Council approval: C05/81, 23 August 2005

Introduction
Context
External context
Internal context
Plan
Learning and teaching mission
Goals
Key performance indicators
Benchmarking
Action plans

Introduction

This is the University's second Learning and Teaching Plan. It supersedes the Learning and Teaching Management Plan adopted by the University Council in 2002.

This plan is derived from the University Strategic Plan and is informed by the external and internal operating environments.

The purpose of the plan is to guide the development of learning and teaching in the University for the next three years. The plan comprises contextual statements, five goals to be achieved in the next three years, action plans to inform implementation, and seven key performance indicators by which the learning and teaching performance of the University will be monitored and evaluated.

The first learning and teaching plan was primarily focused on establishing new learning and teaching foundations in a period of rapid change in the Australian higher education sector. These foundations included the adoption of a statement of graduate attributes, establishment of a number of frameworks, such as a framework for the recognition and reward of excellent teaching, and to advance the introduction of e-learning and articulation with TAFE programs. The institution is now ready to move to the next stage, so this plan addresses the ways in which the University intends to focus on the institution's performance in learning and teaching.

The Deputy Vice-Chancellor, on the advice of the Learning and Teaching Management Committee, will review the plan on an annual basis. A new plan will be developed in 2007 to address the next planning period.

Context

This plan has been developed in relation to both the external and internal operating environments.

External context

The external context for learning and teaching in the University is strongly influenced by three major developments of the past year. These are the Learning and Teaching Performance Fund, the Carrick Institute, and the proposed Research Quality Framework. The Australian University Quality Agency has been exerting significant influence for several years and the Agency will conduct the University's first quality audit early in the life of this plan.

Learning and Teaching Performance Fund

The University is currently ensuring that it meets the requirements for stage one of the Learning and Teaching Performance Fund. This involves having the following published on the University's corporate web page:

• A current learning and teaching plan
• Academic probation and promotion policies that include criteria related to gathering and responding to student feedback on teaching and courses
• A current staff development policy
• An annual program of academic development opportunities for teaching and research staff
• Aggregated student feedback data

Assuming the University is deemed to have met the stage one requirements, its learning and teaching performance will be assessed and if its performance is good enough, it will be among the number of universities that receive a grant from the fund. These grants will be awarded on the basis of institutional performance against key indicators such as those proposed for this plan.

Even if the University does not compete successfully in this fund in 2005, the fund represents an excellent opportunity for the University over the coming period to win additional resources for the development of learning and teaching. University performance in this fund will also have consequences for the institution's reputation and image in the community and within the sector.

Carrick Institute

The Carrick Institute is still in its establishment phase, but it has already taken over responsibility for the grants program and teaching awards of the former Australian University Teaching Committee.

From 2006 the Carrick Institute will manage an expanded university teaching awards program, grants programs, and other activities such as the provision of clearinghouse services and processes for the dissemination of good learning and teaching practices.

Like the Learning and Teaching Performance Fund, the Carrick Institute provides excellent opportunities for this University to win additional resources for the development of learning and teaching. Beyond this, it provides opportunities for staff to become involved in well-funded, collaborative ventures with colleagues in other universities and institutions that advance aspects of university learning and teaching and enhance the reputations of individuals and the University.

Similarly, like the Learning and Teaching Performance Fund, University performance in the Carrick Institute's programs will also have consequences for the institution's reputation and image in the community and within the sector.

Research Quality Framework

The proposed Research Quality Framework is likely to sharpen the criteria by which the quality and impact of research in Australian universities are assessed and change the way DEST funds research in universities. This university will continue to view itself as an institution whose mission very much includes research and research training and will make every effort to ensure its research profile and performance is such that it continues to attract both DEST and National Competitive Grants income to support its research effort. Consequently, the University will be particularly assiduous in implementing its Research and Research Training Plan and this will involve increasing attention to research and research training for many of the University's teaching and research staff.

