CONTENTS · Web viewECU believes that education can help address the gap in life expectancy, health, economic, social, and employment outcomes between Indigenous Australians and other

2014-16 Mission-based CompactBetween:

The Commonwealth of Australia

and

Edith Cowan University

CONTENTS

Context 4

A. Policy Setting 4

B. The Purpose and Effect of this Compact 4

C. Establishment of the Compact 4

D. The Principles of Commonwealth Funding Support 4

E. The Structure of this Compact 5

Part One: Focus & Mission 6

Part Two: Aboriginal and Torres Strait Islander Access and Outcomes 10

Part Three: Innovation and Engagement 16

Part Four: Teaching and Learning 22

Part Five: Research and Research Training 31

Part Six: General Provisions 37

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This compact is between

The Commonwealth of Australia (Commonwealth) represented by and acting through:

The Minister for Tertiary Education, Skills, Science and Research

Assisted by the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education (DIICCSRTE)

ABN 77 599 608 295

Of

Industry House

10 Binara Street

Canberra ACT 2601

And

Edith Cowan University

ABN 54 361 485 361

A body corporate under the Edith Cowan University Act 1984 (WA)

Of

270 Joondalup Drive

JOODALUP Western Australia 6027

(University)

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CONTEXTA. Policy Setting

The Australian Government believes all Australians are entitled to a productive, fair and prosperous life and our higher education system is crucial to achieving this. Universities impart the skills and knowledge Australians need to realise their personal and professional aspirations and contribute to the broad economic and knowledge base of our society including the cultural, health and civic wellbeing of the community.

Over the term of this mission-based compact (compact), Australian universities will confront a range of opportunities and challenges in fulfilling their social and economic remit. These opportunities and challenges include, but are not limited to, changing national and international educational markets, dynamic global financial arrangements including the rise of the Asian Century, new approaches to teaching and learning, rapidly changing information technologies and evolving priorities for research and innovation.

Australia’s universities are well equipped to harness the opportunities and meet these challenges that lie ahead. The 2014-16 compact supports this process by articulating the major policy objectives and the diverse approaches and commitments universities will adopt to achieve these strategic goals over the term of the agreement.

B. The Purpose and Effect of this Compact

This compact is an agreement between the Commonwealth and the University. Entering into a compact is one of the quality and accountability requirements which a higher education provider must meet under the Higher Education Support Act 2003 (HESA) as a condition of receiving a grant. Specifically, subsection 19-110(1) of HESA requires Table A and Table B providers must, in respect of each year for which a grant is paid to the provider under HESA, enter into a mission based compact with the Commonwealth for a period which includes that year.

The compact demonstrates the Commonwealth and the University have a shared and mutual commitment to provide students with high quality educational experiences and outcomes and to building research and innovation capabilities and international competitiveness.

The compact recognises the University is an autonomous institution with a distinctive mission, operating within a state or territory, national and international higher education environment.

The purpose of this compact is to provide a strategic framework for the relationship between the Commonwealth and the University. It sets out how the University’s mission aligns with the Commonwealth’s goals for higher education, research, innovation, skills development, engagement and Aboriginal and Torres Strait Islander access and outcomes.

The Commonwealth and the University agree this compact will be published on Commonwealth websites and may be published on the University website.

C. Establishment of the Compact

The Commonwealth and the University agree the Term of this compact is from 1 January 2014 until 31 December 2016.

D. The Principles of Commonwealth Funding Support

The Commonwealth articulates its vision for the higher education sector, through Transforming Australia’s Higher Education System (available at the DII CC SRTE website ), and the role of universities in driving our national innovation system, through Powering Ideas (available at the DII CC SRTE website ).

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http://www.innovation.gov.au/Innovation

http://www.innovation.gov.au/HigherEducation

In supporting Australia’s universities, the Commonwealth seeks to promote:

academic freedom and institutional autonomy;

a diverse and sustainable higher-education sector;

opportunity for all;

access to university based on merit;

world-class teaching and learning that advances the international standing of Australian education;

world-class research and research training that advances knowledge, critical thinking and Australia’s international standing; and

responsiveness to the economic, social and environmental needs of the community, region, state, nation and the international community through collaborative engagement.

To ensure Australia’s higher education system remains robust and of high quality in a globally connected and competitive world, the Australian Government has adopted and implemented a number of system-wide quality measures including establishing the Higher Education Standards Framework, and the Tertiary Education Quality and Standards Agency (TEQSA).

E. The Structure of this Compact

Part One provides for the Commonwealth’s focus for the compact and a description of the University’s Mission Statement and Strategic Priorities.

Part Two provides for matters related to improving access and outcomes for Aboriginal and Torres Strait Islander people. It contains Commonwealth objectives, university strategies and performance indicators and targets.

Part Three provides for matters related to innovation, industry and skills and engagement. It also contains Commonwealth objectives, university strategies and performance indicators and targets.

Part Four provides for matters related to teaching and learning including student enrolments, quality, equity and infrastructure. It contains Commonwealth objectives, university strategies and equity targets.

Part Five provides for matters related to research and research training including research performance and research capability. It contains Commonwealth objectives, university strategies, performance indicators and targets.

Part Six provides for general provisions of the compact including compact review, privacy, confidentiality and information sharing, changing the compact and notices.

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PART ONE: FOCUS & MISSIONThe Commonwealth’s Focus for this Compact

The Commonwealth's ambitions for higher education include:

providing opportunities for people from all backgrounds to participate to their full potential and be supported to do so. This includes supporting the aspirations of Aboriginal and Torres Strait Islander people through improved access and support arrangements. The Commonwealth is committed to ensuring the rate of Aboriginal and Torres Strait Islander people participating in undergraduate and higher degrees by research (HDR), as well as staffing and academic representation, reaches population parity;

providing students with a stimulating and rewarding higher education experience;

producing graduates with the knowledge, skills and understanding for full participation in society and the economy;

better aligning higher education and research with the needs of the economy, and building capacity to respond to future changes in skills needs;

increasing universities’ engagement with all parties and linkages between universities and Australian businesses in particular;

playing a pivotal role in the national research and innovation system through the generation and dissemination of new knowledge and through the education, training and development of world class researchers across a wide range of intellectual disciplines;

improving knowledge transfer and commercialisation outcomes;

consistent with the Asian Century policy framework, ensuring education is at the forefront of Australia’s engagement with Asia; and

being amongst the leading Organisation for Economic Co-operation and Development (OECD) countries in terms of participation and performance.

In support of these objectives, the Commonwealth encourages universities to consider the following important measures in their planning and delivery:

developing partnerships with schools and other organisations to improve the participation of people from disadvantaged backgrounds in higher education;

working with business, industry and Vocational Education and Training (VET) providers to provide the Australian economy with the graduates it needs;

the suite of performance measurement tools being developed through the Advancing Quality in Higher Education initiative, work on quality in research training, and a feasibility study on research impact assessment (including the possible implementation of a mechanism, separate from Excellence in Research for Australia, to evaluate the wider benefits of publicly funded research);

applying the principles and procedures required to support a continuous improvement model for intellectual property; and

the National Research Investment Plan, including the need for a strategic outlook to address Australian Government priorities and principles at a national level.

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1 THE UNIVERSITY’S MISSION AND STRATEGIC PRIORITIES

1.1 The purpose of the University’s Mission

The University's Mission sets out its values and aspirations, what it does and how it can best serve the interests of its students, staff and key stakeholders. The Commonwealth and the University recognise the University's Mission may evolve.

The University and the Commonwealth recognise the University is an autonomous institution which is responsible for the determination of its Mission and for its aspirations and strategies for their achievement.

1.2 The University’s Mission and Strategic Priorities

ContextEdith Cowan University (ECU) is a large multi-campus university serving communities in Western Australia and internationally. The University has two metropolitan campuses at Mount Lawley and Joondalup, and also serves Western Australia's South West Region from a campus at Bunbury, 200 km south of Perth.

Awarded university status in 1991, ECU has since developed innovative and practical courses across a wide range of disciplines and has a vibrant research culture, with high quality researchers and research partners working at the cutting edge of their fields.

ECU works hard to develop productive and mutually beneficial partnerships with its varied stakeholders. The University has a comprehensive approach to embedding engagement in its teaching and research, and was commended by the Tertiary Education Quality and Standards Agency (TEQSA) in its June 2012 audit report for its distinctive engagement strategy.

The University is committed to breaking down barriers to higher education through its school and community outreach activities, multiple entry pathways and flexible learning options.

ECU has almost 24,000 students at undergraduate and postgraduate levels and some 400 vocational education and training students who study with ECU's Western Australian Academy of Performing Arts (WAAPA). Approximately 4,000 international students originating from over 90 countries study at ECU.

More than 300 courses are offered through four faculties: Business and Law; Computing, Health and Science; Education and Arts; and Regional Professional Studies.

ECU's Strategic DirectionECU's strategic direction is embraced and understood by staff and students; the June TEQSA audit report commending the University for:

“ ensuring an institution-wide understanding of its strategic direction, which charts a distinctive mission for the University, attuned to the needs of the communities it serves.”

ECU’s strategic direction was reviewed in 2012 and adjustments were approved by the University's governing Council in December 2012. "Engaging Minds, Engaging Communities: Towards 2020" outlines ECU's purpose, vision, values and strategic priorities:

PurposeTo further develop valued citizens for the benefit of Western Australia and beyond through teaching and research inspired by engagement and partnerships.

VisionFor our students, staff and graduates to be highly regarded internationally as ethical and engaged contributors to more inclusive, sustainable and prosperous communities.

