Academic Audit Portfolio 2008

Academic Audit Portfolio

2008

Academic Audit Portfolio 2008

Copyright © 2008 by Massey University

Palmerston North New Zealand

All rights reserved. No part of this publication may be reproduced or transmitted

in any form or by any means now known or to be invented, electronic or mechanical, including photocopying, recording or by any information storage or

retrieval system without written permission of Massey University, except for the brief inclusion of quotations in a review.

Printed at Massey University

Statement of Commitment

Massey University is committed to continuous quality improvement in relation to its primary functions of teaching and learning, research and other contributions to

society, as defined in Section 162 of the Education Act (1989) and subsequent amendments. The University’s operations are governed by the Act and

influenced by the changing landscape of the tertiary education system. The Investment Plan (Profile) developed in 2007 has enabled the University to

redefine its objectives, goals and directions in the context of its distinctive characteristics. Pride in achievement is accompanied by the knowledge that

there are areas where improvement is practicable. These are reported in this Portfolio.

Professor Ian Warrington

Acting Vice-Chancellor

Mission Statement

The University will advance, preserve and respect knowledge through research and scholarship to the benefit of the wider community. It will play a constructive

part in the economic, social and cultural life of New Zealand at local, regional, national and international levels.

The Academic Audit Portfolio

The Massey University Audit Portfolio has been prepared for the Cycle 4

Academic Audit of 2008 carried out by the New Zealand Universities’ Academic Audit Unit. The Academic Audit Portfolio summarises Massey University’s

systems and processes that support the Investment Plan (Profile). The Portfolio comprises the following elements

• Portfolio and Appendices

• References alongside the text to relevant material on the University’s website • Boxed Support Materials

• List of Items Available on Request

Table of Contents

STATEMENT OF COMMITMENT .........................................................................................................................................3

MISSION STATEMENT......................................................................................................................................................3

THE ACADEMIC AUDIT PORTFOLIO ..................................................................................................................................3

TABLE OF CONTENTS..................................................................................................................................................4

LIST OF ABBREVIATIONS .................................................................................................................................................6

LIST OF BOXED ITEMS.....................................................................................................................................................6

AVAILABLE ON REQUEST.................................................................................................................................................7

LIST OF ONLINE REFERENCE MATERIALS.........................................................................................................................7

1.0 INTRODUCTION ................................................................................................................................................ 11

1.1 THE SELF-REVIEW PROCESS SUMMARY ............................................................................................................ 11

2.0 ORGANISATIONAL LEADERSHIP, GOVERNANCE & PLANNING ............................................................ 13

2.1 ORGANISATION & STRUCTURE........................................................................................................................... 13

2.2 STRATEGIC PLANNING & REVIEW....................................................................................................................... 14

3.0 SYSTEMS AND STRUCTURES SUPPORTING QUALITY............................................................................ 17

3.1 ACADEMIC QUALITY ASSURANCE ....................................................................................................................... 17

3.1.1 General Approach .................................................................................................................................. 17

3.1.2 Programme Procedures......................................................................................................................... 17

3.1.3 Student Achievement & Success .......................................................................................................... 19

3.1.4 Administrative Databases ...................................................................................................................... 21

3.2 STUDENT SERVICES .......................................................................................................................................... 22

3.2.1 The Massey University Library .............................................................................................................. 22

3.2.2 International Student Support ................................................................................................................ 22

3.2.3 Centre for University Preparation & English Language Studies .......................................................... 22

3.2.4 Student Learning Development Services.............................................................................................. 22

3.2.5 National Student Administration & Teaching Support (NSATS) .......................................................... 23

3.2.6 National Student Relations (NSR) ......................................................................................................... 23

3.2.7 Information Technology Services .......................................................................................................... 23

3.2.8 Graduate Research School (GRS) ........................................................................................................ 23

3.2.9 The Federation of Massey University Students’ Associations............................................................. 24

3.3 ENGAGEMENT WITH ALUMNI .............................................................................................................................. 24

3.4 STAFF SUPPORT ............................................................................................................................................... 25

3.4.1 Recruitment & Induction......................................................................................................................... 25

3.4.2 Performance Review & Planning (PRP)................................................................................................ 25

3.4.3 Staff Workloads ...................................................................................................................................... 25

3.4.4 Staff Progression .................................................................................................................................... 26

3.4.5 Staff Development.................................................................................................................................. 26

3.4.6 Support for Teaching & Research ......................................................................................................... 27

3.4.7 Staff Surveys .......................................................................................................................................... 27

4.0 THE UNIVERSITY’S STRATEGIC PRIORITIES 2008-2010........................................................................... 29

4.1 MĀORI AND PASIFIKA STRATEGIES..................................................................................................................... 29

4.1.1 Māori ....................................................................................................................................................... 29

4.1.2 Pasifika ................................................................................................................................................... 30

4.2 DISTANCE EDUCATION & ELEARNING................................................................................................................. 33

4.2.1 Distance Education ................................................................................................................................ 33

4.2.2 eLearning................................................................................................................................................ 34

4.3 FOCUSING AND DIFFERENTIATING THE ACADEMIC PORTFOLIO............................................................................. 37

4.4 STRATEGIC COLLABORATION............................................................................................................................. 39

4.5 RESEARCH........................................................................................................................................................ 41

4.6 OPTIMISING COMMERCIAL ACTIVITIES ................................................................................................................ 43

4.7 OPTIMISING ORGANISATIONAL CAPACITY AND CAPABILITY .................................................................................. 45

4.8 INTERNATIONALISATION ..................................................................................................................................... 47

5.0 CONCLUSION.................................................................................................................................................... 49

APPENDIX 1: COUNCIL & ACADEMIC BOARD COMMITTEES........................................................................... 53

APPENDIX 2: MASSEY UNIVERSITY STRUCTURES............................................................................................ 54

MULTICAMPUS MANAGEMENT STRUCTURE ................................................................................................................... 54

OFFICE OF THE VICE-CHANCELLOR.............................................................................................................................. 55

REGIONS..................................................................................................................................................................... 57

COLLEGES .................................................................................................................................................................. 60

List of Abbreviations

CADeL Centre for Academic Development & eLearning

KIA MAIA Key Initiatives for A Māori Academic Investment Agenda

CoRE Centre of Reseach Excellence NSATS National Student Administration & Teaching Support

CROW Counselling Resources on the Web NSR National Student Relations

CUAP Committee on University Academic Programmes

NZSM New Zealand School of Music

CUPELS Centre for University Preparation & English Language Studies

NZVCC New Zealand Vice-Chancellors’ Committee

DVC Deputy Vice-Chancellor OWLL Online Writing & Learning Link

DVC (A&R) Deputy Vice-Chancellor (Academic & Research)

PRP Performance Review & Planning

EFTS Equivalent Full Time Students PVC Pro Vice-Chancellor

FIET Fund for Innovation & Excellence in Teaching

RIMS Research Information Management System

GRS Graduate Research School SAMP Strategic Asset Management Plan

IPP Integrated Paper Planning SECAT Student Evaluation of Content, Administration & Teaching

ISSP Information Services Strategic Plan SPM Student Programme Management

ITS Information Technology Services VCEC Vice-Chancellor’s Executive Committee

List of Boxed Items

1 Massey University Investment Plan (Profile) 2008-2010

2 Massey University Annual Report 2007

3 Changes to the Planning Framework and Key Performance Indicators as part of the Implementation of the University’s Investment Plan (Profile) 2008-2010

4 Examples of Qualification Review Reports and Progress Reports

5 Retention Report Prepared for Academic Board

6 CADeL Interim Academic Development Programme

7 KIA MAIA

8 Pasifika@Massey Strategy

9 The Massey Way

Available on Request

Massey University Risk Management Framework

Examples of Proposals for New Programmes and Papers

CUAP Graduating Year Reviews from 2007

Massey University Baseline Monitoring Report

Daily Newsletters from NSR

Statistical Report on Staff 1 January 2007 – 31 December 2007

Advanced Degree Award Procedures

Academic Work Environment Survey – Information Sheet and Results

Annual Report of the Massey University Foundation

Draft Policy and Mapping of Student Engagement at Massey University

Monitoring of Admission Standards and Supervision of International PhD Students

List of Partner, Twinning and Academic Agreements

List of Online Reference Materials

Organisational Leadership, Governance & Planning

University Council http://policyguide.massey.ac.nz/massey/about-us/profile/organisation/university-council/council_home.cfm#3

Terms of Reference for Academic Board & Subcommittees

http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/terms-of-reference/terms-of-reference_home.cfm

Systems & Structures Supporting Quality

Policies & Procedures

Portal http://policyguide.massey.ac.nz

Equivalence Policy http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/academic/equivalence-policy.cfm

Qualification Review Policy & Procedures http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/academic/qualification-review-policy.cfm

Assessment Policy & Procedures http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/academic/assessment-policy.cfm

Graduate Research School http://grs.massey.ac.nz

Information Technology Services http://its.massey.ac.nz

Centre for University Preparation & English Language Studies

http://english.massey.ac.nz/massey/depart/centre-for-university-preparation-and-english-language-studies/cupels-home.cfm

Assessment & Examination Regulations

http://calendar.massey.ac.nz/statutes/index.htm

Student Evaluation of [Paper] Content, Administration & Teaching

Portal http://tdu.massey.ac.nz/html/SECAT.htm

Proposed Directions for Teaching Quality Evaluation http://quality.massey.ac.nz/TQEWP.html

Student Satisfaction Survey & Survey of Student Withdrawal http://sss.massey.ac.nz

Administrative Database for University Paper Offerings

http://quality.massey.ac.nz/IPP-About.html

Student Services

Student Services Portal http://www.massey.ac.nz/massey/study/services-for-students/student-services_home.cfm

Student Learning Development Services

http://student-services.massey.ac.nz/massey/study/services-for-students/student-learning-centres/slc_home.cfm

Services for Extramural Students

Portal http://www.massey.ac.nz/massey/extramural/services/services_home.cfm

Online Writing and Learning Link (OWLL) http://owll.massey.ac.nz

Counselling Resources on the Web (CROW) http://www.massey.ac.nz/massey/study/services-for-students/health/resources/resources_home.cfm

