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APPENDIX B: Courses Offered And Major Industry Sectors OUTER URBAN CAMPUS

COURSES OFFERED Major Industry Sectors

Industry Growth Sectors % change 1996 – 2001

MONASH UNIVERSITY

Berwick

(South-Eastern Outer)

Bachelor of Communication Bachelor of Communication/Bachelor of Multimedia Systems Bachelor of Communication /Bachelor of Tourism Bachelor of Business and Commerce Bachelor of Business and Commerce/Bachelor of Communication Bachelor of Business and Commerce/Bachelor of Multimedia Systems Bachelor of Tourism Bachelor of Multimedia Systems

Manufacturing (22,718) Retail Trade (16,867) Construction (9,031) Property and Business Services (8,349) Wholesale Trade (8,102) Health and Community Services (7,323) Education (4,815) Transport and Storage (4,536) Personal and Other Services (3,121) Finance and Insurance (2,968) Accommodation, Cafes & Restaurants (2,766) Agriculture, Forestry and Fishing (2,547) Communication Services (2,186) Mining Electricity, Gas and Water Supply Government Administration and Defence Cultural and Recreational Services

18.89 37.42 36.48 34.03 13.30 35.14 29.44 29.79 17.20

3.60 40.84 -5.32 2.39

-13.27 -2.77 -5.73 34.57

OUTER URBAN CAMPUS



MONASH UNIVERSITY

Peninsula

(Mornington Peninsula & Frankston)

Bachelor of Arts/Bachelor of Business and Commerce Bachelor of Business and Commerce Bachelor of Business and Commerce/Bachelor of Network computing Bachelor of Network Computing Bachelor of Midwifery Bachelor of Nursing Bachelor of Paramedic Studies

Agriculture, Forestry and Fishing Mining Electricity, Gas and Water Supply Communication Services Manufacturing (16,519) Health and Community Services (10,044) Construction (10,023) Retail Trade (9,582)

-48.04 6.48

-21.51 -22.65 19.72 50.13 65.02 49.80

Appendix B Course Industry Table.doc 12/03/2004

APPENDIX B: Courses Offered And Major Industry Sectors Diploma of Ambulance Paramedic Studies Bachelor of Early Childhood Education Bachelor of Primary Education Bachelor of Arts/Bachelor of Education Bachelor of Information Systems (Information Management)/Bachelor of Education Bachelor of Music/Bachelor of Education Bachelor of Visual Arts/Bachelor of Education

Property and Business Services (9,373) Education (6,601) Wholesale Trade (5,950) Accommodation, Cafes & Restaurants (4,227) Personal and Other Services (3,785) Government Administration and Defence (3,616) Transport and Storage (3,214) Finance and Insurance (2,701) Cultural and Recreational Services (2,265)

59.87 40.92 13.31 68.19 31.88

-34.49 38.36

-11.98 46.76

OUTER URBAN CAMPUS



SWINBURNE UNIVERSITY OF TECHNOLOGY

Lilydale

(Outer Eastern)

Undergraduate programs Bachelor of Business Bachelor of Business (Accounting) Bachelor of Business (eCommerce) Bachelor of Business (Tourism and Management) Bachelor of Technology (Information Systems) Bachelor of Technology (Information Technology and Software Development) Bachelor of Technology (Interactive Multimedia) Bachelor of Social Science Double degrees Bachelor of Social Science/Bachelor of Business

Mining Electricity, Gas and Water Supply Transport and Storage Manufacturing (31,949) Retail Trade (30,771) Property and Business Services (18,903) Health and Community Services (16,725) Construction (16,566) Wholesale Trade (12,896) Education (11,986) Finance and Insurance (7,195) Personal and Other Services (6,917) Accommodation, Cafes and & Restaurants (5,666) Government Administration and Defence (4,073) Communication Services (4,041) Cultural and Recreational Services (4,037) Agriculture, Forestry and Fishing (2,749)