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ValuesIntegrity – behaving ethically and pursuing rigorous intellectual positions.Respect – valuing individual differences and diversity.Rational Inquiry – motivated by evidence and reasoning.Personal Excellence – striving to realise potential.

Strategic Priorities 1: To create positive outcomes in our communities through mutually beneficial engagement.(The range and quality of our engagement and collaborations will produce mutual benefits for ECU and our communities.)

2: To deliver accessible world-class education and an enriching student experience.(Our programs will be relevant, inclusive and flexible, provided in a supportive and stimulating learning environment.)

3: To enhance the personal and professional outcomes of graduates.(The academic environment will promote leadership, values and behaviours that result in positive outcomes for students, graduates and our communities.)

4: To strengthen research capability, capacity, translation and impact.(We will contribute to the creation and use of knowledge through relevant research and creative activity.)

5: To enhance organisational resilience, sustainability and reputation.(ECU’s sustainability will be facilitated through the appropriate application of cost-effective systems and technologies. The recruitment, retention and further development of quality staff will remain a priority.)

Performance Indicator FrameworkA revised Performance Indicator Framework was developed by ECU in 2012. The framework is comprehensive, hierarchical and structured into 12 performance areas, arranged into four themes. Targets for each Key Performance Indicator (KPI) are set and approved by ECU's Council annually.

Key aspirationsIn the context of ECU's strategic direction and articulated in the ECU Enrolment Functional Plan, 2012-2014, ECU intends to grow its student load and increase access and participation for low Socio-Economic Status students and others from under-represented groups. ECU seeks to be the "university of choice" for the population in its campus catchments, through focused relationship building with schools and local communities.

The ECU Research and Research Training Functional Plan 2013-2015 describes ECU’s goals in continuing to build its emerging research profile through growth in selected areas of excellence, achieved through building concentration, depth and sustainability, particularly where the research has potential for high social, economic, environmental and cultural impact. Areas of research focus for the period 2013-15 are outlined in the functional plan as follows: Business and Society; Communications and Creative Arts; Education; Engineering; Environment and Sustainability; Health and Wellness; Indigenous Culture, Education and Health; Information and Communications Technology; Law and Justice; Security; and Social and Community.

Alignment with Government priorities

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The strong alignment of ECU's strategic direction with the Government's priorities is evidenced by:

1. ECU's emphasis on engagement and collaboration with its local communities (supported by the ECU Engagement Functional Plan, 2011-2013) as a means of: raising the aspirations of school students and adults for higher education, especially for those

from under-represented groups, including Indigenous Australians, those from low Socio-economic Status (SES) backgrounds and those from regional areas.

developing and maintaining relationships with employers and industry so that ECU's courses provide relevant learning experiences and meet the skill needs of employers and the employment expectations of graduates.

providing highly skilled, employment-ready graduates in areas of skills-shortage to meet the future needs of the knowledge economy.

providing, through applied research, innovations and improvements of direct benefit to the members of the community that ECU was established to serve.

2. ECU's focus on teaching quality, practical knowledge and work-integrated learning in its programs (supported by a new curriculum framework from 2012) as described in the ECU Teaching and Learning Functional Plan, 2013-2015. ECU provides enriching learning experiences and seeks to improve participation, retention and completion rates leading to better educational attainment levels in Western Australia.

3. Contributing to the generation and dissemination of new knowledge and through the education, training and development of world class researchers across a wide range of intellectual disciplines, through collaboration and engagement with industry partners and other universities in Australia and internationally.

4. ECU's focus on global perspectives in teaching, learning and research, supported by the ECU International Functional Plan, 2011-2013, provides a world-class education, with opportunities for study exchanges, research collaborations and knowledge sharing between ECU and universities in Asia and elsewhere.

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PART TWO: ABORIGINAL AND TORRES STRAIT ISLANDER ACCESS AND OUTCOMES2 ABORIGINAL AND TORRES STRAIT ISLANDER ACCESS AND OUTCOMES

Part Two recognises the important role universities play in supporting Aboriginal and Torres Strait Islander people’s personal and professional aspirations through the provision of accessible and supportive higher education programs. Increasing Aboriginal and Torres Strait Islander higher education participation and success is important given the direct benefits for Aboriginal and Torres Strait Islander individuals and communities and broader economic and social benefits for all Australians.

Universities are asked to detail their strategies and targets to improve Aboriginal and Torres Strait Islander access and outcomes over the compact period in this section. Principal Performance Indicators are compulsory and institutions may voluntarily nominate Optional Performance Indicators and targets considered reflective of individual institutional goals.

The Commonwealth recognises that universities have diverse missions and, consequently, targets and performance will vary between institutions. Each university should develop performance indicators and targets to reflect its individual performance and strategic direction.

2.1 Commonwealth Objectives

The Commonwealth is committed to enhancing the participation and outcomes for Aboriginal and Torres Strait Islander people in higher education consistent with the Closing the Gap initiative addressing Aboriginal and Torres Strait Islander disadvantage.

In realising this objective, the Commonwealth has set an aspirational national parity target for Aboriginal and Torres Strait Islander students and staff in higher education. The parity target equates to the proportion of the population aged between 15 and 64 years which is currently 2.3%.

To help achieve this aspirational national target, the Commonwealth has introduced a new focus on Aboriginal and Torres Strait Islander reporting in the compact as recommended by the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People. Universities should report high level Aboriginal and Torres Strait Islander student and staffing plans and strategies in this part of the compact including performance targets for student enrolments, completions and numbers of general and academic staff. Universities may also report on Aboriginal and Torres Strait Islander initiatives under the Innovation and Engagement, Teaching and Learning and Research and Research Training parts of the compact.

2.2 University Strategies

ECU's vision and commitmentKurongkurl Katitjin, Centre for Indigenous Australian Education and Research at ECU, plays a significant role in assisting the University to meet its commitments to Indigenous Australian people. Leadership is provided by Professor Colleen Hayward, AM as Head of Kurongkurl Katitjin and ECU's Pro-Vice-Chancellor (Equity and Indigenous).

ECU's vision for reconciliation is to provide a learning environment that values Indigenous Australian people and knowledge, contributes to a society in which Indigenous Australians have the same opportunities as other Australians and respects diversity, equality and the contributions of all citizens. ECU believes that education can help address the gap in life expectancy, health, economic, social, and employment outcomes between Indigenous Australians and other citizens.

ECU’s Statement of Commitment to Indigenous Australians is a public articulation of the University’s commitment to Indigenous Australians. This is further reinforced through the University’s Reconciliation Action Plan (RAP). The RAP outlines the University’s vision for reconciliation and the intent to translate its commitments to Indigenous Australians into improved outcomes.

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The University completed the development of its second Reconciliation Action Plan (RAP), 2012-2015 in 2012. The RAP, which has been mapped to and aligned with ECU’s strategic priorities provides: greater accountability, measurable outcomes and an independent and public verification of our

contribution towards addressing Indigenous Australian disadvantage; enhanced linkages with the Indigenous Australian community; exposure to new industries, services, products and ways of doing business; collaboration with other organisations that are undertaking the reconciliation ‘journey’; a more diverse workforce; and greater cohesion among the ECU community in building a shared pride in Indigenous Australian

culture and history.

Employment strategiesA new Indigenous Australian Employment Strategy and Action Plan, 2012-2015 (the third such plan) was approved in 2012, and outlines the University's commitment to improving outcomes for Indigenous Australians by increasing opportunities for employment at ECU, and for the development of capabilities that will enable Indigenous Australian staff to reach their potential. It includes the following objectives and actions, which will be progressed over the term of this compact: developing culturally appropriate recruitment practices, and increasing employment

opportunities for Indigenous Australians in Academic and General staff roles; increasing opportunities for traineeships, cadetships and work experience positions for young

Indigenous Australians across the University; improving the retention of ECU's Indigenous Australian staff as valued employees; and stimulating awareness of ECU's employment opportunities to local Indigenous communities and

within the University community.

ECU supports the Australian Government-funded Aboriginal School-based Trainee Program (ASBTP). These traineeships have provided entry-level job positions through cadetships and traineeships across the University.

The cohort initiative established in 2013, adopts a culturally-appropriate approach to assessment and selection of Indigenous Australian staff as well as 12 months structured support for skills development and workplace engagement. The cohort initiative will allow successful trainees to become part of a job-ready talent pool for entry-level positions at the University. The 'cohort' includes all Indigenous Australian staff appointees in that year, and supervisors, specialist HR support and mentors. The approach also requires participation in cultural awareness training by the participating supervisors and work team members.

ECU will also offer an early-career fellowship for Indigenous Australian staff with pre- or post- Doctoral qualifications to build Indigenous representation and perspectives within the academic staff profile.

The Indigenous Australian labour market pool has been impacted by demographic changes (increasing proportions of those at school age and elderly years) and by socio-economic factors such as increased and better rewarded employment opportunities in other sectors. This is especially relevant in Western Australian with its strong employment growth in mining and other primary industries and in sectors supporting these industries.

Teaching and learning strategiesECU provides pathways for Indigenous Australians to undergraduate study through the University Preparation Course and the Indigenous University Orientation Course, which are offered in internal, external and mixed modes. A specific Indigenous Student Intake Test assesses Indigenous Australian applicants for tertiary course entry and provides prospective students with a means of identifying courses which suit their needs and interests.

ECU's Curriculum Framework is a distinctive and accessible, learner-centred undergraduate curriculum which identifies Indigenous Australian studies and cultural competence as an

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important element within ECU undergraduate courses. In 2012 some 23 units, in education, health, law and speech therapy, specifically address understanding and respect for Indigenous cultures.

