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Wintec

Investment

Plan

2011-2013

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Contents

Investment Plan – Executive Summary ................................................................................................... 3

1.0 The context for the plan ............................................................................................................. 5

1.1 Background to the current plan .............................................................................................. 5

1.2 Current environment .............................................................................................................. 7

1.3 Response – strategic priorities and major initiatives ............................................................ 11

2.0 Summary of activity ................................................................................................................. 19

2.1 Academic priority sectors ..................................................................................................... 19

2.2 Academic directions .............................................................................................................. 20

2.3 On plan funding ..................................................................................................................... 22

2.4 Summary of other activity .................................................................................................... 28

3.0 Key Performance Indicators ..................................................................................................... 30

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Investment Plan – Executive Summary

The Government’s vision for the tertiary sector is for a world-leading education system that equips all New

Zealanders with the knowledge, skills and values to be successful citizens in the 21st

century.1 It is for a sector

that contributes to a productive and growing economy delivering greater prosperity, security and opportunity.

Wintec has an important responsibility; to produce graduates who have the capabilities, attitudes and skills to

succeed in a dynamic, interconnected, global environment and who can contribute to a well educated,

competent and innovative workforce regionally, nationally or internationally.

Over the last eight years, Wintec has undertaken a comprehensive programme of modernisation and capacity

building aligned to the changing needs of our region. We have worked hard to build strong local relationships

with business and the community, and to make Wintec more open and accessible to the community both in

terms of our physical environment and facilities, and through the programmes and services we offer. We have

revitalised our portfolio of programmes, investing in new programmes as necessary to meet changing and

emerging demands. Overall, we have lifted education outcomes, to a point where our programme quality and

student performance is generally well placed relative to the sector. We have made substantial progress in

modernising our buildings and infrastructure and in making our organisation efficient and sustainable.

Wintec is an active contributor to the Waikato region, participating in a range of strategies and activities as

well as collaborating with a variety of businesses, and local government and community stakeholders, to drive

innovation and growth in the region. We are leading the alignment of tertiary education provision to industry

and community needs through strategic partnerships and the delivery of quality applied professional and

vocational education. We are working collaboratively with regional industry and business on applied research

projects to problem-solve issues of particular relevance to them.

After a process that involved a scan of the environment’s impact on tertiary education, feedback from key

external and internal stakeholders, and an assessment of the outcomes delivered by Wintec during the last

investment plan period, we have reaffirmed the eight strategic priorities that have guided our direction and

focus for the last three years.

These are:

Quality and student outcomes

Modernisation, capability and sustainability

Flexible delivery and learning technologies

Tertiary sector collaboration

Employer and community engagement

Māori achievement

Internationalisation

Research, development, transfer and commercialisation.

These eight priorities reflect our commitment to the region, its stakeholders and learners. They will be

supported by the drive to achieve internationally competitive quality and a strong international reputation.

This plan has, as its primary focus, performance commitments aligned to the Government’s priorities through

the Tertiary Education Strategy 2010 – 2015 and for which Wintec will be responsible to the Tertiary Education

Commission (TEC).

1 Tertiary Education Strategy 2010-2015, Office of the Minister for Tertiary Education

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It is, therefore, fundamentally concerned with addressing TEC’s requirement of ITPs to ensure that our

provision is relevant to the needs of the region’s learners, communities, industry and business, to improve our

educational performance and the efficiency of our organisation. Consequently, less attention is given in the

plan to provision or activity relating to Industry Training Organisations (ITOs), internationalisation or

commercialisation.

This plan will be complemented by our strategic plan and a number of strategy documents relating to priorities

which will contain the organisation’s three year outlook across all spheres of our activity. Additionally, the

annual business plan will contain a broader range of performance commitments and these, plus the

commitment in this plan, comprise the full set of commitments against which we will formally report.

This plan outlines further improvements in performance that will involve increased staff capability,

developments in infrastructure, the introduction of different learning modalities and enhanced support for all

students, and TEC’s identified priority learner groups in particular. We intend to finish the plan period as an

agile, sustainable organisation with a reputation for quality infrastructure and provision, with excellent

educational outcomes providing the region with highly employable and work-ready graduates,

We are proud to be a significant contributor to the Waikato region through our educational delivery and

participation in partnership initiatives regionally, nationally and internationally. The achievement of this plan

will be built upon a combination of sound strategy, careful planning, strong leadership, a positive, responsive

attitude, organisational flexibility and adaptability and an enormous input of energy and commitment.

Mark Flowers

Chief Executive

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INVESTMENT PLAN

1.0 The context for the plan

‘Building a stronger community through education, research and career development’.

1.1 Background to the current plan

Since 2003, Wintec has been on a programme of major change, Project Connect, to ensure

the organisation’s continued relevance within a rapidly-changing regional, national and

global environment. This change programme, and what it aimed to achieve, was reflected in

the 2008 – 2010 Investment Plan where we signalled our intention to:

Better align to industry and respond appropriately to areas of regional and economic

growth

Improve the quality and student centeredness of its provision and operations

Ensure a broad, relevant portfolio of provision, including foundation delivery and strong

student pathways to higher level qualifications

Expand e-learning capability and flexible delivery

Embed internationalisation within the organisation

Strengthen research capability and partner with industry to identify and realise applied

research, development and technology transfer opportunities; and

Be a good place to work.

During the Quality Reinvestment Programme (QRP) period (2007-2009), we made significant

progress toward demonstrable improvement in these areas. For example, the organisation:

Implemented the WinQual Excellence Framework (including a self-assessment process

and the External Evaluation and Review (EER) process)

Implemented an Internationalisation strategy through which Wintec has seen growth in

international student enrolments, staff and student exchanges with partner institutions

in China and India and many other countries

Implemented a research, development and transfer strategy which has led to the

introduction of a research voucher scheme in collaboration with local industry

Significantly improved financial performance to a point where, in 2010, Wintec will

achieve a 3%+ surplus without QRP support, and received a ‘low’ sustainability risk

rating from TEC

Entered into a formal collaboration arrangement with the University of Waikato

Continued its major capital works programme including a student hub at the city

campus

Initiated a shift toward higher level provision, in 2007 61% of total SAC provision was at

level 4+ compared with 75% in 2009, a 23% improvement in higher level provision

Lifted overall education outcomes to a point where we are generally well placed

relative to the sector

Developed and implemented the Bachelor of Engineering Technology in conjunction

with the Metros group of ITPs, and a number of other collaborative ventures with

various TEOs from across the wider sector.

