Annual Report 2014 - University of Southern Queensland

University of Southern Queensland | Annual Report 2014

© (University of Southern Queensland) 2014

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14-1212 USQ Media Services

2 | UNIVERSITY OF SOUTHERN QUEENSLAND ANNUAL REPORT | 2014 |

24 February 2015

Honourable Kate Jones MP Minister for Education Department of Education and Training Parliament House Brisbane Qld 4000

Dear Minister

I am pleased to present the Annual Report 2014 and financial statements for the University of Southern Queensland.

I certify that this Annual Report complies with:

• the prescribed requirements of the Financial Accountability Act 2009 (Qld) and the Financial and Performance Management Standard 2009 (Qld), and

• the detailed requirements set out in the Annual report requirements for Queensland Government agencies.

A checklist outlining the annual reporting requirements can be found on page 90 of this annual report or accessed at www.usq.edu.au/about-usq/ about-us/plans-reports.

Yours sincerely

Mr John Dornbusch Chancellor, USQ

Letter to the Minister

| UNIVERSITY OF SOUTHERN QUEENSLAND ANNUAL REPORT | 2014 | 1

The University of Southern Queensland (USQ) Annual Report provides a review of the University’s performance in 2014 and identifies future activities. The Report aims to ensure the University meets its statutory requirements for public reporting and remains openly accountable to its stakeholders.

The report illustrates how USQ is pursuing its vision to offer open and flexible higher education opportunities locally, nationally and internationally. It displays the University’s strong commitment to providing educational leadership in Toowoomba and the Darling Downs, Fraser Coast and Western Brisbane. This year USQ finalised arrangements for the acquisition of the University of Queensland’s Ipswich Campus, further cementing its presence as the education provider for the Western Corridor. The report confirms USQ’s position as a provider of first-rate higher education to on-campus and online students and its dedication to continued improvement in learning and teaching.

The report also highlights USQ’s activities in research, innovation, and engagement, to which the University is committing major investment.

Intended readers and users of the report include current staff and students, members of State Parliament, research and other partners of the University, employers and graduates, media professionals and members of the public.

Introduction


Table of contents

Letter to the Minister 1

Introduction 2

Chancellor’s Report 4

Vice-Chancellor’s Report 5

Senior Executive 6

Vice-Chancellor and President 6

Senior Deputy Vice-Chancellor 6

Deputy Vice-Chancellor

(Research and Innovation) 6


(Academic Services) 7


(Students and Communities) 7

Executive Director

(Finance and People Capability) 7

Vice-Chancellor’s Committee 7

Governance 8

Agency role and main functions 8

The Governing Body 8

9th USQ Council 9

Meetings and membership 9

Academic and Legal 11

Academic Board 11

Record keeping 11

Right to Information 11

Public Sector Ethics Act 1994 (Qld) 11

Privacy –

Information Privacy Act 2009 (Qld) 12

External scrutiny 12

Audit 12

Audit and Risk 12

Audit and Risk Committee 13

USQ Ipswich 14

Structural Adjustment Fund 15

Integrated StudyDesk (ISD) Project 15

Connected Student Learning

Journey (CSLJ) Project 15

Policy Refresh Project 15

Tertiary Education Participation

(TEP) Framework Project 16

Australian Tertiary Education

Participation network (AusTEPnet)

Project 16

U@USQ Project 16

Program Enrolment & Credit

Transfer (PECT) Project 16

The Education Gateways (EDGY)

Building Project 16

USQ Organisational Structure 17

USQ Committee Structure 18

Council and its Committees 18

University Management Committees 18

Strategy 19

Strategic Plan in brief 19

Personalised Learning 19

Focused Research 19

Improvements for Students 19

Enriched Communities 20

Engaged Enterprise 20

Queensland on track 20

Personalised Learning 21

Academic quality 21

Academic portfolio 21

Supporting student success 21

Improving services 21

Recognising achievements 23

Outcomes, impacts and

ongoing success 23

Focused Research 24

Strategic Focus 24

Research Culture 24

Building Research Capacity 24

Research Partnerships 24

Enriched Communities 25

Community capacity building 25

Increasing pathways to

higher education 26

Connecting with our communities 26

Alumnus of the Year Awards 27

Social Media Awards 27

Engaged Enterprise 28

Building USQ 28

Organisational restructure 28

ICT enhancements 28

ICT investment 28

Learning Objects Repository 28

Internet traffic 29

Improved network accessibility 29

Learning and Teaching

Information Strategies 29

Record keeping 29

Continuous improvement 30

Long term planning for enhanced

educational experiences and

positioning 30

Quality Standards Initiatives 30

USQ’s People 31

Workforce Profile 31

Industrial and employee

relations framework 31

Strategic workforce planning and

employee engagement 31

Employee performance

management framework 32

Employee attraction and retention 32

Staff development, induction, talent

management and recognition 33

Leadership and management

development/employee training 33

Improvements for Staff 33

Equity and diversity initiatives 34

Financial statements and

appendices 2014 35

Institutional Performance 36

Financial performance 36

Financial position 36

Performance Indicators 37

Environmental Overview 40

General Statistics 41

Independent Auditors Report 88

Glossary 90

Glossary of Terms 90

Acronyms and Abbreviations 90

Annual Report Compliance Checklist 91

USQ at a glance Inside back cover

Senior Executive IBC

Stats 2014 IBC

Campus Locations IBC


In many ways 2014 was a watershed year for the University. Having been Deputy Chancellor of the University of Southern Queensland (USQ) for the past eight years, I assumed the Chancellorship from Mrs Bobbie Brazil whose term ended on 6 March 2014.

Council also endorsed the appointment of long-standing and widely respected Council member Ms Jan Boys as Deputy Chancellor. Her experience as a senior executive in the education sector – both in Toowoomba and associated regions, and in the Ipswich and Springfield districts – is of great value to the strategic interests of USQ.

In what has been a challenging year politically, where the higher education sector has needed to consider a number of contingency plans in light of the Federal Government’s intention to bring about higher education reform, USQ has been fortunate in that it has maintained steady growth and a strong fiscal and economic performance across its portfolio of activities.

Council continued its support of the organisational restructure undertaken by the University’s executive management team. This restructure has provided an academic platform from which the University can establish improved efficiencies and develop a more cohesive approach to its teaching and research pursuits.

In the early part of 2014 the USQ Council set about consolidating the University’s strategic plan and putting in place a number of initiatives to help grow the University’s footprint in the western corridor of Brisbane and Ipswich.

As part of USQ’s intention to make university education accessible to as many people as possible, Council is

confident that the physical landscape at USQ Springfield will further develop the aspirational needs of those in its immediate catchment area, particularly with the construction of the Springfield Building B. The new building is a flagship for the University’s expansion and enrichment of student participation in southern Brisbane and the western corridor, one of the nation’s fastest growing areas.

Of particular significance was Council’s participation in the transfer of the University of Queensland’s Ipswich Campus to USQ. The decision to transfer the campus was motivated by a desire to increase the educational opportunities within the region and to reflect the strategic objectives of each University.

Council took the initiative to acquire the Ipswich Campus because it saw the opportunity to develop and offer a wide range of degree programs, complementing USQ’s offerings at the Springfield Campus. This would allow more students the chance to study for a university qualification. Since negotiations began to transition the campus to USQ, Council was always conscious of the need to offer courses and programs to meet student demand and, on completion of their studies, provide graduates with the highest possible employment prospects in the region.

My thanks must go to the Vice-Chancellor and all USQ staff who have demonstrated their commitment to the continuing growth and success of USQ.

In 2014 Council also supported a detailed USQ wide proposal for additional ICT funding of $13 million over five years to enhance key priority areas and capabilities, noting that this

increased investment in ICT would assist in advancing learning and teaching, and the student experience.

Council has always been conscious of the support and patronage it receives from various members of its community and this year Council was pleased to award special University honours to the following:

• Dr Graeme Stratford, Doctor of the University (honoris causa)

• Dr Herb Wharton, Doctor of Letters (honoris causa)

• Professor William Lovegrove, Professor Emeritus (Professores

Emeriti)

• Mr Harry Spencer OAM, Distinguished Service Medal

• Mrs Gitie House, Medal for Outstanding Service

I thank all Council Members, and the University Secretary and his team, for their professional performance and support over the past year. I would also like to welcome to Council Ms Rachel Barlow who joins a committed and experienced team of volunteer members.

Chancellor’s Report

Mr John Dornbusch Chancellor, USQ


The completion of USQ’s 2014 Annual Report provides an opportunity to reflect on what has proven to be a very full year for the University. It is particularly pleasing to be able to report strong institutional performance in an operating environment characterised by increasing competition and uncertainty. This situation has occurred through the adoption of sound strategy, a strong working relationship between Council and senior management, and hard work by a talented and committed staff.

The year has seen the fine tuning of a major organisational restructure to support streamlined operations and innovation; the continued implementation of a bold Research Plan; the instigation of a major plan for ICT investment to secure the University’s future in the digital age; the maturation of marketing strategies that are reaching a new level of professionalism and sophistication; and the development of core strategies to enhance the student learning experience by way of the Educational Experience Plan, Student Success Plan and Social Justice Strategy.

The year 2014 also represents a watershed year in the University’s engagement with Aboriginal and Torres Strait Islander Affairs with the reinvigoration of the College for Indigenous Studies, Education and Research and the development of the institution’s first Reconciliation Action Plan.

Importantly also, 2014 saw the emergence of the first tangible outcomes from USQ’s suite of Structural Adjustment Fund projects, representing a government-supported $8m investment in enhancing core academic functions across the University. As a result of these projects, the University will benefit from improved, streamlined and integrated online systems, tools and processes, which will improve learning experiences for students.

Particularly significant is the progress made by USQ in 2014 to consolidate its position in the population growth corridor to the west of Brisbane through the completion of the government funded Springfield Building B and through our acquisition of the Ipswich campus from the University of Queensland.

Our new state-of-the-art, student-oriented, Five-Star Green Building does not only enhance our physical footprint at Springfield; it will be harnessed to realise USQ Springfield’s expanded focus on digital performance and production, as well as business innovation; complementing programs at USQ Ipswich. The Ipswich campus acquisition significantly strengthens our presence through the region and reflects our commitment to providing access to the highest quality learning experiences for people in Brisbane’s western corridor.

2014 has also highlighted the degree to which change is a feature of the operating environment for the university sector. This will present USQ with significant opportunities and challenges over the next decade. The major developments that the University has undertaken over the past three years are critical to our continued prosperity. Indeed, the University must continue to anticipate and respond nimbly to our changing world.

The USQ Annual Report 2014 reflects an institution that is up to the challenge.

