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Concurrent Session 1
Understanding cost structures to support fact based decision making
Mr Darren GreentreeFinance [email protected]
Mr Jerry KolethFinance [email protected]
As our University actively engages in a Sustainable Growth Strategy and continues to invest now for the future, improving the financial awareness of Professional and Academic staff alike, is an essential step in achieving this goal. Understanding UWS’s cost structures that underpin the operations of the University, by improving financial transparency and allocations, enable fact based decisions to be made that support growth initiatives.
The recently introduced Financial Framework and the current development of a Whole of University Strategic Costing Model is designed to increase the University’s financial competencies whilst enabling greater visibility of cost structures.
o Recent financial organisational initiatives in 2010 and 2011 have been aimed at engaging and supporting the decision makers and users of financial information throughout the University. In addition to these the development of a Strategic Costing System is aimed to better support decision making at all levels of the University i.e. unit, course, school, college, administrative, divisional and University level. o Such a Strategic Costing Model better supports decision making on resource allocations as the University pursues a growth strategy curtailed by its financial ability to support such growth. The current FAM (Financial Allocation Model) is based on historical high level allocations in the absence of detailed costing structures further adding to the financial constraints being experienced.o Strategic Costing will support future resource allocation decisions at all levels to assist in the optimal allocation and use of available funds.
The integration of the Financial Framework together with an increased whole of University Strategic Costing Focus will enable a required understanding and execution of the University’s financial capabilities that underpin and support Strategic and Operational Plans.
Key Messages Understanding the direction being undertaken by such a Strategic Costing Project
and the benefits available to support UWS's growth strategy. The effective use of such a model for day-to-day decision making.
Why on Earth? Getting the most from your office IT.
Mr Philip CostleyInformation Technology [email protected]
Mrs Vickie RobinsonInformation Technology [email protected]
UWS operates a massive fleet of desktop equipment all of which is bought through IT Procurement. This session will look at the lifecycle of IT equipment from order to disposal and the complexities around this including user requirements, data security and environmental issues.
In doing this we will look at the communication process and benefits of green IT equipment.
We will also take the opportunity to give a preview of some of the exciting developments in print, mobile phones and PCs that UWS will see in 2012.
Key Messages Enhanced communication for users to IT Procurement. An understanding of new initiatives How your IT equipment should form a part of your ‘Green’ initiatives
The right information to the right people at the right time
Mr Neil DurrantCorporate Strategy & Services [email protected]
Ms Kerrin PatersonCorporate Strategy & [email protected]
Management information is crucially important to almost all UWS staff in providing high quality programs and outcomes for students as well as efficiently organising their part of the organisation. As with many other organisations, UWS is coming to terms with a massive proliferation of data sources from which management information is derived. Data from different systems needs to be integrated and standardised to be meaningful, and it must be made easy to understand and easily accessible if it is to be useful. Addressing these issues is the goal of the University’s Business Intelligence and Data Governance programs.
Through these programs, the University plans to build and deliver innovative, useful and interesting solutions to these information problems in order to promote the success of the organisation in achieving its strategic goals. This presentation will explain this vision, and how the University is achieving these goals. It will outline the business problems we are seeking to address, some of the organisational and technical challenges we face, and the broad vision for what we are hoping to achieve.
Key MessagesThe take home message is to support and participate in the business intelligence program so that we can deliver the right information to the right people at the right time.
The Contact Service Centre: Supporting Outsourced Customer Service at UWS
Mrs Deborah MoldrichContact Service Centre
The Contact Service Centre (CSC) has grown from humble beginnings at Campbelltown Campus in 1995 with 8 workstations operational only during peak periods, to a bustling 25 seat facility at Werrington North. Responsible for servicing prospective student enquiries (core business) via phone, email, web, mail and events, the CSC is critical to the University’s marketing, recruitment and brand strategy. The best and brightest UWS students are employed by the CSC as the frontline University interface with the public as they are typically our most effective ambassadors. Core business encompasses 70% of CSC workload whilst the remaining work undertaken is to support other departments across the University. Since 2003, CSC infrastructure, technologies, staffing and expertise in customer service has been utilised for the provision of outsourced customer service support for various clients and stakeholders, which currently include Capital Works and Facilities, Parking Compliance, UWS International, Admissions, and the Registrar’s Office along with Colleges and Schools for Tutorial Registration. Annually, the CSC services more than 100,000 calls, 38,000 emails, 17,000 web enquiries, and distributes 15,000 course information packages. In addition, the CSC provides a range of ‘ad hoc’ services to support initiatives across the University including the provision of student casuals to assist at events, conducting outbound phone campaigns / surveys, and processing email and direct mail campaigns. The CSC also has a comprehensive Quality Assurance program, including internal and external monitoring and performance measurement, and independent benchmarking reports consistently rank the CSC in the top two tertiary call centres in Australia.