Services for Maori Students http://students.massey.ac.nz/maoristudents.htm

Services for Pasifika Students http://pasifika.massey.ac.nz/

Services for International Students

http://www.massey.ac.nz/massey/study/services-for-students/international/international_home.cfm

Library

Portal http://library.massey.ac.nz

Services for Extramural Students http://library.massey.ac.nz/patrontype/extramural.htm

Engagement with Alumni http://www.massey.ac.nz/massey/alumni/alumni_home.cfm

Massey University Students’ Federation

http://study.massey.ac.nz/massey/study/student-associations-and-societies/

Class Representation Policy http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/academic/class-representation-policy.cfm

Staff Supports

Human Resources Section http://hrs.massey.ac.nz

Employment Agreements http://hrs.massey.ac.nz/massey/about-us/administrative-unit/hrs/agreements/agreements_home.cfm

Recruitment Processes http://rms.massey.ac.nz/policy/massey-pol.htm

Staff Induction Policy http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/human-resources/induction-policy.cfm

Performance Review & Planning http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/human-resources/performance-review-and-planning-.cfm

Staff Development http://tdu.massey.ac.nz

Promotions Procedures

Academic & General Staff http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/procedures/procedures_home.cfm#HumanResources

Pathways to Professor http://hrs.massey.ac.nz/massey/about-us/administrative-unit/hrs/policies/policies_home.cfm

Workloads Policy

Policy & Procedures http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/human-resources/university-workloads-policy-and-procedures.cfm

Development & Implementation http://quality.massey.ac.nz/MUWorkloads.html

FIET http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/forms/forms_home.cfm

Internal Research Funds http://research.massey.ac.nz/massey/research/fops/internal.cfm

Extramural and Online Teaching Support http://tdu.massey.ac.nz/idt.htm

The University’s Strategic Priorities 2008-2010

Maori & Pasifika

Te Mata o Te Tau http://temata.massey.ac.nz/

Pasifika Portal http://pasifika.massey.ac.nz

Distance Education & eLearning

Extramural Portal http://extramural.massey.ac.nz

Massey Online Categories http://webct.massey.ac.nz/newbies.htm

The Academic Portfolio University Programmes Portal http://study.massey.ac.nz

Strategic Collaboration

College of Business Advisory Board http://business.massey.ac.nz/massey/depart/cob/about-cob/advisory-board/advisory-board_home.cfm

The Massey Foundation http://www.massey.ac.nz/massey/alumni/foundation/foundation.cfm

The New Zealand School of Music http://www.nzsm.ac.nz

Ako Aotearoa http://www.nctte.co.nz/

Research

Policies & Procedures http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/policies_home.cfm#Res

Research Management Services http://research.massey.ac.nz/massey/research/rms/rms_home.cfm

Research Clusters in the College of Education http://education.massey.ac.nz/massey/depart/education/research/research-clusters/research-clusters_home.cfm

Commercialisation

Portal http://research.massey.ac.nz

Policies & Procedures http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/policies_home.cfm#General

Enterprise Team http://research.massey.ac.nz/massey/research/rms/enterprise/about-us.cfm

Organisational Capacity & Capability

Strategic Facilities Management Projects http://www.massey.ac.nz/massey/about-us/administrative-unit/sfm/current-projects/current-projects.cfm

Optimisation of Services Delivery Project http://ourfuture.massey.ac.nz

Internationalisation

Portal http://international.massey.ac.nz

Teaching Subcontracting http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/academic/subcontracting-of-teaching-activity-policy.cfm

Offshore Academic Agreements http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/procedures/international/process-for-the-establishment-of-new-off-shore-academic-agreements.cfm

Introduction

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1.0 Introduction

1.1 The Self-Review Process Summary

The University’s Investment Plan (Profile) 2008-2010 provided the framework for

the University Self-Review. The intent of the Self-Review was to triangulate information from a variety of sources in order to evaluate the University’s

strengths and priorities for improvement in relation to strategies and goals outlined in the Investment Plan (Profile).

The Self-Review process comprised a document review, interviews with

University staff, and a focus group with representatives of the Massey University Students’ Federation. Specifically, the document review included:

• Plans developed and submitted by Colleges and service units in support of

the University’s Annual Report; • Policies, procedures, and publications available via the University’s website;

• Strategies and initiatives planned or underway that directly relate to the

strategic goals outlined in the Investment Plan (Profile).

Interviews were conducted with key staff responsible for the development and implementation of the University’s strategic priorities. The Quality Manager –

Academic and Academic Policy Manager met individually with a total of 44 staff to explore systems and processes for planning, implementation and review of the

strategic priorities. Strengths, challenges and areas for improvement were discussed during the interviews which were then summarised for review and

moderation in a series of meetings between the interviewers. A focus group was held with six representatives of the Massey University Students’ Federation who

provided useful insights regarding improvement priorities.

The Self-Review findings and areas for improvement presented in this Audit

Portfolio reflect the recurring themes arising from the interviews and refined through consultation. Drafts of the Academic Audit Portfolio were circulated

widely prior to formal approval by the Academic Board.

Boxed Item: University Investment Plan (Profile) 2008-2010


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2.0 Organisational Leadership, Governance & Planning

2.1 Organisation & Structure

The University is governed by the University Council which is chaired by the

Chancellor and advised by Academic Board and other committees. As governing body, the Council has a variety of duties and responsibilities including:

• Ensuring that the highest academic standards of teaching, education and

research are maintained • Maximisation of educational participation by the wider community

• Financial accountability • The responsible use of public resources

• Adherence to the principles of the Treaty of Waitangi and relevant human rights legislation

The multi-campus management structure is based upon an integrated model that

incorporates three lines of responsibility. The College line spans campuses and

has primary responsibility for teaching and research. The Regional line reflects the need for localised planning, infrastructure and service delivery including

Campus-based student support. The Office of the Vice-Chancellor is responsible for university-wide policy development and the coordination, planning and

monitoring of all activities. Reporting to members of the Vice-Chancellor’s Office are the ‘National Shared Service’ divisions which provide the infrastructure and

support for teaching, learning, research and communications across all campuses and educational delivery modes.

The Pro Vice-Chancellor’s (PVC) Executive acts as the senior advisory

committee in each College assisting the PVC with setting strategic direction and managing College resources. College Boards advise the Academic Board on

matters relating to the academic portfolio and any other matters referred by

Council. Heads of Departments, Institutes and Schools manage all activities and functions at the operational level of the academic unit.

Self-Review Findings

The Self-Review provided a number of findings related to the University’s

structures and in particular, the opportunities for better cohesion between the Colleges and central services. All areas of the University have been operating

over an extended period of financial constraint and each College has responded with initiatives aimed primarily at preserving the teaching and research function.

Restructuring has occurred in four of the five Colleges and Heads of the

Appendix 2: Massey University Structures

Council Information, Reports and Minutes: http://policyguide.massey.ac.nz/massey/about-us/profile/organisation/university-council/council_home.cfm#3

Appendix 1: Council and Academic Board Committees Terms of Reference for Academic Board & Committees: http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/terms-of-reference/terms-of-reference_home.cfm


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academic units reported a variety of rationalisation initiatives aimed at optimising

both teaching and research.

One of the effects of these changes has been that the Colleges and central

services have often focused ‘inward’ in order to preserve and maintain the quality of existing provision. One of the recurring themes of the Self-Review interviews

was the perception of a divide between central services and the Colleges such that needed services were not available or provided, and communications

channels were not effective1. The need for a review of services and functions across the University follows a decade of unprecedented growth, coupled with the

complexity arising from mergers with two other tertiary institutions, and the establishment of two additional campuses.

A major initiative underway is the Optimisation of Services Delivery Project which

is intended to improve the efficiency and effectiveness of operations in a number of key areas including student administration, student services, human resources

and information and technology services. Reviews of functional areas are being

conducted across the central, College and Campus structures in order to discover opportunities for improvement and realise those opportunities through review and

redesign of existing processes2.

2.2 Strategic Planning & Review

The University Council “determines the policies of the institution in relation to the

implementation of its charter, the carrying out of its profile, and, subject to the

State Sector Act 1988, the management of its affairs” (Education (Tertiary Reform) Amendment Act 2002, Section 180(e)).

The Education (Tertiary Reform) Amendment Act 2002 also states that the

Council may not make any decision or statute about academic matters without requesting and considering advice from the Academic Board (Section 182).

Together, the Academic Board and Council provide forums where representative interests have input into approving development strategies.

The Vice-Chancellor’s Executive Committee (VCEC) comprises the five Deputy

Vice-Chancellors (Academic & Research, Auckland & International, Māori, Palmerston North, Wellington), the Registrar, the General Manager (Strategy &

Finance), the Director of Human Resources, and the five PVCs of the Colleges.

VCEC advises and assists the Vice-Chancellor as Chief Executive in the management and administration of Massey University with particular reference to

strategic direction and major policy initiatives.

The University’s Planning Framework includes the production of an Annual Plan

which summarises the action plans, strategic projects, capital expenditure

http://ourfuture.massey.ac.nz

http://ourfuture.massey.ac.nz

Appendix 1: Council and Academic Board Committees


15

rationale, financials (including annual budget) and performance measures and

targets for the coming year. The Annual Plan is linked to the Performance Reporting and Risk Management Frameworks within the context of higher level

positioning documents such as the Charter and the Investment Plan (Profile).

Progress toward achieving targets is monitored internally every quarter, and

reported publicly in the Annual Report and Financial Statements. Performance Targets and Indicators within the Annual Report are submitted to the House of

Representatives to meet the requirement of the Eduction Act 1989 s.203(1)(c)(iii) and are required to be audited as per the Public Finance Act 1989 s.41.


Massey University is in a state of transition. The new Investment Plan (Profile) approved at the end of 2007 provides an overarching framework to which

University-wide goals and initiatives will be linked. However, at this relatively early stage the strategies and initiatives aligned with the Investment Plan (Profile)

are in various stages of development. Preparations are also underway to assist the new Vice-Chancellor in his establishment of a renewed vision for the

University and a variety of “Position Papers” were developed for this purpose at the time this Audit Portfolio was written.

