FACULTY OF SCIENCE SCIENCE EXECUTIVE COMMITTEE · 2015. 7. 13. · 6. MINUTES FROM PREVIOUS...

FACULTY OF SCIENCE

SCIENCE EXECUTIVE COMMITTEE

Members Dean (Chair) Prof Tony O’Donnell Deputy Dean Prof Brendan Waddell General Manager & Executive Officer Ms Christine Richardson Faculty Manager Ms Abbe Rorrison Heads of Schools Agricultural & Resource Economics Prof David Pannell Anatomy, Physiology & Human Biology Prof Shane Maloney Animal Biology Prof Sarah Dunlop Chemistry & Biochemistry Prof Mark Spackman Earth & Environment Prof Matthew Tonts Physics Prof Ian McArthur Plant Biology Prof Tim Colmer Psychology Prof Murray Maybery Sports Science & Exercise Health Prof Tim Ackland Up to 2 representatives of Institutes and Centres Prof Kadambot Siddique or

Prof Phil Vercoe or Prof Dan Murphy Associate Deans Associate Dean Teaching and Learning A/Prof Peter Hammond Associate Dean Graduate Research Studies Prof Andrew Page Co-opted members By Invitation Ms Kelly Elliott (for Minutes)

The next meeting of the Science Executive Committee is scheduled for 3:00 pm on Tuesday 17th February 2015 in the Science Board Room (Room G108, Ground Floor of Agriculture Central).

Christine Richardson, Executive Officer

1. WELCOME

The Chair welcomes Members to the meeting.

2. APOLOGIES

Members are advised that membership of this committee is as listed above and that a deputy is not required should a member be unavailable to attend a meeting.

Prof David Sampson, Prof Kadambot Siddique

3. DECLARATIONS OF POTENTIAL OR PERCEIVED CONFLICTS OF INTEREST - REF: F45668

4. CHECK IN

5. IDENTIFY TOPICS FOR DISCUSSION IN PART IV

Meetings will be structured so that ample time is made available for robust discussion about strategic issues. Members can put forward items for discussion in advance of the meeting. In addition, members will be invited at the start of each meeting to identify items for discussion at Part IV of the Agenda.

6. MINUTES FROM PREVIOUS MEETINGS

The Minutes of the Science Executive Committee meeting held on 18 November 2014 are presented at Attachment A. Members are asked to confirm that these minutes are a true and correct record of that meeting.

7. UPDATE ON ACTION ITEMS

ITEM DUE DATE / RESPONSIBILITY

STATUS

Science working party regarding potential use of Combined Workshop

General Manager Agreement with Schools about shared use between SEE (petrographic facilities) and PBIOL (future CERs); funding secured for initial changes.

New academic appointments in SCB

Head of School Interviews conducted; two recommendations to appoint were made. One offer has been accepted, commencing July 2015.

New academic appointments in APHB

Head of School 3 x Level B/C – candidates shortlisted and interviews taking place in March 2015.

New academic appointment in CMCA

Director Interviews conducted in February 2015, selection process ongoing.

Policy for close personal relationships within co-supervision of students

General Manager Faculty-wide policy to be written, present at March Science Exec meeting.

Workload models Heads of Schools General Manager

Feedback received from Schools; awaiting developments around PPP to identify next steps and timeline.

Academic Appointments in the School of Animal Biology

Head of School Tenurable appointment in Applied Entomology (Level C/D; replacement; two years funded by GRDC); preliminary interviews of shortlisted candidates undertaken, preferred candidate in Perth for selection activities on 13 Feb 2015.

Review chemical safety systems – working party

Heads of Schools Root Cause Analysis report available for discussion at March meeting, confirm next steps and timeline then.

Academic Appointment of Deputy Director for the Australian Herbicide Resistance Initiative

Head of School Position advertised. Shortlisting and interviews to take place in March and April 2015.

PART I: ITEMS FOR COMMUNICATION TO BE DEALT WITH EN BLOC

8. ARC INDUSTRIAL TRANSFORMATIONAL TRAINING CENTRE

Members are reminded that at the last meeting of this Committee, the Head of the School of Earth and Environment tabled a proposal prepared by the Centre for Exploration Targeting for an ARC Industrial Transformational Training Centre (ITTC) to train the next generation of young industry-focused geoscientists in the integrated interpretation of multiple geosciences data sets, their multidimensional analysis, and in their value to mineral explorers and governments.

It was proposed that the Training Centre will support 13-15 PhD students and 5-6 Postdoctoral Fellows, with the PhD students following a tailored graduate program including 3 training courses, an industry-hosted 1-year collaboration and an oral defence of the thesis. Transformational delivery of training will be through development of an Exploration Simulator.

The ITTC meets the Faculty’s objectives and will be driven by a strong Centre. The initiative has already received substantial funding from both industry and other institutions.

The research matching funds from the Faculty and School over 5 years is $1m ($100k each per year for 5 years).

Members are provided with the revised proposal which was approved by the Dean at Attachment B to the agenda.

PART II: ITEMS FOR DECISION TO BE DEALT WITH EN BLOC Nil

Faculty of Science – Science Executive Committee Agenda 17 February 2015 Page 2

PART III: ITEMS FOR DISCUSSION AND DECISION

9. INTEGRATED PLANNING EXERCISE (IPE)

Following the Science Executive planning session on 9 – 10 February, 2015, the draft Faculty of Science Plan has been updated to reflect those discussions. The document is still lacking competitor analysis, key measures and targets and key risks. It is anticipated that comparative data will be provided soon by the University.

Attachment C refers.

The Science plan will be presented to the University Executive on Monday 9 March 2015 from 10:30 am to 12:30 pm in the Faculty of Science Common Room. A small group has been developing a presentation plan and will be asked to report.

For discussion

10. PEOPLE, POTENTIAL AND PERFORMANCE (PPP)

The draft green paper for the Faculty of Science People Potential and Performance framework was discussed at the Science Executive planning session on 9 – 10 February, 2015, and a number of issues were raised in discussion. These included:

• Adding to the teaching and learning matrix (Table 4), the capacity to report on performance in teaching leadership and in coordination of units, majors or courses.

• Providing median performance standards (in addition to minimum standards) to foreshadow performance required for promotion to the next level.

• Recognising the contribution that research intensive staff may provide to teaching and learning. • The importance of self-management of performance by individuals.

Members were also asked to provide any further comment through to the Dean. The document has been updated in a minor way, and is provided at Attachment D.

For discussion

11. NEW APPOINTMENT SCHOOL OF EARTH AND ENVIRONMENT - GEOGRAPHICAL INFORMATION SCIENCE

Subsequent to the retirement of a staff member through ill health, the School of Earth and Environment wishes to proceed with a tenurable appointment in the area of Geographical Information Science (GIS). This is a core discipline within the Geography and Environmental Science area with significant student load at both undergraduate and postgraduate levels. It is also central to the development of the Master of GIS, and in the School’s target areas for research. A business case is being prepared by the School and will be circulated prior to the meeting (Attachment E to the agenda).

The Head of School will speak to this proposal.

For discussion and decision

12. DEAN’S REPORT

Winthrop Professor Tony O’Donnell, Dean and Chair, will provide a brief report to the Science Executive Committee.

For discussion

PART IV – NEW ITEMS FOR DISCUSSION Other items for discussion identified at the start of the meeting.

13. ANY OTHER BUSINESS

14. NEXT MEETING

The next meeting of the Science Executive Committee is scheduled for Tuesday, 17 March 2015 at 3:00pm in the Science Boardroom (G108 Agriculture Central).

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FACULTY OF SCIENCE

SCIENCE EXECUTIVE COMMITTEE

PRESENT

W/Prof Tony O’Donnell, W/Prof Brendan Waddell, Ms Abbe Rorrison, W/Prof David Pannell, Prof Shane Maloney, Prof Matthew Tonts, W/Prof Ian McArthur, W/Prof Tim Colmer , Prof Murray Maybery, W/Prof Tim Ackland, W/Prof Kadambot Siddique, A/Prof Peter Hammond, W/Prof Andrew Page , Prof Dawn Freshwater, Ms Emma Badminton, Ms Kelly Elliott (for Minutes)

1. WELCOME

The Chair welcomed Members to the meeting.

2. APOLOGIES

Members are advised that membership of this committee is as listed above and that a deputy is not required should a member be unavailable to attend a meeting.

Ms Christine Richardson, W/Prof Sarah Dunlop, W/Prof Mark Spackman, W/Prof David Sampson

3. DECLARATIONS OF POTENTIAL OR PERCEIVED CONFLICTS OF INTEREST - REF: F45668

Nil.

4. MINUTES FROM PREVIOUS MEETINGS

It was

RESOLVED 124/2014

To confirm the Minutes of the Science Executive Committee meeting held on 21 October 2014 as a true and correct record of that meeting.

5. UPDATE ON ACTION ITEMS


STATUS

Five Year Staffing Plans and Dean’s meetings with each school

Dean Further meetings being scheduled; future meetings to reflect future financial situation. Plant Biology, Animal Biology have requested follow up meetings.