Key Messages Awareness of the CSC, its services, and its integral role supporting the marketing
and recruitment of new students to UWS Awareness of the support the CSC provides to stakeholders and clients around the
University. Could we be of support to your business?
UWS online system for tracking and improving community engagement (TICE)
Dr Leonid GrebennikovOffice of Pro Vice-Chancellor (Planning & Quality)[email protected]
Ms Kim JarvisOffice of Engagement & [email protected]
Universities like UWS making a commitment to community engagement need to be able to track and provide a consolidated picture of projects and partnerships in order to document activity, inform the measurement of impact and outcomes, and contribute to program improvement. This paper gives the key concepts, general design, functionalities, parameters and data sources of a purpose-built, comprehensive online system for tracking and improving community engagement (TICE) developed at the University of Western Sydney. The presentation will include a demonstration of the system and explore the range of ways in which it can be used to improve engagement practices. The authors will outline the challenges of monitoring and evaluating community engagement activities across a large university, and demonstrate the value of formal data collection as a strategy for increasing overall staff understanding of engagement concepts and best practices – what is measured is what is valued. The paper will also explore how an online data collection system can be used to promote an understanding of the distinctions between community engagement as a
form of academic scholarship and other external activities that fall in the realms of community service, professional or public service.
Key MessagesTICE has been a "continued collaborative venture" – it's a development of new, user-friendly technology that assists our multi-campus university with the challenge of tracking, measuring and monitoring our community engagement activities aligned with our strategic plan of "Making a Difference" in the Greater Western Sydney region and beyond.
Concurrent Session 2
Working with equity and diversity for respect and inclusion at UWS
Dr Sev OzdowskiEquity and [email protected]
UWS is a diverse community of 35,000 students and 2,500 staff representing over 174 countries, speaking over 119 languages, practicing a number of religions, expressing different sexualities and genders and living with a range of disabilities. Equity and Diversity at UWS means creating a university culture that genuinely values this diversity and gives everyone a “fair go” to make the most of their talents and abilities.
Giving people a “fair go”, however, does not mean treating everyone the same – it means treating people fairly and equitably and supporting groups that experience social disadvantage to achieve success. The Equity and Diversity Unit at UWS is responsible for developing a “fair go” culture at UWS. It does this through a range of policy and education programs as well as providing advice across the university on equity and diversity issues.
This presentation will expand on the work of the Equity and Diversity Unit and how its work contributes to the development of a culture at UWS that supports every individual to pursue academic or professional excellence.
Key MessagesWorking with Equity and Diversity at UWS will enhance you journey towards respect and inclusion which is necessary for the achievement of academic and professional excellence.
Internal Client Feedback on Laboratory Technical Support at School of Engineering
Dr Tosin FamakinwaSchool of [email protected]
Feedback on technical support for laboratory classes was collected in order to analyse the support by technical officers and explore room for improvement. The focus of the feedback questionnaire is on high impact staff attributes and drivers of internal client satisfaction on the technical support we give. The two-fold aim of this presentation is to identify sources and method used in getting feedback on laboratory technical support and to give some practical pointers for collecting, analysing and making use of feedback data. In this presentation, I will discuss the challenges of the feedback program and initiatives to improve. The feedback questionnaire was based on a seven point satisfaction survey. Summary of the questionnaire collected at school level was provided to the Technical manager for reporting to the school executive.
Key MessagesBetter ways for staff appraisal.
Financial Engagement through Technology Support
Darren GreentreeFinance Office [email protected] As our University actively engages in a Sustainable Growth Strategy and continues to invest now for the future, improving the financial engagement and awareness of Professional and Academic staff, is an essential step in achieving this goal. Technology support to help minimise the burden of these financial requirements is a positive step forward designed to enable the operations of the University to function with improved financial visibility, transparency, accountability and engagement without absorbing administrative resources proportional to the growth itself.