Recurring themes from the Self-Review interviews confirm that these

developments occur at an opportune time. Strategic decision-making regarding the coherence and distribution of services and functions across the Campuses,

the delivery of programmes within and across the Colleges, and the alignment of

resources with agreed strategies was perceived to be a challenge for the University. Greater transparency is required around the connections between,

and functions of, Council3, VCEC and Academic Board including the role that each plays in strategic decision making4.

The linkages between planning, monitoring and improvement also present

challenges for the University. A changing landscape of external planning and reporting requirements (including the Investment Plan (Profile) and Annual

Report) now require changes to the internal planning framework so that departmental, College and divisional plans can be aligned with the Investment

Plan (Profile)5. Ability to monitor the achievement of the Investment Plan (Profile) is supported by a review of the University key performance indicators such that

high-level indicators can be cascaded to programme or department level where

relevant, and an appropriate balance between the quantitative and qualitative aspects of the University’s activities is embedded.

Boxed Item: Massey University Annual Report 2007

Available on Request: University Risk Management Framework

Boxed Item: Summarising the Changes to the Planning Framework and University Key Performance Indicators


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Improvements

1 [Planned] Evaluate the existing methods of communications across the University and develop an action plan that will better enable staff to remain informed about initiatives and services that are most relevant to them. Responsibility: Vice-Chancellor. Time to Completion: Ongoing.

2 [Underway] Continue to implement the Optimisation of Services Delivery Project as outlined on the University’s intranet. Responsibility: General Manager (Strategy & Finance) and Project Manager. Time to Completion: End 2009

3 [Underway] Complete development of the Guidelines for the Conduct of Council and Council Subcommittees to enhance governance capability. Responsibility: University Registrar. Time to Completion: End 2008.

4 [Planned] Examination of the academic and managerial decision-making processes to ensure they facilitate the achievement of agreed University priorities and initiatives. Responsibility: Vice-Chancellor. Time to Completion: June 2009.

5 [Underway] A revised Planning Framework with targeted key performance indicators is being progressively implemented in 2008. Responsibility: General Manager (Strategy & Finance). Time to Completion: End 2008.


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3.0 Systems and Structures Supporting Quality

3.1 Academic Quality Assurance

3.1.1 General Approach

Responsibility for continuous quality improvement lies with every staff member at the University. In particular, the PVCs, General Manager (Strategy & Finance),

University Registrar, and Deputy Vice-Chancellors (DVCs) are responsible for quality assurance in their areas including the implementation of appropriate

monitoring systems. The Deputy Vice-Chancellor (Academic & Research) (DVC (A&R)) guides the University through the development of academic policies,

procedures and quality systems for research and teaching.

The University’s general approach to academic quality assurance is founded on

the four key elements of evaluation and peer review, communication, data gathering, and continuous improvement. Evaluations of programmes, systems,

processes and structures are normally ongoing and the importance of consultation and closing the feedback loop is not underestimated. Emphasis is

placed on gathering accurate information that is valid with an equal focus on quantitative and qualitative data. Establishing appropriate mechanisms for long-

term data collection and the production of time-series tracking reports is a continuing priority as there are no ‘quick fixes’, and many of the outcomes from

improvement strategies are only revealed over a period of years.

3.1.2 Programme Procedures

Programme Development & Approval

All qualifications offered at Massey University are subject to the University’s procedures for course approval. Academic staff in the Colleges carry out the

initial development of a programme proposal including full consultation with appropriate parties. The proposal is then submitted to the appropriate College

Board after initial consideration by a committee of the Board.

While minor changes to paper offerings are handled internally, major programme

changes and additions to the academic portfolio are submitted via Academic Committee and Academic Board to the Committee on University Academic

Programmes (CUAP) for approval in accordance with the CUAP Functions and Procedures. The Academic Manager in the Office of the DVC (A&R) monitors

this process, updating the University’s academic portfolio of qualifications and

Available on Request: Examples of Proposals for New Programmes and Papers

Terms of Reference for Academic Committee & Academic Board: http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/terms-of-reference/terms-of-reference_home.cfm


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acting as an interface between external organizations, the Colleges, and

administrative support services as required.

Programme Management & Delivery

Programme directors or coordinators are responsible for the management and

coordination of individual academic programmes, including the effective implementation of programme advisory committees, curriculum reviews, and

ongoing programme development and monitoring.

Academic Directors and Academic Services Managers are responsible for the efficient and effective administration of academic services from course approval

to graduation clearance. The Academic Directors also manage the collection of

programme and paper information for College and University databases, as well as constructing and proofing a variety of University publications to ensure that the

information is accurate.

Staff directly involved in the delivery of academic programmes endeavour to establish, maintain and further enhance links with industry and professional

bodies. Massey University’s academic portfolio contains a number of programmes which are professionally accredited (Accountancy, Aviation,

Engineering, Medical Laboratory Science, Nursing, Teaching, Technology, Veterinary Science), others where professional bodies participate directly in the

management of the degree programme (Applied Science and Social Work), and programmes where industry involvement is a key feature of ongoing development

and review (Design and Fashion).

In accordance with the Education Act, University staff also strive to enhance the

interdependence of research and teaching and ongoing curriculum development activities support the inclusion of relevant and current research in academic

programmes at all levels.

Doctoral programmes (Doctor of Philosophy, Doctor of Clinical Psychology, Doctor of Business & Administration and Doctor of Education) are administered

centrally by the Doctoral Research Committee (DRC) which reports to Academic Board. The DRC has overall responsibility for ensuring the smooth progress of

doctoral studies and oversees the programme for, and monitors the progress of, each individual candidate from the time of initial registration through to

examination.

The University has a policy on the equivalence of academic programmes

irrespective of campus or mode of delivery. An amendment to the Equivalence Policy in 2002 set out the standard requirements for paper outlines which are

distributed to students at the beginning of the paper offering. Paper outlines

Equivalence Policy: http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/academic/equivalence-policy.cfm

Information about doctoral study and administration: http://grs.massey.ac.nz


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summarise important information such as assessment procedures, learning

outcomes and administrative matters.

Programme Review

In addition to the moderation process required by CUAP in the form of Graduating

Year Reviews following the introduction of new qualifications and majors, regular and ongoing reviews of all programmes are conducted in accordance with the

Qualifications Review Policy and Procedures.

A qualification review is a review of an entire academic programme and composite majors through the peer evaluation of objectives, structure and

management, teaching, learning and assessment processes. The Massey

University Qualifications Review Policy and Procedures were approved for implementation in 2003 and since that time 90 reviews have been completed.

Staff in the Office of the DVC (A&R) facilitate the qualification review process with

the maintenance of review schedules, collation of central information and distribution of supportive funding. Colleges implement the procedures and

prepare a schedule of reviews to be conducted each year. Review reports and reports on implementation of the recommendations arising are formally submitted

to the Academic Committee.

3.1.3 Student Achievement & Success


There have been a number of advances to the University’s capability to monitor student achievement and success including the generation of retention reports,

development of completions tables, and the flexible reporting of pass rates and grade distributions for each paper and offering. Implementation of the Baseline

Monitoring Reports by the Tertiary Education Commission have provided an opportunity to review work completed in 2006 and 2007, and ensure consistent

definitions underpin the generation of reporting at various levels and for various

student groups at the University6. While the validation of retention and completion reports continues in 2008, indicative rates generated internally

continue to inform qualification reviews.

There has been a renewed focus on enhancing student retention across the University. A number of departments and Colleges have specific initiatives to

examine and improve student achievement and retention and these can now be monitored in the longer term using the retention reports.

Qualifications Review Policy and Procedures: http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/academic/qualification-review-policy.cfm

Boxed Item: Retention Report presented to Academic Board in 2007


Boxed Item: Examples of Qualification Review and Progress Reports

Item on Request: CUAP Graduating Year Reviews for 2007

Item on Request: Massey University Baseline Monitoring Report


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Student Assessment

A draft Assessment Policy and Procedures was developed by the Teaching &

Learning Committee in 2007 and revised during extended consultation with the College Boards. The final version of the Policy and Procedures was approved by

Academic Board in June 2008, and it complements the Assessment and Examination Regulations set out in the University Calendar.

Student Surveys

The systematic use of student surveys provides an opportunity for regular and structured feedback on University systems and processes. Regular surveys

underway at the University are described in Table 1 and in addition, the Office of the DVC (A&R) is coordinating Massey’s participation in the Australian Council of

Educational Research pilot of the Australasian Survey of Student Engagement7.

Table 1: High-Level Surveys conducted at Massey University

Brief Description Frequency of Survey and Reporting

Survey Administrator

Student Evaluation of Content, Administration and Teaching (SECAT) http://tdu.massey.ac.nz/html/SECAT.htm Provides academic staff and department heads with feedback on teaching and paper delivery

Compulsory for taught papers at least once every three years. Results produced each Semester and summary reports available annually

Centre for Academic Development & eLearning (CADeL)

Student Satisfaction Survey and Survey of Student Withdrawal http://sss.massey.ac.nz Informs the Service Excellence Programme around Information and Advice, Admission, Enrolment, Student Learning, and Student Life Services

Annual National Student Relations

Graduate Destinations Survey Reports basic graduate employment information

Annual (Not conducted in 2008 pending revision)

New Zealand Vice-Chancellors’ Committee (NZVCC)

Graduate Course Experience & Postgraduate Research Experience Surveys Provides graduate feedback using the internationally standardised Course Experience Questionnaire and Postgraduate Research Experience Questionnaire

Biennial (Last conducted in 2006 but held in 2008 pending revision and better alignment with the Graduate Destination Survey)

DVC (A&R)


Overall, the capacity to conduct, analyse and distribute the results of the suite of surveys in Table 1 is limited and there has been a drive in recent years to

Assessment Policy & Procedures: http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/academic/assessment-policy.cfm

Assessment & Examination Regulations: http://calendar.massey.ac.nz/statutes/index.htm


21

optimise their administration. Initial focus has been on linking the Graduate

Destination Survey with the Graduate Surveys of Course and Research Experience. Massey University continues to advocate for this approach at a sub-

sector level through the NZVCC Standing Committee and Survey Review Group.