Science working party regarding potential use of Combined Workshop

General Manager IOMRC building project briefing 24 October; for both Watermans & Crawley. Advised BSAU now not scheduled for imminent demolition. Further discussions re Combined Workshop now planned for early December.

New academic appointments in SCB

Head of School Interviews conducted; recommendations to appoint made.

New academic appointments in APHB

Head of School 3 x Level B/C – advertised, closing date 28th November.

New academic appointment in Psychology

Head of School Selection process concluded; offer made.

New academic appointment in CMCA

Director Selection process in progress.

Policy for close personal relationships within co-supervision of students

General Manager Faculty-wide policy to be written.

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STATUS

Workload models Heads of Schools General Manager

Members to review the ECM model and provide feedback to the General Manager about characteristics of a workload model with a view to developing a discussion document to progress the development of Faculty-wide guidelines.

Clarification around academic service charges and living allowances

Assoc Dean Graduate Research Studies

A one-page document clarifying the Faculty and Schools responsibilities has been provided to the General Manager for review.

Academic Appointments in the School of Animal Biology

Head of School Tenurable appointment in Applied Entomology (Level C/D; replacement; two years funded by GRDC); advertised with closing date

Review chemical safety systems – working party

Heads of Schools Nominations for this working group to be provided by each School and nominated centres.

PART I: ITEMS FOR COMMUNICATION TO BE DEALT WITH EN BLOC

6. RESEARCH THEMES

Members noted the progress for the reports of each of the themes. The Dean would like to receive the reports for all themes prior to discussion taking place.

• Feeding the World

Members: Graeme Martin; William Erskine; Steven Schilizzi; Dan Murphy; Gary Kendrick

Report drafted and provided at Attachment B to the agenda.

• Preventing, Diagnosing and Treating Disease

Members: Peter Eastwood; Jane Pillow; Romola Bucks; Daniel Green; Alan Harvey; Tim St Pierre

The report is in progress and it is expected the draft will be submitted to the Dean by 20th November for the Science Research Committee meeting.

• Restoring Balance in the Natural Environment

Members: Pauline Grierson; Raphael Didham; Richard Hobbs; Carlos Duarte Quesada; Cyril Grueter; Marit Kragt


• Harnessing Resources and Energy For a Sustainable Future

Members: David Lumley; Campbell McCuaig; Annette George; Chunbo Ma

Report drafted and provided at Attachment C to the agenda.

• Furthering Human Knowledge and Enhancing Society

Members: Charlie Bond; Ryan Lister; Michael Tobar; Lister Staveley-Smith; Ryan Lowe; Matt Kilburn


• Optimise Physical and Mental Performance

Members: Ben White, Gavin Pinniger, Paul Maginn, Sandy Gordon, Fiona Bull and Colin MacLeod

The report is in progress and it is expected the draft will be submitted to the Dean by mid-December.

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7. CURRICULUM APPROVAL SCHEDULE 2015

Members noted the timelines for the review of existing curriculum and approval of new curriculum, provided in Attachment D to the agenda. In contrast to 2014, next year the Faculty will be submitting all undergraduate updates and new proposals by the beginning of May and all postgraduate updates and new proposals by early June.

8. INTEGRATED PLANNING EXERCISE (IPE) AND PEOPLE, POTENTIAL AND PERFORMANCE

The Senior Deputy Vice Chancellor, Professor Dawn Freshwater, attended the meeting to speak to these two key initiatives relating to University planning and staff performance. She advised that she is delivering this general presentation (Attachment B to the minutes) to all faculties to implement phase one of this significant change process.

The SDVC began by providing background context. There is an expected 4-5% p.a. increase in costs, with just a 0.4-0.5% p.a. increase in revenue. There is uncertainty around the Federal Government’s deregulation of university fees, however UWA’s point of view is to accelerate. There are risk strategies around the deficit and deregulation is critical to ensuring sustainability. The University faces competition internationally as well as nationally and we need to become more competitive e.g. improve application approval times from two weeks to 48 hours. The University is therefore focusing on strategic enablers to build a sustainable, effective and efficient world leading organisation.

Integrated Planning Exercise (IPE)

Members were advised that the purpose of the Integrated Planning Exercise (IPE) is to bring together the strategic and operational planning of academic units across the University, culminating in the Faculty Academic Performance Review meetings. In order to increase the focus on academic performance and planning at School level, Schools are asked to submit realistic and achievable bottom up academic strategies, bearing in mind their world class aspirations, to the Faculty. These will be reviewed as part of the Faculty and University annual integrated planning exercise.

The Faculty Review Meetings are the culmination of the Faculty IPE process and are intended to focus on the specific academic performance improvements required by each School and the Faculty. The emphasis will be on the key academic performance measures, identifying the current status of each School and Faculty relative to its international comparators. Each School and faculty will present a clear and precise action plan to improve the academic performance, and where the performance is world class, to describe how this will be sustained and improved.

The SDVC advised that, in an integrated planning strategy, it is critical for each school / business unit to benchmark against other world class units. The University is going to be consistent in its approach to planning and strategy which is driven by academic excellence.

With effect the 1st January, planning, strategy and risk will fall in the remit of the SDVC.

The Integrated Planning Exercise will cover: SWOT analysis, Competitor Analysis (in both research and student markets), vision, strategic objectives, implementation plans, KPIs and risks. Data will be provided by The Strategy and Planning Office.

The Dean advised the SDVC that it would be useful for the Faculty to have this information by the end of March, for budget planning taking place in April.

People Potential and Performance (PPP)

Members were advised that the delivery of the University’s strategic plan over the next 5 years relies critically on the quality of its staff and the contribution of the same to academic and operational excellence. It is proposed that an integrated approach to the planning, organisation and delivery of processes associated with staffing, and subsequent monitoring and improvement of organisational effectiveness, would be best achieved in the context of an overall framework which maps out the University’s approach and expectations. Staff engagement and alignment of individual effort with organisational aspirations is at the heart of this proposed framework, which emphasises leadership and management of people, potential and performance. It is expected that the people potential performance framework will be aligned explicitly to the University’s Integrated Planning Exercise (IPE) and the Functional Review (FR) process.

The people potential performance framework is a clear focussed structure designed to draw on and manage and develop resources already in place, however the intention is also to promote and implement a strong alignment between individual potential and performance and organisational aims.

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The SDVC advised members that the focus of the PPP is to create a competitive advantage. Processes for probation, promotion, sabbatical, reward and recognition will be refreshed and modernized to complement each other. All criteria around performance will be brought into one document, with a section to be populated by the Faculty which is discipline specific and will include benchmarking. Managers will be required to meet annually with direct reports for clear objective setting using the academic performance framework. Large schools will need to cascade the responsibility of conducting these meetings.

The PPP strategy will develop a new career pathway for professoriate as well as provide a clear workforce planning strategy.

The Academic Standards and Expectations Framework (ASEF) will be driven by behavioral values and based on the Code of Ethics and the Code of Conduct.

Through the Integrated Planning Exercise, leadership development for Heads of Schools will be put in place. There will be an open appointments process for the role and current incumbents will be actively involved as they rotate out of the role.

The SDVC provided a progress report for each of the strategies: the PPP, the ASEF, the Head of School position description, and the Leadership Standards documents have been drafted. The IPE draft template is in progress. The Office for Operational Excellence functional reviews are nearing the end of stage 2A with design and implementation expected to take place January/FebruaryMembers queried the definition of benchmarking. The SDVC suggested understanding what the Faculty’s/School’s rationale is. Draw comparisons with schools of similar size and nature but also create a benchmark of quality (ie. Top 50). With a level of granularity, look at levels of data which is meaningful and useful. Don’t just exploit what we’re already good at, make sure there is capacity for the unknown. The exercise is meant to be meaningful and helpful, let’s be willing to be surprised.

The SDVC departed the meeting.

The Dean expressed concern at the tight IPE/PPP timelines and advised members that he, the Deputy Dean and the Faculty Manager (Business Services) are meeting next week to discuss the IPE for the Faculty. The Faculty Office will draft the document with the aim of reviewing it at the Science Executive planning workshop 9-10 February 2015. In the meantime, the Dean suggested each business unit starts considering comparable universities for benchmarking.

9. VOLUNTARY EARLY RETIREMENT SCHEME (VERS)

The Workforce Planner in Human Resources’ Policy and Planning attended the meeting and spoke to the Voluntary Early Retirement Scheme (VERS). The University is currently seeking approval from the Australian Taxation Office (ATO) for the introduction of a VERS. The scheme, if approved, is entirely voluntary and will provide a financial benefit coupled with a generous tax concession for those academic and professional staff who wish to retire earlier than planned from the University.

Information about the proposed VERS is provided on the website http://www.hr.uwa.edu.au/working/vers. Eligible staff can register for updates on the VERS pending the ATO's approval. It is anticipated that formal applications will open in December 2014 or January 2015.