The implications of the proposed Research Quality Framework are widespread and very serious for all universities, but none more than this one. Among these implications are potential affects on learning and teaching in the University. It is imperative that the University increase its research profile and performance, and this must be achieved in ways that strengthen, not weaken, its learning and teaching mission. This is one of the major reasons the University has already commenced being very deliberate about the teaching-research nexus. Central to its academic advancement over the next period must be the integrated development of educational programs and research programs that become signature programs of the University because of their national and international standing.

Australian University Quality Agency

The AUQA quality audit of the University in 2006 will ask four key questions about learning and teaching in the institution: What are you trying to do? How are you trying to do it? How well are you succeeding and how do you know? How are you trying to improve? The University's Strategic Plan and this plan, which seeks to elaborate the learning and teaching goals of the Strategic Plan, form the basis of the answer to the first question and provide key information about the remaining three questions. The audit will establish the extent to which the University is aligning its resources and energies with what is stated in the plan, and assess the effectiveness of the University's evaluation and improvement processes.

Overall, the external context in which the University is operating is characterised by a progressive displacement of traditional Commonwealth funding by the need to win both public and private resources in a more competitive environment. This plan must position the University to be successful in bringing competitively achieved resources into the institution through, and in support of, its range of learning and teaching activities.

Internal context

The most significant feature of the internal environment of the University in learning and teaching is growth. This plan comes into existence at the beginning of a period when a range of new programs are being planned and many new staff will be appointed. The excitement of this expansion is accompanied by the realisation that the character of the institution is also changing. A major feature of this change is the need to establish and consolidate systems that will enable the institution to continue to function effectively and efficiently as it becomes bigger and more complex. Much of this plan is about the processes of transition to the next phase in the maturing of the University as a public institution gaining increasing recognition of its role in a rapidly growing region at a time when resourcing of public institutions is increasingly linked to measures of productivity.

Another major feature of the internal operating environment is the diversity of the student population. The University has students with a very wide range of backgrounds and types of preparation for higher education. Consequently, addressing the diverse needs of the student population is a significant element of this plan.

Plan

University mission

The University's mission is:

To be the major catalyst for the innovative and sustainable economic, cultural and educational advancement of the region through the pursuit of international standards in teaching and research.

Learning and teaching mission

The University's learning and teaching mission is:

To enable successful student learning through effective teaching, excellent curriculum design, and the generation of a positive academic environment.

Goals

The goals for the Learning and teaching Plan: 2005-2007 are:
1. To enhance student learning outcomes
2. To enhance student learning experience
3. To extend institutional valuing of excellent teaching
4. To advance the flexibility and learner-centredness of curriculum design and delivery
5. To advance the teaching-research nexus

Key Performance Indicators

The key performance indicators of this plan are:

Student attrition

Description: Proportion of commencing undergraduate students in any given year who neither graduate nor continue studying in an award program at the university in the following year
Measures: DEST data
Targets: Reduction in attrition each year of the plan aiming for reduction to 33 percent by end of plan

Student progress

Description: Commencing undergraduate student load passed as a proportion of load attempted each year
Measures: DEST data
Targets: Maintain proportion during life of plan

Student satisfaction

Description: CEQ Overall Satisfaction Index - percentage level of satisfaction and,
- comparison of institutional Means by Field of Education and level of qualification CEQ Good Teaching Scale - percentage level of satisfaction and,
- comparison of institutional Means by Field of Education and level of qualification CEQ Generic Skills Scale - percentage level of satisfaction and,
- comparison of institutional Means by Field of Education and level of qualification
Measures: Course Experience Questionnaire
Targets: Maintain overall graduate satisfaction and achieve a statistically significant positive difference compared to other institutions by undergraduate field of education with respect to all three elements

Graduate destinations

Description: "Percentage of graduates in preferred employment who are available for employment", and "percentage of graduates in further full time study"
Measures: Graduate Destination Survey
Targets: Annual improvement in each year of plan