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Challenges and opportunities remain and new ones constantly emerge. These will continue

to be addressed through this next investment plan period. These relate to the continuing

modernisation of Wintec’s facilities, technologies and workforce; an on-going focus on

internationalisation; greater industry engagement in applied research; and the delivery of

quality qualifications that meet the needs of employers and students and generate positive

outcomes for students and employers.

The purpose of this plan is to address Government’s priorities as outlined in the TES 2010 –

2015 and TEC’s requirements of institutes of technology. These priorities and requirements

are reflected in our performance commitments and express our intention to continue to

improve educational performance, deliver quality provision aligned to the needs of the

region’s learners, communities and employers and operate efficiently and sustainably. This

plan is aligned to, and informed by, Wintec’s strategic plan and a number of key

organisational strategies. Our annual business plan will contain a broader range of

performance commitments and, together with those expressed in this plan, will comprise the

full set of commitments against which we will formally report.

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1.2 Current environment

1.2.1 Population

The regional facilitation processes of the last three years combined with regular

feedback mechanisms such as Wintec’s Employer Partnership Groups (EPGs) makes

it clear that the ‘script’ for the Waikato region is well understood and largely

unchanged from that described in the 2008 – 2010 investment plan.

Important factors for Wintec to consider are:

The regional population is predicted to grow by 3% annually over the next

decade, predominantly in and around Hamilton City (where quite strong

growth is forecast), the Thames Coast and Coromandel

The population in South Waikato is declining, exacerbating existing skills and

service shortages in rural areas (particularly key sectors such as agriculture,

manufacturing and engineering)2

The Waikato has a relatively large and growing youth population

A significant proportion of the population are Māori compared to the national

average

A notable proportion of the Waikato population has no, or little, formal

qualification

The Waikato has a slightly higher percentage of youth not in employment,

education or training (NEET) compared to the national rate

Secondary school student enrolments have been increasing since 2008

60% of secondary students identify as European and 30% as Māori

Approximately 40% of the region’s population live in rural areas and face

barriers accessing tertiary education

More than 80 ethnic groups are represented within the region’s population.3

In recent years, the Waikato has seen growth in the numbers of Asian and Pacific

people residing in the Waikato, however, these ethnic groups still comprise a

relatively small proportion of the region’s population compared to the national

average (5% and 3.0%4 respectively). There are also significant refugee and migrant

minorities in the region.

1.2.2 Wintec’s student population

Overall, Wintec’s TEC funded student population can be characterised as follows:

Two-thirds are aged under 25 (by EFTS consumed)

There is a considerable age range of those over 25, with the majority under 35

2 Tertiary Education Commission: The Waikato Regional Briefing and Waikato - Annual In-Depth (AIDR) 2007

DoL

3 Hamilton City Council Economic Development Strategy http://hamilton.co.nz/file/fileid/9059

4 http://www.dol.govt.nz/publications/lmr/archive/aidr-07/waikato/aidr-waikato_04.asp Waikato Annual In

Depth Labour Market Report 2007

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Around 75% will be enrolled at level 4 and above in 2010, significantly more than

at the beginning of the last plan period (where it was approximately 60%)

The gender balance is close to 50:50, though the split of gender by qualification

or school of study is variable

Slightly more than half of all EFTS enrolled in level 4 and above qualifications are

studying at degree level (approximately 40% of all TEC EFTS)

The pattern of those students studying level 1-3 qualifications is roughly similar

to the student population as a whole

Outcomes are, relative to the sector as a whole positive:

Course completions average around 75% overall

Qualification completions average around 65%

Overall student retention sits at approximately 50%, and

Progression from level 1-3 study is around 30%.

Of these, level 1-3 progression and student retention overall warrant the most

attention over the plan period and will see the most improvement

Outcomes are expected to incrementally rise over the period.

Some of the most salient points with regard to Māori participation are:

Approximately 25% are Māori, slightly higher than the percentage of the region’s

population that identify as Māori

Over three quarters of those Māori students are studying at level 4 and above

The majority are under 25 – reflecting the youthful population of Māori in the

region

Māori students are reasonably evenly spread across the range of schools of study

Outcomes for Māori at Wintec, while comparable overall to outcomes achieved

by the sector as a whole, lag behind Wintec’s overall outcomes by between 6-9%

Therefore, participation is not the primary issue and outcomes are the focus

required for this plan period

A similar set of statements can be made for the much smaller population of

Pasifika students at Wintec. The region has a very small Pasifika population, and

therefore, while they will be focused on in Wintec’s business plan, they are not a

primary concern here.

1.2.3 Economy and industry

The Waikato is home to some major industries as well as a large proportion of small

to medium businesses, and makes a strong and vital contribution to the national

economy, not least as a major exporting region. While much business activity is

centred on Hamilton city and surrounds, the significance the Waikato’s agricultural,

manufacturing and health sectors means that there is also a strong presence in the

region’s outlying rural areas. The recessionary conditions of the last two years have

driven a rise in regional unemployment levels above the national average5 and

predictably, the regional economy has slowed somewhat in response.

5 Tertiary Education Commission: The Waikato Regional Briefing

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The region’s major economic drivers inform Wintec’s strategic direction. For

example:

The Waikato is New Zealand’s highest export region with 20% of all exports

coming from the region6

The region is New Zealand’s leading area for hi-tech innovative manufacturing

and engineering industries and a world class centre for agricultural

biotechnology and related research

Agriculture, while declining, is still the region’s largest employer, and the

Waikato is New Zealand’s largest dairy farming and dairy product

manufacturing region

Aquaculture, centred primarily on the Thames coast, is an emerging industry

with considerable growth potential

Other major employers are in retail trade, manufacturing, property and

business services, health and community services, and education

The Waikato has the 3rd

largest concentration of small and medium enterprises7

Other drivers for the regional economy include projects such as the NZ Clean

Energy Centre, the international airport, logistics and supply chain operations,

electricity production, extractive industries and retail

The Waikato is still experiencing shortages of technicians, professionals, trades

workers and others

80% of the current regional workforce will still be in the workforce in 2020.8

The Waikato region is susceptible to labour migration inflows and outflows, and as a

result requires quality, industry-relevant, tertiary education provision to develop

and maintain a skilled workforce. Strong collaboration between tertiary education

providers and industry is essential to ensure the industry-relevance of both

qualifications and applied research initiatives. Wintec does much to ensure it is

attuned to the educational implications of the region’s economic needs, proactively

engaging with industry, local government and community agencies through its

Employer Partnership Groups (EPGs) and a number of key strategic relationships

with business and agencies involved with economic development within the region.

Our response to key regional industry and economic imperatives is also informed

through our participation in council, community and industry committees and

consultation groups, and by a range of regional policy and planning documents.