It is expected that a revised survey and methodology will be implemented in 20098.

The annual Student Satisfaction Survey and Survey of Student Withdrawal has

recently undergone a review with improvements to the survey instrument and report builder implemented for 2008. The Survey results feed into planning and

improvement processes at the individual service and institutional levels.

SECAT was introduced in 1996 and continues to provide a systematic means of obtaining student feedback on teaching performance at individual, department,

college, campus and university levels. A substantive review of the SECAT system was conducted in 2005 and a pilot of revised instruments carried out in

2006. Implementation of the recommendations arising from the Review has not

progressed further due to resource constraints within the Office of the DVC (A&R) and CADeL9.

3.1.4 Administrative Databases

Underpinning the programmes and services provided by the University are

several key administrative databases which are maintained and improved with the assistance of Information Technology Services (ITS). The Massey Administration

System (MAS) provides authorised staff across the institution with a portal to

access and update student information (papers, grades, records and address details) and class rolls. The Integrated Paper Planning (IPP) system collects

critical academic data relevant to the requirements of academic programmes, and acts as a mechanism for managing, monitoring and reporting approved papers to

be delivered in the next and subsequent academic years. IPP also provides consistent information about the University’s offerings to support student

enrolment including timetabling, study materials, fees and publications.

The Headcount and EFTS Management Information (HEMI) database has enabled the University to produce validated data on student numbers across a

number of student demographic and programme dimensions. Although the database is administered and maintained centrally within the Strategic Finance

and Planning section, over 250 authorised university staff are able to access the

information and monitor student enrolments in their area on a weekly basis.

Development continues on the Student Programme Management tool (SPM) which stores various academic ‘rules’ associated with individual programmes,

majors and papers and the relationships between them. The completion of SPM

Report available from: http://quality.massey.ac.nz/TQEWP.html

Student Satisfaction Survey and Results available at: http://sss.massey.ac.nz

Information about IPP: http://quality.massey.ac.nz/IPP-About.html


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will greatly enhance the ability of students to ‘self-manage’ their programme

completion, and staff within the Colleges will be able to quickly determine student progression and eligibility to graduate. However, it should be noted that this is a

long term project with roll-out not expected until 2010.

3.2 Student Services


A core strength of the University can be found in the impressive array of student services and supports offered nationally and at each Campus. In particular, the

internationally recognised services for extramural students have expanded significantly in the past five years and the overall consistency of services provided

at each Campus has been enhanced.

3.2.1 The Massey University Library

The University Library continues to provide excellent services to staff and students and consistently receives positive feedback through a variety of review

mechanisms including the annual Student Satisfaction Survey. Collections are

held at Albany, Palmerston North and Wellington and are available to all students and staff independent of their physical location.

3.2.2 International Student Support

The International Office is the first point of contact for all international students. In

addition to marketing, recruitment and admissions the International Office also manages and promotes the Study Abroad and Student Exchange programmes,

and coordinates new and existing cooperation agreements with partner

institutions overseas. Campus-based and student-focussed International Student Support Services are available for international students throughout their study.

These services are directed in matters of policy and procedure from the International Office but are delivered by staff reporting through the Regional

Student Services management at each campus.

3.2.3 Centre for University Preparation & English Language Studies

The Centre for University Preparation & English Language Studies (CUPELS) offers a range of pre-degree English language and foundation studies designed to

suit the needs of students with differing goals, and levels of English language proficiency.

3.2.4 Student Learning Development Services

Centres at the Auckland, Palmerston North and Wellington campuses support the

learning needs of all students with learning resources, consultations, study skills

Student Services Information: http://www.massey.ac.nz/massey/study/services-for-students/student-services_home.cfm

Further Information: http://international.massey.ac.nz

International Student Support Services: http://www.massey.ac.nz/massey/study/services-for-students/international/international_home.cfm

CUPELS: http://english.massey.ac.nz/massey/depart/centre-for-university-preparation-and-english-language-studies/cupels-home.cfm

Massey Library: http://library.massey.ac.nz

Student Learning Development Services: http://student-services.massey.ac.nz/massey/study/services-for-students/student-learning-centres/slc_home.cfm

Services for Extramural Students http://www.massey.ac.nz/massey/extramural/services/services_home.cfm


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programmes, seminars, and services tailored to meet the specific learning needs

of Māori, Pacific, postgraduate, extramural and international students.

3.2.5 National Student Administration & Teaching Support (NSATS)

NSATS provides all the core administrative services required to support and

sustain a student’s enrolment and study at the University. Student administration and teaching support processes include information processing to support

student examinations, graduation, the management of extramural assignments, the storage, retention and retrieval of student academic records, and the

administration of campus contact courses for distance learners.

3.2.6 National Student Relations (NSR)


NSR delivers the primary points of contact between the University and its prospective and current students. A major strength of the University is the

National Contact Centre which uses world-class facilities to deliver excellent services to students and staff. In addition to providing a central point of contact

for current and prospective students, sophisticated systems for call tracking and

monitoring provide a means to identify points of failure in University processes which are then disseminated in daily newsletters and analysed for improvement

opportunities. The Centre also provides services for out-bounding including contact with first year distance students, research on the effectiveness of targeted

student supports, and University-level marketing.

There is strong alignment between Massey Marketing and the Student Liaison and Recruitment functions within NSR. However, the traditional focus on

increasing student numbers may need to be reviewed in the future as a consequence of the capped funding associated with the new tertiary reforms.

The potential for improvement of recruitment activities targeted at particular student groups or for selected academic programmes is significant and forms one

of the work streams of the Optimisation of Services Delivery Project.

3.2.7 Information Technology Services

ITS provides a range of information technology services to staff and students

covering the areas of teaching, research and administration. Use of all information technology and communications services are subject to the Policy on

the Use and Access to Information Technology Systems.

3.2.8 Graduate Research School (GRS)

Based at the Palmerston North campus, the GRS provides information and

administrative support for student scholarships and doctoral degrees.

Available on Request: Daily Newsletters from NSR

Optimisation of Services Delivery Project: http://ourfuture.massey.ac.nz

Further information about Massey Marketing: http://masseymarketing.massey.ac.nz

Information about ITS: http://its.massey.ac.nz Use and Access to Information Technology Systems Policy: http://its-extra.massey.ac.nz/policies/

Information about the GRS: http://grs.massey.ac.nz


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3.2.9 The Federation of Massey University Students’ Associations

The Education Amendment Act 2000 makes provision for elected student

representation through compulsory students’ associations. At Massey, the responsibility for providing representation that aids the University to meet

appropriate levels of student engagement falls to the Massey University Students’ Association Federation Inc. (MUSAF). MUSAF is a not-for-profit incorporated

society with member associations that service each of the University’s geographical centres as well as its extramural students: Auckland – Albany

Students' Association Inc., Te Waka o Nga Akonga Maori Inc.; Palmerston North – Massey University Students’ Association Palmerston North Inc., Manawatahi

Inc.; Wellington – Massey at Wellington Students’ Association; and Extramural –

the Extramural Students’ Society Inc.

The three main areas of focus for the member associations are in the provision of student-related advocacy, representation and services to their student members.

Association’s democratically-elected student representatives advocate on the behalf of their student members at all levels throughout the University including

Council, Academic Board, Academic Committee, the Teaching and Learning Committee, College Boards, and operational management committees.

Associations also provide a range of services directly to their members including:

professional assistance with the resolution of grievances, harassment and welfare issues; administration and support of a Class Representation system; and

representation and canvassing of local and central government agencies.

Students’ Associations contribute positively to student life through the organization, funding and coordination of many student activities including

orientation, clubs and societies, representation at national sporting tournaments such as the University Sport New Zealand Summer and Winter Games,

graduation, and the production of student media. The Extramural Student’s Society provides specifically for students studying at a distance through its

nationwide support network, freephone service, “Off Campus” magazine and online course ratings through the “Rate It” system.

3.3 Engagement with Alumni


Relationships between the University and its Alumni is an area of focus for

Massey Marketing (as part of the External Relations Strategy 2008-2010) and the Office of Development and Alumni Relations. A growing strength is the Alumni

Chapters across the country, and international networks established in Australia and Asia with plans for expansion in Malaysia, China, the United Kingdom and

United States, India, and Pakistan.

Links to the Associations of the Students’ Federation: http://study.massey.ac.nz/massey/study/student-associations-and-societies/

Alumni News and Initiatives: http://www.massey.ac.nz/massey/alumni/alumni_home.cfm

Class Representation Policy: http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/academic/class-representation-policy.cfm


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3.4 Staff Support

3.4.1 Recruitment & Induction

Staff recruitment is supported centrally via the online system ImpelHR which

manages all aspects of the process from approval and advertising to selection and appointment. Early in employment all employees visit the Human Resources

Section for a formal induction and attend the New Staff programme provided by

the CADeL. In addition, it is expected that all departments and units organise an orientation process which involves familiarisation with the day-to-day work

environment.


The determination of staff profiles within and across units at the University is the responsibility of each academic, service and divisional manager. Recruitment

and retention of specialist academic and general staff is an ongoing challenge due to competition with other universities and industries operating nationally and

internationally.

Significant improvements have been made to the reports provided by the Human

Resources Section including the presentation and analyses of annual data regarding the staff profile, staff turnover rates, feedback from staff exit interviews,

leave balances, and recruitment information.

3.4.2 Performance Review & Planning (PRP)

PRP is the process by which all staff who are employed by the University for

more than twelve months meet with their line managers (or nominees) to review their past performance and agree upon their responsibilities and plans for coming

year. The aim of the PRP process is to foster staff development and help individuals to improve the performance of their duties thereby enabling the

University to enhance the quality of its teaching, research, and service.

3.4.3 Staff Workloads


The implementation of the University Workloads Policy continues with ongoing redevelopment and refinement of departmental models introduced in 2002-2003.

Each department and unit at the University is expected to operate a workloads model and adhere to the principles of workloads allocation.

