but there is a small number of domestic postgraduate students. There appear to
be strong relationships at senior levels between JCU and JCU Brisbane and the new positions
of associate deans at JCU Brisbane will assist in managing any issues which arise in the delivery
of a subject, as well as providing academic advice for students.
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The relationships between RHE teaching staff and subject coordinators at JCU are variable, but
often they are sound and some of the lecturers at JCU Brisbane have met their subject
coordinators from JCU.
The main issues at JCU Brisbane reflect those mentioned above. Of particular concern is the
wide variability by subject and teacher in the amount of feedback students receive on their
assignments. Moreover, as JCU Brisbane teaches in trimesters, there are timing issues in regard
to the release of final marks for subjects: some students do not receive their final marks for a
subject until two or three weeks into the next trimester. There is not strong evidence of action
being taken in response to student feedback on subjects.
Many international students to whom the Panel spoke could communicate reasonably in
English but some first year students were not able to. Learning support for students is
provided through the Learning Resource Centre or through English language course
providers, but as noted elsewhere, JCU should be taking a stronger role in assuring English
language proficiency of its students.
The JCU Brisbane Library has extremely limited resources and students are advised to seek
material from other libraries in Brisbane, as well as using online resources from Learn JCU. The
Audit Panel notes that many of the computers for students’ use are said to have out-of-date
software.
RHE emphasises in its marketing the job placement services of the Russo Group and also the
availability of internships for Bachelor of Business and masters students. There is a workintegrated learning coordinator who appears well-informed and eager, but the actual number
of students who are able to take an internship is very small, due to very limited availability of
placements and the requirement for students to achieve a certain grade point average in order
to be accepted for a placement. JCU needs to ensure that marketing material does not convey
a misleading view of the extent to which students are likely to be able to achieve the grades
required to be offered an internship.
Many undergraduate students are dissatisfied with the lack of social activities and events at
JCU Brisbane. There is a volunteer student council, which has run some activities and which
manages second-hand book sales. Funds for events have been provided when a case has been
made to the Dean but there is no pro-active initiation by RHE of student social activities.
Student welfare issues appear to be identified through students speaking with staff of the
Learning Resource Centre, who may refer students to a professional counsellor. JCU should
work with RHE to improve social and welfare support for students on its Brisbane campus.
4.7 INTERNATIONALISED RESEARCH AND RESEARCH TRAINING
As noted in section 3.8, JCU has a range of well-established research centres and institutes,
many of which concentrate on environmental research relevant to JCU’s location in Far North
Queensland and to the tropics more broadly, such as the ARC Centre of Excellence for Coral
Reef Studies and the Australian Tropical Forestry Institute. The Cairns campus houses some of
these research centres and its research base is further enhanced by the Cairns Institute for
advanced studies in the social sciences and humanities. JCU’s weighted publications and
weighted publications per research-active academic staff member have increased
substantially since 2005.
Much of JCU’s research in tropical fields is highly internationalised already, including its
research relating to climate change, which has received international recognition for its
citation impact. The University reports significant numbers of research grants involving
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JAMES COOK UNIVERSITY
international collaboration, as well as publications with international co-authors, placing it in
the top half of Australian universities for international research projects with research
organisations and projects with international industry partners (data item 5.11).
Commendation 10
James Cook University is commended for its strongly internationalised
research profile.
The University aims to further increase its international collaborations in research and research
training, especially with institutions in tropical regions. The development of research at JCU
Singapore will assist in expanding the University’s networks and the University is exploring the
establishment of an international leadership group for research in the tropics.
JCU has over 300 international higher degree by research (HDR) students, many of whom are
conducting their studies in the University’s areas of tropical research, especially in science,
environment and health disciplines. The University is one of 12 international members of the
consortium awarded funding for an Erasmus Mundus Joint Doctoral Program, ‘Forests and
Nature for Society’.
Research degree students reported that they are generally well supervised and supported.
Both international and domestic research students expressed positive views about the support
they receive from the Graduate Research School, which provides a general research skills
program as well as a specific Skills for International Postgraduates (SKIP) program, which is
compulsory for international research students in their first year of candidature and which
provides a good grounding in academic language and literacy.
Commendation 11
James Cook University is commended for its Skills for International
Postgraduates (SKIP) program and for the operation of its Graduate
Research School.
Despite the presence of appropriate University policy, that further attention is needed to the
actual level of resourcing available to research students across faculties, which appears from
student reports to be highly variable. All research students should have some resources
provided by the University, such as a computer, in addition to other funding appropriate to the
nature of their research activities.