-33.73 2.55

7.95

21.87 23.75 21.18 23.77

0.59 16.26 -3.34 11.70 23.63

-15.06 -7.94 20.54

4.16


APPENDIX B: Courses Offered And Major Industry Sectors OUTER URBAN CAMPUS




Lilydale (cont)

Dual Awards Bachelor of Business (Tourism and Management and the Diploma of Hospitality Management) Bachelor of Business and the Advanced Diploma of Business (Marketing) Bachelor of Business and the Advanced Diploma of Business (Accounting) Postgraduate programs Master of Technology (by research) Graduate Certificate, Graduate Diploma and Masters in Writing Graduate Certificate, Graduate Diploma and Masters in eBusiness and Communication PhD programs

UNIVERSITY OF MELBOURNE

Werribee

(Melton-Wyndham)

Gilbert Chandler Campus. Bachelor of Food Science Graduate Certificate in Food Science Graduate Diploma in Food Science Master of Food Science (by course work) Master of Food Technology (by research) PhD in Food Science and related dairy disciplines Graduate Certificate in Dairy Technology Graduate Diploma in Dairy Technology Veterinary Clinical Centre Bachelor of Veterinary Science Master of Veterinary Studies (by course work) Master of Veterinary Science (by research) PhD – those supervised from the Werribee campus are mainly related to the clinical and applied veterinary disciplines.

Agriculture, Forestry and Fishing Mining Electricity, Gas and Water Supply Accommodation, Cafes & Restaurants Communication Services Cultural and Recreational Services Manufacturing (11,194) Retail Trade (9,727) Property and Business Services (6,245) Construction (4,720) Health and Community Services (4,603) Transport and Storage (4,593) Wholesale Trade (3,947) Education (3,232) Finance and Insurance (2,488) Government Administration and Defence (2,372)

-2.48 26.51

2.58 50.82 20.02 39.05 26.84 42.37 42.74 39.36 34.79 31.79 13.32 35.34

9.31 -23.36


APPENDIX B: Courses Offered And Major Industry Sectors Clinical postgraduate training internships and residencies.

* Note that students enrolled in degree courses at both Gilbert Chandler and in Veterinary Science begin studies in Parkville prior to studying at Werribee.

Personal and Other Services (2,083)

21.88

OUTER URBAN CAMPUS



VICTORIA UNIVERSITY OF TECHNOLOGY

Melton

(Melton-Wyndham) as above

Bachelor of Arts (Early Childhood Education) Bachelor of Arts (Recreation Leadership) Bachelor of Education

OUTER URBAN CAMPUS




Sunbury

Bachelor of Arts (Sports Administration) Bachelor of Arts (Sports Administration)/Bachelor of Business(Marketing) Bachelor of Arts Sports Administration/Bachelor of Business Event Mgmt Bachelor of Arts(Sports Administration)Bachelor of Business(Management)

Agriculture, Forestry and Fishing Mining Electricity, Gas and Water Supply Accommodation, Cafes & Restaurants Communication Services Government Administration and Defence Cultural and Recreational Services

14.4 -12.7

-2.8 41.6

2.9 -16.8 20.3


APPENDIX B: Courses Offered And Major Industry Sectors

(Hume)

Bachelor of Business Bachelor of Business (Event Management) Bachelor of Business (Human Resource Management) Bachelor of Business (Management - Service and Operations) Bachelor of Business (Management) Bachelor of Business (Management/Marketing) Bachelor of Business (Marketing) Bachelor of Business (Marketing/Event Management) Bachelor of Education Bachelor of Education (Primary) Bachelor of Music (Performance Stream) Bachelor of Music (Technology Stream) Graduate Diploma in Secondary Education

Personal and Other Services Manufacturing (11,911) Retail Trade (8,501) Property and Business Services (4,720) Transport and Storage (4,493) Health and Community Services (3,857) Construction (3,672) Wholesale Trade (3,096) Education (2,504) Finance and Insurance (2,004)