Professor Jan ThomasVice-Chancellor and President, USQ

Vice-Chancellor’s Report


Vice-Chancellor and President

Professor Jan Thomas

The Vice-Chancellor and President is the chief executive officer of USQ. As Vice-Chancellor, Professor Thomas is responsible for the academic, administrative, financial and other affairs of the University, and promotes the interests and furthers the development of USQ.

The Vice-Chancellor exercises general supervision over the activities and welfare of staff and students. The Vice-Chancellor has all such powers and duties as may be necessary or convenient to enable her to carry out her responsibilities.

Senior Deputy Vice-Chancellor

Professor Janet Verbyla

The Senior Deputy Vice-Chancellor has overall responsibility for the University’s academic program portfolio, including its continuous improvement and its quality delivery. The portfolio includes the University’s two Faculties – Business, Education, Law and Arts, and Health, Engineering and Sciences. It also encompasses the Open Access College, the College for Indigenous Studies, Education and Research, the Queensland College of Wine Tourism and USQ Fraser Coast. The Senior Deputy Vice-Chancellor serves as the standing deputy to the position of Vice-Chancellor and acts in the role during the absence of the Vice-Chancellor.

Deputy Vice-Chancellor (Research and Innovation)

Professor Mark Harvey

The Deputy Vice-Chancellor (Research and Innovation) leads the Research and Innovation Division at the University and works to enhance the University’s research profile, its research performance and its culture of research excellence and quality training. The position oversees a coordinated focus on fostering collaborations and partnerships with government, industry and the research community, within Australia and around the world, to deliver applied research outcomes that have global impact.

The key responsibilities include the implementation of the USQ Research Plan, managing the University’s research programs, partnerships and investments, driving research performance, and supporting research staff and students to achieve excellence.

The Research and Innovation Division comprises the Office of the Deputy Vice-Chancellor (Research and Innovation), and the Offices of Research, Research Graduate Studies, and Research Development. It is responsible for the University’s three research institutes and seven research centres.

Senior Executive

l–r: Professor Ken Udas, Mr Athol Kerridge, Professor Janet Verbyla, Professor Jan Thomas, Mr Carl Rallings, Professor Mark Harvey


Deputy Vice-Chancellor (Academic Services)

Professor Ken Udas

The Deputy Vice-Chancellor (Academic Services) is responsible for providing strategic direction, leadership and management of the functions, centres and departments that comprise the Academic Services Division portfolio. These incorporate activities overseen by the Pro Vice-Chancellor (Scholarly and Learning Services) (Learning and Teaching Services, Learning Environments and Media, and the Library) as well as Information, Communication and Technology Services. This position is also the Chief Information Officer. The Deputy Vice-Chancellor (Academic Services) continually enhances the University’s performance and provides clear strategy in the areas of learning and teaching support and learning information access.

Deputy Vice-Chancellor (Students and Communities)

Mr Carl Rallings

The Deputy Vice-Chancellor (Students and Communities) is responsible for providing strategic direction, leadership and management of the functions, centres and departments that comprise the Division of Students and Communities which incorporates Marketing and Student Attraction, USQ International, Student and Academic Support, Student Support and Retention, Student Engagement and Leadership, Student Services and Social Justice, and Alumni and Advancement. The Deputy Vice-Chancellor (Students and Communities) also facilitates consistent delivery of USQ’s branded service model that enhances the

student experience and builds the University’s relationships with its current, future and past student communities.

Executive Director (Finance and People Capability)

Mr Athol Kerridge

The Executive Director (Finance and People Capability) is responsible for the operations of the Financial Services and Human Resources Departments. This position is also the Chief Financial Officer for the University.

Financial Services provides expertise and support in relation to financial operations, procurement, financial reporting, financial systems and budgeting, including related policies and procedures.

Human Resources develops and implements policies and procedures in line with USQ core values. The core functions of Human Resources include workforce relations and staff support, workforce strategy and development, workplace health and safety, Payroll, and HR Client Services.

Vice-Chancellor’s Committee

The Vice-Chancellor’s Committee is the key advisory committee to the Vice-Chancellor on all matters relating to the management of the University and on the setting of strategic directions and the development of policy.

The Vice-Chancellor’s Committee provides advice to the Vice-Chancellor on the following matters:

• the management of the University;

• the relevance, implementation and modification of existing policies and strategies, and on the development of new required policies and strategies;

• the development and review of strategic and operational planning through the assessment of plans, and negotiation of planning outcomes;

• institutional performance in all areas of its operation;

• the development of the University’s budget methodology and budget allocation;

• the academic and infrastructure planning and development of the University;

• the assurance of regulatory compliance and ethical accountability for the institution;

• the provision of reports containing recommendations and advice from its standing committees;

• the continued development of University-wide communication and cooperation;

• other strategic matters referred to the Committee by members.

Senior Executive


Agency role and main functionsUSQ is incorporated under the University of Southern Queensland Act

1998 (USQ Act).

Prior to this, USQ first existed as the Queensland Institute of Technology (Darling Downs) from February 1967, then as the Darling Downs Institute of Advanced Education from June 1971. It was renamed to the University College of Southern Queensland from 1990 and became the University of Southern Queensland in 1992.

USQ’s functions under Section Five (5) of the USQ Act are:

• to provide education at university standard;

• to provide facilities for, and encourage, study and research;

• to encourage the advancement and development of knowledge, and its application to government, industry, commerce and the community;

• to provide courses of study or instruction (at the levels of achievement the council considers appropriate) to meet the needs of the community;

• to confer higher education awards;

• to disseminate knowledge and promote scholarship;

• to provide facilities and resources for the wellbeing of the University’s staff, students and other persons undertaking courses at the university;

• to exploit commercially, for the University’s benefit, a facility or resource of the University, including, for example, study, research or knowledge, or the

practical application of study, research or knowledge, belonging to the University, whether alone or with someone else; and

• to perform other functions given to the University under this or another Act.

USQ operates at Toowoomba, Springfield, Ipswich, Fraser Coast and Stanthorpe, and the MHub in Maryborough. USQ also provides significant online education from its administrative location in Toowoomba. Additionally, USQ has a presence in Sydney and relationships with major offshore universities.

The Governing BodyUnder Sections Seven (7) to Eleven (11) of the USQ Act, the Council is established as the governing body of the University. The Council is responsible for the overall governance of the University, and consists of ex-officio, appointed, elected and co-opted members. As Council members contribute to the development of policy and strategic planning, they are expected to have a knowledge and understanding of the legislative framework within which strategy and policy may be developed and applied in order to minimise risks.

The legislative framework within which the Council operates is the USQ Act. Pursuant to the provisions of the USQ Act, the Council may make statutes and rules which have legal standing. The USQ Act defines the functions and powers of the Council (at Sections Eight (8) and Nine (9)) and sets limits on what the University and its authorities may do.

Under the USQ Act, the Council has the power to:

• do anything necessary or convenient to be done for, or in connection with, its functions;

• appoint the University’s staff;

• manage and control the University’s affairs and property; and

• manage and control the University’s finances.

The Council may delegate its powers to:

• an appropriately qualified member of the Council;

• an appropriately qualified committee that includes one or more members of the Council; and

• an appropriately qualified member of the University’s staff.

However, the Council is not able to delegate its power to make University statutes or rules, adopt the University’s annual budget or approve the spending of funds available to the University by way of bequest, donation or special grant.

Section Ten (10) of the USQ Act states that, in discharging these responsibilities, the Council must act in the way that appears to it most likely to promote the University’s interests. In doing so, the Council endeavours to monitor and assess its performance, both collectively and in terms of the individual contributions of members.

Governance


Governance9th USQ Council

Meetings and membership

The Ninth Council of the University of Southern Queensland met on eight occasions during 2014 (six Ordinary Meetings and two Special Meetings). Membership was as follows:

Note 8/8 refers to Meetings attended/Meetings

eligible to attend

Chancellor (ex-officio)

0/0 Mrs Roberta (Bobbie) Brazil BA LLB

LLM UQ, GradDipLP QUT

Director, Brookstead

Until 06/03/2014

8/8 Mr John Dornbusch BEd UNE, BEd

MBA USQ, OPM Harvard, FAICD

Chairman, Dornbusch Partners Pty

Ltd, Toowoomba

From 07/03/2014

Chair, Chancellor’s Committee

Chair, Remuneration Sub-Committee

Chair, Honorary Awards Committee

Member, Audit and Risk Committee

Member, Finance and Facilities

Committee

Vice-Chancellor (ex-officio)

7/8 Professor Jan Thomas BSc, BVMS,

MVS, MACVS, PhD, FAICD, FAIM

Member, Chancellor’s Committee

Member, Honorary Awards

Committee


Committee

Chair, Academic Board (ex-officio)

7/8 Professor Peter Albion DipEd Qld,

BAppSc DDIAE, BEdSt MSc Qld,

GDipREd McAuleyColl, GDipEdAdm

BrisbaneCAE, GDipAppComp

CIAE, PhD USQ



Committee

One member of the full-time academic

staff of the University, elected by

members of that staff

7/8 Professor Kevin McDougall BSurv

(Hons) First Class MSurvMapSc UQ,

PhD Melb FSSSI, GAICD

Head of School (Civil Engineering

and Surveying), Faculty of Health,

Engineering and Sciences, USQ



Committee

back l–r: Brett Delaney, Kevin McDougall, George Fox, John Dornbusch, Chris Bazley, Peter Albion, Jim Varghese front l–r: Justin McGovern, Carol Cox, Jan Thomas, Jan Boys, Mary McGilvray absent: Stephen Dixon


Governance9th USQ Council

One member of the full-time staff of

the University, other than the academic

staff, elected by members of that staff

7/8 Mrs Mary McGilvray BSc (Psych) USQ

Senior Project Officer (Academic

Division), USQ


Committee

One student member, elected by the

enrolled students of the University

7/8 Mr Justin McGovern

Enrolled student, Faculty of Business,

Education, Law and Arts, USQ

Five members appointed by the

Governor-in-Council

7/8 Dr A Carol Cox AM MBChB FRACGP

FRCP Edin Fellow of USQ

Family Practitioner, Toowoomba


Committee

8/8 Mr Brett Delaney BCom UQ, FCA,

MAICD

Deputy President, Honorary Secretary

and Treasurer, National Heart

Foundation of Australia (Qld Division)