Underpinning these administrative support systems is the recently introduced Financial Framework designed to increase the Universities financial competencies whilst enabling greater flexibility and frequency of operational funding requirements at all levels of the University.
Recent implementations of new administrative and financial systems have been aimed at engaging and supporting the decision makers and users of financial information throughout the University. Recent implementations include;• Electronic Invoice Scanning and Approval System (Basware)o (Reducing processing time, intercampus travel, delayed invoices, paper & storage, whilst improving CashFlow visibility, timely payments and document retrieval.)• On-line Financial Forecasting tool (TM1)o (Delivering a forecasting tool with reporting and consolidation capability to assist users in understanding and submitting their financial requirements.)• On-line student refund capabilities (i-Pay)o (Enabling refunds to students and third parties to their originating account on-line.)
Easing day-to-day administrative workload whilst increasing financial acumen is core to these initiatives.
The integration of the Financial Framework with financial systems and an increased whole of University engagement focus will enable a required understanding and execution of the University’s financial capabilities and limitations that underpin and support Strategic and Operational Plans.
Key Message?"A better way to process invoices" "Making UWS easier to deal with" (improvements to I-Pay refunds) "Understanding the Financial Framework of UWS"
What is Orientation & Transition? Ask Us.
Mrs Sue BellStudent Support [email protected]
Mrs Elizabeth Dlugon
Student Support [email protected]
Miss Lisa Linford, Mrs Linda Wilkes, Mrs Jennifer Vrana, Miss Ha NguyenStudent Support Services
Orientation takes place twice a year for all commencing undergraduate students. It is an opportunity for the University to welcome students and engender a sense of belonging. It allows the new student to find out more about their course, find out what services are available, how they can navigate around the university and gives them an opportunity to meet staff and other students in their course.
Orientation has evolved over a number of years from a module within the enrolments process to a separate month long university wide procedure but it remains a mystery to some as to what it is all about.
Our presentation will run through the challenges of providing commencing students from diverse backgrounds a positive orientation experience, at the same time ensuring they are ready to start their classes. We look at the whole orientation schedule, give reasons for why we do it, explore the benefits and explain how orientation differs from other events and processes targeted at the new student.
Our presentation will include information on the Transition Success @UWS pilot program that targets students who are ‘first in family’, articulate from TAFE, Private Colleges and UWS College, in addition to students involved in the ‘Fast Forward’ program.
We explore the importance of peer to peer contact and at what works (and what doesn’t).
Key MessagesA better understanding of what orientation and transition means and information to help professional and academic staff plan for a positive first experience for new students.
COMPASS – where are we now?Mr Bob BurnellOffice of Human [email protected]
Phillip MarlerOrganisational Development [email protected] Bev McSpadyenOrganisational Development [email protected] The Compass Program is about setting a clear direction for the planning of your work and aligning this to your School, Centre or Unit goals and the University’s strategy. In line with the Our People 2015 strategy for performance and career development, Compass is also about providing you with the guidance, direction and support to navigate the various career pathways and development opportunities at UWS.
Do you think you’re on track, but you’re not really sure?
Are you feeling a bit lost or confused?
Are you wondering how everyone else is going?
Are you on track and do you have a success story to share? This interactive session is being presented collaboratively by the Office of Human Resources and the Organisational Development Unit and is an opportunity for you to share your successes and provide feedback on your experiences during this transition stage between paper and electronic career development planning and performance review. Key messages:
What is my role, what are my work and development priorities and what am I aiming to achieve?
What support is available?
Concurrent Session 3
Professional Development Opportunities for Professional Staff: Thinking beyond UWS and beyond Australia
Ms Jennie NelsonSchool of Natural [email protected]
Have you ever wanted to see what’s happening in other Universities and workplaces far beyond UWS? Ever wanted to challenge yourself and expand your horizons; to view the work of your counterparts in other countries in situ; learn from them and teach them about how we Australians work?
All of this is possible if you simply decide to take responsibility for your own personal and professional development, think outside the mainstream forms of staff development and take a chance.
This presentation will focus on two opportunities available to all Australians for personal and professional development: Churchill Fellowships and Endeavour Executive Awards. These awards are not the exclusive domain of high achieving academics but are available for the development of anyone with a passion for their work, who wants to benefit from a period of study overseas and return to Australia with new skills and enthusiasm.