5.4 5.6

31.0 -27.5

-2.4 18.1 32.6

4.8 20.7

7.6

OUTER URBAN CAMPUS




Werribee

(Melton-Wyndham) as above

Bachelor of Business (Accounting) Bachelor of Business (Accounting/Financial Management) Bachelor of Business (Computer Systems Support) Bachelor of Business (Electronic Commerce)/Bachelor of Science Bachelor of Business (Transport and Logistics) Bachelor of Science (Biotechnology) Bachelor of Science (Honours) (Applied Biology) Bachelor of Science (Honours) (Chemical Sciences) Bachelor of Science (Honours) (Food Technology) Bachelor of Science (Medical Forensic and Analytical Chemistry) Bachelor of Science (Nutrition and Food Science) Doctor of Philosophy Graduate Certificate in Intermodal Freight Systems Management Graduate Certificate in Performance-Based Building &


APPENDIX B: Courses Offered And Major Industry Sectors Fire Codes Graduate Diploma in Building Fire Safety and Risk Engineering Master of Engineering (Building Fire Safety and Risk Engineering) Master of Science Master of Science (Food Science and Technology)


APPENDIX C: Regional Engagement OUTER URBAN CAMPUS

EFTSUS TAFE LINKS LOCAL PARTICIPATION EXAMPLES OF REGIONAL INITIATIVES/COLLABORATION

MONASH UNIVERSITY

Berwick

1527.9 Double Awardprogram:

B.Communications/Diploma of Arts (Professional Writing & Editing)

City of Casey Business Development Forum

South Eastern LLEN

Involvement in City of Casey Tourism Plan

Involvement in City of Casey Long Term planning

Berwick Chamber of Commerce

Tentative plans for education precinct

Proposal to house senior secondary college on campus

Business Associates breakfast (in conjunction with Casey Business Development group)

Computer classes for elderly citizens

Business internships with local businesses

OUTER URBAN CAMPUS


MONASH UNIVERSITY

Peninsula

2028.1 Publishedarticulation pathways between Chisholm TAFE and the Peninsula Campus

Frankston Roundtable

Frankston Mornington Peninsula LLEN

Mornington Peninsula Vocational and Training Management Committee

South East Development Board

Outreach Program to feeder secondary colleges

Use of the campus by community groups

Local Government Interaction

Peninsula Education Precinct

School of Business and Economics:

Business Advisory Board, Business Associate program Business Breakfast Seminar Series Work Integrated Learning Program School of Network Computing:

Industrial Experience Program (many systems developed for local organisations)

Research for local organisations (Peninsula Health, Mornington Peninsula Division of General Practice)

Faculty of Education

Local teaching placements

Research and development (Working with Wood, Hastings literacy and numeracy, investigating absenteeism at Frankston, Mornington Peninsula primary schools)

Outer Urban Higher Education Working Party 12/03/2004

APPENDIX C: Regional Engagement School of Nursing

Local clinical placements

Research projects in collaboration with local health institutions such as Peninsula Health, Peninsula Hospice, RDNS ( with the Centre for Health Services Operations Management)

The Monash University Centre for Ambulance and Paramedic Studies collaborates with HMAS Cerberus and BHP Westernport in paramedic training activities

OUTER URBAN CAMPUS



Lilydale

1698.2 Articulation

Dual Awards

Nested degrees

Development of associate degrees (Swinburne TAFE)

Centre for Agriculture and Business, Yarra Valley (CAB)

Yarra Valley, Dandenongs and the Ranges Tourism Board

Australian Indigenous Consultative Assembly (AICA)

Yarra Valley Regional Food Group

Rotary

Lilydale Chamber of Commerce

Lilydale Musuem and Historical Society

Three Regional Adjunct Professors (Indigenous and Food, Wine Tourism Experts)

ResouceWise (Business sustainability network)

Divisional Advisory Board which includes predominantly regional members

Growth and Development Partnership with the Shire of Yarra Ranges (over 24 joint projects, Town and Gown lecture series, regional Sustainability conference and postgraduate business program for Shire staff)