At undergraduate level, a minor in Indigenous Studies is offered as an elective for any course that allows its inclusion. In addition, ECU's Aboriginal Theatre Program, which includes the Certificate IV in Aboriginal Theatre, merges traditional and contemporary cultures and remote, rural and urban cultural practices to prepare students for the demands of work in theatre, film and television.

A strong performing Resources Sector in regional Western Australia has adversely impacted demand for higher education from Indigenous Australians. ECU is attempting to collaborate with the sector and in addition to revising regional delivery and online offerings, the University is in early stage discussions to offer on-site bridging courses.

Strategies in place to assist Indigenous HDR students include initiatives undertaken by ECU's Graduate Research School's SOAR ('Support, Opportunities, Advice, Resources') Centre. The SOAR Centre promotes its services to Indigenous Australian students for one-to-one and group research skills, peer support and mentoring.

Professional development and cultural competencyIndigenous Cultural Competence professional learning is a formal component of the professional development program and will continue to be offered to all ECU staff over the term of this compact. The training seeks to make the working environment more inclusive and respectful by equipping ECU staff with increased capacity to meet the needs of Indigenous Australian students and staff by: developing an awareness of the legislative and planning framework impacting on Indigenous

Australians; reflecting on some of the opportunities and challenges for ECU in its work with international

students; and challenging personal perceptions of cross-cultural awareness.

In addition, ECU has led national project, ‘Creating cultural empathy and challenging attitudes through Indigenous narratives’ funded by an Australian Government Office for Learning and Teaching grant. This project has engaged health profession students across Australian universities with authentic stories from Indigenous people to not only improve their education but to have a close the gap in terms of health outcomes.

In health advancement, ECU has produced a suite of audiovisual resources and facilitator guides for inter-professional learning through simulation. ECU involved clinicians and other health industry professionals in the development of clinically-correct and highly realistic scenarios, covering a variety of health topics. One of the resources focuses specifically on creating cultural empathy and ensuring client-centred care.

NetworksECU will continue to support networks and networking connections over the term of this compact.

In November 2011 the important role of Edith Cowan University’s Indigenous Alumni was formally recognised through the unveiling of a Rock Solid Foundations tribute. A specific Indigenous Alumni event is planned to take place annually on the anniversary of this unveiling. Building from this, ECU's RAP has a focus on developing strategies to help ECU's Indigenous Alumni re-connect, network and socialise.

“Yarning” is a forum for Indigenous Australian staff to share work/life experiences, provide feedback to the University on opportunities for improvement, and engage with other members of the Indigenous Australian community.

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Recognition and celebration of Indigenous Australian culture occurs at the University through various programs and events including commemoration of the Australian Government's Apology to the Stolen Generations, recognising Sorry Day and celebrating Reconciliation Week, Harmony Week and NAIDOC Week. Other Cultural Consultants support this work and

The Indigenous Australian Knowledge and Engagement @ ECU Network is a group of approximately 70 staff members involved in Indigenous Australian teaching, research and /or engagement. The group maps current activities, identifies ways of advancing work and is building a community of practice.

An Elders' Room at Kurongkurl Katitjin Centre for Indigenous Australian Education and Research at ECU provides a space for Dr Noel Nannup, ECU's Cultural Ambassador and Kurongkurl Katitjin’s Elder-in-Residence, to host visiting Aboriginal Elders and other representatives of the Indigenous community for sharing of knowledge and wisdom with ECU students and staff.

Financial assistanceECU will continue to actively promote and offer scholarships and grants to Indigenous Australian students, awarded on the basis of financial need, community contributions and/ or academic merit.

In addition to allocation of 123 Indigenous Commonwealth Scholarships, the University currently offers 9 ($3,000) ECU Indigenous Scholarships for undergraduate study and 2 ($5,000) Vice-Chancellor's Indigenous Australian Scholarships. Through its relationship with Westralia Airports Corporation, two Perth Airport Indigenous Scholarships ($5,000) are also awarded each year and the Yanchep Beach Joint Venture Indigenous Scholarship was introduced. The securing of further Indigenous scholarships is a particular focus of ECU’s Office of Advancement.

Indigenous Commonwealth Scholarships, which provide funding to support students’ move from their home to university, are not available until after the 31 March census, many weeks after the commencement of study. ECU offers transitional scholarships to assist students during this lag period.

Mentoring and leadershipECU recognises the important role of school and community outreach activities in driving improvements in access to higher education for Indigenous Australians. During the term of this compact, ECU will continue to support two important mentoring programs for Indigenous Australian high school students: Follow the Dream: Partnership for Success - a collaboration with the Western Australian

Department of Education; and The Australian Indigenous Mentoring Experience (AIME) program - a national program

operating for the first time in Western Australia in 2013 and funded from ECU's Higher Education Participation and Partnership Program funding allocation.

Over the term of this compact, continued mentoring and leadership opportunities will also be available to ECU's students and staff, including: - ECU's Aboriginal Cultural Ambassador initiative, which advises on cultural events and activities

across the University, with a particular focus on Nyoongar perspectives. - opportunities for Indigenous Australians to participate in University governance, management

and decision-making through committees that focus on Indigenous matters, such as the Indigenous Consultative Committee and Indigenous Australian staff representation on other important University committees and working groups.

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2.3 Performance Indicators and Targets

The purpose of the Aboriginal and Torres Strait Islander performance indicators and targets is to assist the University and the Commonwealth in monitoring the University’s progress against the Commonwealth’s objectives particularly its contribution to reaching national parity.

The University will aim to meet the Aboriginal and Torres Strait Islander targets set out in the following tables.

Note: All calendar year references below refer to the previous year’s data collection.Principal Performance

IndicatorsBaseline

2012Progressive

Target 2013

Progressive Target 2014


Target2016

Number of all Aboriginal and Torres Strait Islander student enrolments1

224(incl. Enabling and other non award)

250 300 320 350

Number of all Aboriginal and Torres Strait Islander student completions2

23 25 30 32 35

Number of all Aboriginal and Torres Strait Islander professional/general staff3

19 (20 incl. Casuals)

22 25 27 30

Number of all Aboriginal and Torres Strait Islander academic staff4

5 (18 incl. Sessional)

7 8 9 10

The extent of ECU's contribution to the achievement of the national parity target will be limited by the following factors as they apply in Western Australia: Enrolments for Indigenous Australian students have declined as a consequence of the strength

of the local economy in Western Australia, which has resulted in more people choosing to take up employment, or completing shorter vocational courses, in preference to tertiary study.

Secondary school completions for Indigenous Australian students continue to be low. There are a number of socio-economic factors contributing to this, including regulated educational requirements basing outcomes on general indicators, rather than Indigenous-specific measurements.

Western Australia is the largest, most sparsely populated and most rapidly growing state in Australia. This presents many challenges in delivering education to any student outside of large metropolitan centres.

Western Australia has great diversity among its Indigenous Australian peoples and nations that adds another level of complexity for universities in attempting to deliver education services to Indigenous Australians. Limited resources cannot possibly cover all of these many different levels of Indigenous diversity and these restrictions mean that ECU focuses on specific demographic groups

1 Refers to total undergraduate, postgraduate and HDR students by headcount2 See footnote 1 for definition3 Refers to number by headcount4 See footnote 3 for definition

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Optional Performance Indicators

Baseline2012




Target2016

Access (commencing enrolment) rate - all courses incl. Enabling

1.24% 1.3% 1.5% 1.7% 1.8%

Proportion of Indigenous Australian Staff (headcount)

1.3% 1.5% 1.7% 2% 2%

Numbers of Indigenous "training" positions (trainees, school based trainees, and those undertaking other VET qualifications) *

3 5 5 7 7

* Based on 2012 training positions as at 31 March 2012

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PART THREE: INNOVATION AND ENGAGEMENT3 INNOVATION AND ENGAGEMENT

Part Three recognises the important role of universities in our national innovation system, in boosting economic productivity contributions to improved social and environmental outcomes and growth, and in engaging, advancing and inspiring their communities. It also recognises that universities make an important contribution to building connections and partnerships that broaden and deepen Australia's understanding of Asia.

Under three themes: Innovation; Industry and Skills; and Engagement; universities are asked to detail their strategies and targets over the term of this compact. Principal Performance Indicators are compulsory and institutions may voluntarily nominate Optional Performance Indicators and targets considered reflective of individual institutional goals.

The Commonwealth recognises that universities have diverse missions and, consequently, targets and performance will vary between institutions. Each university should develop performance indicators and targets to reflect its individual performance and strategic direction.

3.1 Innovation

3.1.1 Commonwealth objectives

The Commonwealth seeks to build an innovation system that ensures Australia can meet the challenges and grasp the opportunities of the twenty-first century. The Commonwealth encourages innovation by supporting industry-led research, promoting knowledge-transfer activities and the commercialisation of research.

3.1.2 University strategies

The University’s innovation strategy is articulated in the ECU Research and Research Training Functional Plan, 2012-2015 and the ECU Engagement Functional Plan, 2011-2013, with further detail in the annual operational plans of faculties and service centres. Over the term of this compact, Australian Government funding will be applied to support the key elements of ECU's innovation strategy, as described in these plans.

ECU has a strong emphasis on the translation of knowledge and improved commercialisation outcomes, particularly in fields involving clinical practice, where these activities also contribute to the preparation of graduates for the workplace.