Member, National Finance and

Audit Committee, National Heart

Foundation of Australia

Retired Assurance Partner,

PricewaterhouseCoopers

Chair, Audit and Risk Committee



Committee

8/8 Mr Stephen Dixon BEc LLB Monash,

GradDipACG CSA

Director, Centigrowth, Hervey Bay


Committee

8/8 Mr George Fox BCom LLB (Hons) UQ

Solicitor

Adjunct Professor of Law


Member, Remuneration Sub-

Committee

5/6 Mr Jim Varghese AM BA (Hons) Qld,

BD MBA DipEd Melb

Chairman and Owner, Leadership

Company Qld Pty Ltd

Director, Springfield Land Corporation


Committee

Three additional members appointed

by the Council, one of whom must be a

graduate of the University

8/8 Ms Jan Boys (Deputy Chancellor)

DipT BCAE, BEd QUT, BA UQ, MEd GU

Retired Regional Executive Director of

Education, Moreton




Committee


Committee


Committee

6/8 Mr Chris Bazley BBus UQ, FAICD

Agricultural Business Advisor/Farmer

Chair, Finance and Facilities

Committee




Committee

1/1 Ms Rachel Barlow BBus USQ,

GDipAppFinInv Finsia, CFP Deakin,

F Fin

Client Service Advisor, ipac

From 08/12/2014

University Secretary

Professor Mark Toleman BAppSc

GDipInfProc DDIAE, MSc JCU, PhD

Qld, MACS, MAIS

University Secretary, Governance

Office, USQ


Academic and Legal

Academic Board

The Academic Board is the key advisory committee to USQ Council on academic matters. The Board monitored the academic activities of the University’s faculties, while promoting teaching, scholarship and research in addition to developing and reviewing academic policy. The Board is made up of 42 members including the members of the Senior Executive, representatives from key areas of USQ, academic staff, and student representatives. Neither gender can comprise more than 70 percent of the Board’s representation.

The Chair and Deputy Chair are elected by and from the members of the Academic Board and are approved by Council. The Vice-Chancellor, Senior Deputy Vice-Chancellor, Deputy Vice-Chancellors, Pro Vice-Chancellor (Scholarly Information and Learning Services), Executive Deans, Director (Learning and Teaching Support) and Executive Director (Library Services) shall not be candidates for the office of Chair or Deputy Chair.

The current Chair of the Academic Board is Professor Peter Albion, and current Deputy Chair is Associate Professor Lyn Brodie.

The Board met on six (6) occasions throughout 2014. The Academic Board Executive Committee, Education Committee and Research Committee report to and advise the Academic Board.

Record keeping

USQ maintains records in accordance with the Public Records Act 2002 (Qld), Information Standard 40:

Recordkeeping and Information

Standard 31: Retention and Disposal

of Public Records. Internally, USQ’s Records Management Governance and Records Disposal Policies and Procedures outline the direction, scope, approach and responsibility for records management at the University.

As an enterprise, USQ’s record keeping and archiving is implemented through the use of the TRIM Electronic Document and Records Management System.

Right to Information

During 2014, USQ continued to meet its statutory obligations under the Right to Information Act 2009 (Qld) through the administrative processing of access requests for documents held by the University.

Following an extensive consultation process the Right to Information Policy and, separately, the Administrative Access Scheme Policy were approved by the Vice-Chancellor and published to the USQ Policy and Procedure Library.

USQ was one of four (4) Queensland universities and the only regional university selected to participate in an external Right to Information (RTI) and Information Privacy (IP) Performance Review conducted by the Office of the Information Commissioner (Queensland). The objective of the review was to establish methods of compliance with the prescribed requirements of the Right to

Information Act 2009 (Qld) and the Information Privacy Act 2009 (Qld), to identify areas of good practice, and to make recommendations about any improvement opportunities identified by the review. At the time of publication a final report was pending.

Public Sector Ethics Act 1994 (Qld)

Given its obligations under the Public

Sector Ethics Act 1994 (Qld), USQ has a Code of Conduct applicable to all employees, Council members and volunteers acting on behalf of the University. The Code is aimed at fostering and maintaining public trust in the integrity and professionalism of USQ’s staff and encouraging appropriate standards of behaviour. USQ conducts an ongoing education program to inform all employees of their obligations and responsibilities.

In 2014 Mr Les Mitchell succeeded Professor Mike Robertson (previously appointed Acting Director (Professional Conduct)) and was appointed Director (Integrity and Professional Conduct) and Public Interest Disclosure Coordinator.

The Director’s role is to promote and develop the Code of Conduct within USQ, coordinate and manage Public Interest Disclosures and process applications under the Information

Privacy Act 2009 (Qld).

USQ’s institutional framework on conflicts of interest addresses the responsibilities of individuals to disclose conflicts of interest and to act honestly and diligently in the discharge of their duties. Induction training alerts new employees and Council members to their obligations.

Within the framework, USQ has also developed continuing procedures to assist employees and Council members to identify potential conflicts of interest, and maintains a Reportable Gift Register concerning benefits and gifts received.

Governance


Privacy – Information Privacy Act 2009 (Qld)

There was an increasing number of information privacy access applications during 2014. Potential applicants are initially encouraged to access their personal information through USQ’s Administrative Access Scheme and formal information privacy applications are withdrawn after applicants accessed their personal information through the Administrative Access Arrangements. Training in Information Privacy has continued to be offered to USQ staff.

External scrutiny

In 2014 the Office of the Information Commissioner (Queensland) commenced a review of USQ, along with three other Queensland universities, in relation to their compliance with the Right to

Information Act 2009 (Qld) and the Information Privacy Act 2009 (Qld). The review is not yet complete and will ultimately be submitted to Parliament.

As part of its monitoring and quality requirements USQ works in association with the Tertiary Education Quality and Standards Agency (TEQSA), Australia’s independent national regulator of the higher education sector. TEQSA registers and evaluates the performance of higher education providers against the Higher Education Standards Framework, which all providers must meet in order to enter and remain within Australia’s higher education system. TEQSA raised no specific issues with USQ in 2014. USQ has satisfactorily undergone a number of accreditations by external professional bodies of the relevant award offerings in 2014.

Audit

Audit and Risk

The USQ Council, the Vice-Chancellor and senior management recognise internal audit and risk management services as a key component of the governance framework. An Internal Audit Charter has been developed and establishes the authority and responsibility conferred on the Internal Audit Unit so that the section may operate as an effective function of the University, in accordance with the Financial Accountability Act

2009 (Qld) and the Financial and

Performance Management Standard

2009 (Qld).

With due regard to the Queensland Treasury Department’s Audit Committee Guidelines, the Internal Audit Unit plays a key role in:

• developing and maintaining a culture of accountability and integrity;

• facilitating the integration of risk management into day-to-day business activities and processes; and

• promoting a culture of cost consciousness, self-assessment and adherence to high ethical standards.

The Internal Audit Strategic Plan for the period 2013-2015 was developed to provide the right level of assurance to USQ management, the Audit and Risk Committee, and USQ Council through focusing on key risks, business processes and information systems from across the University. Based on the Internal Audit Strategic Plan and an independent assessment of significant operational and financial risks, the 2014 Internal Audit Plan

was prepared by the Internal Audit Unit and subsequently endorsed by the Vice-Chancellor’s Committee and approved by the Council through the Audit and Risk Committee.

The Plan was executed through an established co-sourced arrangement involving professional internal audit resources. Operating independently, the role of internal audit is to provide an objective assurance and advisory function to protect and add value to improve the University’s operations. Through the annual Plan, internal audit helps the University accomplish its objectives by bringing a systematic, disciplined approach to evaluate the effectiveness of risk management, internal control and governance processes.

The 2014 Annual Audit Plan was achieved after approved additions and deferrals, including additional management requests and investigations. Key achievements under the Plan during 2014 included but were not limited to reviews of major projects, increased IT security (including cloud readiness), improvement of education partner processes and streamlined visa processing.

The broad internal audit strategy involves more than conducting internal audits; it is designed to provide awareness and advice to University management on policy, procedure, good practice and fitting conduct. Under its responsibility to the Audit and Risk Committee, internal audit staff have also conducted a range of anti-fraud and risk management workshops across the organisation.

Governance


A Risk Management Policy has been adopted to establish a risk management framework that is informed by recognised standards (AS/NZS ISO 3100:2009 and COSO Risk Framework) to comply with the Financial and Performance

Management Standard 2009 (Qld).

The framework continues to evolve and mature in order to provide management and staff with an informed view of events that may impact the achievement of strategic and operational objectives. The University has identified significant risks and actively monitors and implements risk mitigation strategies.

The major roles of the internal audit and risk management functions are to provide assurance to executive management, and ultimately the Council, that University operations are being managed as per established policies, procedures and good management practices, and that risks are adequately identified, managed and controlled.

Audit and Risk Committee

The Vice-Chancellor’s Committee provides advice and assurance to the Audit and Risk Committee of Council on the effectiveness of the risk management framework and the management of risk.

The Audit and Risk Committee is independent of management and during 2014 comprised:

At least three members of the Council

(one of whom shall be the Deputy

Chancellor) who are not employees or

students of the University and who are

able to contribute to the broad skills

base relevant to the business of the

Committee

Mr Brett Delaney (Chair) BCom UQ, FCA,

MAICD

Deputy President, Honorary Secretary

and Treasurer, National Heart Foundation

of Australia (Qld Division)

Member, National Finance and Audit

Committee, National Heart Foundation

of Australia

Retired Assurance Partner,

PricewaterhouseCoopers

Mr Chris Bazley BBus UQ, FAICD

Agricultural Business Advisor/Farmer

Ms Jan Boys (Deputy Chancellor)

DipT BCAE, BEd QUT, BA UQ, MEd GU

Retired Regional Executive Director of

Education, Moreton

At least one person external to the

Council and staff of the University who

represents the accounting profession

with experience in auditing

Mr Tim Davis BBus USQ, FCA, CTA

Accountant, Horizon Accounting

Toowoomba

Chancellor

Mr John Dornbusch BEd UNE, BEd MBA

USQ, OPM Harvard, FAICD

Chairman, Dornbusch Partners Pty Ltd,

Toowoomba

The Vice-Chancellor; Executive Director (Finance and People Capability) (formerly Chief Financial Officer); Executive Director (Sustainable Business Management and Improvement); Director (Audit and Risk); the Director (Integrity and Professional Conduct) and representatives of the Queensland Audit Office attend Audit and Risk Committee meetings by invitation.

Committee members are not remunerated for their roles.

The University Secretary serves as secretary to the Committee.

USQ Council reviewed the financial statements and accounting policies for appropriateness and compliance with prescribed accounting and other requirements, with reference to recommendations by the Queensland Audit Office.

Governance


During 2014, The University of Queensland (UQ) and the University of Southern Queensland (USQ) entered into and signed a formal agreement to transfer the legal ownership of UQ Ipswich Campus to USQ with a settlement date of 7 January 2015.