Regional Sustainability/Community Health Indicators with the LGAs - Yarra Ranges, Knox and Maroondah

A range of regional projects in collaboration with the CAB and the Tourism Board (Agribusiness Audit, Tourism Portal, Food, Wine Tourism Study Tour, Strategic Plan, Regional Branding Project)

A Study of the Economic Impact of the University on the Shire of Yarra Ranges

Triple Bottom Line Small Business Indicator Project

Industry Based Learning program that places students across all disciplines in


APPENDIX C: Regional Engagement

Partnership with the Institute for Horticultural Development (now Knoxfield Centre)

Jobs East (Regional Area Consultative Council)

Outer Eastern LLEN

Use of the campus by community groups

Local Government Interaction

Shire of Yarra Ranges City of Knox City of Maroondah Shire of Murrundindi Shire of Nillumbik City of Manningham

industry for 6 months or 12 months

Work Integrated Learning offered as a subject over one semester where student teams work on a project for a business or community organisation

2004 writers festival with local literary group, Woorilla, and regional libraries

Many subject based projects for a range of industries, schools or community organisations

Program with local secondary schools

Research project investigating regional student aspirations, local expectations and exploring collaborative opportunities with Local Government, local secondary schools, Community Houses and regional business.

Partnerships for the Future Program – student scholarships and subject prizes donated by regional business.

Artist in residence – Chris Booth and the development of the sculpture Bukker Tillibul in 2002

Mitchell’s View Restaurant, located on and operating on Lilydale Campus by TAFE Hospitality, is regularly used by the local community for private dining and for regional group meetings


APPENDIX C: Regional Engagement

OUTER URBAN CAMPUS


UNIVERSITY OF MELBOURNE

Werribee

150 Vet Science 40 Food Science

School of Vocational Education and Training, University of Melbourne is situated at the Gilbert Chandler campus

Both the Veterinary Clinical Centre and the Gilbert Chandler campus come within the Werribee Technology Precinct. There is co-resourcing with other Institutions within this precinct, including Food Science Australia, the State Chemistry Laboratory, The Victorian Institute of Animal Science and the CSIRO.

The Veterinary Clinical Centre provides veterinary consulting services to the local community, and specialist veterinary services to the State. The Gilbert Chandler campus participates in the Wyndham Careers Group, undertakes collaborative research and consultancies with the local food industries, and participates in local produce expos.

OUTER URBAN CAMPUS



Melton

408 TAFE Programs

* Business

* Info. Tech

* Social & Community Services

*Engineering/ Automotive

* ACFE

Diploma of Community Services (Child Studies)/BA (Early Childhood) is dual sector initiative

Short course

Melton Shire Council

Melton Education Board (a Committee of Melton Shire Council)

Auspicing Melton Township Learning Precinct Working Party

Melton/Brimbank LLEN – representation on Committee of Management and participation in events

Hosting Western Edge Cluster VET programs on Campus

Djerriwarrh Employment and Education Services

Djerriwarrh Health Services

Melbourne Western Area Consultative Committee

Western Region Economic Development Organisation

Skills for the New West project

Western Business Enterprise Centre

Western Region Forum of Councils

Western Metropolitan Region of the Department of Education & Training

LLEN Committees of management and membership – Maribyrnong, Moonee Valley and Wyn Bay

Learning and Innovation West Steering Committee (auspiced by VU)

Centre for Packaging, Transportation and Storage


APPENDIX C: Regional Engagement programs Melton Business Association

Various community groups – Rotary, Lions etc.