Staff Induction Policy: http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/human-resources/induction-policy.cfm

Information about Staff Recruitment Processes: http://rms.massey.ac.nz/policy/massey-pol.htm

Performance Review & Planning Policy & Procedures: http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/human-resources/performance-review-and-planning-.cfm

Workloads Policy accessible from the policy guide at: http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/human-resources/university-workloads-policy-and-procedures.cfm Background Information on the Policy available from: http://quality.massey.ac.nz/MUWorkloads.html

Further information: http://hrs.massey.ac.nz Available on request: Statistical Report on Staff 1 Jan 2007 – 31 December 2007


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3.4.4 Staff Progression

Staff progression is governed by the relevant Employment Agreement and carried

out in accordance with the Academic Promotions Booklet and General Staff Merit Guidelines. In addition, a promotion to professor pathway commenced in 2003

involving professorial peer review.

3.4.5 Staff Development

CADeL coordinates University-wide staff development and conducts training

needs analyses. In addition to targeted programmes and instructional design support, CADeL runs the Teaching Skills Development Programme (compulsory

for new full-time teaching staff), and assists the GRS with Supervision Training (compulsory for staff who aspire to become supervisors of doctoral students).


Responsibility for the delivery of staff development initiatives is currently split

between the Human Resources Section (leadership and management training), and CADeL (general and academic staff development). There was general

agreement among the staff interviewed that neither unit was delivering the

programmes expected and required by staff across the University.

CADeL has recognised that a different approach to staff training and development is required in a recent report to the University’s Teaching & Learning Committee.

An approach to service provision that is more strongly aligned to University and College strategic priorities, as well as being targeted toward particular staff

groups will soon become the preferred method for programme delivery. However, it is expected that CADeL will continue to be challenged by the diverse demands

for staff development especially in support of the University’s strategies for elearning, Pasifika and Māori.

A significant strength of CADeL is the ability of the Centre, through its linkages

with equivalent units at other Universities and those of its Director, to secure

external funding for teaching and elearning related initiatives. Coupled with planned changes to CADeL’s programmes, the Centre is at a junction in its

development and would benefit from a strategic review to clarify the core functions and delivery requirements10. There is an opportunity for greater

synergies between research carried out through the Centre and the activities of relevant research clusters within the Colleges11.

An area of recognised deficiency is the provision of leadership and management

training. There is very little support available to new managers at the University and a number of staff reported general reliance on other colleagues within their

area for information12.

Staff Development Information: http://tdu.massey.ac.nz Boxed Item: Interim Academic Development Programme 2008

Employment Agreements: http://hrs.massey.ac.nz/massey/about-us/administrative-unit/hrs/agreements/agreements_home.cfm Academic Promotions & General Staff Merit Guidelines are available from the Policy Guide at: http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/procedures/procedures_home.cfm#HumanResources

Pathways to Professor: http://hrs.massey.ac.nz/massey/about-us/administrative-unit/hrs/policies/policies_home.cfm


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3.4.6 Support for Teaching & Research

The Massey University Fund for Innovation & Excellence in Teaching (FIET)

continues to provide development funding for enhancing teaching and teaching innovation. Each year approximately $170,000 is set aside as part of a

contestable fund available to all staff at the University.

In addition to a range of internal research funds available annually on a competitive basis, Advanced Degree Awards have also been in place since 2003

and provide funding for release time for staff to complete their masters or doctoral degrees.

3.4.7 Staff Surveys


The University has conducted an Academic Work Environment Survey (Academic

Staff) and Staff Workplace Questionnaire (General Staff) on three occasions with the most recent survey carried out in 2005. The surveys have not been

administered since that time as questions were raised regarding their

effectiveness, the capacity they provided for benchmarking with other institutions, and the extent to which they could inform improvement at various levels of the

University13.

Improvements

6 [Underway] Review the definitions underpinning the generation of the University’s retention, completion and progression reports and redevelop the reports so they can be used for accountability and improvement purposes. Responsibility: ITS. Time to Completion: October 2008.

7 [Planned] Continue to participate in discussions regarding the Australian Council for Education Research Australasian Survey of Student Engagement and explore continued use of the Survey at Massey University. Responsibility: Quality Manager – Academic. Time to Completion: End 2008.

8 [Underway] Implement agreed revisions to the Graduate Destination Survey Questionnaire and Methodology in 2009 to include the Graduate Surveys of Research and Course Experience. Responsibility: Academic Policy Manager and Quality Manager – Academic. Time to Completion: May 2009.

9 [Planned] Review, update, and implement the recommendations of the Teaching Evaluation Working Party to deliver a teaching evaluation system based upon effective practices. Responsibility: Director CADeL. Time to Completion: End 2009.

Available on request: Information Sheet and Results of the Academic Work Environment Survey 2005

FIET Criteria & Application Forms: http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/forms/forms_home.cfm

Internal Research Funds: http://research.massey.ac.nz/massey/research/fops/internal.cfm Available on Request: Advanced Degree Award Procedures


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10 [Underway] Review the purpose and function of CADeL to ensure that training and

development initiatives are strongly aligned with the strategic priorities of the University and the needs of the Colleges. Responsibility: DVC (A&R). Time to Completion: End 2008.

11 [Planned] Ensure that opportunities for expanding research on effective teaching and learning are explored fully and within the context of external funds that may be available, internal research clusters within the Colleges, and the work of CADeL. Responsibility: Director CADeL. Time to Completion: End 2008.

12 [Planned] Review progress on the leadership and management training package provided through the Human Resources Section and develop and implement an action plan to deliver the management training required by new academic and general managers. Responsibility: Director Human Resources. Time to Completion: End 2008.

13 [Planned] Review the administration and methodology of the Staff Surveys to ensure alignment with international effective practices, and enhance the use of the survey outcomes at University and departmental levels. Responsibility: DVC (A&R) and Director Human Resources. Time to Completion: End 2008.


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4.0 The University’s Strategic Priorities 2008-2010

A description of the strategic priorities including outcomes, key initiatives and key performance indicators are presented in the University’s Investment Plan (Profile)

2008-2010. The following sections provide a summary of the Self-Review findings including important aspects of the context, University strengths, and

areas for improvement.

4.1 Māori and Pasifika Strategies

4.1.1 Māori

The appointment of an Assistant Vice-Chancellor (Māori) in 2002 and subsequent

development of a comprehensive Māori@Massey Strategy provided the foundation for the development of Kia Maia (Key Initiatives for A Māori Academic

Investment Agenda) in 2007. The agenda was developed by senior Māori academic staff and managers for Māori from the three campuses and in brief, it

provides a way forward for Massey University so that quality academic outcomes for Māori can be realised, Māori professional capability can be extended,

research can benefit Māori communities, and engagement with Māori individuals and groups can be strengthened.

Priority has been placed on implementation of the broad aims and investment goals outlined in Kia Maia14 and led by the DVC (Māori). Priorities for Focus

Funding from the Tertiary Education Commission will support the implementation of a range of initiatives including more systematic course advice for first-year

students, the development of learning communities and postgraduate forums, the establishment of a Centre for Māori Professional Advancement, and the formation

of research consortia built around whanau and land and environmental management. In addition, there are a variety of initiatives underway at all levels

of the University including:

• The work of three Māori research centres in Business, Health, and Māori Development.

• The management and coordination of a weekly video seminar series for

Māori academics in all universities using the Building Research Capability in the Social Sciences (BRCSS) network.

• In the College of Education, the Treaty of Waitangi is an integrated component of every professional training programme and the Te Aho

Tatairangi programme continues as the only university-based pre-service teacher education degree delivered in Te Reo.

• Kaitautoko positions for Māori Student Learning Support; and

Information for Māori

Students: http://students.massey.ac.nz/maoristudents.htm

Boxed Item: Kia Maia – Key Initiatives for a Māori

Academic Investment Agenda

Boxed Item: Investment Plan (Profile) 2008-2010


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• Māori and Pasifika Liaison staff working from the National Student Relations

Unit and within student services.

Strengths

• The leadership provided by the DVC (Māori) has inspired staff across the

institution and facilitated buy-in for the vision articulated in Kia Maia. All of the Colleges are committed to bringing effect to Kia Maia, and the number of

staff dedicated to its implementation at each Campus is reported to be increasing.

• A Māori Communications Coordinator was appointed earlier in 2008 and work is currently underway with key stakeholders to develop and implement

a Māori Communications Strategy.

• The services for Māori students are continually expanding and the implementation of Kia Maia will provide the means to evaluate the impact of

the supports on Māori student achievement and success. Reports on the pass rates, grade distributions, retention and progression of Māori students

are generated in the Office of the DVC (Māori) and examined annually. • Building capability through the Māori Academy for Research and Scholarship

Te Mata o Te Tau where collaborations have provided for additional research positions, and targeted initiatives around research symposia and doctoral

workshops are being implemented.

Challenges

As Kia Maia is progressively implemented, it is expected that our understanding

and engagement with behaviours that enhance Māori development will expand. In the interim period, the penetration of the strategy remains at a high level with

some departments requiring further assistance to identify and implement initiatives to support Māori development and achievement.

4.1.2 Pasifika

Relative to Kia Maia, the University’s Pasifika@Massey Strategy is still in the

early stages of implementation and is being led by the Director Pasifika who

reports to the DVC (Māori). Initial focus is on the recruitment of Pasifika students and building capability to support Pasifika endeavours within and across the

Campuses. At the Auckland Campus, enhancements have been made to the learning and recruitment environment including the presence of a Pacific Peoples’

Consultancy Group and the running of Pasifika Graduation Ceremonies since 2003. Fale Pasifika can be found at each Campus and there is a Pasifika

Learning Advisor at Wellington. Pasifika students studying extramurally are also supported by the Palmerston North Campus.

Further Information about Te Mata o Te Tau: http://temata.massey.ac.nz/

Boxed Item: Pasifika@Massey Strategy Information for Pasifika Students: http://pasifika.massey.ac.nz/


31

Strengths

• The services for Pasifika students are continually expanding and the

implementation of Pasifika@Massey will provide the means to evaluate the impact of the supports on Pasifika student achievement and success.

Reports on the academic achievement of Pasifika students are generated in the Office of the DVC (Māori) and examined annually.