International HDR students, unlike domestic HDR students, currently enrol through the
International Student Office, which is part of JCI, due to particular requirements and systems
capabilities. However, the University intends to address this point.
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5
DATA
Note: The JCU cohort as defined in its draft 2010 Institution Performance Portfolio (IPP) consists
of the Innovative Research Universities group: Charles Darwin University; Griffith University;
Flinders University; La Trobe University; Murdoch University; and the University of Newcastle.
ITEM 5.1: ACCESS AND PARTICIPATION RATES OF EQUITY GROUPS 2009
Indicator
Access rate
Participation
rate
Retention rate
Success rate
Attainment rate
Low SES
Regional
Remote
Indigenous
%
%
%
%
JCU
24.5
18.9
4.3
4.6
Sector
16.0
19.0
1.3
1.6
JCU
25.5
20.2
4.4
3.8
Sector
15.3
18.0
1.1
1.4
JCU
74.2
75.4
72.7
62.5
Sector
80.7
77.7
69.1
66.3
JCU
85.9
90.6
84.3
69.4
Sector
84.8
87.5
81.6
69.6
JCU
26.2
23.4
3.6
2.5
Sector
13.7
16.7
0.8
0.8
Institution/s
Source: JCU Performance Portfolio p30.
ITEM 5.2: JCU ACCESS AND PARTICIPATION RATE EQUITY RANKINGS—ALL STUDENTS
2008 AND 2009
Rate
Access Rate Rank
Participation Rate
Rank
Equity group
2008
2009
Low SES students (under 25)
13
15
Low SES students (all ages)
15
15
Regional students
13
14
Remote students
4
4
Students with a disability
14
22
Indigenous students
3
4
Low SES students (under 25)
13
14
Low SES students (all ages)
15
15
Regional students
13
13
Remote students
4
4
Students with a disability
13
19
Indigenous students
3
3
Source: Draft 2010 Institutional Performance Portfolio for JCU.
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JAMES COOK UNIVERSITY
ITEM 5.3: DOMESTIC FIRST YEAR RETENTION RATES
Institution/s
2005
2006
2007
2008
%
%
%
%
JCU
74.08
71.87
74.71
75.23
IRU cohort
78.00
78.42
77.57
78.97
State – Queensland
76.93
76.73
76.55
78.67
Sector
80.73
81.12
80.73
81.90
Source: Draft 2010 Institutional Performance Portfolio for JCU.
ITEM 5.4: DOMESTIC UNDERGRADUATE RETENTION RATES
Institution/s
2005
2006
2007
2008
%
%
%
%
JCU
77.46
75.91
77.61
74.33
IRU cohort
80.67
80.73
80.57
80.75
State – Queensland
79.24
79.65
79.39
81.10
Sector
82.42
82.86
82.50
83.38
Source: Draft 2010 Institutional Performance Portfolio for JCU.
ITEM 5.5: INTERNATIONAL UNDERGRADUATE RETENTION RATES
Institution/s
2005
2006
2007
2008
%
%
%
%
JCU
73.84
79.25
81.73
80.51
IRU cohort
83.48
84.12
84.60
83.50
State – Queensland
77.04
76.45
79.98
81.97
Sector
83.01
83.10
84.23
84.68
Source: Draft 2010 Institutional Performance Portfolio for JCU.
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ITEM 5.6: INDIGENOUS STUDENTS’ RETENTION RATES
100.0%
90.0%
80.0%
All Indigenous
% Retention
70.0%
Education 60.0%
Health 50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
2006
2007
2008
2009
Source: JCU Performance Portfolio p33.
ITEM 5.7: LOW SES STUDENTS’ RETENTION RATES
100.0%
90.0%
80.0%
All Low SES
% Retention
70.0%
Education 60.0%
Health 50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
2006
2007
2008
2009
Source: JCU Performance Portfolio p33.
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JAMES COOK UNIVERSITY
ITEM 5.8: REGIONAL STUDENTS’ RETENTION RATES
100.0%
90.0%
80.0%
All Regional % Retention
70.0%
Education 60.0%
Health 50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
2006
2007
2008
2009
Source: JCU Performance Portfolio p33.
ITEM 5.9: REMOTE STUDENTS’ RETENTION RATES
100.0%
90.0%
80.0%
All Remote
% Retention
70.0%
Education 60.0%
Health 50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
2006
2007
2008
2009
Source: JCU Performance Portfolio p34.