Use of campus by U3A and other community and sporting groups

Brookfield pre-school centre on campus is leased by Melton Shire Council

Western Region of ACFE

Western Region Disability Network

OUTER URBAN CAMPUS



Sunbury

531 Sunbury Primary School and the Sunbury and Macedon Ranges Specialist School share the Jacksons Hill site with the university and use some of our facilities. The community Boilerhouse Arts and Cultural Centre is on campus. Negotiations continue with Sunbury Arts and Culture Trust and City of Hume re development of a flexible performance space in disused boiler room in the Boilerhouse complex. Funding is to be sought from Victorian Community Support Fund. The community radio station, 3NRG, is on campus and has just moved into new, larger premises. The University continues to

Victoria’s Restaurant, operated on campus by TAFE Hospitality, is regularly used by the local community for private dining, receptions and service club meetings. The Rotunda Community Writing Centre grew out of TAFE adult literacy programs and now provides a lively focus for writers (and songwriters) in the surrounding area. It runs evening forums at least once a month featuring prominent writers such as Helen Garner, Raimond Gaita, Martin Flanagan and Arnold Zable. Each forum typically attracts 60-80 people from the local community and from the university.


APPENDIX C: Regional Engagement work closely with the City of Hume in the development of its innovative Hume Global Learning Village – a variant of the learning cities/regions approach. The University sponsors the Victoria University Sunbury Campus Awards for Scholastic Excellence in local secondary schools. These are presented to the dux or equivalent at end-of-year presentation events. Negotiations with City of Hume re development of shared-use open recreational space on an old oval – kick-to-kick area, hockey pitch are possibilities.

OUTER URBAN CAMPUS



Werribee

569 Driver EducationPrograms (local schools run their Driver Education program at the Industrial Skills site).

Wyndham Careers Day (held in May at the Industrial Skills site)

Articulation programs for entry into Higher Education from TAFE for Business and Science Degrees Tourism – links

Regular meetings with the Wyndham Career Teachers who also use the conference room and Industrial Skills site facilities.

Lecture theatre and conference rooms utilised by the local community.

Child care facilities – used by local community too.

Athletics Track - Schools and Community School visits to the Science Labs and Centres Science Labs Workshops ARI/VIB AGAL Agri Food Werribee Technology Precinct Werribee Advisory Committee Werribee Mansion Werribee Zoo Werribee Library Werribee Performing Arts Centre Mercy Hospital Werribee Banner (local paper) Werribee Times (local paper) Local Members of Parliament both Federal


APPENDIX C: Regional Engagement with Victoria Tourism, Werribee Zoo, Werribee Mansion, Werribee Rose Garden etc. WYNFM radio station

Foundation year – to promote science, engineering & technology to local secondary students.

Regular research seminars in the lecture theatre.

and State U3A (University of the 3rd Age) Committee for Werribee AFISC Melbourne University Wyndham City Council Economic Development Unit Weerama Festival Weerama Writers Festival Wyndham Annual Arts and Crafts – (held in June every year) Werribee Police Annual Youth Athletics Day Wyndham Business Awards Wyndham Local Business Awareness Week

(held at the Community Centre for one week every year)

Werribee Football Club – Annual match between Werribee Tigers and Port Melbourne Boroughs


Appendix D: Determining the Economic Impact of Universities Anne Langworthy

Director, Centre for Regional Development , Swinburne University of Technology, Lilydale Part of the Federal Government Review of Higher Education (West Review) released in 1998, was a commissioned submission Assessing the Economic Contributions of Regional Universities (Centre for International Economics). This paper substantiated the economic benefits provided by regional universities. Universities contribute to regions through four main avenues:

• Universities earn income, spend that income and attract students who also spend. This has a direct and multiplier or flow-on effects.

• Universities undertake research and development that could be focused on regional issues and/or have commercial application.

• Universities educate the labour force. This in turn can assist in attracting industry to a region and assist in the cultural and social development of the region.