• The commitment of University staff with responsibility for the development and implementation of Pasifika initiatives.

Challenges

The Self-Review revealed that priority is primarily placed on the development and implementation of initiatives to support Kia Maia. Most academic and general

units were uncertain about the requirements of the Pasifika@Massey Strategy, and did not believe they possessed the capability or capacity to progress

initiatives in the area.

Advances to the Pasifika@Massey Strategy will depend on the deployment of resourcing to support initiatives, and the ability of staff working in the area to

collaborate with others internal and external to the institution15. One of the key challenges is recruiting and retaining qualified staff who are also in demand from

industry, government and other providers in the tertiary sector.

Improvements

14 [Underway] Improvement initiatives as outlined within the Kia Maia Strategy. 15 [Planned] Explore strategic collaboration internal and external to the University as a

means to further develop and achieve the goals outlined in the Pasifika@Massey Strategy. Responsibility: Director Pasifika. Time to Completion: Mid 2009.


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4.2 Distance Education & eLearning

4.2.1 Distance Education

Massey University is synonymous with University-level distance education in New

Zealand and the intention is to build on this strength and use elearning to expand and enhance the University’s status. Table 2 summarises the extent of student

participation in extramural study at Massey.

Table 2: Number of Internal and Extramural Students in each College

College 2004 2005 2006 2007 Extramural 11 22 12 8 Creative Arts Internal** 1964 2080 1904 1915 Extramural 7857 7717 7426 7261 Business Internal* 9186 8317 7476 6739 Extramural 3093 2883 2385 2253 Education Internal* 1267 1012 982 957 Extramural 6321 6081 5707 5397 Humanities &

Social Sciences Internal* 4179 4159 4338 4176 Extramural 2260 2297 2215 2157 Sciences Internal* 4913 4853 4708 4647

*Internal students include those studying in Block mode where papers/programmes are taught in a compressed period at a number of different

locations in New Zealand and overseas. **2006 and 2007 numbers exclude music enrolments which were transferred to

the New Zealand School of Music.

Strengths

• The capacity to develop, deliver and support distance learning at Massey

University is extensive. • Papers and programmes offered extramurally are equivalent to those offered

internally: they are developed and taught by the same academic staff and learning resources are quality assured within the department and/or during

the materials production process. • The quality assurance mechanisms administered by CADeL and NSATS

provide the means for efficient materials production, consistent standards, and extramural assignment tracking and monitoring.

• Services for extramural students including a range of online services, on-

campus workshops and phone and email contact. • The University Library continues to deliver excellent services to extramural

students.

Extramural and Online Teaching Support (including templates and quality assurance): http://tdu.massey.ac.nz/idt.htm Extramural Student Services: http://extramural.massey.ac.nz/massey/extramural/services/services_home.cfm Library Services for Extramurals: http://library.massey.ac.nz/patrontype/extramural.htm

Further Information: http://extramural.massey.ac.nz


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Challenges

• Maintaining effective engagement with distance learners.

• Improving retention and completion rates for extramural students which is a problem with multiple causes requiring multiple improvement initiatives.

• Ensuring that all academic staff are supported in their attempts to design and deliver distance learning materials based on effective pedagogies.

4.2.2 eLearning

Use of elearning is also a significant activity at Massey University as reflected in the numbers of paper offerings that include an elearning component (Figures 1

and 2). eLearning supports both internal and extramural paper offerings and offers particular potential for enhancing interaction amongst distance learners.

Figures 1 and 2: Use of eLearning in taught undergraduate and postgraduate

papers

A recurring theme in the Self-Review responses was the lack of technical and

pedagogical assistance available to academic staff and departments to develop and implement elearning in papers and programmes. In order to realise the

University’s aspirations in this area, it will be critical to raise the levels of support so that staff can confidently implement new initiatives.

Boxed Item: Retention Report presented to Academic Board in 2007

Explanation of Massey’s Online Categories: http://webct.massey.ac.nz/newbies.htm


35

Strengths

• The effective development and quality assurance of multi-modal educational

delivery provides a strong foundation for the implementation of elearning in papers and programmes.

• Extending the use of elearning is widely accepted by staff and especially in departments with a strong focus on distance education.

• Online services for distance learners are a significant strength and include assignment pre-reading, the Online Writing and Learning Link (OWLL),

Counselling Resources on the Web (CROW), and the Virtual Careers Fair. • Through the provision of excellent services to extramural students, there is

an extensive collection of electronic resources available from the University

Library for the benefit of staff and students.

Challenges

Effective implementation of elearning requires significant investment to ensure that appropriate levels of support (e.g., through the Library, ITS and CADeL) are

available to staff and students. The development and implementation of appropriate policies is also required to underpin the delivery of content in an

electronic enabled learning environment. Aspirations for the use of elearning at Massey University are not yet matched with the appropriate support

infrastructure.

Improvements

Improvement initiatives for distance education and elearning are intertwined and

reflect the University’s intention to utilize elearning for the effective engagement of students studying off-campus. A set of redevelopment action points was under

consideration at the time of Portfolio submission including: the evaluation and selection of a learning management system to serve the University community in

the years ahead; and the development of an online tool for student assignment submission and tracking. Also under investigation were procedures for the

delivery of offshore distance programmes and effective practices for the support

of doctoral students studying at a distance.

Available at the Audit Visit: update on initiatives in support of distance education and elearning.

Try OWLL: http://owll.massey.ac.nz and CROW: http://www.massey.ac.nz/massey/study/services-for-students/health/resources/resources_home.cfm


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4.3 Focusing and Differentiating the Academic Portfolio

The academic portfolio of Massey University in 2008 consists of 217 qualifications and 243 majors. Papers that comprise the qualifications are offered in a variety

of delivery modes to students studying at one of the campuses or at a distance. The University academic year is divided into distinct registration periods, which

are Semester One, Semester Two and Summer School. Each semester consists of 12 teaching weeks and concludes with its own examination period. In addition,

a longer registration period, the Double Semester, parallels Semesters One and Two with an examination period at the end of Semester Two. The Summer

School programme is run during the November-February period and includes

both internal and extramural offerings.

A strategic positioning exercise was undertaken in 2006 to clarify Massey’s distinctiveness and areas of excellence. Informed by a series of environmental

analyses, the resulting document “The Massey Way” evolved during extensive consultation across the institution prior to final consideration and endorsement by

VCEC, Academic Board and Council.

The exercise was somewhat overtaken by the implementation of the “Investing in a Plan” process and the preparation of the University’s Investment Plan (Profile)

in 2007. However, The Massey Way remains as a high level planning document and the goals for academic positioning are reflected in the Investment Plan

(Profile).

Focusing and differentiating the academic portfolio has been the responsibility of

the Colleges, partially achieved through ongoing programme review and improvement16. Findings from the Self Review affirmed a commitment at

department level to further rationalise programmes and offerings but University-level monitoring suggests that total numbers of papers have remained relatively

constant over the past three years17.

Strengths

• The University is committed to ongoing review of the academic portfolio

across campuses to ensure better alignment between established and emerging areas of research excellence, and regional requirements and

strengths18&19. • Ongoing implementation of qualification reviews to consistently evaluate and

improve academic programmes. • The work of the DVCs and National Liaison staff in the development and

maintenance of relationships with secondary schools.

Boxed Item: The Massey Way


Boxed Item: Examples of Qualification Review and Progress Reports

Information about each of the University’s programmes is available at: http://study.massey.ac.nz


38

Challenges

• Achieving a focused and differentiated academic portfolio across campuses

and Colleges: existing structures and administrative boundaries can at times act as barriers to internal collaboration.

Improvements

16 [Underway] Continue to pursue professional accreditation where available and where it will enhance the relevance and distinctiveness of the University’s offerings. Responsibility: PVCs. Time to Completion: Ongoing.

17 [Planned] Investigate the need for additional requirements around the approval of new papers and programmes to ensure their alignment with the strategic goals set out in the Investment Plan (Profile). Responsibility: DVC (A&R). Time to Completion: End 2008.

18 [Planned] Revisit the academic development plans for each campus (and extramural) to examine the mix of provision and the way in which it aligns to local requirements and the overall academic portfolio. Responsibility: DVCs. Time to Completion: June 2009.

19 [Planned] Develop mechanisms that will provide better information about the relevance and position of Massey’s programmes in relation to the other providers, and the needs of regional and international communities of interest. This might include the investigation of a benchmarking programme complemented by analysis of sector data at subject level. Responsibility: DVC (A&R). Time to Completion: June 2009.


39

4.4 Strategic Collaboration

Massey University prides itself on its ‘connectedness’ with industry, communities and other providers but recognises that continued attention must be given to

collaboration if mutual benefits are to be realised.

Strengths

• Links with relevant professions, industries and communities of interest at

department level: there are numerous instances of effective engagement within the departments and service units.

• Ongoing presence of an Auckland Regional Advisory Board and establishment of an Advisory Board to the College of Business both of which

include a number of high profile external members. • A growing strength of the University can be found in the work of the Massey

Foundation. Governed by a Board comprising Alumni and friends of the University, the Foundation has doubled the initial investment made by

Massey and continues to expand Foundation supported projects and sub-trusts.

• The New Zealand School of Music brings together the expertise of two universities and continues to go from strength to strength based on student

demand20.

• Massey University is host to Ako Aotearoa – the National Centre for Tertiary Teaching Excellence and opportunities to bring about mutual benefit from the

partnership are being explored. • Through the College of Sciences, Massey has strong partnerships with a

number of Crown Research Institutes, is host to two Centres for Research Excellence (CoREs) and is a partner in three others21.

• A working group comprising the University Registrar, Academic Policy Manager and representatives of the Massey University Students’ Federation

has been set up to explore and improve student engagement through the development and implementation of agreed policies and procedures22.

Challenges

• Ensuring that collaborative arrangements yield benefits for both partners requires significant and ongoing attention. Findings from the Self-Review

indicated difficulties in making collaborations work (such as the financial and human resources costs of operationalising the partnership), and projected

benefits often remained unrealised. • Developing programmes cooperatively with industry is another activity that

has been found to present opportunity and risk to the University. The need for such programmes can be transient or overstated rendering initial

investment of time and resource unsustainable in the longer term.