Advancing the teaching-research nexus

Description: The mutually reinforcing connections between teaching and research that are central to the meaning of higher education and include: bringing lecturers' research findings into the classroom; applying lecturers' research findings to curriculum design and development; developing students' research capabilities; developing communities of scholars; exploring the meanings of, and debates about, research in the classroom; developing generic research attributes; researching teaching; teaching leading/contributing to research
Measures: University surveys, Student Feedback on Teaching and Student Feedback on Courses
Targets: Clear evidence in surveys that each of these elements are present in, and consciously being advanced by, all faculties by December 2006; systems in place to collect quantitative and qualitative data on each of these elements by December 2006; baseline data established on each of these elements by June 2007

Teaching research and development

Description: Research into Higher Education learning and teaching practice
Measures: Quantity and quality of applications for the University's Teaching Research and Development Grants scheme; number of DEST recognised publications; success in applying for Carrick Institute grants; success in applying for ARC Linkage and Discovery grants
Targets: Annual increase in the number and success of applications for the University's Teaching Research and Development Grants scheme; at least four DEST recognised publications during the life of the plan; success with at least one Carrick Institute grant in which we are the lead institution and involvement in at least three where other institutions take the lead, during the life of the plan; involvement in at least one area-related ARC Linkage and Discovery grant where another institution may take the lead role, during the life of the plan

Engagement with the professions, industry and the regional community

Description: Active and significant connections between program/course teams and relevant professions industry and the regional community
Measures: Data on involvement of relevant professional, industry and community representatives in program and course development and evaluation; direct involvement of program/course team members in the activities of relevant professions, industries and regional community groups; uptake of professional, industry and community experience opportunities (eg through the University's Professional Development Program) by program/course team members; uptake by students of work placement and internship opportunities
Targets: Systems in place to collect quantitative and qualitative data on each of these elements by December 2006; baseline data established on each of these elements by June 2007; annual increase in uptake of professional, industry and community experience opportunities; annual increase of proportion of undergraduate load taking up work placement and internship opportunities

Benchmarking

The University will benchmark its learning and teaching performance in much the same way as it does for its research and research training performance. That is, key performance data will be benchmarked against all Queensland universities, the New Generation Universities, and Charles Sturt University, Southern Cross University, and Swinburne University.

In addition, the University will benchmark at a deeper level against selected areas of performance with chosen institutions. In some cases this will involve a project approach that may lead to collaborative evaluation and improvement processes. This type of benchmarking will occur at both faculty and whole of institution levels.

Action plans

The following action plans for each goal indicate the actions to be taken to achieve the goal, the main ways in which progress in implementing the actions and achieving the goals will be measured, and the key performance indicators that relate to each goal.

Responsibility for implementation of the action plans is shared between the Learning and Teaching Management Committee, Deputy Vice-Chancellor and Office of Learning, Teaching and Research, Deans, Faculty Learning and Teaching Coordinators and academic staff.

Learning and Teaching Management Committee

Progress in implementation of the action plans is an agenda item for all meetings of the Learning and Teaching Management Committee. The committee receives, discusses and makes recommendations to the Deputy Vice-Chancellor on a written report on the stage of implementation of each action plan. An additional agenda item for all meetings of the committee is detailed discussion of a key aspect of one of the action plans. This also generally results in recommended actions for the consideration of the Deputy Vice-Chancellor.

Deputy Vice-Chancellor and Office of Learning, Teaching and Research

The Office of Learning, Teaching and Research coordinates University wide implementation of the plan on behalf of the Deputy Vice-Chancellor. This includes monitoring implementation of the plan, preparation and presentation of progress reports for each meeting of the Learning and Teaching Management Committee and ensuring recommendations to the Deputy Vice-Chancellor from the Learning and Teaching Management Committee are followed up. In addition, the Office of Learning, Teaching and Research is responsible for direct implementation of aspects of the plan, such as coordinating the development of policies, procedures, guidelines and systems, provision of academic development activities, management of key performance indicators, supporting curriculum development, promoting research into teaching, facilitating TAFE articulation, and coordinating the expansion of e-learning.

The Deputy Vice-Chancellor has overall responsibility for learning and teaching in the University and therefore is ultimately responsible for the implementation of all aspects of the plan.