I have had the enormous good fortune to receive both these awards in recent years and will provide advice on how you too can think outside UWS, or even Australia, for your career and personal development. This advice will provide you with the guidance to take the first step towards your application for one of these amazing and truly life-changing opportunities.
Key MessagesProfessional and personal development begins with you. Be proud of what you do, expand your horizons and take control of your careers.
Challenges of Surviving a Laboratory Renovation
Dr Shane GriffinSchool of Biomedical and Health [email protected]
With the sudden growth at UWS and projected continued growth in staff and student numbers over the next five years the need for bigger, better and more modern teaching spaces is greater than ever. Yet the current teaching loads still need to be met. In School of Biomedical and Health Sciences we have recently undergone three major laboratory renovations with several more in the pipeline, each one has been a new learning experience. It is a long and complex road from education brief through to the first day of teaching in a new facility. This talk will discuss the challenges faced when renovating teaching areas, principally laboratories, as well as tips on how to deal with those challenges.
Key Messages
This talk will provide a guide to staff on how to effectively manage renovations. From timetabling, dealing with CWF, design, end user groups, issues to expect during the actual construction etc
Organisational Strength Program
Mr John CliffordFinance [email protected]
As our University actively engages in a Sustainable Growth Strategy and continues to invest now for the future, improving the financial engagement and awareness of Professional and Academic staff, is an essential step in achieving this goal.
In recent years numerous projects have been launched across the University to help deliver upon this key objective, however given the financial and other challenges facing the University in the upcoming years, it has been decided to create an overarching program which will ensure all opportunities to improve our revenue creation and cost management are captured and maximised. The name of the program is the Organisational Strength Program.
The intent of the overarching program is to provide a control mechanism covering existing projects and proposed new initiatives to ensure clear scopes are determined, aligned deliverables are understood and appropriate measurements and reporting practices are in place to assist and support those throughout the University who are undertaking such initiatives. The Organisational Strength program will pull together and monitor these reviews and/or projects based upon processes and functions (e.g. IT Total Cost of Ownership) of the University and specific cost activities (e.g. utilities expense).
In addition, a newly formed cross-University group will identify and develop additional new opportunities for building our operational strength. These identified opportunities will be included in the Organisational Strength Program and be reported upon in addition to those activities already identified.
Examples of projects and/or reviews currently in scope include:
- Financial Framework and Budget Allocation Review- Implementation of School Administration Review- IT Total Cost of Ownership Review- Procurement Process Implementation- Travel Costs Review- Motor Vehicle and Fleet Costs Review- Investment Performance Review- Insurance Costs Review
This initiative will require the support of the whole of the University community in order to accrue the anticipated benefits which will underpin the strategic goal of “Building Organisational and Financial Strength”.
Key MessagesTo provide a control mechanism covering existing projects and proposed new initiatives to ensure clear scopes are determined, aligned deliverables and reporting practices are in
place to assist and support those throughout the University who are undertaking such initiatives
‘Put me through to the human’ – Finding a balance between computerised systems and human interaction to deliver excellence in customer service.
Ms Laura HaseldineRegistrar’s [email protected]
This paper is essentially about ‘change’. It will look at the plethora of new technologies being implemented by large organisations, in the effort to streamline processes and benchmark performance, all with an overriding student centric focus. It will explore ideologies on how we can best integrate this with the necessary human interaction to create a holistic approach to delivering excellence in customer service. Finally, it will examine the obstacles to achieving this end goal such as the changing roles of existing staff, the integration of multiple technologies, access to technical staff and the ongoing constant reflection on procedures and technology attributes in order to keep pace with expectations. Finally, it will ask the question, are our perceptions about students expectations (with regards to technology) accurate?
My aim is to present an alternative view to the many articles and papers written about ‘keeping pace with technology’ and how tertiary institutions must strive to meet the ever changing demands of their students with regards to technology. I would like to generate discussion about the different technologies that our business units have recently implemented and how these have affected the nature of their roles, their productivity, staffing levels the impact this has had on students. New technologies (once implemented) must be monitored and revised or potentially become the cause of student frustration and increased student enquiry traffic, in direct opposition to their intended purpose. Technology is not always the answer and systems being piloted are not always adopted. I will give examples of my experiences and when this has occurred. Our ever increasing call load through service points indicates that students still want to speak to humans and that we should still strive for excellence in customer service where human interaction is involved. We should not become complacent assuming that technology somehow replaces the need for traditional service standards.