The Workforce Planner provided an outline of the Scheme (Attachment C to the minutes) and summarised the Scheme for members:

• Once an application has been submitted, it cannot be withdrawn.

• The process needs to be auditable and there will be a Review Committee looking at each application as they are submitted.

• No top-ups/inducements can be paid.

• The staff member needs to genuinely retire. Any unpaid positions (e.g Honorary position) would need to be negotiated after the application has been accepted.

• Initial feedback has been received from the ATO and the University is expecting approval in mid-December.

• There will be a short applications time period and applications will be online. Following the approval of an application, there will be a default retirement date which is variable by four weeks. The absolute finish date for the Scheme is 30th June 2015.

• The Scheme is not a redundancy scheme and vacancies will therefore be able to be filled.

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http://www.hr.uwa.edu.au/working/vers

The Workforce Planner asked members to be mindful that this will be a key life decision for the staff concerned. She reminded members that financial advice should not be provided to any staff member, the University is conducting superannuation seminars for those interested.

10. FINANCE UPDATE

The Faculty Manager (Business Services) provided an update on the 2014 FFM and the 2015 budget.

The Dean opened for discussion the principle of the end of year reallocation i.e. the re-calculation of the 2014 FFM allocation to Schools using the actual student load for 2014. The members agreed that the principle is fair and equitable and should occur in 2014 in line with prior year practice. The result will be that some claw backs (in addition to some additional allocations) will occur as no withholding was done by the faculty in 2014.

The Faculty Manager updated the members on the 2015 budgets. The 2015 budgets (as submitted in August 2014) were prepared on the basis that the Schools would receive the same FFM income in 2015 that they received for the 2014 FFM interim allocation (i.e. for the beginning of year allocation which is partially based on projected load). The 2014 FFM end of year reallocation calculation indicates that the FFM budgeted to be received in 2015 will have to be materially adjusted for some Schools in the reforecast budget. The Faculty Manager advised that the reforecast due before year end has been delayed by Financial Services until early 2015. We will now be waiting until after the 31 March 2015 census date to finalise our 2015 Faculty Funding Model allocations and to do the 2015 reforecasts.

11. PROPOSAL TO ESTABLISH / RENEW CENTRE FOR ENERGY GEOSCIENCE (CEG) AS A RESEARCH CENTRE

The Head of the School of Earth and Environment referred the proposal to renew the Centre for Energy Geoscience as a UWA Research Centre to the Dean and the Science Executive Committee (Attachment E to the agenda referred). This Centre was previously known as the Centre for Petroleum Geoscience and CO2 Sequestration (CPGCO2).

The CEG’s primary role is to continue to develop UWA as a world-class leader in energy geoscience research and education. The goal of the Centre is to be the number one energy geoscience research program in Australia, and top 10 in the world, as rated by both international academic research institutions and the energy industry. It will build a long-term sustainable research and education program focused on energy geoscience (environmentally responsible exploration and management of subsurface energy resources), with world-class expertise in geophysics, geology and related science and engineering disciplines. The proposal indicates that 17 researchers are involved in this Centre.

The Centre continues to collaborate with colleagues at Australian universities, CSIRO and international research organisations. Included in this are shared publications, shared funding models and shared research project leadership. Recent examples of these research collaborations include:

• Several research projects related to the new National Geosequestration Laboratory (NGL), CSIRO and Curtin involving a $48M EIF grant (approximately $16M in new equipment and building assets for UWA, of which $10M are under W/Prof Lumley’s direct responsibility as lead CI).

• $2.3M in research projects with ANLEC, Curtin and CSIRO for the SW Hub CCS project: Harvey-1 Borehole Geophysics, SW Hub passive seismic monitoring.

• $1.6M UWA/CSIRO agreement for research on the Canning Basin for the State Department of Minerals and Petroleum (DMP).

• The Centre has close links with Chevron, Woodside and other energy industry collaborators. These companies directly sponsor post-doctorate positions within the Centre and 1-on-1 research project funding in excess of $500k per annum (additional to UWA:RM funding).

Members were advised that the Centre has existed successfully for the past five years and has recently been through a rigorous review at school level. The Head of School has recommended that the Centre should be self-funded and that consequently there is no request for a faculty financial contribution. It is also expected that there will be a call for expressions of interest for the position of the Centre’s Director.

The Dean advised he is impressed with the Centre’s industrial buy-in.

It was

RESOLVED 125/2014

to approve the proposal to renew the Centre for Energy Geoscience before being referred to the Deputy Vice Chancellor Research for endorsement.

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12. APPROVAL FOR APPOINTMENT OF DEPUTY DIRECTOR FOR THE AUSTRALIAN HERBICIDE RESISTANCE INITIATIVE

The School of Plant Biology contains the Australian Herbicide Resistance Initiative (AHRI) as one of its major research areas in Agriculture and specifically agronomy, weed control and herbicide resistance. AHRI receives ~$1.2M pa Grains Research and Development Corporation (GRDC) funds and the Director also holds three ARC grants.

Members were advised that the current director of AHRI (Level E) has communicated his plans to retire (going half-time in mid-2017, retirement in mid-2020) both to the School/Faculty and to GRDC.

The Head of the School of Plant Biology requested approval for a Deputy Director to be appointed to enable overlap with the current Director, so as to enable transfer of knowledge and key networks to ensure a successful future for AHRI.

The next phase of GRDC five year AHRI funding will commence in mid-2015, so this appointment is timely. The new appointment will initially lead one program within the next phase of AHRI and take on an increasing leadership role, positioning herself/himself and the University to bid for a further 5 years (2020-2025) as well as strengthening the UWA team for a possible, larger, bilateral agreement with GRDC.

The business case, position description and search plan were provided at Attachments G, H and I to the addendum.

It was

RESOLVED 126/2014

To approve the advertising of a Tenurable appointment in the Australian Herbicide Resistance Initiative for a Deputy Director (Level D).

13. ASSOCIATE DEAN GRADUATE RESEARCH STUDIES REPORT

Winthrop Professor Andrew Page, Associate Dean Graduate Research Studies (ADGRS), presented his report outlining activities in 2014 at Attachment F to the agenda. Initiatives have included increasing the web presence of potential research topics for PhD students looking to study at UWA; implementing principles for managing SIRFs in the Faculty following changes to the funding of international students; and developing a proposal for the Faculty to strengthen science training in the PhD.

Scholarship for International Research Fees (SIRFs)

Discussion took place around SIRFs and the ADGRS confirmed that living expenses are managed centrally, underwritten by the respective school. The ADGRS will investigate and provide clarification around the Academic Service Charge.

Executive Officer’s note: Following the meeting, the ADGRS circulated to members a document detailing principles governing SIRFs within the Faculty, which confirms that the University’s SIRF scheme requires the student’s living expenses and health insurance to be covered by the school as well as an annual contribution from the school in the form of the $4,000 Academic Services Charge.

14. DEPUTY DEAN'S REPORT

Winthrop Professor Brendan Waddell, Deputy Dean and Chair, provided a brief report on matters in the Educations portfolio:

New Master’s program

Applications have been very encouraging:

Biotechnology – approximately 30 applications

Biomedical Science – approximately 40 applications

Environmental Science – approximately 100 applications

A further workshop for major coordinators is expected to take place in early December.

Review of Undergraduate Majors

The review continues to progress. A meeting with Working Party chairs has been held to present data being provided by the Faculty.

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Education Futures LTP

The two Education Futures groups recently combined for a 2-day follow-up workshop and three projects were endorsed:

• “Blast” is a more extensive 2-day orientation program of events and activities which will be trialled in first semester next year.

The Deputy Dean advised members that this project requires urgent traction with 12-15 people required for a working party. Schools will be asked for 1-2 academic and/or professional representatives, particularly those involved with first-year students, to form this working party.

• ‘Explode the lecture’ will focus on the development of different pedagogies, with a particular emphasis on improving the online presence of units.

• Changing the University’s policies around rewards to ensure the value of teaching is better recognised formally within the university (e.g. in relation to qualification for sabbatical, application for promotion etc).

The Science representatives from the LTP Education Futures programs will deliver these ideas to members of the Science Executive and Teaching and Learning Committees on Tuesday, 2nd December.

15. ARC INDUSTRIAL TRANSFORMATIONAL TRAINING CENTRE

The Head of the School of Earth and Environment tabled a proposal prepared by the Centre for Exploration Targeting for an AR C Industrial Transformational Training Centre (ITTC) to train the next generation of young industry-focused geoscientists in the integrated interpretation of multiple geosciences data sets, their multidimensional analysis, and in their value to mineral explorers and governments.

It is proposed the Training Centre will support 13-15 PhD students and 5-6 Postdoctoral Fellows, with the PhD students following a tailored graduate program including 3 training courses, an industry-hosted 1-year collaboration and an oral defence of the thesis. Transformational delivery of training will be through development of an Exploration Simulator

The Head of School advised members that the ITTC meets the Faculty’s objectives and will be driven by a strong Centre. The initiative has already received substantial funding from both industry and other institutions. The ARC proposal is due on 10th December 2014.