In addition to our strong portfolio of programmes at degree and postgraduate

levels, we have identified seven regionally significant industry sectors to inform our

strategic direction during this investment plan period (see section 2.0). These

sectors are significant because of their strategic importance to the regional

economy or their potential for growth or employment issues. Identifying priority

sectors enables us to anticipate and evaluate industry needs that can be addressed

through targeted education and applied research.

6 http://www.visithamilton.co.nz/page/pageid/2145833846/Key_Facts

7 SMEs in New Zealand: Structure and Dynamics 2009, Ministry of Economic Development, August 2009

8 Waikato regional facilitation statement 2009

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1.2.4 Applied research and technology transfer

Wintec is a leading research institution within the ITP sector, and is located within a

region that has a strong profile in tertiary and applied research and is home to a

number of notable research-capable organisations. ITPs have a core role in

undertaking applied research and technology transfer that both supports vocational

learning and drives industry innovation. Wintec’s Research, Development and

Transfer Plan was developed in 2009 to build our research capability and better

align research activities with external stakeholder needs. To capitalise on our

reputation for technical problem-solving, the RDT Voucher Scheme was successfully

introduced as a pilot scheme in 2009 to provide industry with a mechanism to

secure research services from Wintec and help ensure that this activity is relevant to

industry needs.

1.2.5 Government policy and the Tertiary Education Strategy 2011 - 2015

While the economic drivers for the region have remained relatively stable,

Government policy has shifted in some notable respects. The Tertiary Education

Strategy (TES) (2011 to 2015) and related changes for example, the new financial

monitoring framework, performance outcomes framework, ACE provision, and

Performance funding, set out the priorities for the tertiary sector for the next five

years as well as Government’s expectations of Institutes of Technology/Polytechnics

(ITPs). In developing the 2011 – 2013 Investment Plan, Wintec has paid close

attention to these priorities and expectations to ensure its provision is relevant to

the needs of learners, communities, industry and business and is of high quality.

The TES describes the Government’s vision for a world-leading tertiary education

system and also outlines the roles the various tertiary sub-sectors and the

distinctive contributions they are expected to make toward the achievement of this

vision.

Government’s key priorities for ITPs include:

Increasing the participation and success rates of young people and Māori at

higher levels of the framework (Level 4+)

Ensuring effective collaboration and pathways to increase the number of

students successfully transitioning from secondary school into tertiary

education

Improving literacy, language, numeracy outcomes in levels 1-3 study

Improving institutional educational and financial performance

Strengthening applied research outcomes and contributing to innovation in

industry.

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1.3 Response – strategic priorities and major initiatives

1.3.1 Overview

Wintec intends to further enhance its reputation as a modern, ‘world-class’,

sustainable, student-centred and financially sound institution. Continuing

investment in the capability of staff will ensure that we have a motivated and skilled

team delivering quality teaching and learning in modern, fit-for-purpose facilities

using up-to-date learning technologies. Additionally, our staff will be engaged in

reciprocal relationships with industry representatives, ensuring a two-way flow of

knowledge to inform teaching content, industry practice and applied research

opportunities.

We intend to be recognised for:

Technological capability in terms of the digital literacy of staff, the learning

technologies in use and the range of flexible delivery options available to

students for on-job and off-job training

The seamless and comprehensive embedding of literacy, language and

numeracy within lower-level curricula and the proficiency of staff in literacy

education

Excellence and innovation in the development of curricula, educational

products and resources for use both within Wintec and by other providers

nationally and internationally

Success in international education and the ability to equip students to

successfully work in a global environment

Being strongly student-centred and industry responsive

Achieving a high level of educational outcomes for students and contributing

the overall development of the region.

We are well placed to realise this vision, having already achieved a significant

number of milestones in the organisation’s transformation journey:

Achieving a position of financial viability and ongoing sustainability

Strengthening quality and risk management performance

Transforming a large part of the physical infrastructure via the Campus

Development Programme to modernise teaching and social facilities

The development of a five year strategic technology plan and significant

progress towards a wireless campus and an institution-wide infrastructure

upgrade

Completion of the QRP efficiency and sustainability work streams

Staff capability development

Significant redevelopment of academic provision as a result of improved

employer and community engagement.

Project Connect began as our foundation change programme in 2003, and proved to

be highly successful at engaging staff, raising awareness of the imperative for

change, and managing interdependent projects in a complex organisational

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environment to deliver tangible outcomes. Project Connect continues in 2010 to

ensure that we maintain the process of change. We intend to undertake eighteen

key projects and a number of sub-projects during the investment plan period,

relating to technology, student success, external evaluation and self-review,

international partnerships, commercial incubation and research transfer, and

relationships and shared services with other tertiary organisations (to name a few).

These projects are clearly aligned to our strategic priorities, ensuring an effective

interface between the strategic intent and operationalisation of project deliverables.

1.3.2 Strategic priorities

We have reviewed our eight strategic priorities and have made some minor changes

in emphasis for the next three years.

Wintec’s eight strategic priorities are:

1. Employer and community engagement

Effective engagement with community, industry, and students is central to

ensuring that our overall provision is aligned to the region’s needs. The

considerable time and energy that is spent on regional facilitation and

consultation processes across the organisation is representative of our

commitment to operating in partnership with regional stakeholders. Wintec

will continue to take a leadership role in a variety of community and industry

settings. Staff will undertake knowledge-sharing placements with industry and

community partners.

Positive and well-informed stakeholder experiences of Wintec are essential to

productive relationships with employer and community groups, students and

the general public. Our performance commitments reflect the importance of

maintaining student and graduate satisfaction levels and enhancing employer

satisfaction levels.

Our long-standing commitment to communities in the wider region will be

further strengthened through our regional strategy which aims to ensure

access to quality tertiary education for these communities, many of whom are

represented in TES priority groups. The strategy also focuses on improving

flexible delivery and learning technology options, supporting local business and

enhancing collaboration.

Key projects or initiatives include:

The development of Priority Sector Groups (PSGs) to provide a forum for

strategic interaction with representatives from employers, schools,

tertiary providers, and community agencies. These PSGs will complement

the existing Employer Partnership Groups (EPGs) which are more focused

on specific industry requirements at the programme-level

The establishment of the business floor within Wintec House, which will

co-locate key economic development and not-for-profit agencies within a

vibrant and exciting environment. It will promote business initiatives and

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encourage technology transfer between the tertiary sector and the

business sector

The continued development of special relationships with the SPCA,

Habitat for Humanity and the Community Living Trust

The establishment of a Māori leader’s forum

The review of regional relationships through our Regional Strategy to

ensure we continue to engage with employers and other regional

stakeholders

Development of the eco-housing/energy project in collaboration with

WEL networks, EECA, ESITO to establish an industry centre for sustainable

energy developments

Further development of links with secondary schools to improve

transition from the school to Wintec. This will complement Youth

Guarantees, Trades Academy, STAR and Gateway activities

Engagement with the Department of Corrections.