I am in no way advocating resistance to technology and will give evidence on successful implementations and their positive impact on our business. I will explore the methods that could be adopted to ensure smooth implementation of new technologies with optimum take up, while placing the least stress on staff. Also, to comment on how customer service staff can minimise fall-out when existing technologies do not deliver and how dissatisfied customers themselves are utilising technology to communicate their grievance to other customers.
Key Messages Don't let technology be your only focus, customer’s still place great value on
excellence in human customer service skills. Listen to your service staff, know when to pull the plug on technologies that reduce the level of service we already provide rather than improve it.
Some technologies do not necessarily reduce workload and resources rather; they alter our role and focus.
Ongoing marketing, staff training and system review/amendment is essential when introducing new computerised systems.
AHEGS: Building the puzzle – enhancing document quality
Mrs Rose HowsonRegistrar’s [email protected]
Mrs Christine BoothRegistrar’s [email protected]
A Commonwealth initiative has been introduced called the AHEGS:”Australian Higher Education Graduation Statement” to improve the recognition and portability of Australian qualifications.This presentation explains how AHEGS is being implemented at UWS – commenced in 2009 and delivered the first documents at the April 2011 graduation ceremonies. It addresses the approach taken to design and implement a significant enhancement to the quality and value of documentation of student achievement. It demonstrates cooperative implementation of technology that has engaged the expertise of a variety of organisational units across the university.Three areas will be covered:Building blocks of AHEGS – • how these were identified and captured• staff involvement and buy-in• technology challenges• collaborative effort across Callista user communitySome ‘missing pieces’ of the puzzle – • how these are being identified • ensuring quality of informationOutcomes of this implementation -• revised course data management processes • improved management of the accuracy and currency of course accreditation data• tightened up end-on honours enrolments • provided incentive for new security paper for documents issued to graduates • revised business processes for the graduation team• enhanced student oriented management of prize data• enabled an improvement in quality control for capturing higher degree research student thesis details that will include online submission of data • introduced new technology that has potential for use in other areas• provided graduates with a quality document that contextualises their study experience at UWS
Key MessagesGood teamwork can achieve a significant outcome
Concurrent Session 4
What's Innovative at UWS? Lots!
Dr Fiona CameronUWS Innovation & [email protected]
Innovation & Consulting is an integrated unit of UWS answering directly to the DVCID.
Have you ever heard about what we do!
Today I’ll tell you a couple of stories and at the end I hope you will have a better idea of what we do and what we can do for you and the rest of UWS.
“Innovation” is the recognition, protection and impact of great ideas and great research arising in the university. For example, to many adults, lactose is what means we can’t drink cow’s milk. But it is also a valuable by product of milk and a UWS/CSIRO invented process to increase quality has been bringing in royalties for years!
“Consulting” has impact in a broad range of areas. Who’d have thought we could help the Queensland NRL better manage some of their “off field” antics? An ethics course based on top research at UWS has been rolled out following publication of the researcher’s book “Sex and Ethics”.
More students? The School of Biomedical Science now benefits from a regular cohort of students into their Grad Dip/Masters in Health Services Management through a winning bid for the business of the Australian College of Health Services Executives.
Just a few samples of the interesting outcomes of UWS research which have gained impact through commercial involvement. And we’re just getting started...
Key MessagesInnovation is not a dirty word!
UWS Innovation and Consulting is here to assist staff and students with commercial contacts, roll outs, proposals and projects.
We are friendly, talk to us!
Managing UWS hazardous chemicals through ChemWatch
Ms Kris AmbroseOffice of Human [email protected]
Ms Davorka BilicOffice of Human [email protected]
The University provides an online chemical management system known as ChemWatch as part of its OHS obligation to provide health and safety information on hazardous chemicals that may be used in any area of University operations.
The ChemWatch electronic database is accessible to all staff and students through the Library E-Resources webpage. It allows staff and students to access manufacturer or supplier Material Safety Data Sheets (MSDS) for any hazardous chemical that they may be exposed to during the course of their work, teaching, research or learning at UWS.