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ITEM 5.10: JCU OUTBOUND AND INBOUND STUDENT MOBILITY
Number of JCU Australian-based students having an international study experience
2008
2009
2010
Semester exchanges
19
23
51
Short programs
1
1
9
Short programs as part of subject
44
57
39
Other semester exchanges
1
5
3
Practical placements as part of degree
53
73
56
118
159
158
60
59
75
No figure
available
24
49
60
83
124
Total
Number of inbound students from exchange partners
Semester exchanges
Fee paying students from partners
Total
Source: JCU SM3.08.
ITEM 5.11: JCU ACTIVE COLLABORATIVE RESEARCH PROJECTS RANK 2009
Type of project
Number of
projects
Rank
Other Australian universities and research organisations
143
17
International universities and research organisations
50
16
Industry and other partners in Australia
174
18
International industry and other international partners
29
14
Source: Draft 2010 Institutional Performance Portfolio for JCU.
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JAMES COOK UNIVERSITY
APPENDICES
APPENDIX A: THE AUDIT PANEL
Dr Jeanette Baird, Executive Director, Australian Universities Quality Agency
Dr Julie Jackson, Pro Vice-Chancellor (Quality Enhancement), La Trobe University
Professor Kevin McConkey, Deputy Vice-Chancellor (Academic and Global Relations), The University of
Newcastle (Chair)
Dr Anne Martin, Higher Education Consultant
Professor Jinghuan Shi, Executive Director, Institute of Education, Tsinghua University, People’s
Republic of China
Observer:
Dr Claire Atkinson, Director, Quality Assurance Unit, Higher Education Group, Australian Government
Department of Education, Employment and Workplace Relations
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APPENDIX B: ABBREVIATIONS AND DEFINITIONS
The following abbreviations and definitions are used in this Report. As necessary, they are explained in
context.
AAO .................................................... Audit and Assurance Office of JCU
AUIDF................................................. Australian Universities International Directors’ Forum
AUQA ................................................. Australian Universities Quality Agency
AVCC .................................................. Australian Vice-Chancellors’ Committee (now Universities Australia)
BJUT ................................................... Beijing University of Technology
CAUDIT .............................................. Council of Australian University Directors of Information Technology
CAUL .................................................. Council of Australian University Librarians
CEQ ..................................................... Course Experience Questionnaire
CPPO .................................................. Corporate Planning and Performance Office of JCU
CPR ..................................................... Course Performance Report
DEEWR ............................................... Australian Government Department of Education, Employment and
Workplace Relations
DEST ................................................... Australian Government Department of Education, Science and
Technology
DIISR ................................................... Department of Innovation, Industry, Science and Research
DVC ..................................................... Deputy Vice-Chancellor
HDR .................................................... higher degree by research
IAC....................................................... International Advisory Committee
IELTS ................................................... International English Language Testing System
IHCAP ................................................. Indigenous Health Careers Access Program
IRU....................................................... Innovative Research Universities
ISB ....................................................... International Student Barometer™ survey by i-Graduate
IT .......................................................... information technology
JCI ........................................................ James Cook International
JCU ...................................................... James Cook University
KPI ....................................................... key performance indicator
MCEECDYA ...................................... Ministerial Council on Education, Early Childhood Development and
Youth Affairs (established on 1 July 2009)
MCEETYA .......................................... Ministerial Council on Education, Employment, Training and Youth
Affairs (now disbanded)
National Protocols ........................ National Protocols for Higher Education Approval Processes
OQE .................................................... Office of Quality Enhancement
PF p ..................................................... Performance Portfolio page reference
Portfolio ............................................ Performance Portfolio
PVC ..................................................... Pro Vice-Chancellor
RATEP................................................. Remote Area Teacher Education Program
RHE ..................................................... Russo Higher Education (operator of the JCU Campus in Brisbane)
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SEAC ...................................................Student Experience Advisory Committee
SES.......................................................socio-economic status
SIAS .....................................................School of Indigenous Australian Studies
SFS.......................................................Student Feedback on Subjects
SFT.......................................................Student Feedback on Teaching
SM .......................................................supporting materials
SSI ........................................................Statement of Strategic Intent
TAFE....................................................Technical and Vocational Education
TEQSA ................................................Tertiary Education Quality and Standards Agency
TLD ......................................................Teaching and Learning Development, as in the TLD Unit at JCU
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