• Universities can contribute to the social and cultural life of the region. They provide infrastructure, fulfil community service obligations and provide community volunteers.1

The framework for measuring tangible benefits used in the Centre for International Economics paper is also used in a number of studies of the regional contribution of regional universities. In particular this assessment highlights the economy-wide (both demand and supply side effects) approach taken by the South Australian study of all universities in South Australia (South Australian Centre for Economic Studies) and the Western Sydney University study. A 1994 study of the economic value of Latrobe University (Michael 1995) recognises that measuring the economic impact of universities goes well beyond the results of traditional economic impact analysis. His study provides a benchmark for the studies of the economic impact of Curtin University (IRIC 1999) and Edith Cowan University on the Western Australian Economy (IRIC 2000) The Edith Cowan study classified and utilised three approaches to assess the economic impact of individual universities:

• the regional impact model; • the human capital model; and • the research “spillover” model

This approach was initially used by Sudmant (1994). Long-term economic impacts were identified to be enhancement of human capital and the benefits to the Western Australian economy brought about by research undertaken at Edith Cowan University. Immediate economic benefits included employment and expenditure generated through the various campuses and external student programs. The direct economic effects of Edith Cowan University on the Western Australian economy were calculated by adding university expenditure and employment, staff consultancy earnings, student university expenditure and living costs of international students/visitors of international students.

1 Centre for International Economics, (1997), Assessing the Economic Contribution of Regional Universities, A Report Prepared for the Review of Higher Education Financing and Policy (West Report), Centre for International Economics, Canberra and Sydney.

Direct effects are measured in terms of all expenditures and employment associated with the activities of Edith Cowan University. University expenditure accounted for 60% of the direct economic impact. Further, there is evidence that regional universities spend in the local area. For example the University of Southern Cross makes 39% of all purchases in Lismore and 49% in the North-East Coast region overall. Sixty-six percent of staff live in the region. It is estimated that University of NSW non-resident staff spend $1140 -$1623 in Randwick annually. Indirect effects were measured by using the education multiplier on university expenditure and by calculating employment generated through the university activity including the generation of export income. The education multiplier of 1.58 is used in the IRIC studies. In the regional universities like Southern Cross and James Cook University multipliers of 2.29 and 2.36 have been justified. Metropolitan University multiplier of 1.75 (South Australia) and 1.84 at the University of New South Wales are identified in the West Review. Use of a multiplier implies that every dollar spent will have flow on effects. It is noted that expenditure on services will have a greater regional multiplier than expenditure on goods. Thus expenditure by staff and students will have greater impact than expenditure by the university itself. The flow on effects for broader regions tends to be larger than for smaller regions and larger for regions that include major cities than for regions which do not. The enhancement of human capital graduates has been measured by Michael (1996) and IRIC (1999 and 2000) as the value of expected wage benefits relative to student costs and public sector investment costs of providing tuition through the University and the implied annual gross income differential of 10% over a 45 year working life (less 5% to estimate net present value). Social cost recovery is calculated by estimating the net present value of income tax payable on gross income differential and private cost recovery is calculated by comparing net present value of the income differential after costs and tax with the average private cost per degree. At the time of the study, the average cost of a degree at Edith Cowan University was $55,172, 76.6% ($42,284) publicly funded and 23.4% ($12,888) being funded through user charges. Private costs including foregone income and direct costs ascertained through student survey data are estimated as around $34,409 on average. The IRIC study assesses the present value of future benefits flowing from the Edith Cowan degree (calculated as described above) at $136,309 and the Curtin University degree as $149,235. Thus the net present value of the degree at Edith Cowan is estimated as $59,616 and $87,359 for Curtin University2 Despite the difficulty of estimating the full flow-on effects of research and development, the report uses three methods to estimate the impact of research and development undertaken by Edith Cowan University on industry in Western Australia. These methods include the ‘growth decomposition’ method, ‘value at cost’ method and ‘multiplier equivalence’ method which result in an estimate of the flow on effects ($65 million) beyond actual research income ($25 million). The Edith Cowan report concludes, “Public investment in the education of Edith Cowan University graduates is economically justified.”3 based on the social cost recovery ratio of 1.29. Social cost recovery rate corresponds to the present return of $1.29 for every dollar of taxpayer subsidy of university education. ECU graduates enjoy substantial financial benefits indicated by the private cost ratio 1.38. The private cost ratio is the ratio of net present value of the income differential, after costs and taxes, to private costs. This implies that Edith Cowan graduates can expect a lifetime return of $1.38 for every dollar invested in their three-year degree.