The funding request from the Faculty and School over 5 years is $1m ($100k each per year for 5 years).

A member expressed concern that similar initiatives within the University have not succeeded.

Further information around fee-waivers, amenities and income flow back to the Faculty requires consideration and needs to be included in the proposal. A revised proposal will be submitted to the Dean for decision.

Subject to resolution of issues raised at the meeting, it was

RESOLVED 127/2014

to approve the funding request of $1m over five years (Faculty of Science and School of Earth and Environment, $100k each per year for 5 years) to establish the ARC Multidimensional Mineral Systems Industrial Transformational Training Centre.

16. DEAN’S REPORT

Winthrop Professor Tony O’Donnell, Dean and Chair, provided a brief report to the Science Executive Committee:

• The Hartmann Human Lactation Research Group has received an $8.2m endowment from Medela AG.

• During his recent visit to China, a number of MoUs were signed along with a 2+2 articulation agreement with the China Ministry of Education.

• The launch of the Faculty’s Science Global website and video is underway.

• The University is reverting to the traditional titles system which aligns with all other Australian universities.

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PART IV – NEW ITEMS FOR DISCUSSION Other items for discussion identified at the start of the meeting.

17. ANY OTHER BUSINESS

NHMRC Research Fellowship

The Head of the School of Sports Science, Exercise and Health advised members that Prof Daniel Green had received a NHMRC Senior Research Fellowship, which is a first in the sports science field.

18. 2015 MEETING DATES

Science Executive Committee meetings (Formal)

• Tuesday, 17th February

• Tuesday, 17th March

• Tuesday, 21st April

• Tuesday, 19th May

• Tuesday, 16th June

• Tuesday, 21st July

• Tuesday, 18th August

• Tuesday, 15th September

• Tuesday, 20th October

• Tuesday, 17th November

All meetings will be held at 3:00pm in the Science Boardroom (G108 Agriculture Central).

Informal Science Executive meetings

• Tuesday, 3rd February

• Tuesday, 3rd March

• Tuesday, 7th April

• Tuesday, 5th May

• Tuesday, 2nd June

• Tuesday, 7th July

• Tuesday, 4th August

• Tuesday, 1st September

• Tuesday, 6th October

• Tuesday, 3rd November

• Tuesday, 1st December

All meetings will be held at 3:00pm in the Science Common Room (G134 Agriculture Central).

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FACULTY OF SCIENCE INTEGRATED PLANNING EXERCISE

2015 – 2018

Document Overview 1. Executive summary 1.1 Introduction

1.2 Strategy Options • Business Development • Education and the Student Experience • Research • People, Infrastructure and Resources

2. Where are we and where do we want to be? 2.1 SWOT Analysis

2.2 Peer Group Analysis • Business development • Student profile and market position • Student learning experience • Research • People, Infrastructure and Resources

3. How do we get there? 3.1 Strategic change options

3.2 Market and group development

4. How do we know we have got there? 4.1 Key measures & targets

5. Key risks 5.1 Key management risks

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1.1 Executive Summary: Introduction a) Background: The Faculty of Science (FoS) evolved over a period of 2 years by bringing together staff from the Faculty of Life and Physical Sciences (LPS) and the Faculty of Natural and Agricultural Sciences (NAS). UWA Senate approved establishment of the Faculty in September 2012 and the Faculty of Science became operational on January 1st 2013. This strategic plan extends and replaces the current Operational Priorities Plan (2013-2017) and is designed to progress the Faculty’s vision to be recognised nationally and internationally for innovation and excellence in research, teaching and outreach. As such the plan is wholly recursive with the University’s ambitions for a top 100 research University and its longer term vision of being recognised as one of the world’s top 50 universities by 2050. b) Faculty Academic Structure: The Faculty of Science comprises 9 schools, Anatomy, Physiology and Human Biology (APHB, established January 2012 following a restructuring of the School of Biomedical, Biomolecular and Chemical Sciences); Chemistry and Biochemistry (also established in January 2012); Physics; Psychology; Sports Science, Exercise and Health; Agriculture and Resource Economics; Animal Biology; Earth and Environment; and Plant Biology. The Faculty houses the ARC Centre of Excellence in Plant Energy Biology (PEB); the Centre for Forensic Science (CFS); the International Centre for Radio Astronomy Research (ICRAR) and the Centre of Excellence in Natural Resource Management (CeNRM). The Faculty is also a major stakeholder in three UWA Research Institutes (Institute of Agriculture, Oceans Institute, Energy and Minerals Institute). The Faculty has 968 staff1 of which 598 are academic staff and 370 are professional staff. The Faculty supports over 5,600 EFTSL in student load 2of which 3,657 EFTSL are domestic undergraduates, 878 EFTSL are international undergraduates, 419 EFTSL are taught postgraduate students and 656 EFTSL are HDR students. Some 22.7% of our total student load (including transnational) are international students. c) Selective Nature of the Integrated Planning Exercise (IPE): This plan (IPE) identifies the strategic objectives considered to be the Faculty’s highest priorities over the duration of the plan (2015-2018). Consequently, the highest priority will be afforded to supporting strategies designed to achieve these priorities. Thus, the Strategic Plan is, by necessity, selective and it is recognised that the Faculty will also actively pursue other key objectives. Omission from this document does not invalidate these other objectives. d) Faculty of Science Mission: The Faculty’s mission is to do exceptional science, to do science that makes a difference by impacting on major global issues. Both innovation and reputation have been identified as integral to realizing our mission. UWA’s reputation is seen as ‘tired’ yet a strong and vibrant reputation is key to our future. A reputation for excellence in teaching, research and outreach helps attract the very best students, helps attract and retain top quality staff, increases pride in our staff and students, increases the value of our degrees and increases the University’s Research, Education and Business Development Opportunities. Innovation is seen as the best way for the Faculty to manage both ‘incremental’ and ‘continuous’ change. Change is needed because the traditional revenue sources ($ income) are changing, it is becoming increasingly more expensive to do business and the external competition is real and increasing. Specific objectives designed to help deliver our mission have been identified as part of the planning process. e) Relationship to the UWA Mission, Vision and Strategic Plan: The Faculty’s mission and its strategic plan are fully recursive with the University’s mission ‘to provide a world-class education, research and community engagement for the advancement of the prosperity and welfare of our communities’ and its vision to ‘aspire to be recognized as one of the world’s top 50 global universities by 2050’.

1 2014 head count, from EIS. 2 2014 final student load, from EIS

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1) Faculty of Science Objectives 2015-2018 Teaching Objectives The educational objectives of the Faculty of Science are to help the University achieve its vision for teaching and learning as outlined in its ‘Education Futures 2020’ discussion paper. We will attract high quality students and provide the appropriate environment for them to develop the knowledge and skills necessary for a career in science. The Faculty will adopt innovative approaches to teaching and learning that safeguard teaching standards and maintain high student satisfaction at both undergraduate (cycle 1) and postgraduate (cycle 2) levels. Majors and units will be designed to make the best use of new delivery methods and will address issues around assessment. The latter will include standardised assessment loads for each major and the timeliness and effectiveness of feedback to the students. This should help ensure quality and maintain student assessment scores. A key sustainability driver for the Faculty is to increase the number and diversity of postgraduate students (MSc) where a strong coursework teaching base is vital in providing the Faculty and Schools with the financial stability needed to manage budgets and to support research. It is expected that adopting different teaching practices, making use of new technologies and more efficient sharing of teaching between schools will mean that for most Schools, EFTSLs can be increased without a commensurate increase in teaching costs. The Faculty will direct resources to support the student learning experience. Research Objectives The overarching research objective of the Faculty of Science is to add value to the research done by the University of Western Australia and to support the University in delivering its mission and realizing its vision. We will continue to give prominence to the Excellence in Research Australia (ERA) exercise (or whatever might replace it) and expect no units to be ranked below 4 in the FoR 2-figure codes with the number of FoR 4-figure codes at ERA5 (well above international excellence) maximized with nothing below ERA4. We will also focus on increasing both the number and quality of our research outputs by pushing for a top 20 position in Life and Agricultural Sciences, (ARWU 24th 2015), a top 100 ranking in Chemistry (ARWU discipline position 100-150, 2014) and a top 150 ranking in Physics (ARWU discipline position 150-200th, 2014) as a means of enhancing both the quantity and quality of our research outputs. In 2013 the Faculty set a baseline for research income of $75 million per annum and this was exceeded in both 2013 ($81 million) and 2014 ($78 million). Increasing research income remains a priority for the Faculty and a new strategy is being developed to grow research income and promote cross-disciplinary activity on larger, longer-term projects. Our ability to sustain research income will require an incentivized change in how research is funded at UWA (quality and quantity) and needs to take into account Australia’s changing research funding environment and the need to align our research with end-user needs. Business Objectives Our business objectives are to increase the overall level of Faculty income by 5-8% over the period 2015 – 2018. This will be done by delivering teaching and research programmes that students want and for which they are willing to pay. We also need to diversify our sources of research income and increase our submission rate by engaging a greater number of staff. We will also seek to maximize funding through special initiatives such as NESP (National Environmental Science Programme), ITRP (Industrial Transformation Research Programmes), charities, philanthropy and strategic alliances with government and the RDCs. Growth in on-shore full-fee paying international students (both postgraduate taught and HDR) will continue to play a key role in underpinning our growth strategy.