ECU's focus on the transfer of knowledge is in Health (including health service delivery, workforce development and clinical outcomes); Engineering; ICT; Security Science; Education (including learning technologies); and in the Humanities and Social Sciences.

ECU strategies include: providing pathways for industry to collaborate in research and to access the intellectual

property, expertise and facilities of the University; identifying research with commercial potential through awareness programs for researchers,

internal funding schemes and awards; incentivising commercialisation activity through revenue sharing arrangements between the

University and inventors; effectively managing the intellectual property portfolio of the University; establishing a competitive Collaboration Scheme to assist ECU researchers to collaborate

externally to ECU; identifying and supporting translation of ECU-led research into policy and practice or

commercialisation; building the focus on research translation in our research higher degrees programs; creating new entities that provide additional quality clinical learning and research opportunities

for students, alumni and industry collaborators;

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raising awareness of research and commercialisation opportunities with ECU through promotion, publication and sponsorship; and

establishing an IP Assignment and Revenue sharing Policy aimed at expanding ECU’s Research ‐Commercialisation portfolio and developing a world’s best practice approach to commercialisation;

improving the capacity of researchers in the humanities, business, arts, and social sciences (HASS) to contribute to the University’s innovation landscape; and

evaluating and recognising HASS commercialisation activities.

3.1.3 Performance indicators and targets

The purpose of the innovation performance indicators and targets is to assist the University and the Commonwealth in monitoring the University's progress against the Commonwealth's objectives and the University's strategies for innovation.

The University will report principal performance information and aim to meet the innovation performance indicators and targets set out in the following tables.

Note: All calendar year references below refer to the previous year’s data collection.Principal Performance Information5 2012

Number of patent and plant breeder’s rights families filed, issued and held

Filed11

Issued0

Held6

Number of all active licences, options or assignments (LOAs)6 executed and income derived

No.3

Value($)$48,099

Number and value of research contracts and consultancies executed7

No.43

Value($)$2,438,846

Investment in spin-out companies during the reporting year and nominal value of equity in spin-outs based on last external funding/liquidity event or entry cost

Investment ($)$0

Value($)$0


IndicatorBaseline

2012ProgressiveTarget 2013



Target 2016

Category 4 Income $0 $1,900,000 $1,700,000 $1,500,000 $1,400,000

Note: All calendar year references below refer to the previous year’s data collection.Optional Performance

IndicatorsBaseline

2012Progressive Target 2013



Target2016

Number of disclosures 12 13 14 15 16Number of commercial assessments

12 13 14 15 16

5 This set of performance information does not require targets. Universities will be asked to advise their baseline performance and will report on their future performance in the context of the Institutional Performance Portfolio Information Collection commencing in 2013. Patent and plant breeder right family refers to a group of patent or plant breeder rights applications or grants emanating from a single filing. Note: this question only concerns patent and plant breeder rights families, and is not in reference to families of other forms of registered IP (i.e. trade marks).

6 A LICENCE agreement formalises the transfer of technology between two parties, where the owner of the technology (licensor) grants rights to the other parties (licensee). An OPTION agreement grants the potential licensee a time period during which it may evaluate the technology and negotiate the terms of a licence agreement. An option agreement is not constituted by an Option clause in a research agreement that grants rights to future inventions, until an actual invention has occurred that is subject to that Option. An ASSIGNMENT agreement conveys all right, title and interest in and to the licensed subject matter to the named assignee.

7 Please use the definition of contracts and consultancies utilised in the National Survey of Research Commercialisation (NSRC). A copy of the survey is available at this URL: http://www.innovation.gov.au/Section/Innovation/Pages/TheNationalSurveyofResearchCommercialisation.aspx

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3.2 Industry and Skills

3.2.1 Commonwealth objectivesThe Commonwealth encourages universities and employers to work together so that courses meet the needs of employers, where relevant. This may include integrating work and learning, meeting professional accreditation requirements and involving employers in course development and delivery.

3.2.2 University strategiesECU delivers innovative and practical courses, relevant to the needs of students, employers and industry across a wide range of disciplines. Courses will continue to have a strong focus on practical and work-integrated learning. The revised undergraduate Curriculum Framework, implemented in 2012 has a strong employability orientation: a focus on preparing graduates for work and lifelong learning. The framework embeds explicit generic skills, employability skills and readiness for the professions, to align closely with the needs of industry in all undergraduate programs.

ECU will continue to work closely with national accreditation and registration schemes, professional bodies and other industry representatives in the development of new courses; the professional accreditation of courses, and practicum units and placements; workplace experience; the review and revision of existing courses and programs.

Further development of ECU's Volunteering Hub and Careers Service to improve the personal attributes of ECU students and graduates, and contribution to their communities.

Engagement with industry and the professions is achieved through the operation of more than 40 course/ program-specific consultative committees and through regular contacts between ECU course co-ordinators and industry/ profession representatives.

ECU closely monitors results from the Graduate Destination Survey, which provides data on the type of work, further study and other activities graduates are involved in, post their initial studies. In 2012 ECU reviewed its Strategic Priorities and in acknowledgement of the need for a renewed focus on graduate outcomes, an additional Strategic Priority was developed for the medium term, and therefore covering the term of this compact:

3: To enhance the personal and professional outcomes of graduates.

(The academic environment will promote leadership, values and behaviours that result in positive outcomes for students, graduates and our communities.)

Over the life of the Compact, ECU will continue to develop programs and courses for Engineering, Health, Humanities, Social Sciences, Business and Education. The focus will be on undergraduate and coursework postgraduate courses with flexible delivery modes to cater for a broad spectrum of prospective students. ECU will continue to build work-integrated learning opportunities into all undergraduate programs. The focus on employability within ECU undergraduate degrees supported by an enhanced and expanded Careers and Leadership Service (CLS), are intended to further develop the employment capabilities and prospects of graduates. The CLS will support, in all courses University-wide, the embedding of a career focus throughout the curriculum, opportunities for mentoring and leadership activities and also access to volunteering opportunities.

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3.3 Engagement


As part of its social and economic remit and as an important precursor to innovation, the Commonwealth encourages universities to engage with all levels of government, other universities, businesses, schools, the vocational education and training sector, employers, the professions, research institutions and the wider community including international partners particularly those in the Asian region.


Engagement remains a key strategic priority for the University and over the period covered by this compact ECU will continue to actively work to thoroughly and effectively embed engagement into its core functions of teaching, learning and research.

Engagement is at the core of ECU’s first Strategic Priority:

1: To create positive outcomes in our communities through mutually beneficial engagement.

(The range and quality of our engagement and collaborations will produce mutual benefits for ECU and our communities.)

ECU recognises a wide range of collaborations and partnerships as contributing to meaningful and sustainable engagement with its communities and partners. The University’s comprehensive approach to embedding engagement in its teaching and research was commended in the June 2012 TEQSA audit report of ECU.

Australian Government funding supports some of these activities, including: school and community outreach projects, partly, or wholly funded through the Higher

Education Participation and Partnership Program (HEPPP), which are supporting student learning and raising aspirations for higher education for the most disadvantaged groups in our communities;

collaborative and industry partnerships for research, including those projects with other Australian universities, funded through the Australian Government's Collaborative Research Networks;

ECU will seek to improve the extent and the quality of engagement activities over the term of this compact. During 2012 five pro-vice-chancellor roles were established and senior appointments made, to provide leadership in engagement in the areas of: Science, Technology and Engineering; Communities; Business, Law and Government; Equity and Indigenous; and Health Advancement. ECU's senior leadership are supported by a dedicated Engagement Unit, which supports new engagement strategies and initiatives. The Unit co-ordinates engagement activities undertaken throughout the University and collaborates with the Office of Research and Innovation and the Office of Advancement in seeking out, building and developing external partnerships and collaborations through closer community links with local schools, local government, industry and research partners.

At the same time ECU’s campus precincts (co-located with secondary schools and vocational education providers) provide further opportunities for collaboration and raising aspirations for higher education.

ECU supports over thirty micro and small and medium-sized enterprises through its ECU Business incubator. During 2013 ECU will work closely with these businesses to identify suitable support and guidance ECU can give these organisations to impact positive business growth. This in turn is likely to lead to opportunities for consultancy, student placement and contract/collaborative research during the term of the compact.

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The University established the Office of Advancement and appointed its first Director of Advancement in July 2011. The Office is responsible for building and maintaining relationships to achieve philanthropic and other support from the communities that ECU serves. Reconnecting with alumni, as well developing closer continuing links with recent ECU graduates, is a priority. Activity in this area will focus on providing ongoing career support and networking opportunities for alumni.

In addition, during the term of the compact ECU will explore further: ways to measure the impact of research, e.g. through development of a partnership database; international research collaborations in Asia; improved opportunities or student/staff mobility; increased joint supervision of research students; more extensive philanthropic activities with members of the community; and industry/government opportunities for consultancy/research and student projects.

One way in which ECU measures engagement is through the compilation of partnerships which demonstrate the University's strong and sustained collaboration and engagement with a range of stakeholders including industry, professions, government, and the community. Engagement@ECU: A Compendium of 100 Edith Cowan University (ECU) Partnerships can be found at the following link: http://www.ecu.edu.au/community/partnerships.

Over the term of this compact ECU will develop and implement a more robust set of indicators to measure engagement and its impact on all stakeholders. In addition to this, ECU will also leverage its Enterprise Customer Relationship Management System to enhance and improve relationship management.

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The purpose of the engagement performance indicators and targets is to assist the University and the Commonwealth in monitoring the University's progress against the Commonwealth's objectives and the University's strategies for engagement.