2. Māori achievement

This strategic priority signals our commitment to Māori students. We will

maintain a focus on providing culturally rich learning and social

environments, quality student services, and programmes and delivery that

are successful in addressing Māori students’ needs and aspirations.

Māori achievement also requires successful relationships with Tainui, other

iwi, and Māori stakeholders and business leaders. Improvements in Māori

achievement will be realised through the Māori directions plan which has

been developed in conjunction with regional Māori leaders, government

agencies and businesses.

Key projects or initiatives include:

A whare, which will be built in 2011 to serve as a focal point for staff,

students and external stakeholders, and support kaupapa Māori on the

campus. A number of key strategies for enabling Māori to succeed as

students and for strengthening community and local iwi engagement

will be centred on the whare

A Māori student outcomes project to ensure improved retention,

progression, course and qualification completion rates. This project is

aligned to the sector Educational Performance Indicators (EPIs)

A Māori Leaders Forum which brings together tertiary providers,

Industry Training Organisations, Tainui and iwi representatives, Te Puna

Kokiri, Māori business leaders and others concerned with Māori

achievement.

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3. Quality and student outcomes

Our aim is regional, national and international recognition of the quality of

our graduates and education products and services. Our initiatives are

designed to improve student course and qualification completions, retention

and progression based on the EPIs.

This priority also includes ongoing development of our WinQual Excellence

Framework, which aims to embed a continuous quality improvement

approach within all activities to achieve high standards of excellence in

internal business processes, customer and student support services, and

stakeholder satisfaction processes.

We have a relatively strong position in the sector with regard to outcomes,

although there remain areas to be improved on. The attached performance

commitments reflect our intention to further lift performance across the

various EPIs, with attention to these subgroups, Māori in particular, which lag

behind overall student performance. These targets will be complemented by

additional targets within our business plan.

Key projects include:

The Student Success project which aims to improve student outcomes,

targeted pastoral care interventions, assessment and qualification

design, and the development of our teaching and learning plan and

teaching quality initiatives

The literacy and numeracy embedding project and associated staff

capability development, to ensure all staff are qualified through the

National Certificate in Adult Literacy Education (NCALE)

The External Evaluation and Self-Review project to ensure a smooth

transition to the new external review processes in a way that reinforces

the WinQual framework

A reporting and monitoring regime based on the EPIs to enhance

organisational awareness of the importance of improved student

outcomes and the drivers of strong performance. Modelling will project

outcomes by school and programme, and review progress towards

targets, so that feedback is provided to Heads of School and unit

managers on the performance of their programmes.

4. Flexible delivery and learning technologies

We intend to further promote access and flexibility for student learning

through delivery options that accommodate individuals’ circumstances,

learning needs and styles, utilising learning technologies that enhance the

students’ experience of study. Given the size and distribution of the region’s

population, flexible delivery options are seen as essential for improving

access to tertiary education and successful outcomes. Meeting employer

requirements for on-job training and flexibility for off-job training is a critical

aspect of our commitment to meeting industry needs. Flexible delivery

options will include online learning, learning via hand-held devices, blended

delivery, paper-based distance learning, delivery through satellite campuses

and local secondary schools, block courses and after-hours delivery.

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The ICT Strategic Plan 2010 – 2013 outlines a number of developments that

will advance our mobile technologies, wireless campus, social networking

applications and modern teaching technologies.

Key projects include:

The introduction of simulation technologies for Trades and Health

provision

A wireless campus and a move to some elements of cloud computing to

improve flexibility, accessibility and efficiency

The implementation of mLearning (mobile learning as the natural

extension of eLearning) which will enable lectures, tutorials and

learning resources to be delivered to laptops and hand-held devices

Web and video conferencing of lectures and tutorials to remote

campuses

Introduction of the T3 Programme (Teaching Technology Toolbox) to

promote the effective use of technology

Improved student portal and use of Moodle

Creation of a knowledge repository to capture all curricula, teaching

materials and related information to support the ongoing development

of blended learning.

Significant investment in ICT infrastructure, closely linked to the

Campus Redevelopment Programme.

5. Modernisation, capability and sustainability

Over the last investment plan period, Wintec’s building programme has

driven significant organisational change. Teaching delivery, staff capability,

facility utilisation and business processes have all been adapted to ‘fit’ these

new spaces. While the building programme will continue to provide a focal

point for our organisational transformation, it will be complemented by

significant projects related to the modernisation and sustainability of the

workforce, technology resources, infrastructure and internal capability.

The addition of capability to this strategic priority recognises the critical role

of staff in achieving our planned outcomes. We will undertake a major

workforce planning project through Project Connect with a focus on

academic mix, workload, talent management, succession planning, industry

currency and research.

The ICT Strategic Plan will also be a driver for the modernisation and

sustainability of our technology resources and the digital literacy of staff and

students. Sustainability also has a two-fold importance, firstly in the sense of

being ‘green’ – energy efficiency, waste reduction and lean manufacturing

principles – but also in the sense of having self-sustaining and robust

financial and quality outcomes.

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Key projects include:

Workforce mix and workload, incorporating benchmarking information

Siteworx Campus Redevelopment Programme project. This will include

a car park building, redeveloped Trades and Engineering facilities, a new

whare and major refurbishments. This will also address a significant

amount of deferred maintenance liabilities. Progress toward a more

‘city-facing’ campus will continue with the relocation of the main

campus entrance, reconfiguration of internal roading, parking areas and

the construction of walkways and outdoor social spaces

Continued development of Wintec’s Capital Asset Management

Systems (CAMS) linked to sector wide developments. Wintec already

has a well-developed CAMS infrastructure, as indicated in the recent

assessment of CAMS activity by the TEC, and the campus

redevelopment significantly reduces deferred maintenance over the

next 3-4 years to the point of almost eliminating all significant deferred

maintenance.

The completion of the energy eco-accommodation village at Avalon

Technology and infrastructure projects – adoption of Cloud computing

to reduce operating overheads and improve systems and applications

delivery, Sharepoint for PRA compliance, communication technologies

including staff portal, web conferencing, social networking tools and

iphone technologies, hosted and managed services as part of sector

collaboration and many others.

6. Tertiary sector collaboration

In the 2008 – 2010 Investment Plan, Wintec signalled its intention to play a

leadership role in a sustainable, reputable, ‘networked’ sector and during the

previous three years has demonstrated its commitment to this.