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IPE, Implementation and Faculty Governance: In May 2014 the Faculty presented its revised governance structure. The purpose of this revision was to ensure that the Faculty had the academic and professional staff leadership and support needed to implement the strategic plan. The Faculty Office organizational structure (Figure 1) identifies clear responsibility, through the Deputy Dean and Senior Professional Staff, to the Dean for the major operational portfolios of Business Development (Finance and Resources, External Relations, Faculty Development), Research, Education (Curriculum Management, Student Support Services, Student Experience) Resourcing and Infrastructure / Facilities (including IT, Safety and Health and governance). These functions are supported through key academic appointments by the Associate Dean Teaching and Learning (20% FTE) and the Associate Dean Graduate Research Studies (20% FTE) working closely with a highly skilled and dedicated team of professional staff in the Science Student Office (SSO), in Finance and in External Relations.

The organizational chart also shows how the Faculty’s strategic priorities interface with UWA’s strategic and operational plans.

Comment There are 4 pillars to the Faculty’s strategic plan and we have allocated professional staff resources to support directly these pillars. Income generation and the diversification of our revenue base falls within the Business Development portfolio (Abbe Rorrison) and includes the efficient use of resources, international development, student recruitment, alumni relations and communications and student engagement. Education and the Student Experience (Fiona Birt) cover strategically important areas such as Education Futures 2020 and improving the Student Experience. Good student support and advice delivered to over 5,500 students is regarded as critical to providing an excellent student experience and is delivered as part of the Education portfolio through the Science Student Office. The Deputy Dean Education (100% FTE) and the Associate Dean Teaching and Learning (20% FTE) have overall academic responsibility for the Education portfolio. The Faculty values teaching and research equally and is implementing plans (through the PPP) to recognise and reward both activities. The Faculty expects its Schools to enrich the undergraduate and postgraduate learning experience through research. Our intention is for the Faculty to maintain its research focus and to work towards ensuring that the University remains within the top 100 and indeed improves its position overall. The Research portfolio (Christine Richardson) is the direct responsibility of the Dean working closely with the Associate Dean of Graduate Studies, the Faculty’s Research Development Advisor and the Faculty Research Committee.

Figure 1

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1.2 Strategy Options 1.2a Business Development Business development in the Faculty of Science is focussed on growing our share of the education market nationally and internationally and increasing our research and related income. This strategy supports the University’s growth agenda as set out in the budget model underpinning the University’s own financial forecasts to 2017. Figure 2 shows that the University expects its resource model funds to increase from a base of XXX to YYY over the 3 year period to 2017; an overall increase of $106 million. Of this $106 million, 55% or $58.3 million, comes from increases in international on-shore students. Assuming that the Faculty of Science should contribute to this $58.3 million in a manner commensurate with its size (based on 27% of UWA’s unrestricted income in 2013) then the Faculty of Science target over the 3 year planning period would be to increase revenue, to UWA, from on-shore international students by a further $15.7 million. Table 13 shows the current ‘as earned’ income for the Faculty of Science ($163m, includes adjustment) and the projected growth in revenue to 2018. All data extracted from Hyperion (February 2015). The data shows that currently the Faculty’s ‘as earned’ income is $163m with an expectation that this grows to $187m by 2018. The Faculty’s growth targets of 5% to 8% per annum have been set to reflect this growth (Table 1). Both rates of growth will be challenging in the current funding environment. An 8% growth rate will be particularly challenging and represents a significant ‘stretch’ target. Our objectives and phasing of the plan have been set to reflect this revenue growth. Overall, the expectation is that we can increase revenue by $24m with $15.7m coming from fee-paying international students.

Table 1: As Earned Income 2015 to 2018 (Faculty of Science 3 year growth)

2015 2016 2017 2018 UWA (by 2018) Resource Model ($m) 5% growth ($m) in ‘As Earned’

187 163 171 177 184

8% growth ($m) in ‘As Earned’ 163 174 186 199

Comment on Strategic Approach We have recognised the need for agreed Faculty and School expectations for growth and increased revenue. These expectations are built into the Faculty’s financial planning and implemented through the School IPEs. There is a clear expectation that all strategic investment should return a revenue margin to reinvest in core activities such as teaching and research. This is on-going and to date most of this investment (and return on investment e.g. through Science Without Borders) has been directed towards research (small equipment fund), teaching (education futures fund), the appointment of an international development manager, upgrading our web presence nationally and internationally and building a strong social media presence targeted at enhancing the reputation of the Faculty and the experience of both current and future students.

3 Data from Hyperion (February 2015)

Figure 2

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1.2b Education and Student Experience For the purposes of this plan HDR students (Master and PhD) are covered in our research strategy. There is a pressing need to change the perceptions of teaching amongst some staff in the Faculty. There is a need to broaden the teaching base and all staff on Teaching and Research contracts or on Teaching Only contracts are expected to contribute to Teaching and Learning (T&R) in the Faculty. There is also an expectation that all staff on Fellowships leading to an on-going T&R appointment should contribute to teaching, learning and the student experience. The extent of this commitment is agreed with the Head of School and takes into account the terms and conditions of the Fellowship with respect to salary provision and the amount of time the holder of the award is allowed to teach. For staff on T&R contracts the minimum contribution to both Teaching and Research is 20% of a full-time academic workload. This approach recognizes that staff contribute in different ways to the Faculty’s teaching and research activity. The Faculty has proposed a set of criteria for evaluating an individual’s teaching performance (PPP documentation, Appendix 3). The Faculty does not operate a Faculty-wide workload model but will introduce a benchmark definition of a standard teaching load for a T&R academic on an agreed 50:50 split between teaching and research. Table 2 shows the differences in research and teaching activity between schools in the Faculty of Science4. The variability in the number of units delivered per staff FTE, the number of EFTSLs taught per staff FTE and research indicators such as Research PGs and Research Income show that there is a trade-off between teaching and research across the Faculty. This differentiation is inevitable and welcome as the Faculty strives for excellence across all areas of activity. This ‘trade-off’ is also evident between Faculties and between schools in other Faculties. In managing expectations in Teaching and Research, at school level, we have recognised these differences with some schools expected to increase their PhD student numbers whilst others will focus on growth in undergraduate and taught Master courses. These expectations have been built into School IPEs and benchmarked relative to external, disciplinary peer groups. Comment on Strategic Approach The FoS strives for the highest levels of student satisfaction and sustains some of the highest student satisfaction scores on campus. An immediate priority (2015-2016) will be to ensure effective and sustainable delivery of teaching and continued curriculum development to optimise the balance between lectures, laboratory, and fieldwork. Laboratory and fieldwork can be resource demanding but are highly valued by our students and help differentiate UWA from its competitors locally, nationally and internationally. A recent review of our undergraduate majors (2014) has shown the importance of laboratory and fieldwork in enhancing the student learning experience with more than 82% of respondents (Appendix 5) suggesting that such learning opportunities should be increased. A further priority for 2015 is to mature our second cycle Master courses by offering an enriched and differentiated learning experience for postgraduate students. To support our efforts we are working closely with the PVCE and have appointed a Senior Advisor Student Experience (SASE) and a Digital Communications Officer (DCO) to develop the student learning experience and to facilitate student integration and engagement with both the Faculty and the University.