Membership of the College of Business Advisory Board: http://business.massey.ac.nz/massey/depart/cob/about-cob/advisory-board/advisory-board_home.cfm

Further information about the Massey Foundation: http://www.massey.ac.nz/massey/alumni/foundation/foundation.cfm Available on Request: Annual Report of the Foundation

Further information about the New Zealand School of Music http://www.nzsm.ac.nz

Further information about Ako Aotearoa http://www.nctte.co.nz/

Available on Request: Draft Policy and Mapping of Student Engagement at Massey University.


40

• Understanding the dynamics of collaboration in the new Investing in a Plan

environment which involves navigating the national and regional systems for stakeholder engagement, established networks and alliances between

providers, and the stronger drive for central steering of regional and national

provision within and across sub-sectors.

Improvements

20 [Planned] Work with the NZSM and Victoria University of Wellington to streamline existing arrangements for programme development and approval. Responsibility: DVC (A&R). Time to Completion: End 2008.

21 [Planned] Explore systems and processes to enhance research and knowledge transfer between the University and the CoREs. Responsibility: DVC (A&R) and the PVC College of Sciences. Time to Completion: Mid 2009.

22 [Underway] Continue to explore effective mechanisms for student engagement in all aspects of the University’s operations and develop action plans for implementation of agreed improvements. Responsibility: University Registrar and Academic Policy Manager. Time to Completion: End 2008.


41

4.5 Research

Staff in the Office of the DVC (A&R) work closely with the PVCs and other units to ensure that research policies and procedures are coherent, consistent and

appropriate. In order to ensure that research standards are maintained, compliance with the Policy on Research Practice is a condition of employment for

all staff and a condition of enrolment for students.

Improving the quantity and quality of research outputs has always been a focus for Massey University but the advent of the Performance-Based Research Fund

has heightened the importance of new initiatives in this area such as the Strategic

Research Capability Policy. In some departments, financial rewards are available to staff upon completion of specified research outputs. A variety of other supports

continue to develop and evolve within the Colleges including the enhancement of research capability through defined research clusters, and annual symposia for

postgraduate research students.

Strengths

• The Research Information Management System (RIMS) as a vehicle for the management of research services and a mechanism for the reporting and

analyses of research performance23.

• The templates, contract management and legal advice services offered through Research Management Services.

• The Research Development Advisor positions linked to the Colleges together with the University’s subscription to the Community of Sciences Funding

Opportunities Database providing the means to link individual staff and disciplines with the research funding opportunities most relevant to them.

• The development of research clusters in the Colleges including the creation of the Institute for Advanced Study in the College of Sciences at Albany.

• Doctoral procedures supporting the admission, supervision and monitoring of doctoral students as recognised in the most recent audit of procedures

conducted by the New Zealand Universities Academic Audit Unit. • The drive across the University to encourage and assist staff in the

completion of the appropriate terminal qualification for their discipline.

Challenges

• Despite strong messages regarding the value of collaborative research, the

competition to secure research funding makes the establishment, maintenance, and effectiveness of external research partnerships an ongoing

challenge. • Recruitment and retention of high calibre research staff.

Available on Request: Monitoring of Admission Standards and Supervision of International PhD Students

Further Information: http://research.massey.ac.nz

Research Clusters in the College of Education: http://education.massey.ac.nz/massey/depart/education/research/research-clusters/research-clusters_home.cfm

Research Management Services Information: http://research.massey.ac.nz/massey/research/rms/rms_home.cfm

Research Policies are available at: http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/policies_home.cfm#Res


42

• A changing environment for management and allocation of research funds

requires greater investment in intelligence and policy functions to ensure that the University optimises funding for research.

• Communicating the services and supports available to academic staff and

ensuring that staff access the information and services most relevant to them.

• Ensuring that information about the achievements and expertise of Massey University researchers is effectively disseminated to communities of interest

internal and external to the institution24.

Improvements

23 [Underway] Develop a research management strategy that addresses: • the ongoing implementation of RIMS as a central repository including

responsibility for expanding the existing services to include reporting that will inform research improvement within the Colleges;

• the coordination and communication of services for research support including the Community of Sciences Funding Opportunity Database;

• effective training opportunities so that staff and managers can learn to use and report from RIMS;

• any additional initiatives that will be required to support the College research improvement plans.

Responsibility: DVC (A&R). Time to Completion: June 2009. 24 [Planned] Investigate whether RIMS can be used in conjunction with information from

Human Resources and the web Content Management System to develop and publish an online expertise database. Responsibility: DVC (A&R). Time to Completion: June 2009.


43

4.6 Optimising Commercial Activities

At the time of writing, the University was developing a commercialisation strategy. Findings from the Self-Review suggested that understanding of commercialisation

was in the early stages of development as staff were uncertain about the requirements or indeed, whether the University was positioned to achieve the

outcomes stated in the Investment Plan (Profile). Consequently, this is an area in need of significant enhancement25.

The University has developed a number of policies related to commercialisation

including intellectual property and the formation of spin-out companies. There are

two units working in support of commercialisation at the University: the Enterprise Team in Research Management Services and the Massey Ventures

holding company which promotes the commercialisation brand and is charged with implementation of Massey University spin-off ventures.

A University-wide strategy for short courses and professional development

programmes is also in the early stages of development through the Office of the Registrar.

Strengths

The Enterprise Team in Research Management Services which has established processes to evaluate the intellectual property of each research contract and

ensure its protection.

Challenges

The commercialisation role is not well established at Massey University. When prompted, staff could identify a number of ideas that may have commercial value

but how they might fit in a commercialisation framework was unclear.

Improvements

25 [Underway] Develop a clear framework for commercialisation that outlines the responsibilities of the Enterprise Team and Massey Ventures, and includes an education programme for staff about commercial potential and the assistance available to identify and capitalise on commercial opportunities. Responsibility: General Manager (Strategy & Finance). Time to Completion: End 2008.

Available at the Audit Visit: Commercialisation Strategy

Information about the Enterprise Team: http://research.massey.ac.nz/massey/research/rms/enterprise/about-us.cfm

Approved Policies are available in the Policy Guide: http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/policies_home.cfm#General

Available at the Audit Visit: Update on the University’s Strategy for Short Courses and Professional Development Programmes


45

4.7 Optimising Organisational Capacity and Capability

Initiatives associated with organizational capacity essentially relate to improving the ‘corporate’ capability of the University in terms of infrastructure, asset

management, services optimisation and human resource management. The Strategic Asset Management Plan (SAMP) and Information Systems Strategic

Plan (ISSP) were in the process of development at the time of Portfolio submission26.

Continuing to build Massey’s reputation is a focus of the External Relations Plan

under development through Massey Marketing. Related work seeks to explore

opportunities for international accreditation and the recognition of Massey University as a quality provider offshore. Ensuring strong alignment between

these activities and the University’s academic specialisations will be achieved as progress is made on focusing and differentiating the academic portfolio.

An approved Human Resources strategy was notably absent during the Self-

Review but this will be addressed through the development of Strategic Capability Plans across the University27.

Strengths

• The approach taken and methodology implemented in support of the Optimisation of Services Delivery Project. Preliminary reports provide the

foundation for prioritising much needed improvements in the area of student administration.

• Staff at the University are highly motivated, forward thinking and committed to Massey’s success.

• Ideas for innovation are present at all levels of the University but fiscal constraints have stifled their implementation to date.

• The University Library which has continued to provide excellent levels of service despite low levels of resourcing relative to other New Zealand

university libraries28.

Challenges

Ensuring sufficient capital for investment in improvement strategies.

Improvements

26 [Underway] Finalise the SAMP and ISSP and begin implementation of agreed priorities. Responsibility: General Manager (Strategy & Finance). Time to Completion: June 2009.

Available at the Audit Visit: Update on the SAMP and ISSP Information on Strategic Facilities Management Projects: http://www.massey.ac.nz/massey/about-us/administrative-unit/sfm/current-projects/current-projects.cfm

The Services Optimisation Project including a summary of the outcomes of the Review of Student Administration: http://ourfuture.massey.ac.nz

Available at the Audit Visit: Progress on the development of an HR Strategy


46

27 [Underway] Development and implementation of strategic capability plans supporting

the University’s human resource management. Responsibility: Director Human Resources: Time to Completion: June 2009.

28 [Underway] Implement agreed capital development plans for expansion of the library facilities at the Auckland and Wellington Campuses. Responsibility: General Manager (Strategy & Finance): Time to Completion: 2010.


47

4.8 Internationalisation

Massey University depends on international student enrolments to meet revenue targets, and on its broader internationalisation agenda to maintain and develop

the University’s international profile. The University recognises that international initiatives present significant opportunities and risks29. Outcomes summarised in

the Investment Plan (Profile) focus on staff recruitment and retention, and expansion of the University’s international markets toward extension of Massey’s

reach and status. While initiatives associated with the recruitment and retention of international students, student exchange and study abroad programmes are

well established and the subject of ongoing and incremental improvement, new

initiatives around collaborative teaching and research arrangements and international distance programmes are still at an early stage of development in

comparison30. Nevertheless, the Colleges and the International Office are expanding their activities in this area and there are a number of promising

arrangements under development.

Strengths

• Existing capability for distance delivery of programmes to New Zealand citizens around the world position the University for delivery to international

students offshore.

• A clear commitment to equivalence of programmes and offerings independent of their location or delivery mode.

• Established procedures for subcontracting of teaching and establishment of offshore academic agreements.

Challenges

• Recruitment and retention of specialist academic and general staff will

continue to challenge the University due to competition with other universities and industries operating nationally and internationally.

• Establishing the University’s position relative to other providers in the Asia-

Pacific region and with respect to particular subject areas31. • As noted in Section 4.2.2, the e-infrastructure required to effectively support

online delivery requires further development. • Ability to provide key services such as library access to offshore students can

be constrained by copyright and licensing restrictions. • Accreditation procedures in some countries can restrict potential offerings.