Another functionality of ChemWatch is that it can be used to securely and electronically store and manage the University’s inventory of hazardous chemicals that are located in specific rooms and buildings across the six campuses.
The OHS&IS office coordinates the annual stock-take and update of chemical inventories from all Schools, Departments and Centres who store and use chemicals, and administers the UWS Manifest section of ChemWatch to capture critical information on the University’s total chemical holdings. UWS Manifest information is securely stored and only accessible to nominated staff from each School, Department or Centre, who manage their specific inventories in the manifest.
The UWS Manifest is used to determine annual reporting requirements to WorkCover NSW as well as providing essential information and reports on chemicals stored in every location of UWS, for the information of Campus Safety & Security, OHS&IS for incident and accident investigation, and for Emergency Services in the event of critical incidents and emergencies.
Key MessagesStaff have easy access to essential safety information on hazardous chemicals through the MSDS section of ChemWatch. The University has an electronic system for management of hazardous chemical inventories and providing critical information for regulatory compliance through the ChemWatch Manifest.
The next step on the procurement journey
Mr Phil ClarkFinance [email protected]
As the University faces increased student growth it is critical that underlying support strategies are developed to meet the financial and administrative challenges that this will pose. As a key platform to underpin these strategies, improved use of the University’s financial resources is integral to managing this growth and supports the 2015: Making the Difference strategic plan.
The University has recently revised the Procurement Policy and the associated processes governing Tender Boards and Committees to not only streamline some of the existing practices but also to provide a basis for a move to a more strategic agenda for the procurement function.
These measures will integrate with the new Financial Framework and assist with an increased whole of University engagement focus.
These changes have provided a background for a journey from ‘buying’ to ‘procurement’ which will enable savings and process improvements that will benefit the organisation in
meeting targets from the strategic plan.
New practices currently being implemented have the advantages of:• greater central visibility over organisational purchasing activities;• common templates and practices for the University enables assurance that appropriate practices are being followed across all areas; and• providing a framework for a more strategic view of the procurement function.
Future directions will be geared towards:• an amalgamation of common use supply arrangements across the University to leverage off pricing and service aggregation;• improved visibility and reporting of contractual arrangements through the use of systems such as Oracle; and• working with other institutions to leverage buying power and reduce costs through coordinated activities where practical.
Key MessagesGreater visibility and simplification of Procurement through UWS.Leverage of our buying power to reduce costs.
Why can’t I book that room?!?
Mr Andrew LewandowskiRegistrar’s [email protected]
How does one casually book a room at UWS and how have processes changed in recent years?
Over the last several years, both UWS room booking protocols and demand for specific spaces have changed. Approximately three years ago, room bookings were manually lodged using a form, now bookings are lodged via a web based electronic room booking system.
The aim of this paper is to educate UWS staff on how the UWS Timetable office manages and prioritises your room request and how to achieve maximum efficiency and the best chances of reaching ones preferred outcome using these processes.
Throughout the year, various groups from within UWS contact the Timetabling Office seeking specific rooms or querying why their request for a room cannot be granted or confirmed. This paper will discuss how the Timetabling Office handles each request, how to use the UWS Web Room Booking System to best advantage, and what key dates and objectives the Timetabling Office needs to factor into the processing of each request they receive. The intended outcome of this paper is to improve understanding of the current casual room booking processes and improve outcomes for UWS staff that rely on this service.numbers over the next five years the need for bigger, better and more modern teaching spaces is greater than ever. Yet the current teaching loads still need to be met. In School of Biomedical and Health Sciences we have recently undergone three major laboratory renovations with several more in the pipeline, each one has been a new learning experience. It is a long and complex road from education brief through to the first day of teaching in a new facility. This talk will discuss the challenges faced when renovating teaching areas, principally laboratories, as well as tips on how to deal with those challenges.
Key MessagesUnderstanding how timetabling handles web and casual room bookings, what staff need to do to have the best chance of obtaining the space they need.
Joining the dots - connections to quality
Mr Mark KearnsStudent Support [email protected]
Ms Catherine FitzgeraldStudent Support [email protected]
This presentation details the Mental Health First Aid (MHFA) training program implemented by the UWS counselling service. It outlines the implementation of the program, partnerships developed with Schools, and the links to the University’s strategies relating to students and staff. The process of how the counselling service underwent this task provides a good model for other areas looking to develop and implement intervention programs in collaboration with Schools.