Pro Vice-Chancellor International and Development

The Pro Vice-Chancellor International and Development has a key role in the implementation of the plan because he is the chair of the Learning and Teaching Management Committee and his area includes quality assurance, the Strategic Information and Analysis Unit, and Marketing and Communications.

Deans

Deans are responsible for the design, delivery, evaluation and ongoing improvement of the University's programs and consequently play a central role in ensuring key aspects of the plan are fully implemented.

Faculty Learning and Teaching Coordinators

The role of Faculty Learning and Teaching Coordinators is to support Deans in the management and development of learning and teaching, and therefore they also play a central role in ensuring key aspects of the plan are fully implemented.

Academic staff

All academic staff in their various roles as lecturers, tutors, coordinators and academic leaders are central to the implementation of the plan.

Goal 1: To enhance student learning outcomes

1.1

Action: Further develop the learning and teaching policy context:

• Complete the suite of core learning and teaching policies and procedures
• Complete implementation of graduate attributes

Measures of progress:

• The following policies have been adopted by the University Council: Learning and Teaching Policy, e-Learning Policy, Assessment Policy, Plagiarism Policy, Program Review and Course Evaluation Policy, Evaluation and Improvement of Teaching Policy
• For each policy there is a set of procedures, forms, and guidelines
• Appropriate systems have been implemented (eg Curriculum Management System)
• All students maintain an e-portfolio to track progress in the development of graduate attributes

1.2

Action: Enhance curriculum design and teaching quality:

• Provide academic development activities focusing on curriculum design and effective teaching strategies, including curriculum design and teaching strategies that address student diversity

Measures of progress:

• A range of academic development activities opportunities is available to lecturers
• Deans and other senior staff actively encourage and support participation in academic development activities
• Constructive approaches to addressing student diversity are evident in program and course outlines

1.3

Action: Enhance student learning support:

• Further develop coordination and integration of University-wide and faculty-based student learning support activities

Measures of progress:

• Increase the provision of student learning support in faculties

1.4

Action: Further develop the collection and use of learning and teaching performance data:

• Adopt a complete set of learning and teaching performance indicators for the University and organise data collection around the University's learning and teaching performance indicators

Measures of progress:

• Performance data is routinely made available to the DVC, Deans, faculty learning and teaching coordinators, program coordinators, course coordinators, and lecturers
• Performance data informs ongoing evaluation and improvement processes

Related Key Performance Indicators

• Student attrition
• Student progress
• Student satisfaction
• Graduate destinations

Goal 2: To enhance student learning experience

2.1

Action: Maintain and support the First Year Experience Project:

• Further develop Orientation Week and the first six weeks of semester as a designated transition period
• Develop and support the implementation of guidelines about learning and teaching strategies that enhance student transition to university
• Introduce awards for staff who recognise excellence in teaching and student learning support for first year students
• Embed excellent transition to university practices in the operations of faculties and administrative areas
• Develop a range of transition programs, including further enabling courses, to improve transition to university for school leavers and mature-age students

Measures of progress:

• Orientation Week and the first six weeks of semester include a range of transition activities related to learning and teaching
• Transition guidelines have been developed and are commonly used by lecturers
• Awards for staff who recognise excellence in teaching and student learning support for first year students have been introduced
• The Course Outline template for first year courses includes prompts for learning and teaching practices that are likely to enhance student transition and success
• Faculty and cost centre operating plans and budgets routinely address transition issues
• Coordination between the design and delivery of transition programs, enabling courses and core courses is maximised

2.2

Action: Further develop student work placements, internships and study abroad:

Measures of progress:

• Undergraduate students have the opportunity to participate in a substantial placement in industry that is related to their program of study and career aspirations
• Undergraduate students have the opportunity to participate in study abroad

2.3

Action: Further internationalise the curriculum:

• Define internationalisation of the curriculum
• Develop guidelines for internationalisation of the curriculum

Measures of progress:

• Program reviews and course evaluations address internationalisation issues

Related Key Performance Indicators

• Student attrition
• Student progress
• Student satisfaction
• Graduate destinations
• Engagement with the professions, industry and the regional community

Goal 3: To extend institutional valuing of excellent teaching

3.1

Action: Further develop the Framework for the Recognition and Reward of Excellent Teaching