Negotiations during 2014 were managed by a joint UQ-USQ Steering Group co-chaired by the Vice-Chancellor and President of USQ and the Deputy Vice-Chancellor (Academic) of UQ and taking its membership from senior managers from each institution.

The acquisition of the Ipswich campus provides USQ with a unique opportunity to consolidate and strengthen its footprint and influence in western Brisbane that has been growing since the opening of USQ Springfield in 2006. USQ’s strengths in flexible learning and providing access with success for a diverse student constituency position it as the ideal higher education provider for Brisbane’s western corridor.

The agreement has been crafted to ensure that the interests of students

and the region are protected; covering both pre-settlement and post-settlement periods when both UQ and USQ are on the Campus. It recognises UQ’s objective of teaching out its remaining courses, the transfer of the Paramedic Science program from UQ to USQ and the provision of shared services from USQ to UQ during the two-year teach-out period. Steps have been taken to ensure that both UQ and USQ students and staff enjoy suitable and appropriate access to academic and campus facilities during the teach-out period.

The lease from USQ to UQ also enables UQ Health to continue operations to 2032 in line with its contractual commitments to the Department of Health and Ageing.

Operational staff from both universities worked together productively and respectively in the lead up to and on the day of a joint UQ–USQ Open Day that was held at the Campus on 6 August 2014.

In addition to the financial and legal work required to secure the acquisition, key teams have been operating in areas including: human resources, academic portfolio, information technology, student administration and student services, communication, and marketing and student attraction.

USQ’s presence on the campus will include: Bachelor of Paramedicine – not previously offered by USQ – Bachelor of Nursing and the Tertiary Preparation Program. The University has also used this as an opportunity to bring forward program developments for USQ Springfield.

USQ Ipswich

images: USQ Ipswich facilities.


USQ has continued progress in 2014 of the major multi-component institutional project made available through Structural Adjustment Funding. All milestone reports have been submitted and accepted.

The ‘Connected Project’ was funded by the Australian Government’s Structural Adjustment Fund (SAF) through the HESA funding stream. The Connected Project was comprised of six sub-projects designed to provide flexible but professionally appropriate education through the best-practice blended (mainly but not totally online) delivery of teaching and learning as well as the provision of suitable and timely student support and services. It also included greater collaborations with VET organisations across Australia to further develop pathways for students into USQ.

Integrated StudyDesk (ISD) Project

The ISD Project has streamlined USQ’s online learning and teaching systems – further building the capacity and capability of academic staff, leading to improved learning experiences for students.

Key outcomes of the ISD Project include a redesigned USQStudyDesk, a streamlined e-Assessment system and a new Learning Objects Repository (LOR).

Connected Student Learning Journey (CSLJ) Project

The CSLJ Project developed and integrated a range of online initiative and tools aimed at supporting students through their learning journey.

This has included tools such as the new Academic Success Planner (ASP), which enables students to map out a personalised learning plan, access support tools and link to a scheduling system to book all their academic support.

The Project has also improved how USQ identifies students for early engagement and follow up by Student Relationship Officers (SROs) and, through a pilot project, identify and capture factors that affect their engagement and retention in order to help shape USQ’s future interaction with them.

A training program to up-skill staff in customer service has also been developed through this Project.

Policy Refresh Project

The Policy Refresh Project has developed and deployed a flexible and sustainable Framework for the management of principles, policies, procedures and associated documents at USQ. The Project successfully delivered:

• a new Policy and Procedure Framework

• a refreshed Policy and Procedure Library

• a more efficient system for Content Management, hosted on a new technical platform

• a Definitions Dictionary.

Structural Adjustment Fund

images: The new Springfield building in progress.


Tertiary Education Participation (TEP) Framework Project

This TEP Project developed a Framework with associated support tools to help the University better manage its broad diversity of initiatives that relate to tertiary education participation, particularly in the Social Justice space.

Australian Tertiary Education Participation network (AusTEPnet) Project

The AusTEPnet Project further developed multi-sector collaborations with TAFE Institutes and other organisations across Australia to seamlessly transition students from the Vocational Education and Training (VET) sector into USQ. This has included partnership models that expand teaching capacity and student support while also enhancing student aspiration, progression and transition.

U@USQ Project

The outcomes of the U@USQ Project will encourage increased student engagement, progress and retention through the development of a Framework to ensure a sustainable, seamless online experience for students.

The U@USQ Framework will provide principles and standards to guide USQ towards an enduring, adaptable yet common student online interface, integrated help and support tools, improved usability, and an institutional technical approach supported by development of guidelines, policies and procedures.

(The U@USQ Project will be completed by March 2015.)

Program Enrolment & Credit Transfer (PECT) Project

The PECT Project streamlined business processes for program enrolment and credit application and processing – significantly cutting processing time for staff and providing a greatly improved experience for students.

The Education Gateways (EDGY) Building Project

The new Building at USQ Springfield is a flagship for the University’s expansion and enrichment of student participation in Southern Brisbane and the Western Corridor, one of the nation’s fastest growing areas.

The innovative Building provides flexible and digitally connected spaces that enable students and staff in different locations to engage in shared learning experiences across a range of disciplines. The latest high-end audio visual equipment, saturated Wi-Fi and twenty-first century classroom design combined with online access to digital learning resources will allow students to participate in learning activities from home, work, or on-campus and further enhance USQ’s ability to offer flexible blended mode delivery for students located at other campuses, via external and online.

Structural Adjustment Fund


USQ Organisational Structure


USQ CouncilChancellor Academic Board

Faculty of Business, Education, Law and Arts

|− School of Arts and Communication

School of Law and Justice

School of Teacher Education and Early Childhood

School of Commerce

School of Management and Enterprise

School of Linguistics, Adult and Specialist Education

Faculty of Health, Engineering and Sciences

|− School of Agricultural, Computational and Environmental Sciences

School of Health and Wellbeing

School of Nursing and Midwifery

School of Psychology and Counselling

School of Civil Engineering and Surveying

School of Mechanical and Electrical Engineering

College for Indigenous Studies, Education and Research

USQ Fraser Coast

Queensland College of Wine Tourism

Open Access College

Australian Digital Futures Institute

Institute for Agriculture and the Environment

Institute for Resilient Regions

Finance and People Capability

|− Human Resources

Campus Services

Sustainable Business Management and Improvement|− Corporate Communications

and Public Relations

Audit and Risk

Legal Services Integrity and Professional Conduct


ICT Services

Scholarly Information and Learning Services

|− Library Services

Learning Environments and Media

Learning and Teaching Services

Deputy Vice-Chancellor Academic Services

Marketing and Student Attraction

USQ International

Deputy Vice-Chancellor Students and Communities

University Services Division

Governance Office

Deputy Vice-Chancellor Research and Innovation

Office of Research

Office of Research Graduate Studies

Office of Research Development

Australian Centre for Sustainable Business and Development

International Centre for Applied Climate Sciences

National Centre for Engineering in Agriculture

Centre for Crop Health

Centre of Excellence in Engineering Fibre Composites

Centre for Health Sciences Research

Computational Engineering and Science Research Centre

Student and Academic Support

Student Services and Social Justice

Residential Colleges

Alumni and Advancement


Council and its Committees

University Management Committees

USQ Committee Structure


Chancellor’s Committee

Audit and Risk Committee

Finance and Facilities Committee

Honorary Awards Committee Academic Board

USQ Council

University Safety Committee

Vice-Chancellor’s Committee

Remuneration Sub-Committee

Markets and Partner Management Committee

Social Justice Strategy Board

Aboriginal and Torres Strait Islander Career Development and Employment Strategy Committee

Research Management Committee

Animal Ethics Committee

Human Research Ethics Committee

Institutional BioSafety Committee



ICT Strategy Board

Academic Board Executive Committee

Education Committee

Research Committee

Deputy Vice-Chancellor (Academic Services)

Education Management Committee

Deputy Vice-Chancellor (Students and Communities)

Deputy Vice-Chancellor (Research and

Innovation)


Strategic Plan in brief The USQ Strategic Plan 2013-2015 is built on four pillars – Personalised Learning, Focused Research, Enriched Communities, and Engaged Enterprise. The Plan guides the University in delivering its mission, which is “to enable broad participation in higher education and to make significant contributions to research and community development.”

The Plan was approved by USQ Council in 2012 and has been enacted by all USQ staff throughout 2014.

Personalised Learning

USQ is proud to be a leading provider of higher education for the benefit of students, their communities and their regions. The University strives to be a world leader in personalised learning, providing an enriched and authentic learning experience for all students that is aligned with their needs and personal educational goals.

Focused Research

USQ is a regional university which develops research solutions that deliver global impact. Our vision is to be a leading discovery partner in our priority research areas.

We align our research with regional and global agendas in agriculture and natural resource management, regional development, regional health and well-being, education and digital literacy.

Our researchers are to be found in the field, working alongside our partners to develop solutions that can be applied directly to industry and community. We are focused on delivering impact in our areas of research strength.

We work with our partners to foster a dynamic and rewarding environment for our Research by Higher Degree (RHD) students.

Strategy

Improvements for Students

Students are benefitting from a range of new, improved and streamlined systems, tools and processes delivered via the Connected Project, including:

• New VET partners and pathways into USQ

• Online tools to guide and process credit applications

• Simplified program enrolment patterns (pilot)

• Improvements to USQ’s student-facing platforms: o An improved online USQStudyDesk o Streamlined eAssessment system

• Improvements to student support: o Proactive and integrated student retention management o New online tools e.g. Academic Success Planner o Improved customer service

• Revitalised policies and procedures


Enriched Communities

USQ has a broad range of connections at local, regional, national and international levels. It makes significant contributions to all these communities through active community engagement.

The University is a major employer and recruits locally, nationally, and internationally in addition to purchasing a substantial amount of local services.

USQ attracts staff, students and visitors to live, work and contribute to its local regions. USQ provides students the option to study at home, which allows the opportunity for skills and knowledge to be retained within their communities.

The University is committed to expanding regional choice, growing regional opportunities and developing regional capacity. Through extensive national and international links, USQ helps attract, retain and strengthen industry in the communities it serves.

Engaged Enterprise

USQ’s approach to its business management is based on the utilisation of data to inform, anticipate and respond, ensuring the success of the University. It is a university where strong business acumen is recognised as critical to success.

USQ’s approach to managing its business involves both creating ideas and finding solutions through a system which ensures a culture of sustained innovation.

The University’s workplace culture embraces professional development, accountability and productivity in a high-performance environment.

USQ has a strong sense of its risk appetite and is prepared to embrace bold commercial strategies while maintaining high levels of probity and robust risk assessment and mitigation.