Wintec is a member of the Metro Group of ITPs, and has entered into

successful partnership arrangements with the University of Waikato, Te

Wānanga o Aotearoa, Tairwahiti and Western Institute of Technology

Taranaki (WITT). Our collaboration with WITT and Bay of Plenty Polytechnic

(BOPP) is part of a network of provision designed to give students access to

quality vocational programmes without replicating programme offerings at

each institution. Across the sector, opportunities for collaboration that take

advantage of Wintec’s subject specific strengths will be a focus during the

plan period (e.g. Bachelor of Applied Social Sciences and post-graduate

provision in health). We also intend to remain a leading provider nationally

of ITO-mediated courses, and our large investment in the development of a

new Trades and Engineering facility shows the level of commitment to

supporting national and regional trades-based provision. Enhanced

relationships with Private Training Establishments will support students to

enter tertiary education at the level most likely to ensure their success as

well as improve qualification pathways from PTEs to Wintec.

We will be placing a strong emphasis on the Metro Group of ITPs, NZITP and

individual partnerships with regional providers and key national providers,

for the purpose of sharing knowledge, expertise and services, developing

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networks of provision to facilitate student pathways, and leveraging research

and commercial opportunities within the sector.

Key projects include:

Ongoing PTE liaison and collaboration

Further Metros developments

Strengthening the successful collaboration with the University of

Waikato

Continuing the close collaborative relationships with neighbouring ITPs,

particularly WITT and BOPP

Linking these developments and wider engagement activities with the

secondary sector to build stronger secondary-tertiary transitions.

7. Internationalisation

Wintec has a strong vision of internationalisation as a valuable dimension of

the development of New Zealand’s diverse, world-class and globally-

connected education system. We see internationalisation as going beyond

the recruitment of international students to encompass the delivery of

internationally quality-assured qualifications; global perspectives within

programme content; internationally recognised innovations in teaching

delivery; knowledge generation and sharing through staff exchanges; joint

research projects; and collaborative practice. Internationalisation is also

concerned with understanding international student learning, forging strong

links with international communities and celebrating culture, and recognising

the increasing contribution of international students to the development of

the region’s workforce. Wintec’s office in Beijing and the partnership

arrangements formed with prestigious international educational institutions

in China and India are examples of our commitment to internationalisation

and accumulating experience in the export education arena.

Key projects include:

International Value Chain. These projects will be a key to improvements

in student experience, achievement and satisfaction, market

diversification and growth strategies, and the internal business

processes which support these activities. Using a LEAN-based

methodology, this approach recognises the interdependencies that

exist within the value chain and the aim is to lift all aspects of our

internationalisation performance

International partnerships. Continuing to develop a strong suite of

international partnerships to drive increased volumes, and related staff

and student exchanges, international research collaboration, and on-

shore quality

Diversification and growth. Seeking to further grow overall international

volumes, and diversify the range of source countries to minimise risk.

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8. Research, development, transfer and commercialisation

With its proactive, innovative and industry-facing orientation, this priority

has been a strong driver of organisational culture change within Wintec. It

reflects the interdependency that exists between research, scholarship and

teaching, and recognises the opportunities that present for knowledge

generation, transfer and commercialisation. In this investment plan period it

is closely aligned to the Government’s goal for ITPs of strengthening research

outcomes and developing non-TEC funded revenue streams.

We intend to utilise the substantial amount of intellectual property and

expertise that resides within Wintec and also contribute to further IP

development through collaborative arrangements and applied research

projects with other tertiary providers and Crown Research Institutions.

We will continue to promote a strong alignment of research interests and

economic and business development activities. An important driver of this

will be the expansion of Wintec’s RDT voucher scheme, in which employers

are invited to apply for research allocations from Wintec. This research is

then allocated to directly support employers to resolve whatever particular

problem they have raised. The intent of this mechanism is to improve the

alignment between our considerable research capability and the needs of

employers and industry. We also intend to maintain our reputation for

quality research-informed teaching. These dual drivers of research

performance are reflected in the performance commitments, where fewer

PBRF-relevant outputs of higher weighting will be off-set by more industry-

relevant outputs of lower weighting.

The alignment of research activity to external need will also be achieved

through ongoing engagement with such initiatives as: the Applied

Agritechnologies Centre; SODA (business incubation centre); the Avalon

campus Eco-housing and Energy-efficiency project; and a number of health-

related collaborations with the Waikato District Health Board.

Key projects include:

Expansion of the RDT voucher scheme

Further implementation of the RDT review of 2009, leading to a refocus

of research allocations to support technology transfer, lift overall

capability and raise the quality of outputs

Continued focus on the development of commercial activity and

associated revenues, especially centred on the commercialisation of IP

Collaboration on related Metros activity, including Innovating New

Zealand

Further development of SODA Inc in collaboration with the Hamilton

City Council.

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2.0 Summary of activity

This section provides an overall summary of academic delivery-related developments including:

Industry and programme areas that Wintec intends to further develop and strengthen

delivery-related developments such as emerging teaching-related technologies and capability development for academic staff

planned delivery of TEC funded training and education, noting major shifts by level and programme area across the plan period

planned programmes and activities funded by TEC, for example, Youth Guarantee, literacy and numeracy activity and total TEC funding sought

other major programmes and activities not funded by TEC. Summary of Provision

The table below summarises Wintec’s provision by volume of EFTS and academic delivery area in the

period 2011 to 2013. This summary includes EFTS allocated to TEC SAC-funded programmes and

other TEC funded activity, as well as a number of self-funded and commercial initiatives.

EFTS 2011 2012 2013

TEC SAC funding Level 1-3 823 815 810

TEC SAC funding Level 4+

4051 4054 4063

TEC Youth Guarantee 92 92 92

TEC ACE 95 95 95

Sub-total TEC EFTS 5,061 5,056 5,060

MoE Trades Academy 20 20 20

International 650 680 720

ITO 908 1,001 1,001

Other (STAR, TOPs & self-funded) 130 130 130

Sub-total Other EFTS 1,708 1,831 1,871

Total 6,769 6,887 6,931

2.1 Academic priority sectors

Wintec has a broad portfolio of over 150 programmes from level 2 introduction to study and

pre-trades programmes, to level 8 and 9 postgraduate diplomas and masters-level

qualifications. These programmes have been developed in response to the broad range of

needs in the region. They are spread across 11 schools of study and two specialist centres

(Languages and Foundation Learning).

The programmes are continually updated in response to changing requirements. It is not

expected that any areas of delivery will be stopped or significantly reduced, but many will be

reviewed and altered both in terms of content, focus or volumes. Some new areas of delivery

will be developed in response to emerging demands and changing needs.