Measures of progress:

• Introduce a visiting teaching fellows scheme

3.2

Action: Extend the provision of quality academic development opportunities

Measures of progress:

• Further develop academic staff induction
• Introduce a foundations of university teaching program for new lecturers
• Introduce a graduate certificate in tertiary teaching
• Further develop Wednesday Workshops

3.3

Action: Further develop lecturer participation in research into learning and teaching

Measures of progress:

• Increase the value of grants in the Teaching Research and Development Grants Scheme
• External grants from agencies such as the Carrick Institute, the ARC and DEST fund significant projects

3.4

Action: Develop a statement of principles guiding learning and teaching in the University

Measures of progress:

• A statement is developed annunciating agreed principles, implications for practice and responsibilities for implementation
• The statement is adopted by University Council

Related Key Performance Indicators

• Student attrition
• Student progress
• Student satisfaction
• Graduate destinations
• Advancing the teaching-research nexus
• Teaching research and development

Goal 4: To advance the flexibility and learner-centredness of curriculum design and delivery

4.1

Action: Develop a framework for program articulation and student pathways between TAFE and the University

Measures of progress:

• Provide a matrix of credit transfer and student pathways in relation to all relevant programs

4.2

Action: Create opportunities for students to gain a TAFE qualification while undertaking a USC degree

Measures of progress:

• Develop a range of concurrent programs

4.3

Action: Further develop mixed modes of delivery that make programs more accessible to students

Measures of progress:

• Explore a range of strategies including intensive modes of delivery, and mixtures of on- and off-campus enrolment and delivery

4.4

Action: Extend the strategic, high quality provision of e-learning

Measures of progress:

• Develop an e-Learning Strategy for the five years from 2006 to 2010

Related Key Performance Indicators

• Student attrition
• Student progress
• Student satisfaction
• Graduate destinations
• Engagement with the professions, industry and the regional community

Goal 5: To advance the teaching-research nexus

5.1

Action: Articulate the meaning and significance to the University of the teaching-research nexus:

• An appropriate document is drafted and adopted

Measures of progress:

• Awareness and understanding of the teaching-research nexus, and its importance to the University, is significantly increased

5.2

Action: Further develop the use of lecturers' research findings in the classroom

Measures of progress:

• Lecturers demonstrate their currency, credibility and enthusiasm by routinely bringing their research findings into the classroom
• Students rate lecturers and courses highly for the use of lecturers' own research findings
• Discussion about, use of, and training in research are routinely integrated into undergraduate courses, including first year

5.3

Action: Further develop the use of lecturers' research in curriculum design and development

Measures of progress:

• Curriculum design and development is routinely informed by relevant research literature and lecturers' own research findings; Knowledge and understanding about research, including the issues and contestation about research, are embedded in the curriculum from first year

5.4

Action: Further develop students' research skills and understanding at undergraduate level:

• Students undertake minor research tasks at undergraduate level

Measures of progress:

• Students are introduced to key research skills at undergraduate level; Bachelor Honours graduates possess a breadth and depth of research skills and understanding; Some students are involved in research internships with experienced researchers

5.5

Action: Develop research-based communities of scholars that include undergraduate students

Measures of Progress:

• Groups of lecturers form around mutual interest in scholarship in a particular field or area; These groups include undergraduate and postgraduate students; These groups are internationally connected to the cutting edge of their field or area through seminars, the involvement of expert colleagues and the use of electronic discussion groups

5.6

Action: Further develop research into teaching as a normal part of academic work.

Measures of Progress:

• There is strong and healthy competition for Teaching Research and Development Grants; Lecturers routinely publish the findings of their research into teaching in higher education journals

5.7

Action: Capture further ideas for research that emerge from teaching

Measures of Progress:

• Good ideas that emerge from classroom activities are routinely fed into active research programs

Related Key Performance Indicators

• Student attrition
• Student progress
• Student satisfaction
• Graduate destinations
• Advancing the teaching-research nexus
• Teaching research and development
• Engaging with the professions, industry and the regional community