Queensland on track USQ contributes to the Queensland Government’s objectives for the community, specifically by supporting the growth of a four-pillar economy, through academic excellence, skills training, career pathways and cutting edge research.

By entering into new agreements and enhancing continuing agreements with other regional education partners like TAFE, high schools and other universities, USQ is helping ensure that Queensland residents have access to world-class education from wherever they are based.

Importantly, USQ’s leading position as a provider of distance education has allowed Queensland residents access to higher education, no matter their geographic location.

By providing access to flexible and inclusive education and research with a regional focus, USQ allows its communities to increase their capacity, maintain stable populations and retain vital skills.

The University’s continued investment in resources has not only kept Queenslanders employed but has also provided USQ’s regions with access to world-class infrastructure and education services, such as the USQ Toowoomba learning centres, research infrastructure, USQ Springfield’s expansion (currently under construction) and entering into the Ipswich region with the soon to be acquired USQ Ipswich Campus. This has enabled USQ to expand education opportunities in our regions and to the wider community.

Strategy


Academic qualityAcademic quality involves the continual assurance of the quality and viability of the academic program portfolio and its delivery and standing. Linked to this is the research, scholarship and professional engagement that underpins academic quality, and that support the academic programs, staff and students. In 2014, key activities in relation to academic quality included:

• An evolving academic delivery quality assurance framework, comprising the three key components of: program health checks that are to be viewed (and if necessary actioned) by the relevant board of study; course offering traffic light reports that each school is to review; and action for the courses for which they are responsible.

• An aligned developmental approach to staff performance management including, for academic staff, an enhanced promotion and academic development outside studies program, and for all staff in the Academic Division, a clear and consistent professional development funding scheme.

• Progression towards a consistent learning and teaching framework for Semester 1 2015, that includes digital delivery of course materials as the norm.

• A revised examiner’s report format that includes comparison of current grade distribution with that of previous offerings for immediate commentary.

Academic portfolio

The Education Management Committee (EMC) continued to evaluate USQ’s academic offerings including the planning, accreditation and review process for academic programs. In 2014, a significant number of undergraduate and postgraduate programs were accredited or reaccredited, reflecting the focus on growth and continuous improvement. New program specialisations in Sport and Exercise and Paramedicine were developed, with key programs such as the Bachelor of Laws and Doctor of Clinical Psychology being reaccredited. A key emerging objective, following the Federal Government’s proposal to remove the cap from sub-degree programs, is to review the University’s offerings in this area.

In addition, throughout 2014 the University reviewed a range of coursework awards to scrutinise consistency and ensure compliance with Australian Qualifications Framework (AQF) standards. The quality of the academic program portfolio was strengthened by the use of a single approach to the classification of honours achievements and the approval of new standards for graduate certificates and diplomas in line with AQF requirements.

The Academic Programs and Courses Policy was established to streamline and ensure focus on core requirements of academic quality and viability through a comprehensive set of procedures, schedules and standard forms. The University also established a more consistent approach to the preparation of external professional accreditations and completed external accreditations for programs in

Engineering, Education, Nursing and Computing.

Supporting student success

Improving services

Throughout 2014, upgrades to services for USQ students included:

• increasing access to, and capacity for, online learning for both on and off campus students through improvements to ICT systems. This included moving to Google Drive to create greater storage and consistency of user experience across a greater range of different platforms;

• focusing on improving direct online and face-to-face support for Indigenous, refugee and low socio-economic status students via the student-led Meet-Up program;

• offering the Academic Success Planner (ASP) program and the Smarthinking 24/7 support trial to deliver personalised and tailored support to students. Survey results confirmed the value of these services to students with the majority rating the programs as important or very important resources;

• supporting staff through the transition from using traditional course materials to exclusively online materials;

• enhancing the intuitive interface to the USQStudyDesk, or virtual learning environment, to help students navigate their online course environments and to provide them a more personal space in our systems;



• increasing student body consultation by having 35 student representatives on key committees as members of the Student Representative Councils on each campus and overseeing aspects of university life;

• providing enhanced online support for students through the Library Finding Information Tutorials, to increase students’ capacity to find, evaluate and use effective resources;

• improving equitable access to library resources for online and distance students by developing and enhancing the Student Amenities Fee-funded program for limited free return postage of library materials;

• recruiting more academics to participate in the student-led Meet-Up program, especially with those teaching first-year courses;

• increasing student access to Learning Centre support through TimeTrade that not only allows students to book a consultation online but provides the Learning Centre with the ability to locate appropriate support staff to consult with the student during the requested time if the consultation cannot occur face-to-face;

• restructuring professional development activities to provide in-time information to academics on different subjects pertinent to learning and teaching strategies that focus on improving student learning and experience through the new Personalised Learning for Academic Staff (PLAS) framework and platform;

• University-wide approach to embed revitalised service ethos into USQ’s service culture was completed;

• A new orientation/transition Strategy was developed to recognise the links with student success through highlighting the importance of student engagement in developing goal connectedness, sense of belonging, self-efficacy and connection to USQ;

• for the i-Graduate Domestic Student Barometer (DSB) 2014, USQ was rated first in Australia of the seven participating Australian universities for ‘Arrival Overall’, ‘Learning Overall’ and ‘Support Overall’; and second in Australia for ‘Living Overall’;

• for the i-Graduate International Student Barometer (ISB) 2014, USQ rated above median performance for the 34 Australian universities participating for “Arrival”, “Learning” and “Support”.

• developing and implementing a casual staff professional development (PD) program to inform sessional casual staff about good practice at USQ regarding teaching and learning and how to focus on student learning; and

• completing the Connected Student Learning Journey Project to develop and implement mainstream student life sub-projects including the Academic Success Planner, RightNow Information on StudyDesk, Student Objective Orientated Motivators and Service Excellence.


Ismail Najeeb celebrates the successful completion of his studies at USQ. Mr Najeeb from Afghanistan was studying at USQ on an Australia Awards Scholarship and returned to Afghanistan to further the state of education in that country.


Recognising achievements

There were several events at USQ to celebrate student achievements and encourage student interaction during 2014, including:

• the USQ Student Awards night, recognising students in a variety of categories ranging from sporting achievements to community service;

• the annual Residential Colleges Welcome and Inauguration Dinner;

• a student leadership forum with the theme of ‘Inspiring Change in Others’ attended by prominent guest speakers offering motivational advice to students;

• UFest health promotion day that encouraged students to view their health holistically; and

• Annual Career Fest held to promote graduate opportunities to students.

USQ student clubs and societies, overseen by Phoenix Central, provide student programs and events that create opportunities to enrich the university experience. Now in its second successful year and active at all USQ campuses, Phoenix Central is engaging with students through programs and events covering social and recreation; sports events and competitions, student clubs and societies, student leadership, volunteering, Student representation and orientation and transition.

In the first half of 2014 the number of clubs and societies have grown by 33 percent. Participation in the Northern University Games was also encouraged with more than 100 students taking part with a large contingent.

Residential Colleges have been incredibly successful with USQ’s Academic Assistance Program improving the GPA for 68 percent of students for Semester 1 2014. A Review of Residential Colleges with recommendations informing future directions was also undertaken.

• Student Barometer Survey Results – against Benchmark Group of 7 Universities and a total of 26825 respondents USQ received Rank 1 for Arrival – Rank 1, Learning – Rank 1, Living – Rank 2, Support – Rank 1

Outcomes, impacts and ongoing successDespite competitive market conditions, USQ is more than 2 percent ahead of its 2014 budgeted load target, representing enrolment load growth of 3.7 percent.

The majority of the growth was attributable to Commonwealth funded student loads with international load remaining relatively stable, but shifting strategically toward on-campus enrolments and away from students enrolled through off-shore partners.



Strategic FocusThe vision of USQ is to be a leading discovery partner in our priority research areas.

The University has aligned priority research areas with regional and global agendas in agriculture and natural resource management, regional development, regional health and well-being, education and digital literacy.

Our researchers are to be found in the field, working alongside our partners to develop solutions that can be applied directly to industry and community. We are focused on delivering impact in our areas of research strength.

We work with our partners to foster a dynamic and rewarding environment for our Higher Degree by Research (HDR) students.

The University has three Institutes that focus the research strengths through multi-disciplinary research programs to tackle national and global challenges affecting agriculture, natural resource management, digital futures and people living and doing business in regional areas.

Emerging research strengths in the fields of health and biomedicine, engineering and material sciences, astrophysics, comparative law, computational mathematics, environmental and health economics, management and IT systems, creative arts and humanities, and indigenous people and cultures are being developed at USQ.

Research Culture

The University has put considerable effort across the Research and Innovation Division to educate, assist and enhance the competitiveness of USQ research on a national landscape. Educational workshops have been conducted throughout the year as well as a targeted approach to external funding. A University wide publication strategy has commenced with the implementation of the USQ Publication Excellence Award scheme to promote publication in top quartile journals, as well as the first annual Pitch Club competition to promote clear articulation of the value of a research program.

Building Research Capacity

USQ has invested significant resources into the research conducted at the University and has focused on key areas of strength and emerging areas.

Of note is the Strategic Research Fund investment of $13.5 million over three years which has resulted in the appointment of 25 post-doctoral fellows in our areas of strategic focus.

The University is continuing to target external fellowships and was successful in attaining fellowships from the State Government’s Accelerate Queensland Science and Innovation Program.

Research Partnerships

USQ continues to establish new research initiatives while building upon existing research partnerships.

Highlights for 2014 include:

• USQ has entered into a five-year research partnership with John Deere’s Agricultural Management Solutions (AMS)

Advanced Engineering group based in Urbandale, Iowa, USA. This relationship has been built on technology developed in USQ’s National Centre for Engineering in Agriculture and is a key step in the development of this research into practical solutions.

• The establishment of the Agricultural Value Chain Research Group (AVCRG) within the Institute for Agriculture and the Environment. This is a two-year collaboration between USQ, Department of Agriculture, Fisheries and Forestry and the Department of Transport and Main Roads. The AVCRG will deliver research focused on transforming the agricultural value chain. This new group will directly address an existing gap in research capacity to improve the connections between agricultural market research (product demand) and on-farm production (product supply) research.

• The Agricultural Health & Medicine Research Group was formed within USQ’s Institute for Agriculture and the Environment in partnership with Queensland Rural Medical Education (QRME). The aim of the program is to promote health and wellbeing of farmers and farm workers. Longitudinal health studies monitoring farmer health and chronic disease risk have been initiated as part of this program. Future research will include agricultural sector-specific projects and surveillance of agricultural injuries presenting for medical care.