2 The Institute for Research into International Competitiveness (IRIC), 2000,Op Cit p50 3. The Institute for Research into International Competitiveness (IRIC), 2000. The Economic Impact of Edith Cowan University on the Western Australian Economy, Perth. P51

A private cost ratio of 3.16 indicates substantial financial benefits for students of Curtin University. A social cost recovery benefit 1.5 suggests that in the long-term “the community’s ongoing support for Curtin University and university education in general is well placed” 4 Specific events and initiatives of universities also have an economic impact. For example the University of Queensland attracts 650 people to their Summer School and the Centre for Professional Development at University of Southern Cross attracts industry associations to conferences and events. The impact of regional campuses is shown at Warrnambool where the establishment of the Deakin University campus was estimated to create 324 jobs, contribute to increased rental value and increased property values of between 10 -20%. In addition annual expenditure on sporting events increased to an estimated $11 million (Dryden 1996). Volunteer hours contributed by staff and students also have an impact on regional economies. For example it is estimated that staff at the University of Southern Cross contribute a total of 2000 hours per week volunteer activity in the region (average 4 hours per staff member). Students’ involvement in extra curricular activities was estimated at 1800 hours per week.5 In addition to research and development of the type described at Edith Cowan University. Regional universities can be seen to link academic and business communities. For example, Ballarat University provided the OH&S program for Bonlac Foods.6 Four research reports from the NCVER provide evidence that training has an impact on the bottom line for business. Conducted in 1999 as part of the National Research and Evaluation Committee's program of research grants, teams from Melbourne University, UTS, Deakin Australia and AustralAsia Economics have gathered an overwhelming body of evidence to show that training pays. Examining the impact of particular training programs in a range of firms, the Deakin Australia team found that health and safety training can provide a return of over 1000 per cent on saved Workcover costs. Similarly, the Melbourne University teams found that footwear manufacturers were experiencing a very large boost in value-added per employee through their training activities, with returns to the firms of up to $5,000 for every $100 they spent.7 Regional universities also impact on township development. A notable example is the impact of Australia’s oldest regional university, the University of New England on the township of Armidale. An average of 350 international students are welcomed by the mayor to the township each year, the student union owns a picture theatre and hotel in the township and provides significant sponsorship for community groups. A town and gown focus sees graduation as a big event in the township. In addition annual dinners and inaugural lectures are being held in the town. The university has brought about a focus on arts and culture in the town and the teachers’ college funds one room in the art gallery. A recent Department of Education, Training and Youth Affairs (DETYA) occasional paper Access (00/D 2000) assesses the impact of campus proximity and socio-economic status on university participation rates in regions, finding that access (proximity to university campus) and socio-economic status (SES) of regions contribute to university participation.

4 The Institute for Research into International Competitiveness (IRIC), 1999. Contributing to the Community Through Education and Research: Quantifying the Economic Impact of Curtin University of Technology on the WA Economy, Perth p43 6 Figures quoted for Southern Cross University, University of Queensland and University of NSW and Ballarat in Centre for International Economics, (1997), Assessing the Economic Contribution of Regional Universities, A Report Prepared for the Review of Higher Education Financing and Policy (West Report), Centre for International Economics, Canberra and Sydney 7 National Centre for Vocational Education Research Ltd (NCVER), 2000. Enterprise Return on a Training Investment, Leabrook, South Australia