The University will aim to meet the engagement performance indicators and targets set out in the following table.

Note: All calendar year references below refer to the previous year’s data collection.

Principal Performance Indicators

Baseline2012




Target2016

Number of active collaborations8 with industry and other partners in Australia

42 44 46 48 50

Number of active collaborations9 with industry and other partners overseas

2 3 4 5 6

Category 3 Income $4,550,000 $4,700,000 $5,000,000 $5,200,000 $5,500,000

Note: All calendar year references below refer to the previous year’s data collection.

Optional Performance Indicators

Baseline2012




Target2016

Income from philanthropy or other industry or community investment.

$929,000 $581,000 $900,000 $1,300,000 $1,800,000

Income from consultancies for industry, government or community organisations.

$300,000 $370,000 $390,000 $410,000 $430,000

8 Collaboration involves active joint participation with other organisations, by contributing resources such as intellectual property, knowledge, money, personnel or equipment, with the aim of obtaining a shared goal or objective. Straight fee-for-service arrangements, such as contracts and consultancies, are deemed not to be collaborative and are therefore excluded. Collaboration with Cooperative Research Centres (CRCs) is also to be excluded. This definition is in line with the ABS and OECD definitions of collaboration.

9 See footnote 8 for a definition of collaboration.

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PART FOUR: TEACHING AND LEARNING4 TEACHING AND LEARNING

4.1 Student enrolments


The Commonwealth is committed to expanding higher education to provide high quality opportunities for people of all backgrounds to participate to their full potential. An expanded higher education system will educate the graduates needed for Australia's future economy, which will be based on knowledge, skills and innovation.

The main objectives of the Commonwealth are to ensure that: by 2025, 40 per cent of all 25 to 34 year olds will hold a qualification at bachelor level or

above; by 2020, 20 per cent of undergraduate enrolments should be students from low socio-

economic backgrounds; national parity for Aboriginal and Torres Strait Islander students and staff is achieved over

time; and universities are producing graduates that meet the nation’s skills needs.

These objectives are supported through the Commonwealth Grant Scheme and, in particular, the demand driven funding of students in bachelor level courses.


Student enrolment planningSupported by the Australian Government’s demand driven funding for bachelor degree places, ECU’s strategies for sustainable growth have the potential to deliver a increase in domestic and international onshore student load (by between 1% and 3% per annum) over the term of this compact. This modest projected growth reflects continuation of patterns of demand for higher education, limited primarily by the strength of the labour market in Western Australia.

In 2011 ECU developed an Enrolment Functional Plan, 2012-2014 which set targets for enrolment growth (a growth of 6.6% over the compact period) and describes strategies for student recruitment, retention and completion, in the context of ECU’s academic profile. This plan will continue to reflect the University’s detailed student load planning strategies throughout this compact period and will set targets for long-term growth. In order to achieve and sustain that growth, an accompanying ECU’s Principles for Growth document set parameters for student mix, course disciplines, course awards, course design and delivery, which will be monitored through the University’s performance monitoring and course approval processes. The University will continue to strengthen its existing academic profile by offering programs and courses that meet the emerging demands of both prospective students and employers.

ECU's new course offerings at undergraduate level will build on growth in demand in disciplines which ECU regards as existing areas of strength, such as science, health and engineering. For example, from 2013 ECU has offered: a Bachelor of Medical Science degree, providing pathways to medicine and other health professions, medical research and diagnostics, and the health industry; a new Bachelor of Science (Nursing) and a Bachelor of Engineering (Chemical), as well as bachelor degrees in Acting, Performing Arts, Marketing and Creative Services and Planning.

New course offerings that align with existing ECU areas of expertise and strengths will be developed over the period of this Compact. This will include new courses in the fields of Sustainability; Civil and Environmental Engineering and Project Management. ECU is also actively pursuing opportunities at the South West Campus to provide the first year of the Bachelor of Engineering.

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ECU seeks to be the “university of choice” for its catchment areas, through focused relationship-development with schools and communities around ECU’s campuses. ECU’s campuses in Joondalup and Bunbury are located in areas of significant population growth and this will help to facilitate further growth in enrolments in the medium term.

ECU will develop new courses and methods of delivery, such as online (at least two new online courses per faculty over the compact period) and accelerated degrees, to enhance the learning experience and broaden the pool of prospective students, particularly from regional areas.

ECU will continue to increase onshore enrolments across all courses to maintain an appropriate balance between domestic and international student numbers. In offshore operations, ECU will continue to pursue high quality delivery arrangements providing comparable student experiences and learning outcomes for onshore and offshore cohorts.

Strategies for the 2015 half cohortThe change to the Western Australian school entry age in 2001, and the consequent ‘half cohort’ of high school students entering universities in 2015, continues to be a focus for the University.

It is estimated that there could be up to 1,500 fewer domestic commencing enrolments to ECU in 2015, with a pipeline of decreased continuing enrolments to 2018. This will result in significant revenue reductions, estimated at $60 million, for the University over the period 2015 to 2018.

In order to help maintain the financial sustainability of the University during this period of potentially low domestic student demand, a range of financial management strategies are well advanced, including: an Enterprise Resource Allocation Model implemented as part of 2013 budget setting process

to allow the University to make strategic allocation decisions in resource-constrained circumstances;

since 2012, 4% of Faculty Budgets have been quarantined into an Academic Initiatives Fund which has been used for strategic project up to the end of 2014; and

the control of all staffing appointments through central approval from the start of 2013, with a goal of ensuring that expenditure is cost effective and aligned with ECU’s strategic direction.

ECU is, however, mindful that its capability is not significantly diminished as a result of the cost management strategies required to address the estimated shortfall in revenue. ECU will therefore continue to discuss with the Commonwealth strategies to decrease the projected shortfall in revenue so that the University can continue to productively contribute to the Australian higher education sector.

If the planned enrolment situation further deteriorates (e.g. the mature age and/or international market also declines) and/or the problem is compounded with reductions in government funding, the University will face a critical funding shortfall. Depending upon the extent, the University would require government funding assistance or require major restructuring and/or further temporary strategies such as reducing the operating surplus, delaying projects, withholding strategic initiative funding, reducing non-critical maintenance and other major discretionary expenditures.

The longer-term impact of this would be a limiting of the University’s contribution and position in the sector, a smaller higher education capacity in Western Australia, and a long recovery time.

Western Australian universities have submitted proposals to the State Government for financial assistance over this period and these proposals have been declined. In order to maintain and continue to advance the Western Australian higher education sector, the University will work with the Australian Government to safeguard the viability of ECU in 2015 through to 2018.

The alternative is that the University will need to implement substantial cost reduction strategies to address the financial impact of the half-cohort over the period 2015 to 2018, resulting in: a significant reduction in the number of academic and general staff; and

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a reduction in the strategic initiatives undertaken by ECU that would normally ensure its relative position in relation to Australian and global universities is maintained and advanced.

Without assistance, the Western Australian higher education sector will emerge in 2019 at least six years behind their counterparts throughout the world, with a smaller, strategically limited workforce.

Sub-bachelor planningEnabling courses support the Australian Government’s aspirations for broadening participation in higher education by providing effective pathways to undergraduate study and while no significant growth in enabling load is anticipated, the University will continue to provide enabling courses as a key part of ECU’s strategy for improved low SES participation.

ECU will investigate the provision of more specialised enabling courses leading to entry in specific Bachelor award courses, e.g. Engineering. However, this would not be expected to result in an overall increase in the number of students in enabling courses.

Load in diplomas, advanced diplomas and associate degrees is expected to remain stable over this compact period, and ECU currently anticipates no change in the range of courses offered beyond three additional advanced diploma courses introduced in 2012. There may be additional options for diplomas, advanced diplomas and associate degrees to be offered as early exit awards from bachelor degree courses.

Postgraduate planningPostgraduate coursework student load growth has been strong in recent years and ECU expects to continue to fill in excess of 700 EFTSL Commonwealth supported postgraduate coursework target set for the 2013 Funding Agreement. Domestic full-fee paying student load in postgraduate coursework courses is in excess of 1000 EFTSL.

Two new postgraduate courses were offered from 2012 in the schools of Medical Sciences and Computing and Security Science and from 2013 new Graduate Certificates and Graduate Diplomas were offered disciplines such as in Patient Safety and Clinical Risk, Mental Health, Behaviour Management, Cyber Security, and a master of Midwifery Practice. From 2014 ECU plans to deliver a Master of Teaching, a two-year professional postgraduate qualification to replace the Graduate Diploma of Education.

4.2 Quality


A focus on teaching and learning quality underpins the Commonwealth’s vision for Australia to be one of the most highly educated and skilled nations in the world.

The Commonwealth has made a commitment to provide more autonomy to universities through the removal of funding caps on Commonwealth supported bachelor level places. In turn, the Commonwealth requires the University to participate in the higher education quality arrangements which are overseen by the Tertiary Education Quality and Standards Agency. The arrangements are designed to support academic autonomy while ensuring that the achievement of standards can be demonstrated and that there is a strong focus on enhancing the quality of teaching and learning while expansion of the higher education system meets national participation ambitions.

The Commonwealth’s commitment to quality is demonstrated through initiatives such as the Office for Learning and Teaching, which provides a suite of grants, awards and fellowships to recognise quality and promote innovations in learning and teaching.

The University also has obligations under the quality and accountability requirements in Division 19 of HESA. This compact does not change those obligations.

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The key elements of ECU’s commitments to, and planned initiatives in, teaching and learning quality, student engagement and student outcomes are set out in the ECU Teaching and Learning Functional Plan, 2013-2015.