Focused Research


Community capacity buildingUSQ makes an important contribution to its local communities and is committed to being an active, responsible and engaging corporate citizen.

USQ is a key voice and advocate for regional issues and through its involvement in the Regional Universities Network (RUN), promotes and lobbies for planning, policies and frameworks which support the long term growth and prosperity of Australia’s regions.

The University is a key driver of economic growth and provides 2,865 full-time equivalent jobs across its Toowoomba, Springfield, Stanthorpe and Fraser Coast locations. In addition, it has strong partnerships with local business, industry and special interest groups and supports and invests in a range of community-focused initiatives and events.

In 2014, USQ continued its involvement in the Open Educational Resource (OER) program, a collaboration of like-minded institutions providing free learning opportunities for students worldwide to gain formal academic credit. USQ’s participation in the program is part of the University’s diversification to include a far greater mix of open and flexible learning programs that meet the education needs of its communities. During the year this involved the inclusion of USQ Open Courseware in sample courses, creating USQ’s first micro course for the OER Foundation, and participating as a mentor in the 2014 Google Summer of Code on behalf of the OER Foundation.

Other initiatives in 2014 included the following:

• Signing of a five-year Memorandum of Understanding (MoU) with the Toowoomba FlexiSchool, a school for disengaged youth. This extended the initial partnership established in 2008, providing FlexiSchool students with access to training opportunities at USQ and allowing USQ researchers to investigate alternative pathways into higher education.

• Hosting the Queensland Promoting Excellence Network (Q-PEN) Forum at USQ for the first time. USQ was the first regional university to host this forum.

• Commencing a process to develop an institutional Reconciliation Action Plan (RAP) to guide the University’s actions in support of Reconciliation. This process involved a range of consultation and engagement activities with key stakeholders, as well as the creation of a dedicated working group.

• Launching the Gumbi Gumbi Gardens Application following the opening of the gardens at the Toowoomba campus in late 2013. The application is available for free download to mobile devices and offers a window into local Aboriginal and Torres Strait Islander experiences of history, culture, learning and everyday life.

• Being awarded equal first place in the concept/design category of the Toowoomba Chronicle’s Gardens Competition for the Gumbi Gumbi Gardens, reflecting the strength of the project as a basis for promoting intercultural engagement.

• Establishment of a partnership with Josh Arnold’s ‘Small Town

Culture’, a music and film collaboration that focuses on instilling pride in school students within the Darling Downs and Western Queensland region. This partnership was awarded a Queensland Regional Achievement and Community Award in November 2014 in the category of Regional Service.

Other activities undertaken during the year included:

• Memorandum of Understanding (MOU) with the Toowoomba Chamber of Commerce which commits to forging sustainable and innovative services and programs that will benefit the Toowoomba Business Community and the University.

• USQ Social Hub launched as a new one-stop social media hub in an Australian university first.

• Hosting USQ Bookcase, an inaugural writers festival.

• Continued participation in the Toowoomba Carnival of Flowers parade and festival and Alumni in the Park celebration.



Increasing pathways to higher education

USQ encourages and supports its students to access and attain higher education through a diverse range of pathways, providing all students with the opportunity to achieve success, regardless of their background, circumstance or previous education history.

The Opening Doors program focuses on providing support for schools and secondary students to raise aspirations and awareness of career options and USQ entry options.

This program is relevant for disadvantaged students who have not selected an OP pathway.

USQ partners with schools and families to provide pathways and options for ongoing learning, targeting students in years 10 – 12 across Hervey Bay, Maryborough and the Fraser Coast, Ipswich, Springfield and the Western Corridor and Toowoomba, Darling Downs and South West Queensland.

Other initiatives included the following:

• Establishing the Career Development Pathways and Partnerships Service, funded by the Federal Government’s Higher Education Participation and Partnerships Program (HEPPP), to assist people from low socio-economic, Aboriginal or Torres Strait Islander, or non-English speaking backgrounds through the provision of career development programs and student engagement and pathways guidance for a growing cohort of non-OP eligible students.

• The Choices: Pathways and Partnerships Project that provides career development and career education information to post-school aged adults from Aboriginal and Torres Strait Islander, low socio-economic and non-English speaking backgrounds in the community.

Connecting with our communities

USQ hosts and participates in a range of major and significant events and initiatives to connect with its communities, regionally, nationally and internationally.

• The USQ Change Makers program invests in young people who have shown the potential and commitment to make change in their community. In 2014, USQ awarded a total of $25,500 to eight teams across its regions to provide resources and support to help inspire and build the capacity of local communities.

• The successful Indigenous Connections program was repeated in 2014, with high school students participating from across three campuses. The program provides attendees with an insight into university life and includes a range of cultural activities.

• Harmony Day is a day of cultural respect for everyone who calls Australia home – from the traditional owners of the land to those who have come from countries around the world. Harmony Day was celebrated across all three campuses in 2014 with the theme – Everyone Belongs.

• The Today’s Youth in Music Education (TYME) Festival was held at USQ Toowoomba, involving 3,000 primary and secondary students and a variety of music performances across eight stages. The festival was run by the Department of Education, Training and Employment with support from USQ.

• Three Beyond Year 10 camps were again hosted at USQ Toowoomba. The three-day camps, attended by 119 Year 10 students from regional and rural communities in south-west Queensland, provides students with the opportunity to learn more about higher education study options and the experience of living in a city.

Other events held during the year included open days and student experience days for years 10 to 12 students, and career days for students in years 8 and 9. All initiatives reflect USQ’s support for promoting educational awareness and aspiration across the schools in our regions.

An Executive Education program designed to deliver high level professional development needs was also explored.



Alumnus of the Year Awards

The Alumnus of the Year Awards formally recognise outstanding USQ alumni for their achievements within their professional and personal lives, and for being an inspiration to fellow alumni, current students and the community.

In 2014 the following awards were presented:

• Outstanding Alumnus of the Year and Young Alumnus of the Year – David Burton, Playwright/Director (Bachelor of Theatre Arts, 2007)

• International Alumnus of the Year – Dr Georges Ulrich, Director of the Federal Department of Statistics, Switzerland (Master of Business Administration, 2004; Doctor of Business Administration, 2008)

• Professional Alumnus of the Year – Aletha Ward, Director of Clinical Workforce Planning, Queensland Health (Bachelor of Nursing, 2003)

• Community Service Alumnus of the Year – Ricky Mead, Career and Transition Officer and Youth Support Coordinator, Downs Industry Schools Co-op (DISCO) (Bachelor of General Education Studies, 2008)

• Indigenous Service Alumnus of the Year – Aunty Irene McBride, Butchulla Elder (Master of Education, 2007)

• Chapter Volunteer of the Year – Milton Cheng, USQ Hong Kong Alumni Chapter Chair (Bachelor of Business, 1993).

Social Media Awards

2014 awards received by the USQ Online Marketing Team include:

• Australian Marketing Institute: 2014 Marketing Excellence Queensland Winner – Content Marketing

• Content Marketing Institute: 2014 Content Marketing Awards: Gold Award – Best Educational Publication and Honourable Mention - Best School/University Publication for USQ’s HeyU student magazine

• Association of Commonwealth Universities: 2013 PR, Marketing and Communication Award – Outreach and Community Relations



Building USQ

Organisational restructure

In March 2013, USQ Council endorsed the faculty restructure within the University’s Academic Division with the intended purpose of establishing consistent process interfaces and information exchange across the organisation.

The restructure continued throughout 2014 and activities included:

• realigning the schools in the Faculty of Health, Engineering and Sciences to reflect the University’s move into new discipline areas including sport and exercise, and paramedicine;

• restructuring and renaming the University’s Indigenous Education Unit, now the College for Indigenous Studies, Education and Research;

• focusing on opportunities for USQ to capitalise on its partnership with the Queensland College of Wine Tourism;

• restructuring the management of the Open Access College;

• repositioning USQ Fraser Coast as a community outreach campus;

• opening the USQHub@Maryborough, offering some of USQ’s fee-free pathway programs to the Maryborough community; and

• enabling appropriate functional areas to take responsibility for roles across both USQ Springfield and USQ Toowoomba to break down specific central control barriers to efficiency and productivity.

An immediate benefit of the restructure was providing the Academic Division with the financial capacity to largely self-fund key initiatives aligned with the University’s broader objectives.

The restructure has created a more streamlined reporting and organisational structure whereby reporting is not based on faculties, but rather a more consolidated approach based on areas of study to enable close scrutiny of key performance measures.

ICT enhancements

Significant improvements to priority ICT policy and procedure have advanced procedural consistency, risk management, alignment with the USQ-wide policy refresh, and foundations for strategic investment.

Implementation of the ICT Information Management and Security Policy and associated procedures has already yielded concrete financial benefits and improved asset management.

Wireless network upgrades across USQ locations improved network accessibility, reliability and capacity. These upgrades complemented delivery of the new Fraser Coast network link upgrade which provided a far more reliable link to the internet and central resources, while doubling network traffic capacity.

The delivery of the Higher Education

Support Act 2003 (Cwlth) (HESA) Structural Adjustment Fund Integrated StudyDesk (ISD) project in 2014 delivered a range of benefits including:

• boosting the capacity for use, reuse and discoverability of USQ learning content;

• improving student online experience;

• enhancing integration;

• extending functionality for many online teaching and learning tools;

• streamlining workflows and system administration for academic staff.

The ‘CLOVeR’ online training environment was an important ICT initiative designed to increase the digital literacy of all USQ staff and maximise their ability to use the technology and systems available. In 2014, ICT’s Capability Development and Training Team won the USQ Staff Award for Excellence in Continuous Improvement for the online training system.

ICT investment

During 2014, USQ Council approved $13 million over five (5) years for strategic ICT investment to enhance key priority areas and capabilities, including advances in learning and teaching, and the student experience.

The investment will enable the delivery of previously deferred teaching space maintenance and upgrades, continued software optimisation projects and other activities aimed at supporting a culture of teaching and learning innovation.

Learning Objects Repository

The Learning Objects Repository was established in 2014 as part of the SAF Integrated StudyDesk (ISD) Project. Significant work has been completed to design and disseminate information, conduct classes, and prepare online training and self-help materials through the repository.

Engaged Enterprise


The migration of learning objects from the Moodle Learning Management System (LMS) into the repository and the management of copyright issues is ongoing.

Internet traffic

Internet downloads from on-campus users have continued to grow throughout 2014 (graph below).

ICT services have doubled the student internet quota allocation and continue to monitor growth of student demand and the increased use of off-campus resources.