4 Data is the average of 2011-2013 totals for T&R business units (BUs) in the Faculty. All data sourced from EIS. Where teaching responsibility is split amongst BUs unit count has been distributed pro-rata by student load. Units with less than 5 enrolled students have been excluded from the unit counts as a filter on units created for administrative purposes only

Table 2

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1.2c Research Total Research Income ($m), 2009-2013

Faculty 2009 2010 2011 2012 2013 2014 ALVA 0.6 0.6 0.6 0.2 0.4 NA Arts 4.1 3.7 6.3 7.2 7.2 NA Business School 3.0 3.4 4.3 3.8 3.4 Education 1.7 1.7 1.8 1.7 1.7 NA ECM 23.5 23.8 28.1 24.1 23.7 Law 0.2 0.3 0.4 0.8 0.0 NA MDHS 59.4 63.0 74.1 81.5 79.4 Science 60.0 68.8 73.5 80.1 77.0 NA University Total 159.7 172.8 197.1 210.0 214.4 NA % Science of Total 38 40 37 38 36 NA

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FoR Code FoR Name Avg RCI Aust 2012

Avg RCI World 2012

ERA Score 2012

Avg RCI Aust 2015

Avg RCI World 2015

App Pubs 2015

Total Income 2015

ACG Income 2015

% FoS in FOR 2015

01 MATHEMATICAL SCIENCES 0.6104 0.9 3 1.4112 1.7823 539 4578618.4 3261221.4 20.6 02 PHYSICAL SCIENCES 1.0598 1.4771 5 1.3328 1.8123 989 17651587.6 10685572.1 87.2 03 CHEMICAL SCIENCES 0.7535 0.9302 3 0.979 1.2062 750 6806334.9 4148471.5 87.7 04 EARTH SCIENCES 0.9621 1.3176 4 1.4253 1.8757 1167 29060464.7 5093696.4 71.1 05 ENVIRONMENTAL SCIENCES 0.9026 1.3609 4 1.8855 2.6721 412 26446078.2 9721560.3 82.7 06 BIOLOGICAL SCIENCES 1.0844 1.5877 4 1.3389 1.9584 2326 62669620.7 34765440.4 76.7 07 AGRICULTURAL AND VETERINARY SCIENCES 0.7973 1.0177 3 1.436 1.8819 1022 41209949.3 26479658.7 92.3 11 MEDICAL AND HEALTH SCIENCES 1.0895 1.415 5 1.2657 1.6325 6630 198218865.2 100366762.5 17.1 12 BUILT ENVIRONMENT AND DESIGN

3

144 1237377.1 266488.4 13.2

14 ECONOMICS

4

360 6422253.4 3989785.5 48.6 16 STUDIES IN HUMAN SOCIETY

3

435 3229182.6 1317780.9 22.5

17 PSYCHOLOGY AND COGNITIVE SCIENCES 1.045 1.2078 4 1.5293 1.7239 651 6021278.8 4077565.7 66.0

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1.2D Strategy Options: Infrastructure and Resources Our strategies around infrastructure and resources are designed to develop synergies, collaboration, consistency, learning exchange and increase the influence of the Faculty of Science nationally and internationally. The Faculty is operating in an increasingly complex funding environment in which we will need to reassess how and what we fund in both teaching and research. It is also reasonable to expect that our operating funds and how we allocate and spend resources will come under greater scrutiny by the University and by external agencies. Furthermore, we have had a clear indication from the University of the need to control costs and to ensure that the return on investment in people and infrastructure is optimal and delivers research and teaching of the highest quality. This will be increasingly challenging within the current funding structure and is likely to require a change in emphasis, possibly with greater selectivity in what and how we teach. We also need to be cognoscente of the increasing politicization of our research funding environment. Thus, a key focus over the period 2015-2018 will be to ensure that the Faculty has the right structures and teams of people to allow us to have a flexible and timely response to change.

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ADD COMPETITOR TABLES (CHRISTINE) TEACHING INDICATORS AND DEVELOP THE STRATEGIC PLAN FOR FACILITIES (CHRISTINE, NEW BUILD ETC) 2.2 Peer Group Analysis Group of Eight (Go8)

2.2a Business Development

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2.2b Student Profile and Market Position

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2.2c Student Learning Experience

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2.2d Research

Comments

ERA PERFORMANCE

Purpose: Overall improvement in performance and improved market position Direction: UP

TARGET ERA18

UNI FORSTAFF FTEapportioned LvlA LvlB LvlC LvlD LvlE other

SCIENCE SHARE

ERA12 SCORE

UWA RESEARCH POWER12

SCIENCE RESEARCH POWER 12

ERA ACG INCOME

ERA TOTAL INCOME

ERA15INDICATIVE

UWA 02 Physical Science 56 15.9 8.6 13.9 7.5 7.8 2.7 87% 5 280 244 $10,685,572 $17,651,588 5 5UWA 03 Chemical Sciences 33 10 4.8 6.3 6 4.9 1 88% 3 99 87 $4,148,472 $6,806,335 3/4 4UWA 04 Earth Sciences 68 9.4 30.2 13.2 7.7 6.7 1 71% 4 272 193 $5,093,696 $29,060,465 5 5UWA 05 Environmental Sciences 30 6.9 7.6 6.6 5.4 3 0.8 83% 4 120 99 $9,721,560 $26,446,078 5 5UWA 06 Biological Sciences 171 65.5 41.7 29.9 12 19.7 2.7 77% 4 684 525 $34,765,440 $62,669,621 5 5UWA 07 Agricultural & Vet Sciences 44 10.6 12.8 6.7 6.4 6 1 92% 3 132 122 $26,479,659 $41,209,949 4/5 5UWA 11 Medical & Health Sciences 390 59.5 86.6 102 62 72.7 7.2 17% 5 1950 333 $100,366,763 $198,218,865 5UWA 14 Economics 32 2.9 9.8 8.5 4.4 5.5 1 49% 4 128 62 $3,989,786 $6,422,253 Peer review 4 OR 5UWA 16 Studies in Human Society 45 3.3 13 11.6 12.2 5.9 0 23% 3 135 30 $1,317,781 $3,229,183 Peer review 4UWA 17 Psychology & Cognitive Sciences 38 4.9 10.5 9.1 2.9 10.3 0 66% 4 152 100 $4,077,566 $6,012,279 4/5 5

UMELB 02 Physical Science 4UMELB 03 Chemical SciencesUMELB 04 Earth SciencesUMELB 05 Environmental Sciences UMELB 06 Biological SciencesUMELB 07 Agricultural & Vet SciencesUMELB 11 Medical & Health Sciences UMELB 14 EconomicsUMELB 16 Studies in Human SocietyUMELB 17 Psychology & Cognitive Sciences

ADEL 02 Physical Science 5ADEL 03 Chemical SciencesADEL 04 Earth SciencesADEL 05 Environmental Sciences ADEL 06 Biological SciencesADEL 07 Agricultural & Vet SciencesADEL 11 Medical & Health Sciences ADEL 14 EconomicsADEL 16 Studies in Human SocietyADEL 17 Psychology & Cognitive Sciences

ACADEMIC PROFILEapportioned FTE RESEARCH INCOMERESEARCH SCORE

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Replace with Christine’s competitor analyses.

Research Income per FTE

Overall purpose: Overall improvement in performance and improved market position

Res Income per FTE FTE =>LvlB

Total Res Income

Res Income per FTE

FTE =>LvlB

Total Res Income

UWA Science $215,829 368.5 $80,219,366 $199,250 396.7 $79,040,534UWA Total $174,515 1159.4 $208,618,535 $175,681 1224.9 $215,199,015

Adelaide Science $205,667 307.8 $63,304,439Adelaide Total $162,735 1113.3 $181,172,432

UMelb Science $226,911 375.9 $85,295,924UMelb Total $188,396 1997.7 $376,359,424

UQ Science $189,144 495.6 $93,739,530UQ Total $197,529 1863.1 $368,015,724

Gap to U Melb - Sci 5.1%Gap to U Melb - UWA 8.0%

2012 2013

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Higher Degree by Research Students

Overall purpose: Overall improvement in performance and improved market position

HDR EFTSL per FTE FTE =>LvlB

Total EFTSL HDR

HDR EFTSL per FTE

FTE =>LvlB

Total EFTSL HDR

UWA Science 1.73 368.5 636.6 396.7UWA Total 1.41 1159.4 1637.2 1224.9

Adelaide Science 1.69 307.8 519.9Adelaide Total 1.42 1113.3 1580.9

UMelb Science 2.02 375.9 758.0UMelb Total 1.60 1997.7 3201.4

UQ Science 1.96 495.6 972.2UQ Total 1.66 1863.1 3095.9

2012 2013

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2.2E Competitor Analysis - Infrastructure and Resources

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HOW DO WE GET THERE OPTIONS FOR CHANGE 2015 – 2018 - OVERVIEW This matrix summarises our options for change over the next budget cycle. Further detail on the route to implementation is provided in subsequent sections

Business Development Education & the Student Learning Experience

Research & Research Training People, Infrastructure and Resources

Product development – develop and promote courses for a variety of markets including extending beyond our traditional courses to CPD, summer sessions etc

Recruit and graduate a diverse student cohort of the highest quality whilst recognising (and providing for) the needs of international students around language, culture and teaching methods

Increase the quantity and quality of research outputs, recognising the impact of publishing in the top 20% journals

Ensure efficient use of resources through improved budgeting; managed growth and an increased focus on financial sustainability. This requires a better appreciation of the true costs of delivering a top class student experience.

Link Faculty revenue growth in research and teaching (down to a granular level – Schools, courses, units) to University targets and embed the need for income generation (business development) into strategic and financial planning at all levels in FoS. Ensure growth at BU level is incentivised and that expectations for business units are monitored regularly.

Enhance the quality of the student learning experience through: i. Encourage students to be

responsible learners. ii. Ensure there is an appropriate

balance between learning experiences from lecture, lab and fieldwork

iii. Maintaining our reputation for delivering research-informed teaching and promote as a competitive advantage

iv. Providing opportunities for undergraduate students to have cross-disciplinary experiences in science.