ECU has consistently performed extremely well on all measures of teaching quality, generic skill attainment and course satisfaction, as assessed through national survey instruments of graduates (Course Experience Questionnaire (CEQ)) and of current international students (International Student Barometer). For a number of years ECU's performance has been well above both State and national averages.

In addition, current students are surveyed through ECU’s own online Unit and Teaching Evaluation Instrument (UTEI) and mid-course CEQ survey, with consistently high scores for ECU's courses and its teaching staff.

By contrast ECU's retention rates and graduate employment outcomes have tracked below State and national averages for a number of years and there will be a particular focus on improved performance over the term of this compact.

Quality of teaching and learningOver the term of this compact, ECU will continue to develop professional development programs that model good teaching and effective assessment processes with a focus on engaged teaching practices. A significant program of professional development for academic staff was implemented as part of ECU's Curriculum Framework project and recognition and reward of good teaching and a rigorous academic promotions process are well embedded in University processes. The recently formed Centre for Higher Education Learning and Teaching Research (CHELTR) has been established to encourage and co-ordinate learning and teaching research across the University. A key strategy for CHELTR will be to support staff in developing and submitting inter-disciplinary proposals for Office for Learning and Teaching grant funding.

The Curriculum Framework itself embeds research-informed learning and teaching into courses through the development of students capabilities for inquiry and through evidence-based, practical approaches to problem-solving. Course design and review processes ensure that teaching resources are developed from the best contemporary research material.

The Vice-Chancellor’s Staff Awards will continue to recognise, encourage and reward staff for their excellence in learning and teaching, engagement, citizenship, service, and research. The Vice-Chancellor’s Awards are open to all staff across the University, and staff members will be encouraged to either nominate themselves, a work colleague, or a team, for outstanding achievement and performance in the workplace. The awards are used as a mechanism to develop applications for Office for Learning and Teaching awards and projects.

ECU's Quality Framework will continue to prescribe an annual review of each faculty across a full range of performance measures, including those relating to teaching quality, in addition to faculty reports to ECU's Council and Academic Board each year. A five year review cycle of performance in each ECU school is also carried out as required by the ECU Quality Framework.

Student engagement and retentionDuring the period of this compact ECU’s undergraduate Curriculum Framework will continue to address the needs of a more diverse and expanded cohort with a clear career-orientation. This significant curriculum change will focus on increasing support for student success while at university, and after graduation, in the form of positive employment outcomes. The Curriculum Framework is based on: an employability orientation: a focus on preparing graduates for work and lifelong learning; a student-focused environment: viewing the student experience from a ‘whole person’

perspective (i.e. cognitive, social, emotional, physical, spiritual, cultural) and enabling successful learning in a culture of care and ease of transition; and

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learner-centred teaching: an approach that considers students’ social and educational backgrounds and their learning goals, needs and capabilities within an environment that actively supports and engages students.

ECU's revised Curriculum Framework includes a number of initiatives relating to the student experience and retention, including: a post-entry language assessment (PELA) for commencing students. Those students identified

as needing assistance are advised of opportunities available to them, including though workshops addressing common errors identified in PELA examinations and English language advisors in each of the faculties, who assist in the provision of language assistance and support for students.

programs to support students’ transition to university by providing commencing students with ready access to academic literacy skills development, mentoring and support programs;

activities to increase the volume and role of practice-based and work-integrated learning in undergraduate programs;

increased use of learning technologies and flexible modes of delivery to better cater for the diversity in the student cohort;

research-informed learning and teaching in all courses to develop students’ capabilities for inquiry and evidence-based approaches to problem-solving;

an internationalised and culturally-responsive curriculum to engage all students in quality learning;

improved understanding and appreciation of the concepts of social and environmental sustainability and the implications for the discipline; and

increased opportunities for learning through engagement activities with industry and community stakeholders.

As a major retention strategy, ECU's Connect for Success program was implemented in 2012, and offers students the opportunity to opt into a case-management initiative to support their studies. The opt-in rate in 2012 was over 20% and the program will be further expanded over the term of this compact.

Student outcomesEmployment outcomes for ECU graduates will be a major focus over the compact period. Related to this, ECU's revised Curriculum Framework will: embed in all undergraduate programs explicit generic skills, employability skills and readiness

for the professions, to align closely with the needs of industry; support and develop students’ English language competency and numeracy capabilities across

all undergraduate programs; and will provide more flexible pathways for admissions, transfer and exit.

In 2013 consideration will be given to the results of a follow-up survey of ECU graduates conducted in late 2012 with the intention of identifying further strategies to improve the employability of ECU graduates. Such strategies will be developed and implemented over the period of this compact.

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Note: All calendar year references below relate to projects and awards in that calendar year.Principal Performance

IndicatorsBaselin

e2012




Target2016

Number of active learning and teaching projects supported by the PELTHE10 program where the University is the lead institution

0 1 2 3 4

Number of active learning and teaching projects supported by the PELTHE11 where the University is a partner institution

0 1 2 3 4

Number of citations for outstanding contributions to student learning

5 5 5 5 5

Number of awards for teaching excellence

0 1 2 2 4

Number of awards for programs that enhance excellence

0 1 2 2 2

Note: All calendar year references below relate to projects and awards in that calendar year.Optional Performance

IndicatorsBaselin

e2012




Target2016

Graduate Employment (full-time employment)

70.4% 78% 80% 82% 85%

4.3 Equity


The Commonwealth is committed to a fair and equitable higher education system that provides equal opportunity for people of all backgrounds to participate to their full potential and the support to do so.

In particular, the Commonwealth has an ambition that by 2020, 20 per cent of higher education enrolments at the undergraduate level will be people from low socio-economic status (SES) backgrounds.

The Commonwealth expects all universities to play a part in meeting the Commonwealth's higher education participation ambitions, consistent with the objectives and regulatory requirements of Commonwealth funding.

The Commonwealth funds a range of programs to encourage and support access to and participation in higher education by people from low SES backgrounds and other under-represented groups, including the Higher Education Loan Program and Student Income Support.

The Commonwealth will monitor the University’s equity performance through the reporting requirements and evaluations of programs and initiatives. The University’s performance in

10 Promotion of Learning and Teaching in Higher Education - the program providers learning and teaching grants, awards and fellowships and is administered by the Office for Learning and Teaching.11 See footnote 10 for definition.

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meeting equity objectives will also be linked with teaching and learning Performance Funding targets.

Universities have obligations under the fairness requirements in Division 19 of HESA. This compact does not change those obligations.


ECU’s commitment to social inclusion, and in particular, to students from low SES and under-represented backgrounds, is embedded in the University’s planning. ECU seeks to improve participation, retention and success of low SES students, and those from the other equity groups for which ECU has a particular focus (regional students, Indigenous Australian students and students with a disability).

The University has increased outreach activity significantly in recent years, supported by Australian Government funding through the Higher Education Participation and Partnership Program (HEPPP).

Strategies to improve access, participation and outcomesIn addition to those strategies relating specifically to Indigenous Australian access, participation and success described at Section 2, over the compact term, ECU will: develop closer community links through local government and community partnerships in low

SES areas near ECU's campuses; continue to increase outreach activities with local schools with ICSEA scores below the national

average (1000); strengthen its relationships with established partner schools (especially secondary schools)

through pathways and explicit articulation arrangements with vocational education providers;

undertake extensive regional, low SES and Indigenous Australian awareness raising initiatives; continue to collaborate on the yourtutor service to provide online tutoring to secondary

students in low SES catchment areas; continue to operate the Mentoring the Way mentoring program and the Retention and

Persistence Transition Support (RaPTS) mentoring program that has been expanded university-wide and is now centrally supported;

actively promote pathways to ECU through portfolio entry which values academic achievement as well as other indicators for success at university, such as aspiration, life experience and capacity; and

improve support for students with a disability, through the initiatives described in ECU's Disability Action and Inclusion Plan, 2013-2015 by applying funding from the Australian Government's Disability Support Program.

Indicators for measuring progressIn addition to monitoring of performance on the Principal Performance Indicator measures set out below, ECU will monitor, and seek improvement in, performance in equity as measured through the following indicators: Low SES (relative to all domestic enrolments) for: commencing enrolments; progress; retention;

and graduate employment. Regional (relative to all domestic enrolments) for: commencing enrolments; progress;

retention; and graduate employment.

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4.3.3 Participation and Social Inclusion TargetsProportion of domestic undergraduates who are from a low SES backgroundBaseline for improvement target: To be determined

Proportion of domestic undergraduates who are from another underrepresented groupBaseline for improvement target: x% (Either 2009 or average of 2008 and 2009 data)

4.4 Teaching and Learning Infrastructure


The Commonwealth is committed to the development of world class higher education infrastructure. A contemporary, technology rich, well designed and equipped campus environment has a positive influence on staff and student performance and satisfaction.

While the responsibility for capital infrastructure development and maintenance rests with the University, the Commonwealth’s commitment is demonstrated through programs such as the Education Investment Fund. Universities also utilise Commonwealth Grant Scheme funding for capital works and maintenance.

The Commonwealth will monitor the University's infrastructure performance, through the Institutional Performance Portfolio/CAMS.


Infrastructure planningECU's Asset Management Plan incorporates major building projects, improvement and maintenance works to provide high-quality infrastructure to meet the needs of the University’s teaching and learning and research priorities. An example, is the University’s investment into learning through simulation; the ECU Health Centre having achieved national and international recognition for its ground-breaking work in creating resources with high emotional and environmental fidelity which increase student’s situational awareness.