While all the current broad areas of provision will be maintained, we have defined some

areas of focus for the next three or four years. As outlined earlier in section 1, these are

either areas of current strength and importance that will be maintained, or new (or recent)

areas to be strengthened because they are of particular importance to the region.

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For 2011 – 2013 Wintec’s priority sectors are:

1. Agritechnology9

2. Trades, engineering and manufacturing

3. Energy and sustainability

4. Health and social services

5. Creative, digital and design

6. Business and finance

7. Logistics and supply chain management.

Our response to the more mature sectors such as trades, engineering and manufacturing,

and health and social services will centre on collaborations for applied research, training

appropriately skilled graduates in sufficient numbers to meet future workforce

requirements, and in ensuring programme content and delivery is both responsive and

industry relevant, including the use of modern teaching technologies and practice.

In terms of emerging sectors, such as aquaculture, energy, and logistics, we will be scoping

the training and skill requirements of these sectors and developing quality, relevant

educational programmes in collaboration with industry and, where possible, other parts of

the tertiary sector.

2.2 Academic directions

The significant aspects of Wintec’s academic directions over the next few years are set out in

a separate paper “Academic Directions 2010”. In summary, main academic goals or

directions are to:

Build an institute of technology of international standard

Ensure a focus on future workforce and career development needs

Continue the drive for improved quality and outcomes, including achieving high levels of student retention, completion of qualifications, satisfaction and employment

Be an internationalised organisation, with 20% international students and a set of curricula that reflects the needs of an internationalised world

Have about 80% of our students studying qualifications at a higher level (Level 4+)

Develop more flexible delivery options, especially blended learning and e-learning, and including the integration of new technologies with delivery for programmes

Be recognised for strong investment in supporting and developing academic staff

Be recognised as a strong and relevant applied research institution, with a majority of that research being relevant to the region

Be successful in the commercialisation of intellectual property

Be renowned for the focus staff place on student, employer and community needs.

9 For the purposes of Mix of Provision, Agritechnology includes aquaculture.

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Aside from Mix of Provision issues covered in the following section, other major

considerations for our academic directions include:

Overall capability and capacity building, especially aligned to RDT,

commercialisation, flexible delivery and new learning technologies

Aligning these changes to improved facilities and capital investment through the

campus developments programme

Productivity, efficiency and flexibility of the workforce as a whole

Alignment to the targeted review of qualifications (at levels 1-6) and related

alignment of some higher level provision, particularly through the Metros group

Continuing to embed the changes required to move Self-Assessment and External

Evaluation Review (SAEER) into business as usual behaviour and activity.

These require a significant step-change across a range of areas of academic delivery and

performance. Much of this will be achieved through Project Connect, completing the

alignment between academic directions, mix of provision changes, implementation of a

comprehensive capability development plan (currently being revised), and the campus

redevelopment programme. All of this must be driven by employer and community needs,

which will see the ongoing use of employer partnership groups and the establishment of

priority sector groups, the latter aligned to each of our priority sectors.

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2.3 On plan funding

2.3.1 TEC SAC-funded delivery

2.3.1.1 Mix of provision and shifts of provision.

Level 1-3 provision

Total level 1-3 provision is planned to reduce significantly between 2010 and 2011,

which continues the trend since 2008.

Further reductions, after 2011, are not planned as we consider this level of

provision is necessary to meet the various needs of learners, industry and to

promote successful higher level study.

Ongoing provision, intended to be around 825 EFTS emphasises successful

secondary-tertiary transitions and the collaborative development of student

pathways into tertiary study. This will be particularly at the higher levels of study,

whether in the ITP, ITO or university sectors. It is comprised of a broad range of

programmes including:

Pre-trades provision across a range of trades training programmes that

facilitate students moving into either higher levels of study or industry

training/apprenticeships

Foundation and bridging programmes aimed at students who do not meet

entry requirements for higher level programmes. Completion of these

programmes allows them to enrol in higher level study

Lower level programmes that pathway into level 4+ programmes and provide a

transition from secondary to tertiary study

Collaboration with other providers to develop pathways to study and higher

study, including Māori Trades Training with Te Wānanga o Aotearoa, and the

Certificate of University Preparation (CUP) with the University of Waikato

Maintaining strong programmes in STAR and Gateway to support secondary-

tertiary transitions. These will be complemented by Wintec’s Youth Guarantee

and Trades Academy developments (see next section).

2008 2009 2010 2011 2012 2013

Level 1-3 EFTS 1,670 1,599 1,235 823 815 810

As % of total EFTS 34% 33% 25% 20% 17% 15%

Overall level 1-3 provision will reduce to around 15% of total provision.

23

Level 4 and above provision

This provision is planned to increase, both in relative (as a percentage of total

provision) and absolute terms.

In 2011 it is expected that just over 4000 EFTS will be delivered at level 4+, which

will comprise 80% of total provision. By 2013 this is expected to increase to around

4,250 EFTS and 85% of provision.

2008 2009 2010 2011 2012 2013

Level 4+ EFTS 3,239 3,229 3,733 4,051 4,054 4,063

As % of total EFTS 66% 67% 75% 80% 83% 84%

Including...

Level 7+ EFTS 1,642 1,708 1,970 2,164 2,302 2,358

As % of total EFTS 33% 35% 40% 44% 46% 47%

A significant proportion of the growth of level 4+ delivery will be at degree and post-

graduate level. Strong enrolments in a number of degree areas in 2009 and 2010

will bring further pipeline growth in these areas in 2011 and 2012. Additionally,

recently developed degrees in engineering and engineering technology are

expected to build further, generating additional degree level volumes.

It is intended that post graduate provision will continue to develop from a relatively

small base. Growth within current post-graduate programmes is likely to link with

some expansion in the range of post-graduate programmes. While much of this will

be driven by developments aimed at the international market, it is likely these

programmes will be attractive to some domestic students also.

By the end of the investment plan period in 2013, we will have a strong profile of

provision at the higher levels of study, and particularly so at degree level and above.

NZSCED Category

The Costed Mix of Provision, detailing provision by funded course classification is

attached as appendix 2. Table 2 below outlines planned volumes by NZSCED

classification category. Major points of note are:

Significant growth in health-related provision. This is expected across degree

and postgraduate levels, particularly in nursing and midwifery. This is, in the

main, pipeline growth, reflecting the strong uptake in enrolments in 2009 and

2010. There may be growth also in enrolled nursing as this is currently being re-

examined and promoted with the health workforce. A proposed new

programme in enrolled nursing is intended to address the sector need for

trained health workers for aged, disability and preventative community care

services

Some increase in education, in this instance early childhood education, where

there is also strong pipeline growth. Impetus for further growth may diminish

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given recent government policy changes on the requirement for the workforce

to be degree-qualified. There is still a strong demand for trained and qualified

workers in this sector within the region

Engineering and related technologies is projected to grow, mostly in the new

degrees in this area in technology, and engineering technology

Overall we expect a 30% decline in total information technology training.