Improved network accessibility

As part of USQ’s commitment to improving network accessibility, initial wireless network upgrades were completed in areas with the highest rate of student usage. These included the Springfield and Fraser Coast campuses; and USQ’s Student Hub and the quadrangle area of USQ Toowoomba. The project is now moving through the remainder of the Toowoomba campus. Wireless network accessibility has also been significantly upgraded in the three Toowoomba campus residential colleges.

Learning and Teaching Information Strategies

In August 2014, Professor Helen Partridge accepted the position of Pro Vice-Chancellor (Scholarly Information and Learning Services) within the Academic Services Division. Professor Partridge’s appointment is central to growing USQ’s capacity and capability for strong and coordinated information management. Her role has focused on reducing barriers and promoting creative and innovative use of traditional and non-traditional academic programming. Professor Partridge works closely with the University’s Information and Communication Technology Group, academic units, corporate records and the Australian Digital Futures Institute.

The increased focus on experimentation and innovation during 2014 successfully enabled low-barrier and low cost technical solutions to be developed including:

• Indigenous Curriculum Content WordPress Sandpit;

• USQ Library 2022 Vision site;

• Collaboratorium site; and

• USQ 23 Things for Higher Education pilot.

Record keeping

The delivery of the TRIM Electronic Document and Records Management System Training Program has provided a reinvigorated and proactive training regime for record keeping. The dedicated computer training environment is supported by ongoing training sessions delivered via the HR Professional Staff Development Program.

Substantial progress has been made in other areas associated with the management of the University’s records such as:

• innovative use of TRIM through the development and publication processes supporting the USQ Policy and Procedure Library;

• transitioning from paper to digital records for student and HR records using TRIM capability;

• increased use of TRIM Space Management Module within the on-campus Document Storage Warehouse;

• reduction in duplication of records through increased deployment and uptake of TRIM across the organisation; and

• active participation in the recent review of the draft University

Sector Retention and Disposal

Schedule (QDAN601 v.3) leading to endorsement of the draft Schedule by the Vice-Chancellor. Note: Pending final approval by the Queensland State Archivist.

Engaged Enterprise


Continuous improvement

Long term planning for enhanced educational experiences and positioning

Following a significant USQ-wide consultation effort, the USQ Educational Experience Plan was developed as a blueprint for guiding and informing future teaching practices, and planning and investment, to align with USQ’s 2022 vision.

The Plan is designed to draw together aspects of other plans and statements relevant to teaching and learning scholarship, graduate attributes, student success, social justice and reconciliation action. The Plan also presents a range of commitments intended to form and inform USQ’s approach to learning and teaching, priority setting, and pedagogical, service and support models going forward.

The suite of principles articulated in the Academic Programs and Courses Policy were deployed during 2014 through a comprehensive set of procedures, schedules and standard forms – which are subject to continuous improvement in order to streamline and ensure focus on the core requirements of academic quality and viability.

Another large body of work was undertaken across both the Academic Division and the Students and Communities Division relating to student complaints and appeals. Upon approval and roll-out, planned for 2015, this suite of policies and procedures will streamline the processes for students and staff and will also provide greater access to

recording and reporting facilities which can be used for continuous improvement purposes.

Quality Standards Initiatives

In June 2014, USQ facilitated a major international Inter-Institutional Benchmarking Summit attended by representatives from 24 universities.

The institutions from Australia, New Zealand, the United Kingdom, South Africa and the South Pacific participated in the three-day event to benchmark their capacity in technology-enhanced learning using the new Australian Council on Online Distance and e-Learning (ACODE) Benchmarks.

The ACODE Benchmarks were developed to assist institutions in their practice of delivering a quality technology-enhanced learning experience for students and staff.

There are eight benchmarks, each of which can be used as a standalone indicator, or used collectively to provide a whole of institution perspective. The benchmarks become even more powerful when used in association with other institutions, as part of a collaborative benchmarking exercise to monitor their capacity to provide the best available technology enhanced learning experience.

Due to the success of the summit, ACODE has since adopted the activity as a major bi-yearly event for the higher education sector.

Engaged Enterprise


Workforce ProfileUSQ’s 2014 workforce has the following Full-Time Equivalent (FTE) profile (exclusive of casual employees):

Classification FTE Staff

Academic Staff Total 488.8

Continuing 392.1

Fixed-Term Contract 96.8

Professional Staff Total 893.6

Continuing 723.0

Fixed-Term Contract 170.5

USQ’s employee-initiated separation rate remained low at 4.87 percent with a range of strategic HR initiatives playing an important role in the University’s employee engagement and retention activities.

The University did not offer any voluntary severance or redundancy schemes as part of the change activities in 2014.

Industrial and employee relations framework

Following the expiration of the University of Southern Queensland Enterprise Agreement 2010-2013 in mid-2013, the Enterprise Bargaining Group which consisted of both employer and union representatives became involved in negotiations to develop a new Enterprise Agreement to govern employment conditions at the University.

In late 2014, agreement was reached on a new Enterprise Agreement for the period 2014 to 2017. The agreement includes changes to a range of conditions of employment for USQ employees including a salary offer of 12 percent for the period June 2014 to June 2017.

The changes are intended to provide a robust, flexible and strategically relevant framework for the future of work at the University, recognising the need for USQ to position itself as an employer of choice in an increasingly competitive and dynamic operating environment.

The University conducts all of its industrial activities within the framework of the Enterprise Agreement in full consultation with employees and the Staff Consultative Committee, consisting of representatives from the University, unions and elected employees. The Staff Consultative Committee met on a number of occasions in 2014 to discuss a range of industrial relations and employment related issues including, but not limited to, organisational change and restructuring, amendments to University policies, and Enterprise Bargaining initiatives.

Strategic workforce planning and employee engagement

As part of USQ’s strategic workforce initiatives, the third USQ Employee Engagement Survey was conducted between March and April 2014 to give employees the opportunity to express their views about USQ’s performance and identify areas for improvement. The survey provides USQ with insights into key management practices revealing strengths, areas for development and key drivers of organisational outcomes, allowing the University to focus its strategic workforce initiatives in areas of greatest impact.

The 2014 survey received responses from 1,071 continuing and fixed term employees, and 46 casual employees. This represented a 74 percent response rate, above the University sector average of 62.5 percent and exceeding response rates in USQ’s previous surveys.

Overall, employee engagement increased by 6 percent and staff satisfaction with the progress and performance of the University increased by 12 percent since the previous survey was conducted in 2010. The 2014 results were also up by some 6 percent since the University’s first engagement survey in 2006.

There was also a positive trend showing that USQ outperforms the Australian and New Zealand University benchmark average on the majority of management practices assessed within the survey.

In recognition of these significant improvements, USQ was presented with a Voice Project Change Challenge Award from the Australian Higher Education Industry Association for achieving the second highest level of positive change (i.e. improvements) among all universities surveyed by Voice Project between July 2013 to June 2014. These awards recognise teams and organisations that achieve outstanding improvements in their people management.

As an outcome of the survey, the University has identified a number of priorities for implementation in 2015.

USQ’s People


Employee performance management framework

Following extensive stakeholder consultation, best practice research and pilot testing, USQ’s new performance management system, Enrich, was released to all staff in September 2014. A hybrid model of both online and paper-based systems is being utilised in the implementation phase.

Enrich has been designed to meet the needs of employees with an emphasis on improving performance and identifying learning and development opportunities. In addition, Enrich assists in fostering and promoting a culture of innovation, quality, and high performance amongst employees while aligning work outcomes with USQ’s objectives and creating a high performance culture.

Training for managers and supervisors was an essential component of the Enrich roll-out and provided a framework to assist supervisors with managing employee performance and performance-related issues, as well as engaging in essential coaching.

Employee attraction and retention

Following the official completion of the Employee Attraction and Recruitment Project, a number of initiatives were embedded into the University’s recruitment practices with the aim of sourcing high quality staff to address future critical workforce issues.

Key activities included:

• establishment of a Senior HR Officer (Talent Acquisition) within the HR Department, with a focus on working with clients to strategically target recruitment campaigns and manage other talent acquisition activities;

• successful completion of pilot trials of the revised recruitment and selection process, designed to streamline application processes from the candidate’s perspective, and simplify the initial shortlisting processes for recruitment panels. The University’s e-recruit system provider is currently making final modifications to the system to accommodate the new process. Supporting toolkits are being finalised, including documentation relating to hiring for cultural fit, to assist panel members in using the new process.

USQ’s LinkedIn page has almost 6,500 followers, enabling the effective promotion of USQ’s employer brand, engagement with followers and targeted advertising of vacancies. The page continues to attract high levels of interest from both existing staff and general followers, and further work from an employer branding perspective will only strengthen USQ’s presence in this space.

In seeking to facilitate individual and organisational performance while allowing employees to participate fully in the workplace, USQ offers a variety of work/life balance and flexible working initiatives including:

• various employment modes and working arrangements – Full Time, Fractional, Sessional, Term, Annualised Hours, 48/52 weeks per year;

• job sharing;

• flexible working hours, within a broad span of hours;

• Rostered Day Off (RDO) arrangements;

• working from home; and

• end of year closure arrangements.

USQ also offers a range of generous leave provisions, including parental leave of up to 52 weeks, 26 weeks of which are paid leave for eligible employees. Contact with employees on parental leave is maintained regularly through providing information on career opportunities, organisational change, and major issues to assist the employee to re-enter the workforce.

The University recognises and supports the important role of carers in the community. Employees with responsibilities in relation to either members of their immediate family, or their household, are entitled to three days leave per year to provide care and support for these persons when required, in addition to accessing other types of leave for this purpose.

For individuals with parental responsibilities, USQ has parenting rooms on all campuses, with additional baby change facilities at a number of different locations. Interested employees also have the opportunity to participate in an informal USQ Parental Support Group that provides an opportunity for parents to meet and network with others who are balancing work and family responsibilities. At the Toowoomba campus, the Student Guild, with the support of the University, offers an adjunct childcare service with students and staff attending lectures offered first priority.

USQ’s People


Staff development, induction, talent management and recognition

The USQ HR Professional Staff Development Program provides a variety of dedicated face-to-face workshops, information sessions and online learning programs to build capacity in the areas of people management, personal leadership, strategic management and business sustainability.

The University also offers a range of additional career advancement programs and initiatives, while rewarding and recognising employee effort.

Highlights for 2014 included:

• the roll-out of the refreshed Academic Development and Outside Studies Program following the restructure of the University’s Academic Division in 2013, which saw 39 applications submitted for development programs to be undertaken in 2015; and

• the 2014 academic promotion program for which 63 applications were submitted.