ECU's Strategic Asset Management Framework (SAMF) provides a comprehensive foundation for the effective implementation of asset management and a clear focus on both the short-term management of assets and the medium to longer-term strategic use of assets.

As such, the SAMF provides the basis for the University's Buildings Strategic Asset Management Plan, 2010-2030, which incorporates the following key elements: - key drivers of student load, research activity, space utilisation benchmarks and modelling,

campus vision, asset utilisation, asset suitability, asset condition and asset sustainability; Buildings Short Term Plan 2010 – 2014; Buildings Medium Term Program 2015 – 2019; Buildings Long Term Concepts 2020 – 2030; a summary of leased properties; and campus master plans (available for viewing on the ECU website).

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Principal Performance

Indicators

2014 Reward Payment(target for 2013

students)

2015Reward Payment(target for 2014

students)

2016Progress target(target for 2015

students)Excellence Target To be determined To be determined To be determinedImprovement Target To be determined To be determined To be determinedOutcome - - -

Principal Performance

Indicators


students)


students)

2016Progress target(target for 2015

students)Improvement Target To be determined To be determined To be determinedOutcome - - -

Plans for 2014-2016The University will construct three major buildings at the Joondalup Campus, all due for completion in 2014: the Engineering Pavilion, which will support research growth in Engineering; an additional 125 bed Student Accommodation Facility, funded principally through the National

Rental Affordability Scheme; and the Student Administrative Hub.

Discussion have commenced for the University’s Pathway Education Partner (currently PIBT) to move from the Mount Lawley Campus to the Joondalup Campus.

The University is undertaking improvements at the Mount Lawley Campus including upgrades to lecture theatres and teaching rooms, while ongoing maintenance work will be undertaken on the South West Campus.

A significant ICT review and re-development is underway. The IT@ECU for the Future initiative will run for several years and by the end of the compact period will have transformed the University's IT services and infrastructure to give ECU students and staff the tools and platforms needed to learn, deliver teaching and undertake research effectively and efficiently.

Space utilisationECU's usable to gross floor area ratios were slightly below sector averages in 2011. While the daytime utilisation rate for lecture theatres was above sector averages, utilisation of other teaching spaces and laboratories was lower than sector averages.

ECU will adjust its reporting system so that utilisation data is consistent with the reporting requirements, and will continue to implement strategies for improved utilisation.

Backlog maintenanceIn 2011 benchmarking, ECU's maintenance backlog liability ($2.5 million) was lower than most other Australian universities.

During the term of this compact ECU will continue to direct appropriate funding to capital maintenance works in order to continue to achieve high performance on these measures.

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PART FIVE: RESEARCH AND RESEARCH TRAINING5 RESEARCH AND RESEARCH TRAINING

A range of research and research training performance indicators and targets are proposed in this section. Principal Performance Indicators are compulsory and institutions may voluntarily nominate optional performance indicators and targets considered reflective of individual institutional goals.

The Commonwealth recognises universities have diverse missions and, consequently, targets and performance will vary between institutions. Each university should develop performance indicators and targets to reflect its individual performance and strategic direction.

5.1 Research performance and research capability


The Commonwealth encourages excellence in research performance and the strengthening of research capability. Particular objectives are to: progressively increase the number of research groups performing at world class levels, as

measured by international performance benchmarks; and promote collaboration, amongst universities, across sectors, between researchers and

industry Australia and internationally.

The Commonwealth, through the Australian Research Council (ARC), conducts the Excellence in Research for Australia (ERA) which evaluates the quality of research undertaken at Australian universities by discipline against international benchmarks. ERA is used to assist in determining funding in the Sustainable Research Excellence in Universities program administered by the Commonwealth.


ECU will continue to grow its research capacity and generate enhanced research outcomes in selected areas of excellence. This will be achieved through building areas of concentration, depth and sustainability, particularly where there is potential for high social, economic, environmental and cultural impact.

The key initiatives of ECU’s research performance and research capability are described in the ECU Research and Research Training Functional Plan 2013-2015. This new Functional Plan has a specific action to build collaboration which targets building expertise in eResearch. ECU is building infrastructure and expertise in visualisation and motion capture with foci including the creative and performing arts. This is being achieved through the appointment of an eResearch Manager and ECU's membership within the Interactive Virtual Environment Centre (iVEC). This centre consists of a collaboration involving the four publicly-funded universities and the Western Australian branch of CSIRO.

For the compact period 2014-2016, the University’s strategies will include: attracting a growing range of high quality research partners and researchers, working at the

elite level in their fields; engaged research organisational development, characteristics of research culture and

workforce development practices which will increase engaged research performance through attraction, retention, and development;

professional development programs and staff resources to support research grant application preparation, publications, and new research methodologies;

continuation of the Early Career Research Grant Scheme which supports the University’s researcher development strategy; and

embedding of the Acknowledging Successful Performance in Research Excellence (ASPIRE) model for measuring and quantifying research performance (including engaged research).

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The Research and Research Training Functional Plan 2013-2015 also includes an initiative to increase scholarship and sponsorship opportunities for domestic and international research higher degree students in areas aligned with ECU's research priorities. In a pilot project, ECU allocated 12 of its research higher degree scholarships to the six projects supported by Collaborative Research Newwork funding (2011-2015). ECU has also established a scheme to increase the number of earmarked scholarships to attract high-achieving students to specific projects within areas of research focus.

In addition, ECU will examine research strategies that support Indigenous Australian staff and students to undertake research activities. This may include the creation of specific scholarships to incentivise and support Indigenous Australian research participation. Kurongkurl Katitjin staff already offer cultural advice to any ECU student or staff member undertaking research in the Indigenous space and, in 2012, developed the ECU Aboriginal Research and Study Protocols to assist students and staff in this research area.

Research CollaborationsDuring the compact period, ECU will continue its long standing support for industry collaboration ‐through the ECU Industry Collaboration Scheme and will seek further increases in research ‐collaboration with industry through: support for ARC Linkage and CRC grant applications and University-funded Visiting Fellowships; revision of the ECU Industry Collaboration Scheme to align with the ARC’s revised guidelines on‐

international partnerships; and high level visits to universities in Asia and elsewhere by senior executives aimed at fostering

relationships which lead to collaboration.

Collaborative Research Networks (CRN) program funding to ECU has accelerated the growth of engaged research activity at ECU in four key areas selected for their close alignment with the Australian Government’s National Research Priorities and ECU’s strategic priorities. These research areas are: Health (child mental health, exercise medicine and health services enhancement), Education (teaching and learning in schools), ICT (nano-photonics and nano-electronics), and Environment (coastal ecosystems and marine resource management).

ECU’s CRN activities have focused on building common technical and methodological platforms for on-going collaboration, and building a critical mass of high quality research expertise at ECU, in turn generating world-class research outcomes and sustainable new research programs which attract competitive grants funding. In particular, the health-related streams of research within the ECU CRN are able to lever off an integrated suite of regional health initiatives, e.g. the ECU-lead Wanneroo GP Super Clinic and the ECU Mobile Health Service, which provide significant new opportunities for collaborative studies.

CRN funding has made a significant positive impact at ECU by increasing research outputs. Researchers have also used the opportunity that the CRN provides to build and develop collaborative relationships with a view to sustaining research networks beyond the life of the CRN projects.

ECU’s Excellence in Research for Australia (ERA) performanceThe ERA evaluation outcomes for 2012 has three broad fields of research (2-digit Fields of Research(FoRs)) in which ECU's average performance was deemed as being “at world standard”. These are: Medical and Health Sciences (11 MHS); Language, Communication and Culture (20 HCA); Biological Sciences (06 BB).

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"Nursing" scored "5" (well above world standard), at the more defined (or 4-digit) Field of Research, while nine areas were deemed at world standard: Clinical Sciences Communication and Media Studies Cultural Studies Ecology Environmental Science and Management Human Movement and Sports Science Neurosciences Performing Arts and Creative Writing Plant Biology

These results comprised a 2.5-fold increase in performance (being the number of Units of Evaluation rated at world standard or above) compared with 2010.

Some areas evaluated in 2012 were different to those in 2010. Of the 24 areas of research evaluated in both 2010 and 2012, 96% have increased or maintained their ranking. However, overall, there are compelling reasons for strong action to improve performances, not only in the areas above but also more especially in the following areas (being those in which improved performance must be attained if ECU is to successfully build its research standing and profile:

Areas deemed below world standard in 2012 Applied Economics Art Theory and Criticism Artificial Intelligence and Image Processing* Business and Management Curriculum and Pedagogy Education Systems Information Systems* Journalism and Professional Writing Political Science Public Health and Health Services Sociology Specialist Studies in Education Visual Arts and Crafts

Areas deemed well below world standard in 2012 Accounting, Auditing and Accountability Banking, Finance and Investment* Communications Technologies* Computer Software* Criminology Electrical and Electronic Engineering* Marketing Psychology Tourism(*unranked in 2010)

During 2013 a working group of Faculty Associate Deans (Research), the Director of the Office of Research and Innovation, the Quality Manager, the Dean of GRS and the DVC (Research and Advancement) will review 2012 outcomes, and develop actions that should be taken in 2013 to optimise ECU’s performance for the next ERA review in 2015.

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The purpose of the research performance and the research capability performance indicators and targets is to assist the University and the Commonwealth in monitoring the University's progress against the Commonwealth's objectives and the University's strategies for research performance and research capability.

The University will aim to meet the research performance and research capability performance indicators and targets set out in the following table.