However this reflects the cessation of relatively high volume provision at the

lower levels of the framework, and masks growth of diploma and degree-level

provision

Management and commerce, and society and culture are both forecast to

decrease by around 10% as we reduce some provision within our portfolio.

Some of this, previously out of region, has been taught out over the past year

or so while some has been shifted from TEC to ITO funding. In the main these

changes reflect our responses to TEC’s policy signals.

NZSCED category (broad) 2008 2009

actual 2010

forecast 2011 est 2012 est

2013 est

Natural and Physical Sciences 23 25 35 36 35 36

Information Technology 551 504 350 231 205 215

Engineering and Related Technologies 283 380 594 595 605 605

Architecture and Building 150 150 142 130 125 125

Agriculture, Environmental and Related Studies 286 240 234 210 210 210

Health 674 644 788 862 925 925

Education 207 232 276 305 310 310

Management and Commerce 736 740 602 525 525 530

Society and Culture 947 777 714 620 605 602

Creative Arts 537 560 594 597 607 601

Food, Hospitality and Personal Services 208 213 292 296 290 287

Mixed Field Programmes 302 357 496 473 441 430

Apart from these changes, which reflect significant change across a relatively small

percentage of our overall programmes, provision is expected to be in line with recent years.

We have has a strong portfolio of programmes with good outcomes being achieved. Ongoing

engagement with industry, and enrolment demand, suggests an ongoing need for the broad

range of programmes being delivered.

2.3.1.2 Department of Corrections Provision

In 2010, Wintec and the Department of Corrections collaborated to introduce level 2

pre-trades programmes in painting and decorating, and plumbing, for prisoner

education at Springhill Prison. We intend to deliver 30-35 EFTS in 2011. The

possible addition of minor engineering and drain-laying programmes in 2012 may

lead to some small growth in numbers.

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2.3.1.3 Youth Guarantees

Wintec has negotiated an allocation of approximately 80 EFTS per annum with TEC

for Youth Guarantee. At this stage it is anticipated this provision will continue across

the plan period at this volume, and it continues activity begun in 2010. It will be

delivered in the following programme areas:

Trades

Business administration and computing

Hospitality

Hair and beauty

Rural skills.

We will look to broaden the range of programmes included in Youth Guarantees

where possible, but do not envisage a major change in the range. Experience with

Youth Guarantees has highlighted the need for extensive pastoral care for the

students in the programme, and we will strengthen the support and care for these

students in 2011 and beyond to ensure good outcomes for the students.

2.3.1.4 Adult and Community Education (ACE)

In line with Government policy Wintec’s total allocation for ACE provision is reduced

in 2011 to approximately 95 EFTS (around half that of 2010). At the same time, the

emphasis of ACE will shift to a stronger focus on foundation learning, in particular:

Language and literacy, including particular attention to the needs of the

region’s significant migrant and refugee communities, as well as those with no

prior success with education. We will also continue to collaborate with Literacy

Waikato to support literacy development of those in employment. This activity

will complement the wider literacy and numeracy embedding activity

underway across level 1-3 provision

Numeracy, this will be developed in parallel with language and literacy

provision

Other foundational learning as required, and

Progression, promoting and aligning pathways from ACE to other provision so

that students acquire the skills and knowledge to progress into some form of

higher, formal study.

ACE provision in the wider region will be reviewed, in order to promote adequate

provision across the region.

2.3.2 Funding aligned to plan

Literacy and Numeracy

Embedding literacy and numeracy into level 1-3 provision will continue across the plan

period. The current activities will be continued:

Professional development and the qualification of staff delivering level 1-3 provision. It

is anticipated that all staff delivering at levels 1-3 will have, or be completing the

National Certificate in Adult Literacy Education (NZCALE) in 2011

Embedding literacy and numeracy into all level 1-3 courses (modules). This activity was

begun in 2010 with the support of the literacy and numeracy funding provided by TEC.

Significant progress with this has been made during 2010 and it is expected that 100%

of level 1-3 courses will be embedded in 2011

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Personal learning plans for all learners at levels 1-3

The pre- and post course assessment of literacy abilities of level 1-3 students using the

assessment tool.

The development of appropriate performance commitments and outcomes monitoring will

continue as the National Assessment Tool is introduced and benchmark levels of current

literacy and numeracy abilities of students are clarified. This will enable assessment of the

outcomes being achieved in the development of student capabilities.

2.3.3 Off-plan funding

Trades Academy (Ministry of Education funded)

A regional Trades Academy in 2011 has been approved, as a collaborative endeavour

between Wintec and a cluster of regional secondary schools. Initial volumes are planned to

be modest, but should this prove successful it is intended to grow volumes over time as part

of our wider youth strategy, and in particular the focus on secondary-tertiary transition.

The business model developed with the secondary schools includes significant capital

development, comprised of mobile trades/teaching technology which will enable secondary

students to participate from across the region. Over three years, the students will complete a

national trades qualification. The qualifications will be delivered in block courses at our

Avalon campus. The additional top-up funding will be used with the schools to support this

provision.

The academy will be a separate business entity to Wintec, and will be overseen by a

dedicated steering group providing governance.

In 2011, it is expected that approximately 20 EFTS will be delivered through the academy,

comprising about 48 students across 12 schools. Initially three programmes of study will be

involved, in the following programme areas:

National Certificate in Mechanical Engineering

National Certificate in Electrical Engineering

National Certificate in Motor Industry.

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2.3.4 Total TEC funding sought

This summary of total TEC funding sought covers 2011 and 2012 only. It reflects the latest

confirmation of recent budget changes by the Government including the removal of TEOC

and other funds, the return to 100% SAC funding, and CPI adjustments for 2011.