The National Survey of Mental Health and Wellbeing (2007) found that 1 in 5 Australians in any one year will have a diagnosable mental health condition. The most common illnesses were anxiety, depression and substance use disorder.
This finding has implications for university students as the age at which most young people are in tertiary education is also the peak age of onset for mental illness, with mental and substance use disorders having their first onset before age 24 in 75% of cases. Students with a mental illness face the same challenges as other students, as well as unique problems associated with the emergence or intensification of illness symptoms, and this can also be complicated by medication use and side effects.
The UWS counselling service has recognised this challenge and one of the strategies it has implemented is the development and conduct of the nationally recognised Mental Health First Aid (MHFA) training program. The training program aims to:
1. Provide general community education - reducing stigma and misunderstanding, giving people greater confidence in providing help2. Facilitate improved educational outcomes of students with a mental illness3. Enhance the UWS staff working environment
The MHFA training program is part of the broader Student Support Services Mental Health Strategy plan launched in May 2011.
At UWS, the MHFA training program is a collaborative venture which is still evolving. We are developing partnerships with the School of Education, School of Nursing and National Disability Coordinating Officers.
Our objectives align with the UWS ‘Making the Difference’ Strategy in the areas of: a) retention and success for students; b) an enhanced student experience. And for staff, assisting the culture of civility, service, quality and performance as outlined in the ‘Our People 2015’ strategy, which ultimately affects staff capability and retention.
The MHFA training program has a far-reaching impact. It contributes to the UWS goals of sustainability and support for both staff and students. Our future intent is to broaden staff participation in the program and to formally embed it in all schools.
Key MessagesWe would like participants to gain an understanding of the importance of mental health issues, and recognise the need for training in this area. This is for their own personal benefit and will also assist in their support roles with students.
Concurrent Session 5
UWSCollege - Opportunity and success for residents of GWS
Dr Kerry HudsonUWS [email protected]
UWSCollege was established in 2006 from two antecedent organisations primarily focused on international students. In 2008 a new Board and CEO confirmed the College’s strategic purpose of providing pathways to UWS and the first intake of local student with Commonwealth Government Supported (CGS) places were admitted. In the same year the College received federal funding to assist in the establishment of a dedicated first year University experience on the former UWS Blacktown campus in the Nirimba Education Precinct.
This paper will look at the unique educational model and experience established at Nirimba and identify the characteristics that are contributing to the academic success of UWSCollege students, and why for many it is a first choice for transitioning to undergraduate studies. Particular attention will be paid to the development and implementation of a quality management framework for the organisation which has significantly contributed to both educational and financial success and sustainability.
Key Messages The role of UWSCollege in preparing students of GWS for academic success at
UWS.
The importance of quality in ensuring long-term organisational sustainability.
The importance of the right people in the right roles in delivery strategic imperatives.
Technical Service Request (TSR) Process
Dr Mithra FernandoSchool of [email protected]
In the School of Engineering, the TSR – Technical Services Request process has been in use for managing Technical Resource allocation for teaching, research and community engagement activities.
This process is based on a Technical Services Request (TSR) form which is required to be filled in and lodged by those Academic Staff who require Technical Support for their teaching and research activities such as laboratory/ workshop/ studio classes, field visits, community engagement events or PhD, Honours, ARC, Linkage, Discovery or other research activities. he TSR process has helped • priority based allocation of technical resources in accordance with School strategic plans,• implement evidence based continuous improvement to the technical resource allocation for teaching and research.• enhance flexibility and efficient allocation of technical resources• technical staff with essential information in preparing laboratories, material, equipment and practical venues, field activities
• identify areas in need of additional resources and staff development• capture costs , improve financial sustainability and forward planning• enhance accountability, transparency, flexibility and improve customer satisfaction and on-time delivery of quality Technical Services • ensure compliance to Laboratory Safety and Ethical Standards in Research. • efficiency in technical service record keeping
The TSR form contains embedded links to mandatory UWS OH& S forms and National Statement on Ethical Research.
Collected and summarised after each semester, the TSR data combined with the Laboratory and workshop time table data has helped the School in making evidence based technical resources and space management and planning.
The summarised TSR data has been presented at the School Forums, Planning Days and KPI Implementation and Review days of the School.