In metropolitan areas education aspirations (as measured by education and occupation levels) explain the bulk of the variation in participation rates, although the level of access and the level of economic resources explain a significant proportion of that variation. The relationship between participation, SES and access to university differ significantly between metropolitan and non-metropolitan areas. However the paper determines that building of regional university campuses is not the way to bring participation rates up to metropolitan levels. The paper concludes, “much of the difference in participation appears to relate to the way regional communities relate to the education system”. 8 It should be noted that this paper is based on 1996 census data. Although a small number of student places are accounted for as being provided by Swinburne University, Lilydale campus (deemed a metropolitan campus), participation rates for the region generally are still low - South West 23.7% (the location of the campus) and Yarra Ranges Central and North 18.4%. In an Evaluations and Investigations Programme publication, Engaging Universities and Regions (00/15), Garlick assesses the contribution of universities to regional economic development. Human capital outcomes are explored by linking undergraduate and graduation student flows for each campus and region using postcode data. Degrees of social capital engagement are explored using four broad areas:

• leadership and strategic focus • knowledge enhancing programs • information and promotion • infrastructure support for economic development

It found that campus structural forces were more significant in determining social capital engagement than either regional structural factors or operational factors. The publication identified high, medium and low levels (categories) of economic development priority engagement identifying only Newcastle University as engaging at a high level. It should be noted that the outer urban campuses are identified as a metropolitan campus and not included in the analysis. Just the presence of a regional campus brings greater local spending and thus economic benefit. However, where there are high levels of engagement with the local community there will be a higher proportion of local students undertaking, as well as additional social and cultural interaction. “At the highest level of engagement, universities connect in a strategic, whole-of -institute way by providing an on the ground package of leadership, infrastructure, collaboration and multi-disciplinary research and teaching targeted at areas of regionally identified economic development priority”. 9 Bibliography Centre for International Economics (1997), Assessing the Economic Contribution of Regional Universities, A Report Prepared for the Review of Higher Education Financing and Policy (West Report), Centre for International Economics, Canberra and Sydney. Chapman, B.J. and Chia, T.T. (1994), ‘Income Contingent Charges for Higher Education: Theory, Policy and Data from the Unique Australian Experiment,’ Centre for Economic Policy Research, Discussion Paper No. 307. Australian National University.

8 Department of Education, Training and Youth Affairs (DETYA), 2000b. Access: Effect of campus proximity and socio-economic station on university participation rates in regions p17. 9 Department of Education, Training and Youth Affairs (DETYA), 2000a Engaging Universities and Regions: Knowledge contribution to regional economic development in Australia p13.

Department of Education, Training and Youth Affairs (DETYA), 2000a Engaging Universities and Regions: Knowledge contribution to regional economic development in Australia. Department of Education, Training and Youth Affairs (DETYA), 2000b. Access: Effect of campus proximity and socio-economic station on university participation rates in regions. Department of Education, Training and Youth Affairs (DETYA), 2000c. “The Emergence of Entrepreneurial Public Universities In Australia,” paper presented at the IMHE General Conference of the OECD Paris, September 2000. Department of Education, Training and Youth Affairs (DETYA), 1999. Regional Participation in Higher Education and the Distribution of Higher Education Resources across Regions. Dryden, P The Impact of the Deakin University Warrnambool Campus on the Local Economy and Community, unpublished paper 1996. Maglen, L. (1995), ‘Education Expansion and the Private Returns on a University Degree,’ in Ferrier, F. and Smith, C.S. (eds.), The Economics of Education and Training, 1995, Australian Government Publishing Service, Canberra. Michael, E. (1996), ‘The Value of University Output - The Latrobe Example,’ Economic Papers, vol. 15, no. 3, Sept. 1996, pp. 88-96. National Centre for Vocational Education Research Ltd (NCVER), 2000. Enterprise Return on a Training Investment, Leabrook, South Australia. Sudmant, W. (1994), The Economic Impact of the University of British Columbia, Office of Budget and Planning. University of British Columbia. The Institute for Research into International Competitiveness (IRIC), 2000. The Economic Impact of Edith Cowan University on the Western Australian Economy, Perth. The Institute for Research into International Competitiveness (IRIC), 1999. Contributing to the Community Through Education and Research: Quantifying the Economic Impact of Curtin University of Technology on the WA Economy, Perth.

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