2011 2012

Tertiary Education Organisation Component

Performance Based Research Fund $606,664 $606,664

TEI Base Investment – Equity loading

$291,942 $293,154

Encouraging Innovation $257,400 -

Total TEOC $1,156,006 $899,818

Student Achievement Component

SAC funding $42,054,460 $42,186,768

SAC - Youth Guarantee $812,040 $812,040

Youth Guarantee Payment $414,000 $414,000

Total SAC $43,280,500 $43,412,808

Total SAC & TEOC $44,436,506 $44,312,626

Other On Plan Funds

Adult and Community Education $475,997 $475,997

Total Other On Plan Funds $475,997 $475,997

Total On Plan Funding $44,912,503 $44,788,623

Funds Aligned to the Plan

Intensive Literacy and Numeracy (formerly Foundation Learning Pool (FLP)) $300,000 To be advised

Embedded Literacy and Numeracy $445,220 To be advised

Training Opportunities $152,320 To be advised

Total Aligned Funding $897,540 -

TOTAL FUNDING $45,810,043 $44,788,623

NOTES:

(1) Recently approved Trades Academy places are funded off-plan. At this stage total funding for 2011

has not yet been confirmed. A funding agreement is expected to be completed shortly.

(2) Total SAC funding here excludes agreed EFTS transfers with other ITPs for delivery of the Bachelor of

Applied Social Sciences (B.App.Soc.Sci) – see section 2.4.4 below.

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2.4 Summary of other activity

2.4.1 International activity

Internationalisation and international education remain central to Wintec’s strategy, as

noted earlier.

Planned volumes and associated funding for the period are:

2011 2012 2013

EFTS 650 680 720

Revenue ($M) $8.1 $8.5 $9.1

2.4.2 ITO-funded activity

Under the current economic conditions, some ITO-funded activity has decreased. The pattern

of this is uneven, with some ITOs affected much more than others. It is difficult to forecast

how the various industry sectors, and their associated industry training, will rebound over

2011-13, but we are expecting to see some return toward pre-2010 levels across 2011-12.

Planned volumes and revenue for this activity are:

2011 2012 2013

EFTS 908 1,001 1,001

Revenue ($M) $3.2 $3.7 $3.8

2.4.3 Other (non-TEC) funded activity

This table aligns with the conservative targets set for this revenue in Wintec’s financial

modelling. It is planned that the trend of recent years of steady growth in fully-funded or

commercial training, consultancy, trading activity and commercialisation activities will

continue. Targets reflecting this will be included in Wintec’s business plan.

2011 2012 2013

Revenue ($M) $4.7 $4.7 $4.7

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2.4.4 TEC funded EFTS Transfers

The following EFTS transfers have been agreed to support collaboration within the sector

over provision of Wintec’s Bachelor of Applied Social Sciences (B.App.Soc.Sci) programme.

Western Institute of Technology at Taranaki (WITT)*

2011 2012 2013

EFTS (est.) 53 60 To be advised

SAC funding $318,742 $360,840 To be advised

Nelson Marlborough Institute of technology (NMIT)*

2011 2012 2013

EFTS (est.) 90 105 To be advised

SAC funding $541,260 $631,470 To be advised

*subject to a signed Memorandum of Understanding between Wintec and each institution.

30

3.0 Key Performance Indicators

Wintec’s Investment Plan performance commitments as approved by TEC

Investment Guidance KPI 2011 2012 2013

Outcomes subgroups Outcome Commitment

Participation

Proportion of SAC Eligible EFTS enrolled who are Māori

Total 25% 25% 25%

Level 1 - 3 6% 6% 6%

Level 4 and above

19% 19% 19%

Proportion of SAC Eligible EFTS enrolled who are aged under 25

Total 67% 68% 69%

Level 1 - 3 15% 15% 15%

Level 4 and above

52% 53% 54%

The number of International EFTS - 650 680 720

Educational Performance

Successful course completion rate for all students (SAC Eligible EFTS)

Total 77% 78% 80%

Level 1 - 3 67% 69% 70%

Level 4 and above

79% 80% 81%

Qualification completion rate for all students (SAC Eligible EFTS)

Total 70% 71% 71%

Level 1 – 3 57% 58% 59%

Level 4 and above

74% 76% 76%

Student retention rate for all students (SAC Eligible student count)

- 51% 54% 55%

Student progression for students (SAC Eligible student count) at levels 1 - 3

- 38% 40% 40%

Successful course completion for Māori students (SAC Eligible EFTS)

Total 68% 71% 74%

Level 1 – 3 60% 63% 66%

Level 4 and above

71% 73% 76%

Qualification completion for Māori students (SAC Eligible EFTS)

Total 62% 65% 68%

Level 1 – 3 53% 55% 56%

Level 4 and above

66% 69% 72%

Successful course completion for students (SAC Eligible EFTS) aged under 25

Total 75% 76% 77%

Level 1 – 3 67% 67% 67%

Level 4 and above

78% 79% 80%

Qualification completion for students (SAC Eligible EFTS) aged under 25

Total 63% 62% 64%

Level 1 – 3 49% 51% 55%

Level 4 and above

63% 52% 64%

The proportion of Level 1 – 3 courses offered that contain embedded literacy and numeracy

- 100% 100% 100%

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Investment Guidance KPI 2011 2012 2013

Outcomes subgroups Outcome Commitment

The proportion of EFTS assessed as requiring additional literacy and numeracy who are enrolled in Level 1 – 3 provision and make literacy and numeracy progress as measured by the Literacy and Numeracy for Adults Assessment Tool

- Indictor to be developed once National Assessment Tool

implemented in 2011 and benchmark data becomes available

Percentage of SAC funded TEC students in employment or further study 6 months after completion

- 90% 90% 90%

Percentage of region’s school leavers from preceding year attending Wintec in preceding or current year

- 16% 16% 16%

Percentage of region’s outlying school leavers from previous year attending Wintec in preceding or current year

- 12% 12% 12%

Customers and Stakeholders

Student satisfaction - 90% 90% 90%

Graduate satisfaction - 80% 80% 80%

Employer and Industry satisfaction - 90% 90% 90%

Employer and Partnership Group (EPG) satisfaction

- 90% 90% 90%

Finance, Capital Assets and Performance

Operating surplus - 3.0%+ 3.0%+ 3.0%+

Net cashflow from operations - 111%+ 111%+ 111%+

Liquid assets - 12% 12% 12%

Debt cover - 1.8x+ 1.8x+ 1.8x+

Interest cover - 3x+ 3x+ 3x+

Percentage agreed TEC SAC funding achieved

- 100% 100% 100%

Domestic Fees revenue ($M) - $18.1M $18.2M $18.8M

International Fees revenue ($M) - $8.1M $8.5M $9.1M

ITO and other revenue ($M) - $3.8M $3.8M $3.9M

TEO risk rating against the Financial Monitoring Framework

- Medium Low Low

Capital Asset Management - Advance attributes as per Improvement Plan

Research

Number of outputs - 392 408 424

PBRF weighted points - 1180 1303 1410

Average weighted PBRF points per output

- 3.0 3.2 3.3

Percent of Research, Development and Transfer activity undertaking in collaboration with Industry/community

- 32% 42% 50%