Improvements

29 [Underway] Develop support materials (including policy and procedures) for staff to develop and deliver offshore programmes in a manner that manages the risk

Further Information: http://international.massey.ac.nz

Policy on Equivalence: http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/academic/equivalence-policy.cfm Teaching Subcontracting: http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/policies/academic/subcontracting-of-teaching-activity-policy.cfm Offshore Academic Agreements: http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/procedures/international/process-for-the-establishment-of-new-off-shore-academic-agreements.cfm

Available on Request: List of Partner, Twinning and Academic Agreements


48

and maximises the value to the University and its students. Responsibility: DVC (A&R) and DVC (Auckland & International). Time to Completion: June 2009.

30 [Planned] Develop a framework for international delivery initiatives that outlines areas of greatest potential and includes the accreditation and delivery requirements of targeted countries. Responsibility: DVC (Auckland & International). Time to Completion: June 2009.

31 [Planned] Develop mechanisms that will provide better information about the relevance and position of Massey’s programmes in relation to other providers, and the needs of regional and international communities of interest. Responsibility: DVC (A&R). Time to Completion: June 2009.

Conclusion

49

5.0 Conclusion

The findings of the Cycle 4 Academic Audit of Massey University, coupled with the ongoing processes of Self-Review, will help to clarify opportunities for further

development and strengthen our commitment to quality enhancement. Key improvements identified in the Portfolio are summarised below.

1. [Planned] Evaluate the existing methods of communications across the

University and develop an action plan that will better enable staff to remain informed about initiatives and services that are most relevant to

them. Responsibility: Vice-Chancellor. Time to Completion: Ongoing.

2 [Underway] Continue to implement the Optimisation of Services Delivery Project as outlined on the University’s intranet. Responsibility: General

Manager (Strategy & Finance) and Project Manager. Time to Completion: End 2009

3 [Underway] Complete development of the Guidelines for the Conduct of Council and Council Subcommittees to enhance governance capability.

Responsibility: University Registrar. Time to Completion: End 2008. 4 [Planned] Examination of the academic and managerial decision-making

processes to ensure they facilitate the achievement of agreed University priorities and initiatives. Responsibility: Vice-Chancellor. Time to

Completion: June 2009. 5 [Underway] A revised Planning Framework with targeted key performance

indicators is being progressively implemented in 2008. Responsibility:

General Manager (Strategy & Finance). Time to Completion: End 2008. 6 [Underway] Review the definitions underpinning the generation of the

University’s retention, completion and progression reports and redevelop the reports so they can be used for accountability and improvement

purposes. Responsibility: ITS. Time to Completion: October 2008. 7 [Planned] Continue to participate in discussions regarding the Australian

Council for Education Research Australasian Survey of Student Engagement and explore continued use of the Survey at Massey

University. Responsibility: Quality Manager – Academic. Time to Completion: End 2008.

8 [Underway] Implement agreed revisions to the Graduate Destination Survey Questionnaire and Methodology in 2009 to include the Graduate Surveys

of Research and Course Experience. Responsibility: Academic Policy

Manager and Quality Manager – Academic. Time to Completion: May 2009.

9 [Planned] Review, update, and implement the recommendations of the Teaching Evaluation Working Party to deliver a teaching evaluation

Conclusion

50

system based upon effective practices. Responsibility: Director CADeL.

Time to Completion: End 2009. 10 [Underway] Review the purpose and function of CADeL to ensure that

training and development initiatives are strongly aligned with the

strategic priorities of the University and the needs of the Colleges. Responsibility: DVC (A&R). Time to Completion: End 2008.

11 [Planned] Ensure that opportunities for expanding research on effective teaching and learning are explored fully and within the context of

external funds that may be available, internal research clusters within the Colleges, and the work of CADeL. Responsibility: Director CADeL.

Time to Completion: End 2008. 12 [Planned] Review progress on the leadership and management training

package provided through the Human Resources Section and develop and implement an action plan to deliver the management training

required by new academic and general managers. Responsibility: Director Human Resources. Time to Completion: End 2008.

13 [Planned] Review the administration and methodology of the Staff Surveys

to ensure alignment with international effective practices, and enhance the use of the survey outcomes at University and departmental levels.

Responsibility: DVC (A&R) and Director Human Resources. Time to Completion: End 2008.

14 [Underway] Improvement initiatives as outlined within the Kia Maia Strategy.

15 [Planned] Explore strategic collaboration internal and external to the University as a means to further develop and achieve the goals outlined

in the Pasifika@Massey Strategy. Responsibility: Director Pasifika. Time to Completion: Mid 2009.

16 [Planned] Implemented agreed redevelopment goals for elearning. 17 [Underway] Continue to pursue professional accreditation where available

and where it will enhance the relevance and distinctiveness of the

University’s offerings. Responsibility: Pro Vice-Chancellors. Time to Completion: Ongoing.

18 [Planned] Investigate the need for additional requirements around the approval of new papers and programmes to ensure their alignment with

the strategic goals set out in the Investment Plan (Profile). Responsibility: DVC (A&R). Time to Completion: End 2008.

19 [Planned] Revisit the academic development plans for each campus (and extramural) to examine the mix of provision and the way in which it

aligns to local requirements and the overall academic portfolio. Responsibility: Deputy Vice-Chancellors. Time to Completion: June

2009. 20 [Planned] Develop mechanisms that will provide better information about

the relevance and position of Massey’s programmes in relation to the

Conclusion

51

other providers, and the needs of regional and international communities

of interest. This might include the investigation of a benchmarking programme complemented by analysis of sector data at subject level.

Responsibility: DVC (A&R). Time to Completion: June 2009.

21 [Planned] Work with the NZSM and Victoria University of Wellington to streamline existing arrangements for programme development and

approval. Responsibility: DVC (A&R). Time to Completion: End 2008. 22 [Planned] Explore systems and processes to enhance research and

knowledge transfer between the University and the CoREs. Responsibility: DVC (A&R) and the PVC College of Sciences. Time to

Completion: Mid 2009. 23 [Underway] Continue to explore effective mechanisms for student

engagement in all aspects of the University’s operations and develop action plans for implementation of agreed improvements. Responsibility:

University Registrar and Academic Policy Manager. Time to Completion: End 2008.

24 [Underway] Develop a research management strategy that addresses:

• the ongoing implementation of RIMS as a central repository including responsibility for expanding the existing services to include reporting

that will inform research improvement within the Colleges; • the coordination and communication of services for research support

including the Community of Sciences Funding Opportunity Database; • effective training opportunities so that staff and managers can learn

to use and report from RIMS; • any additional initiatives that will be required to support the College

research improvement plans. Responsibility: DVC (A&R). Time to Completion: June 2009.

25 [Planned] Investigate whether RIMS can be used in conjunction with information from Human Resources and the web Content Management

System to develop and publish an online expertise database.

Responsibility: DVC (A&R). Time to Completion: June 2009. 26 [Underway] Develop a clear framework for commercialisation that outlines

the responsibilities of the Enterprise Team and Massey Ventures, and includes an education programme for staff about commercial potential

and the assistance available to identify and capitalise on commercial opportunities. Responsibility: General Manager (Strategy & Finance).

Time to Completion: End 2008. 27 [Underway] Finalise the SAMP and ISSP and begin implementation of

agreed priorities. Responsibility: General Manager (Strategy & Finance). Time to Completion: June 2009.

28 [Underway] Development and implementation of strategic capability plans supporting the University’s human resource management.

Conclusion

52

Responsibility: General Manager (Strategy & Finance): Time to

Completion: June 2009. 29 [Underway] Implement agreed capital development plans for expansion of

the library facilities at the Auckland and Wellington Campuses.

Responsibility: General Manager (Strategy & Finance): Time to Completion: 2010.

30 [Underway] Develop support materials (including policy and procedures) for staff to develop and deliver offshore programmes in a manner that

manages the risk and maximises the value to the University and its students. Responsibility: DVC (A&R) and DVC (Auckland &

International). Time to Completion: June 2009. 31 [Planned] Develop a framework for international delivery initiatives that

outlines areas of greatest potential and includes the accreditation and delivery requirements of targeted countries. Responsibility: DVC

(Auckland & International). Time to Completion: June 2009. 32 [Planned] Develop mechanisms that will provide better information about

the relevance and position of Massey’s programmes in relation to other

providers, and the needs of regional and international communities of interest. Responsibility: DVC (A&R). Time to Completion: June 2009.

Appendices

53

Appendix 1: Council & Academic Board Committees

Terms of Reference for Academic Board Subcommittees: http://policyguide.massey.ac.nz/massey/about-us/profile/policy-guide/terms-of-reference/terms-of-reference_home.cfm

Appendices

54

Appendix 2: Massey University Structures

Multicampus Management Structure

Appendices

55

Office of the Vice-Chancellor

Office of the Deputy Vice-Chancellor (Academic & Research)

Appendices

56

Office of the Deputy Vice-Chancellor (Maori)

Office of the University Registrar

Office of the General Manager (Strategy & Finance)

Appendices

57

Regions

Office of the Deputy Vice-Chancellor (Auckland & International)

Appendices

58

Office of the Deputy Vice-Chancellor (Palmerston North)

Appendices

59

Office of the Deputy Vice-Chancellor (Wellington)

Appendices

60

Colleges

College of Business

Reporting to the College Board

Undergraduate Studies Committee Graduate Studies Committee Examinations Committee Programme Leaders

Advising the Pro Vice-Chancellor College of Business Advisory Board College of Business Research Committee

Appendices

61

College of Creative Arts


Undergraduate Studies Committee Postgraduate Studies Committee Examinations Committee New Zealand School of Music Board of Studies Toi Whakaari Board of Studies

Appendices

62

College of Education


Professorial Committee Teacher Education & Undergraduate Studies Committee Graduate Studies Committee Community Advisory Group Kaupapa Maori Board Assessment Committee

Appendices

63

College of Humanities & Social Sciences


Undergraduate Studies Committee Graduate Studies Committee Prizes & Scholarships Committee Programme Committees

Appendices

64

College of Sciences


Programme Committees (Science, Applied Sciences, Engineering & Technology, Information Sciences, Medical Laboratory Science, Veterinary Science, Postgraduate Studies)

Documents

Academic Audit Portfolio 2008