Sustain Faculty of Science research income at above $75 million ($81m in 2013, $78m in 2014) and diversify sources of income given changing nature of funding. Recognise the challenge of moving to non-traditional funding whilst maintaining research quality

Improved personnel management across all areas of Faculty activity, with a focus on implementing standards within the People Potential and Performance framework

Develop plans and roadmaps for target countries (working with IC) based on market analysis for Schools and Institutes. Review opportunities in India and Africa.

Staffing – embed the teaching expectations (from the PPP) into future plans and objectives.

Use the Faculty’s 6 cross-cutting themes to encourage interdisciplinary research and industry engagement and incentivize their activities by selective investment.

Ensure that Faculty workplaces, including teaching and learning, research and office accommodations are ‘fit for purpose’ and commensurate with our vision for Science@UWA

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Business Development Education & the Student Learning

Experience Research & Research Training People, Infrastructure and Resources

Continue to promote and position Science@UWA regionally, nationally and internationally.

Support and develop the Science Student Office as a strategic focus for student engagement

Improve our ARWU ranking in Life and Agriculture Sciences, Chemistry and Physics through a HiCi or near HiCi strategy (fully understand the drivers, and plan accordingly).

Design and implement a new budget model for the allocation of resources in the Faculty. Model to recognise the diversity of our research and training and inter-connectedness of budgeting and growth across the Faculty

Revisit our approach to alumni and philanthropy (need to do more to develop and engage with alumni)

Achieve sustainable and effective teaching including matters such as recognising the special needs of cross-school majors; unit evaluation; unit assessment; transition from Cycle 1 to Cycle 2.

Increase the number of PhD students (weighted to take into account shared supervision) to 2 to 3 per research active member of staff. Increase the resources available to support additional project load and improve the rate and time to completion

Refocus the message delivered internally and externally on the Faculty/University financial position. Already well understood by staff. New message to highlight reputation and recognition; vibrancy for the future, positive, proactive, focussed development, securing the future, international partnerships, refresh, modernise, re-focus, major impact, ‘go to place’, thriving; major impact; growth building on achievements to date

Review allocation and use of strategic funds (understand returns on FoS investment).

Build engagement strategies that align researchers across all areas of focus with current and future external funding opportunities and funders

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2015 PRIORITY OPTIONS FOR CHANGE

Business Development Education & the Student Learning Experience

Research & Research Training People, Infrastructure and Resources

Postgraduate growth Mature the Masters and double our Cycle 2 students in 3 years

Changes to admission Reduce processing time for applications to all Science courses to no more than 5 days by mid 2015

Rankings Educate all staff of the importance of rankings, work for ‘buy-in’ and deliver on strategies to improve rankings – appoint HiCis in nominated areas; increase publication quality and quantity; identify and support near-HiCi researchers; increase Nature and Science papers

Facilities Develop a plan for a new flagship facility (facilities) with extensive refurbishment of current space – a clear plan to be presented before end of 2015. Needed if FoS is to accommodate the growth identified elsewhere in this IPE

International student growth (UG) Establish 1 new articulation agreement each year and set the ‘gold standard’ for implementing articulation agreements (engagement and innovation)

Curriculum development Build better, cross-disciplinary curriculum exposure for BSc students. Lobby for changes to rules around broadening units and capitalise on the opportunities for a more enriching cross-disciplinary learning experience in science. Implementation 2016.

Industry engagement Increase collaborations with industry; increase applications for collaborative projects – with the goal of submitting at least 2 major proposals during 2015.

Financial sustainability During 2015, develop the skill sets across the faculty to set and monitor budgets for 2016 – 2018

Alumni engagement Capitalise on the Centenary Campaign and use our Faculty Development Officers in a targeted way to increase our engagement with our alumni

Assessment In the next 2 weeks, each Head of School proposes that the School trial a significant reduction in assessment in 2 units being delivered in semester 1, 2015

PhD students Increase our number of PhD students to 2.0 EFTSL per FTE staff – or approximately an increase of 80 – 90 commencing students per year from 2016 (perhaps 2017). .

Academic standards for teaching in Faculty of Science Engage academic staff in the establishment of performance criteria for teaching, for full implementation in 2016. (Cross-reference with Education & the student learning experience)

Make, protect laboratory and field experiences as a distinguishing feature of our courses.

PhD students Increase our completions rates to 85% and our time to completion to

SWOT ANALYSES FOR THE 2015 PRIORITY OPTIONS FOR CHANGE

BUSINESS DEVELOPMENT

STRENGTHS WEAKNESSES Diverse range of courses (cope with changes in the market) Reputation (Top 100), much of Faculty activity already top 50 Undergraduate offering are robust and well considered Organisational support structures (staffing) already in place Good team culture

Value add not articulated for Masters courses Preference for eastern States (have to sell Perth first) Perception that difficult to be accepted into with too many hurdles Lack flexibility (UWA is rule bound, ‘constipated’) New to some markets Lack of affordable accommodation Support for postgraduate students inadequate

OPPORTUNITIES THREATS We have an influential alumni who could help in many ways ‘In the Zone’ for many our international markets Establish a Rapid Adaptation Team (RAT) for implementation Vast array of unrealised ‘products’ Mature the Masters, differentiate and make really special Our masters are well aligned to priority areas for many overseas external scholarship providers

External international factors Competitors – we don’t move fast enough Association with rankings – a loss of face / marketability if we go backwards Internal competition (within UWA) and mixed messages to industry / government/ research partners Fees too high in comparison with competitors given our current market position Failure to respond

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EDUATION & THE STUDENT LEARNING EXPERIENCE

STRENGTHS WEAKNESSES

Skilled and highly proficient professional staff University Executive support Review of UG majors = resource We have a great product Excellent teaching and research staff ARWU and other rankings Being in the G08 Our research reputation Good team culture

Tight budgets Too much novelty at once. Change overload? Teaching and learning undervalued IT systems are a barrier to innovation Admissions process Faculty-school communications Over-assessment Lack of formal training as teachers/educators Old spaces (lectures and labs) that do not meet expectation Restrictive definition of broadening units

OPPORTUNITIES THREATS Great potential in Cycle 2 Establish our place in the global market place Untapped staff potential Cohort articulations Market Cycle 2 to all U/Grads Teaching & Learning recognised and valued in PPP and in Socrates Improve teaching efficiency Improve admissions process Enbrace the principles embedded in Education Futures

Perceived workload concerns Changes in the global market place Insufficient field activities & other practical learning environments; lack of industry links Unwillingness to pay for Cycle 2 Loss of key staff Misinterpretation of the teaching – research nexus Competitors way ahead, playing catch-up

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RESEARCH


Existing talent, already Top 100, some top 50 Diverse faculty discipline mix, with strong interactions Well positioned to value-add Proximity of key markets minerals, biodiversity, oceans, agriculture, Asia

Ageing academic profile Narrow funding focus (reliance on ARC, NHMRC) Aged infrastructure Funding model UWA is too comprehensive Not seen as industry, end user, relevant, too academic NCG success rate is not high Geographical isolation

OPPORTUNITIES THREATS Increased interdisciplinary collaboration leading to more grants Opportunities for longer, larger grants Increasing industry engagement and funding Enhanced engagement with UWA’s institutes and centres Increased HDR enrolments – domestic and international Linkage to overseas and industry partners through students / staff Change the message (eg UWA Science Global)

Isolation from decision makers Decreased competitiveness Insufficient support for research HDR, leading to decline in enrolments Dropping out of Top 100 Not enough critical mass/ industries in WA Further reductions in the returns through the UWA resource model Failure to recognise and resource quality

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PEOPLE, RESOURCES AND INFRASTRUCTURE


Good track record and embedded expertise in budgeting and financial management Better tool for budgeting and forecasting Infrastructure – strong prospective growth makes the case for additional space Highly skilled, engaged work force

Reliance on old patterns and approaches to budgeting Inadequate skills in budgeting at the local level Failure to sell the Faculty’s building / space needs well enough to date No clear message on whether the key priority for new build is teaching or research

OPPORTUNITIES THREATS

Develop budgeting capabilities in staff including use of Hyperion Capacity to plan with better financial certainty Developing understanding of ‘as earned’ income New build could either connect to the community or connect to students World class facilities for Science New build could support the diversification of income sources for research Recognition and reward high quality teaching through the PPP

Can we actually DO 3 year rolling budgets at UWA? Will the Resource Model deliver the principles discussed in 2014 Competing bids / pressure on capital budget for new build Our reputation for providing quality space – falling behind high schools Apparent different standard workloads across schools, across the faculty and between faculties

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ACTION PLANS FOR 2015 PRIORITY OPTIONS FOR CHANGE

BUSINESS DEVELOPMENT GOAL ACTION WHEN WHO (Rapid Adaption Team) Mature the Masters and double our Cycle 2 students by 2017

Market data analysis – where our students come from to identify opportunities; application conversion – reasons for not converting to enrolment; competitors – how do they compare (local students included) International plans and roadmaps Admissions process – simplify, timely response (a priority) Increase understanding internally of the Masters so that staff can sell them; mini review of each – what can we add to the offerings Be clear about the Masters unique selling points; share info, map industry and professional associations to the Masters Light touch review of the masters – whole pipeline approach, what do we need to do to make more attractive and differentiated

ASAP Completed March – April 2015

FB, BW and HOS BW, staff BW, Masters coordinators, Business Development Science T&L, AT

Establish 1 new articulation agreement each year and set the ‘gold standard’ for implementing articulation agreements

China: South West Uni (UG) – MoE signed, visit in April, stick to the agents program; 1st enrolment September 2014 – no teaching for one year but need to build social capital; be prepared to travel, to be in country. Ensure SWU students are welcomed and feel like UWA students from Sep 2014 Indonesia or Malaysia – have an understanding of the partnership/ articulation possibilities for a cohort into the Masters course(s); utilise the new in-country rep hired by the International Centre.