Principal Performance Indicators ERA 2010 ERA 2012 ERA 2015 Target

Number of disciplines, as defined by two-digit Fields of Research (FoR), performing at world standard or above (3, 4 or 5)

5 3 5

Number of disciplines, as defined by four-digit FoR, performing at world standards or above (3, 4 or 5)

4 10 12

Disciplines the University commits to demonstrating substantial improvement

in as defined by two-digit FoR and/or four-digit FoR

Disciplines nominated in 2011–13 Compact

Disciplines nominated in 2014–16 Compact

02 Studies in Creative Arts and Writing09 Engineering

7 4

Note: All calendar year references below refer to the previous year’s data collection.Principal

Performance Indicators

Baseline2012




Target2016

Category 1 income $2,700,000

$2,800,000 $3,000,000 $3,100,000 $3,300,000

Category 2 Income $8,400,000

$8,500,000 $8,700,000 $8,900,000 $9,000,000

Number of joint research grants in Australia

54 57 60 63 66

Number of joint research grants overseas

4 4 5 5 6

Number of jointly supervised PhD students in Australia12

28 34 35 40 40

Number of jointly supervised PhD students overseas13

2 4 5 7 10

12 Please provide the number by headcount of jointly supervised HDR students enrolled in your institution who have a supervisor from an external organisation in Australia (examples include someone from a government organisation, hospital or another university).

13 Please provide the number by headcount of jointly supervised HDR students enrolled in your institution who have a supervisor from an external overseas organisation (examples include someone from a government organisation, hospital or another university).

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IndicatorsBaseline




Target2016

Research income* per 10 FTE. **

$315,000 $335,000 $350,000 $355,000 $375,000

Share of joint publications co-authored with researchers from other Australian institutions.

30% 32% 34% 36% 38%

Share of joint publications co-authored with researchers internationally.

24% 26% 28% 30% 32%

*Based on Total HERDC Income by category**FTE is calculated as Academic Staff Lecturer B and above; based on average number for the year.

5.2 Research training


The Commonwealth encourages excellence in the provision of research training. Particular objectives are to: support research excellence and develop an internationally competitive research workforce

in Australia through high quality research training; develop an internationally competitive research workforce in Australia through high quality

research training; and significantly increase the number of students completing higher degrees by research over the

next decade.


The key elements of ECU’s research training are described in the ECU Research and Research Training Functional Plan, 2013-2015, with the broad goal of providing high quality research ‐training that leads to high rates of research higher degree completion and produces graduates with valued knowledge and skills.

ECU plans, monitors and manages quality and performance in Higher Degree Research (HDR) through a dedicated Graduate Research School (GRS). HDR student and graduate satisfaction with the quality of the research supervision, resources and research culture, as well as with support provided by the GRS have been well above benchmarks in recent years.

Over the term of this compact ECU will seek to grow its research capacity, including through increased HDR enrolments and completions and to this end Australian Government funding will be used to support the following activities: completing the Good Practice Framework for Research Training in Australia (Australian Learning

and Teaching Council Grant, 2011) in collaboration with the Council of Deans and Directors of Graduate Research Schools (DDoGS). The Council's aim is to inform and guide excellence in research training in Australian institutions. In 2013, ECU will perform a gap analysis to compare institutional alignment against the Framework, to improve research training quality and provide opportunities for benchmarking with other institutions. For further information, see: http://www.ecu.edu.au/centres/graduate-research-school/good-practice-framework-for-research-training

a program review at the academic unit level, including supervisor performance, student completion and retention rates;

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further refinement of institutional performance indicators for research training; maintenance of a supervisor register to monitor training, qualifications and previous

performance in supervision; expanding, supplementing and enhancing internal and external scholarship opportunities for

students, including completions scholarships and new scholarships for international students;

consultancy to support students in improving their research and writing skills, and to provide research-student infrastructure, travel and conference attendance;

further development of an online ‘toolkit’ for supervisors (in collaboration with Swinburne University, Victoria University, University of Southern Queensland and Central Queensland University);

increase the alignment of both Australian Postgraduate Awards and ECU Postgraduate Research Scholarships with the 11 research foci listed in the ECU Research and Research Training Functional Plan, 2013-2015, which includes "Indigenous Culture, Education and Health" (as outlined in section 5.1.2 above).

5.3 Performance indicators and targets

The purpose of the research training performance indicators and targets is to assist the University and the Commonwealth in monitoring the University's progress against the Commonwealth's objectives and the University's strategies for research training.

The University will aim to meet the research training performance indicators and targets set out in the following table.


IndicatorsBaseline




Target2016

HDR student load 461 (341 Domestic)

409 (297 Domestic)

420 460 480

HDR student completions by masters

22 (17 Domestic)

26 (24 Domestic)

28 30 32

HDR student completions by doctorates

55 (34 Domestic)

57 (39 Domestic)

59 62 65


IndicatorsBaseline




Target2016

Student satisfaction with quality of research training experience as per the Postgraduate Research Experience Questionnaire.

93% 93% 93% 93% 93%

Proportion of Academic staff who have met eligibility criteria for supervisors

27% 27% 30% 35% 40%

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PART SIX: GENERAL PROVISIONS6 GENERAL PROVISIONS

6.1 Compact Review

6.1.1 The Commonwealth and the University will review the compact annually. This review will be a mechanism for considering progress made towards agreed goals outlined in this compact. Compact review will aim to ensure that the Commonwealth and the University will continue to focus on key objectives and strategies and will be an opportunity to consider developments that may impact on the compact or trigger a need to change the compact.

6.1.2 To facilitate this review the Commonwealth will produce an annual Institutional Performance Portfolio and the University agrees to contribute to the annual Institutional Performance Portfolio Information Collection (IPPIC). The Commonwealth will consult with the higher education sector on the information collection requirements and any issues arising from the IPPIC process.

6.2 Privacy and information sharing

6.2.1 Subject to clause 6.2.2 below, the University acknowledges and agrees that any information it provides to the Department for the purposes of this compact, may be accessible under the Freedom of Information Act 1982 and may also be:

published by the Commonwealth in any manner in accordance with any legislative requirement;

used by the Department for any purpose of the Commonwealth, including dealings with other Commonwealth or State or territory agencies;

used in reporting to or answering questions from a Minister of State of the Commonwealth or a House or Committee of the Parliament of the Commonwealth; or

disclosed where the Commonwealth is required or permitted by law to do so.

6.2.2 The Commonwealth and the University agree to carry out their roles under this compact in accordance with any obligations they have under the Privacy Act 1988 or any state or territory law relating to the protection of personal information.

6.3 Changing the Compact

6.3.1 Either party may propose changes to this compact at any time. Any variation to this compact is to be in writing and signed by the University's, and the Commonwealth’s Representatives.

6.4 Notices

6.4.1 A party wishing to give notice under a provision of this compact:

a. must do so by sending it to the other Representative set out in clause 6.4.2; andb. must, if a response is required to the notice, set out the time in which the response is

to be given;

6.4.2 The Representatives are:

a. University RepresentativeProfessor Arshad OmariDeputy Vice-Chancellor (Academic)Edith Cowan University270 Joondalup DriveJoondalup, Western Australia, 6027Phone: (08) 6304 2765 Fax: (08) 6304 2881 email: [email protected]

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mailto:[email protected]

b. DIICCSRTE RepresentativeDivision HeadHigher Education GroupDepartment of Industry, Innovation, Climate Change, Science, Research and Tertiary EducationGPO Box 9839Canberra ACT 2601

OR

[email protected]

6.5 Dictionary

In this compact, unless the contrary intention appears:

‘Department’ means the Commonwealth Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education or any successor.

‘HESA’ means the Higher Education Support Act 2003 and includes any subordinate legislation or Ministerial determination made under that Act.

‘Institutional Performance Portfolio’ (IPP) is a report which provides an historical record of a university's performance based on information provided by the University and an analysis of the Higher Education Data Collections. An IPP will be prepared by the Commonwealth for the University annually using the latest available data.

‘Institutional Performance Portfolio Information Collection’ (IPPIC) is a set of Commonwealth instructions requesting that universities provide a submission to the Commonwealth, endorsed by the University's chief executive, that includes student, staff, financial and research information needed for the preparation of an Institutional Performance Portfolio for that university.

‘Minister’ means the Minister for Tertiary Education, Skills, Science and Research.

‘Mission’ means the University’s Mission set out at Part One of this compact as amended in accordance with the variation provisions in this compact from time to time.

‘TEQSA’ means the Tertiary Education Quality and Standards Agency.

‘Term of this compact’ means the period set out in Part B of the Context of this compact.

‘University’ means Edith Cowan University ABN 54 361 485 361

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mailto:[email protected]

Signed for and on behalf of the Edith Cowan University

by

…………………………………………………….. …………………………Signature Date

Professor Kerry O. Cox

the Vice-Chancellor

In the Presence of:

.....................................................................................

WITNESS

.....................................................................................

Full name and occupation or profession of witness (Please print)

SIGNED for and on behalf of

THE COMMONWEALTH OF AUSTRALIA

by

…………………………………………………….. …………………………Signature Date

Mr David de Carvalho

the Head of Division

of Higher Education Division

of the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education

a Delegate of the Minister for Tertiary Education, Skills, Science and Research

In the Presence of:

.....................................................................................

WITNESS

.....................................................................................

Full name and occupation or profession of witness (Please print)

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CONTENTS · Web viewECU believes that education can help address the gap in life expectancy, health, economic, social, and employment outcomes between Indigenous Australians and other