Key MessagesA way to ensure sustainability, flexibility and efficiency in Technical Resource allocation.
Financial engagement through financial sustainability
Mr David SaultFinance [email protected]
As the University actively engages in a Sustainable Growth Strategy and continues to invest in its future it is essential that the University’s finances are also sustainable. Financial sustainability is, in part, about ensuring that the University’s cash reserves are there when required. This may be as simple as ensuring payment of the payroll fortnightly or as complex as financing a multi-year construction project. This can only be achieved by effective management of the University’s financial resources and external borrowings in a sustainable manner.
Underpinning the financial sustainably of the University is the recently introduced Financial Framework designed to increase the University’s financial competencies whilst enabling flexibility and frequency of operational funding requirements at all levels.
This drive towards financial sustainability is impacted by the need to fund new commercial ventures and infrastructure from external borrowings. Traditionally these have been funded from internally or from government grants. Borrowing imposes its own discipline through the need to make interest and principal repayments. The challenge is to ensure that by borrowing there is no negative impact on the University’s key deliverables - teaching, learning and research.
This challenge is being meet through via:• Enhanced cash flow modelling. A greater understanding of the cash requirements of the University makes decisions around external borrowings clearer.• Better management of the University’s financial assets and liabilities. A better understanding of the cash flows leads to better management of cash surpluses and a more sophisticated approach to borrowings.• Best practice Treasury operations.
Through adopting a Financial Sustainable, as part of the Financial Framework, to funding and management of the cash resources, the University is better placed to achieve its Strategic and Operational objectives.
Key MessagesThe need for financial sustainability for the University and the impact of borrowings on the University.
The benefits of a virtual newsletter
Ms Cheryl MurraySchool of [email protected]
The newsletter provides a vehicle for all staff to keep up to date with a range of information across the school:•New publications, conferences, events, grants, research profiles•Staff comings and goings and achievements, •outstanding students and graduations, media or press articles •Personal milestones.
As well as a way to provide information it is a vehicle for gathering information for administrative staff, academic staff and the Head of School. This data can be used for: •Entering Higher Education Research Data Collection (HERDC) Publications•College and other meetings which require a report or research data•Making new research connections with other staff members•Providing information for higher degree research students•As a way of capturing historical information about the school
The newsletter looks after our social capital and our environment as it: •Creates a strong link between staff across campuses•Is sustainable and environmentally friendly because it is a virtual newsletter•Celebrates a work colleagues personal milestones and achievements •Contains a wide range information and cuts down the volume of emails required to communicate information across the school•Is more visually appealing and entices staff to read the information rather than deleting information emails•Allows new staff members to be introduced to all staff in the school and provides strong welcome message•Keeps sessional staff informed who may have little physical contact with the school to be included
Key MessagesImproved communication through a sustainable and environmentally friendly medium.A way of looking after our social capital. A useful tool for Professional staff to gather information.
SURF's up at UWS
Ms Jen DollinOffice of the Pro Vice-Chancellor (Planning & Quality)
Universities and colleges worldwide are now recognising their central role in addressing the challenges of sustainability. For UWS the focus is on how to effectively embed the key issues of social, economic and environmental sustainability into the three areas of core university business – teaching, research and engagement.
In order to understand the options for effective implementation UWS has developed a University Sustainability Framework. Many programs and projects that fit into each of the frameworks core areas are being rapidly advanced at UWS particularly in the research and curriculum areas. A snapshot of a number of these programs and projects that relate to UWS staff will be discussed with particular emphasis on SURF, UWS Green Office Program and EarthSaver.
The SURF (Sustainable UWS Rolling Fund) is one of the Greening UWS Taskforce sustainability initiatives that target the living laboratory notion by offering staff and students funds for projects that reduce UWS environmental impacts. The 2010 offer was the first round with almost 20 projects funded across all areas of sustainability on all campuses. For all universities the prime method of staff engagement in sustainability initiatives is a Green Office program. The UWS Green Office program has been implemented across some 650 staff to date across all campuses. The EarthSaver program is about how daily choices can have a larger outcome. Run in conjunction with Corporate Express the aim of the project is to increase the UWS spend on environmentally preferable products from 20% to 30% by the end of 2011.
Key MessagesThat UWS really is 'Bringing Sustainability to Life!"