April 2015 Sep 2015 Sep 2015 December 2015

AT, BW, FB, Dean HOS, staff Business development team Dean, AT

Alumni engagement Capitalise on the Centenary Campaign and use our Faculty Development Officers in a targeted way to increase our engagement with our alumni

Develop and implement an alumni engagement strategy (local and international) – a 2-3 page strategy Gain support for the alumni strategy from DVC CE and Director DAR Fund and implement 2015 action plan – events, communications, database enhancement

9 March March – April 2015 From June 2015

FDOs (HD, JS) Dean FDOs and business development team

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EDUCATION & THE STUDENT LEARNING EXPERIENCE GOAL ACTION WHEN WHO (Rapid Adaptation Team) Changes to admissions Reduce processing time for applications to Science to no more than 5 working days

Gather clear admissions guidelines from schools; including list of discipline backgrounds we will accept Communicate to IC and UWA Admissions and devolve responsibility for offers

2 – 3 weeks (by early March) 4 weeks (by mid- late April)

SSO and Schools (Fiona and HOS) SSO to get involved in refinement of program (72/96 point)

Improve cross-disciplinary curriculum exposure for BSc students by relaxing the rules around broadening units

Prepare a submission to the Curriculum Committee for a change of rules

June 2015 for implementation in 2016

Sub-committee of Science teaching & Learning Committee BW to deliver

Reduce assessments for units Trial, where possible, a reduction in assessment in selected units (UG- lvl 1) Science T&L to review and recommend to Schools => options and justifications for all units

Semester 1, 2015 Semester 2, 2015

PH to drive Science T&L to drive

Make the protection laboratory and field experiences a distinguishing feature of our courses.

Market the excitement of research-informed teaching; a feeling of discovery; ‘market’ internationally recognised researchers. Trade face-to-face lectures for lab/field experiences Explore lower cost options for field experiences Provide Science marketing group with information for their training & use Ancillary fees approved for 2016

2016 round – October 2015

Science marketing group Schools Schools Schools Schools

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RESEARCH GOAL ACTION WHEN WHO (Rapid Adaptation Team) Educate all staff of the importance of rankings, work for ‘buy-in’ and deliver on strategies to improve rankings

Q&A presentation to the faculty (Tattersall’s?) who are HiCi and how counted; how are rankings calculated FOR top 20% counts – where do we sit; Journal lists

End April / early May 2015 Mark S (present); DVCR (information); LB - data

Industry engagement Increase collaborations with industry; increase applications for collaborative projects – with the goal of at least 2 major proposals during 2015.

Themes to review potential industry partners Host an industry evening in Research Week Raise awareness about schemes (NHMRC partnership grants; ITRP etc; industry training hubs Create a 1 page summary of opportunities Deliver a “how to….” Presentation

Round opens in September 2015 - need to be ready by then Presentation by May 2015.

LB (info); Peter Davies; HOS identify targets Recent applicants

PhD students Increase our number of PhD students from 1.7 to 2.0 EFTSL per FTE staff (from 636 to 710) by 2017.

Drive for fully funded PhD students Continue to attract quality Australian students Extend scholarship support (map current support) Map capability to incentivise PHD supervision (FTE) Develop package deals with MoE internationally

AP, AT, KS LB LB

PhD students Increase our completions rates to 85% and our time to completion to

PEOPLE, RESOURCES AND INFRASTRUCTURE GOAL ACTION WHEN WHO (Rapid Adaptation Team) Financial sustainability During 2015, develop the skill sets across the faculty to set the budget for 2016 – 2018

1ST revision (reforecast) Monthly management reporting – including HOS and School Manager training Start 2016 expenditure budget build – with Resource Model input to inform faculty process

March 2015 March 2015 April 2015 start

AR + Hyperion user group team AR + Science Exec

Facilities Develop a conceptual plan for new facilities (a beacon) and refurbishment of current – a clear plan by end of 2015.

Collate needs – current and future – using IPE targets to determine future needs for the Science Precinct Develop concept plans around teaching and around research Develop the story for an ‘icon’ building or beacon (a bloody good story, well told)

Start NOW 1 May 2015

CR RS / GC MT, MM MH

Uptake of PPP teaching and learning indicators by staff

Finalise draft criteria Presentation to Full faculty Confirm criteria for PPP use Formal feedback from HOS and staff

March 2015 April 2015 September 2015

Science Exec Dean + team Dean + Science Exec

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3. 1A Options for Change and Route to Implementation: Business Development OPTIONS FOR CHANGE ROUTE TO IMPLEMENTATION Product development: develop and promote courses for a variety of markets. Extend beyond our traditional courses and markets

Investigate options around continuing professional development (CPD); tenders and providing training for industry.

Link Faculty revenue growth in research and teaching (down to a granular level – Schools, courses, units) to University targets and embed the need for income generation (business development) into strategic and financial planning at all levels in Faculty. Ensure growth at BU level is incentivised and that expectations for business units are monitored regularly.

Expected to be discussed as part of the budget setting exercise. Until University expectations are available the Faculty as a BU will work to a 5% to 8% growth in total revenue (restricted and unrestricted) over this planning period. [Financial Services] Needs more direction (from Faculty of Science) and to be made an expectation of all business units. Status quo not an option. Success will depend on the University getting the resource allocation models right so that incentives can be redirected as necessary. Need to set margins and define surplus targets for all schools/business units. Will need training and some change (culture) management. Plan already initiated and we will move to monthly forecasting and reporting against budget for all business units from March 2015. Revisit staffing levels. [Financial Services and HR]

Develop plans and roadmaps for target countries (with IC) based on market analysis for Schools and Business Units. Review opportunities in India and Africa

Plans already well-advanced. See appendices 1, 2 and 3. (1. Faculty of Science: Internationalisation Strategy’; ‘A Roadmap for International Development’ and ‘International Development: Review of 2014 and Plans for 2015’. Revenue growth of $15.7 million equates to 245 additional students on 96 point Masters or 307 on a 72 point Masters. [International Centre; Financial Services]

Continue to promote and position of Science@UWA regionally, nationally and internationally to improve recognition and enhance our international reputation.

Major focus of the Faculty of Science is to build its reputation and almost all of our strategic plans in teaching, research and external engagement rely on growing our reputation. We have recently improved our web presence and have developed a strategy for internationalization. Need to do same for local and national engagement (see alumni) [Marketing and Recruitment]

Revisit our approach to alumni and philanthropy (need to do more to develop and engage with alumni)

The Faculty needs to develop a clear alumni engagement strategy. Without building our alumni we will not be able to contribute to or benefit fully from UWA’s philanthropic activities or its Centenary Campaign. Implementation plan being drafted. The long term goal is to secure 15 Endowed Chairs through philanthropy. [Office of Development, Faculty Development Officers]

Review allocation and use of strategic funds (understand returns on Faculty of Science investment).

The Faculty continues to invest strategically but increasing demand for co-funding both internally and externally has seen demand for Faculty resources increase. Reluctant to increase faculty tax (currently 16% with office costs ‘fixed’ at 7.5% of total income). BU’s need to actively plan to fund their own strategy and IFPM and budget model needs to empower them to do this.

Establish engagement strategies that align researchers across all areas of focus with current and future external funding opportunities

Strategy at all levels must be aligned with external funding opportunities and the changing political environment. We too are subject to market forces and need to manage risk. Culture change needed. Faculty has already embarked on the development of a comprehensive research strategy built on its 6 research themes. Potential implications for how our research is structured, resourced and staffed. Important that researchers engage with grant assessment panels, promote Faculty of Science when travelling in Eastern Australia, be involved in large tenders [Research Services, Financial Services]

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3.1B Options for Change and Route to Implementation: Education and Student Experience OPTIONS FOR CHANGE ROUTE TO IMPLEMENTATION Recruit and graduate a diverse student cohort of the highest quality – including recognising and providing for the needs of international students around languag

FACULTY OF SCIENCE SCIENCE EXECUTIVE COMMITTEE · 2015. 7. 13. · 6. MINUTES FROM PREVIOUS...

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