Learning and Teaching Services facilitated orientation programs for new academic staff in April and July. A new capacity building professional development initiative, Personalised Learning for Academic Staff (PLAS), was launched in November. It provides online professional development and training opportunities on demand, to assist academics in the development of their professional teaching practice.

In response to feedback from staff expressing a desire for more recognition of their contributions, the University announced the formal launch of two new developments and initiatives that provide different opportunities to recognise and appreciate the efforts of employees on a regular basis, namely:

• the Say Thanks and Recognise Success (STARS) Employee Recognition Program providing an opportunity for all employees to informally recognise colleagues for their contributions and commitment in their daily working lives; and

• the refreshed suite of Employee Achievement Awards providing an opportunity for the University to formally recognise and publically acknowledge the achievements of employees.

Leadership and management development/employee training

Now in its third year at USQ, the Ignite: Empowering USQ’s Leaders Program aims to provide managers and leaders across the University with the skills, capabilities and competencies to effectively lead and manage employees. This program focuses on managerial skills development in areas such as coaching, delegation and leadership.

To complement this program, it was identified that a more USQ context-specific training program should be developed and implemented to assist managers to effectively handle difficult and challenging employee situations in areas of high risk and compliance for the University.

USQ’s People

Improvements for Staff

Streamlined, integrated and online systems, tools and processes delivered via the Connected Project are freeing-up staff to focus on core business in order to improve learning experiences for students.

• Integrated USQStudyDesk cuts down manual input, streamlines eAssessment and enables better management of learning materials

• Credit processing now mostly automated (overnight)

• Simplified online program enrolment process (pilot project)

• Greater visibility of student retention management information for both academic staff and Student Relationship Officers (SROs)

• Project Management Framework and online tool to guide staff, better co-ordinate projects and reduce duplication

• Revised policies and procedures

• Training to support changes


As such, the USQ Mandatory Supervisor Training Program was launched in early 2014 and covers the industrial relations landscape, employment legislation and the higher education environment, anti-discrimination, workplace bullying and harassment, and work health and safety. Beginning in June 2014, 37 workshops were scheduled across all three campuses. A total of 360 employees with managerial/supervisory responsibilities were identified and invited to attend these workshops. Attendance levels have been high and feedback has been positive with a number of managers and supervisors now seeking advice and guidance from HR on early workplace relations intervention strategies.

The Aspire: Inspiring Women’s Career Advancement at USQ Program entered its fourth year at USQ in 2014, with a revised format focusing on the Future Leaders Program, and the long standing Women and Leadership Mentoring Program.

Equity and diversity initiatives

In 2014, USQ implemented the following new equity and diversity initiatives:

• expansion of the University’s current Equal Opportunity for Women Award into a new broader Equity and Diversity Award to include, in addition to women, those from culturally diverse backgrounds, those who practice different faiths, have a disability, are generational/mature aged, are Aboriginal and Torres Strait Islander, and who identify as lesbian, gay, bisexual, transgender or intersex (LGBTI), with an associated monetary grant of $5,000 to the recipient of the award consistent with other USQ Employee Award categories; and

• the launch of a USQ Workplace Domestic Violence Prevention initiative and training program for employees as part of the HR Professional Development Program, in partnership with CEO Challenge Australia.

USQ also continued to implement the successful Aboriginal and Torres Strait Islander Traineeship Program for the third year, with five trainees commencing in January 2014. For the first time, the 2014 program saw positions located at USQ Fraser Coast.

In September, USQ staff member and former trainee Jacob McKellar was named the Aboriginal and Torres Strait Islander Student of the Year at the 2014 Queensland Training Awards (Darling Downs South West Region). Mr McKellar started in the Aboriginal and Torres Strait Islander Traineeship Program at USQ in 2013 and completed in early 2014 with a Certificate III in Business.

In accordance with the Workplace

Gender Equality Act 2012 (Cwlth), USQ lodged its Public Report to the Workplace Gender Equality Agency (WGEA) on its outcomes against six gender equality indicators, including submission of a workplace profile. The report was also made available to USQ employees and Unions. In June 2014, USQ was formally advised by WGEA that it was compliant with the requirements of the Act for the 2013-2014 reporting period.

USQ’s People

USQ staff members and former Indigenous trainees, Jacob McKellar and Ciehan Titasey, walk through the Gumbi Gumbi Gardens.


Financial statements and appendices 2014


Financial performanceThe 2014 Operating Revenue for the University of Southern Queensland and its controlled entities was $308 million. The operating surplus was $47.5 million compared to the budgeted result of $28.7 million. The 2014 result takes into account receipt of $22.7 million for non-recurrent capital revenue. Total revenue from the Australian Government remains the major source of revenue for the University and for 2014 increased to $231.4 million.

The fiscal planning targets included an overall benchmark operating result, including receipt of capital funding, set at 9.8 percent. The operating result of $47.5 million was above target at 15.4 percent. The financial position of the University is sound with a ratio of current assets to current liabilities of 3.30:1. As a result of its policies of fiscal prudence, close monitoring of forecasts, a carefully constructed investment portfolio, and pre-emptive budgetary action, the University remains in a strong financial position to maximise operational opportunities and outcomes.

Planning for the University includes growth in student numbers and research activity and 2014 has seen the continued investment in the USQ Research Plan 2013-2015.

In 2015 the acquisition of the Ipswich Campus, the completion of construction works at the Springfield Campus, a major plan for ICT Investment and the development of core strategies to enhance the student learning experience, demonstrate the University has adopted a long-term plan in line with the University’s strategic goals.

On an annual basis the development of the University’s Operational and Resource Management Plan is a key document for the University and incorporates capital plans as well as Divisional business plans, budgets and resource allocations. This plan underpins USQ investment in maintaining and enhancing its reputation and performance.

Financial positionConsolidated net assets increased by $54.1 million to $476 million. This increase is principally attributable to $41 million in additions to Property, Plant and Equipment throughout 2014, and an increase of $13.9 million in the Cash and other financial assets position.

As indicated in the Financial Performance commentary, the overall financial position of the University is sound and the current ratio, the ratio of current assets to current liabilities, is 3.30:1

2014

$’000

2013

$’000

%

increase/

(decrease)

Total revenue from continuing operations 307,647 276,725 11.2%

Total expenses from continuing operations 260,119 249,506 4.3%

Result for the year 47,528 27,219 74.6%

Total equity 476,037 421,967 12.8%

Institutional Performance


Performance Indicator 2009 2010 2011 2012 2013 2014

Student Enrolments and Load

[a] Total Students 25648 26082 26421 27227 27337 28095

[a] Total Student Enrolments 25893 26302 26764 27647 27711 28629

Total Student Load 12940 13250 13391 13950 13761 14388

Enrolments – Commencing Students 11020 11123 11530 11520 11334 12389

Enrolments – All Undergraduate 18437 19081 19592 20551 20723 20878

Enrolments – Higher Degree Research 417 417 429 450 497 539

Enrolments – Higher Degree Coursework 7039 6804 6743 6646 6491 7212

Postgraduates as % of Total Students 29% 27% 27% 26% 25% 27%

Load – All Undergraduate 9841 10230 10521 11066 10906 11085

Load – All Postgraduate 3099 3020 2871 2884 2855 3304

[b] Market Share and Student Demand

USQ Share of Queensland Providers enrolments 12.2% 11.9% 12.0% 12.1% 11.6% *

USQ Share of Australian Distance Education enrolments 13.1% 12.7% 11.8% 11.5% 10.3% *

USQ Share of International Student enrolments (Australian

Providers)2.2% 1.9% 1.9% 1.8% 1.6% *

USQ Share of Australian graduations 2.0% 1.7% 1.4% 1.6% 1.5% *

USQ Share of International Distance Education enrolments 41.9% 40.6% 38.0% 38.8% 39.2% *

USQ Share of Queensland provider Distance Education enrolments 50.6% 50.4% 49.4% 48.8% 46.4% *

[c] Client Satisfaction and Teaching Quality

[d] Overall Course Satisfaction (score / 5) * * * 3.82 3.83 3.83

Australian Graduate Survey

[e] CEQ: % Good Teaching Satisfaction 81% 85% 87% 86% 85% *

[e] CEQ: % Generic Skills Satisfaction 88% 94% 94% 93% 93% *

[e] CEQ: % Overall Rating Satisfaction 89% 94% 94% 94% 93% *

[f] GDS: % Graduates in Full-Time Study 10.9% 8.9% 9.8% 10.9% 11.3% *

[g] GDS: % Graduates in Full-Time Employment 88.6% 69.7% 75.0% 70.0% 68.6% *

[h] GDS: Median Starting Salary 48000 50000 52100 50500 55000 *

[i] GDS: % Graduates Seeking FT Employment 11.4% 16.3% 11.4% 15.5% 15.6% *

Student Performance

[j] Student Retention 79.6% 79.5% 79.0% 79.1% 77.4% *

[k] Course Progression rate 82.9% 80.3% 79.2% 79.4% 79.2% *

Student Completions 4624 4787 4273 4787 4575 *

* Data not available at time of publication or lags a year behind

Performance Indicators




Flexibility

% Enrolments Internal 13.8% 13.0% 12.9% 12.3% 13.5% 12.6%

% Enrolments External 73.7% 73.7% 73.5% 73.4% 72.3% 72.6%

% Enrolments Multi-Modal 12.5% 13.3% 13.6% 14.3% 14.1% 14.8%

Web-Based Subjects Offered 149 198 232 237 244 254

Web-Based Student Enrolments 7535 12485 15173 17530 17563 19552

Enrolment Trends

Enrolment Density (= Ratio of Enrolments to Load) 1.98 1.97 1.97 1.95 1.99 1.95

Median Age of Students 29 29 29 28 28 28

[l] Research and research higher degrees

Research Completions – PhD + Research Masters 62 61 47 78 64 *

Number of Journal Articles Published 171.6 174.2 231.0 298.3 278.7 *

Number of Conference Publications 107.2 129.5 124.9 163.6 156.3 *

Staff

[m] Staff FTE – Academic (FT & FFT) 419 457 451 465 483 489

[m] Staff FTE – General (FT & FFT) 806 873 871 866 913 894

Casual Staff FTE 249 253 266 271 272 272

Student Staff Ratio (EFTS:FTE) 22.0 21.3 22.0 21.9 20.9 22.7

% Academic Staff with PhD 55% 58% 61% 62% 66% 67%

% Academic Staff with Higher Degree 84% 83% 86% 86% 88% 89%

Staff Separation Rate (%) 9% 7% 8% 6% 6% 5%

Mean Age of Staff – Academic 49 50 50 50 50 50

Mean Age of Staff – General 44 43 43 43 43 43

% Academic Staff who are Female 48% 48% 49% 49% 50% 51%

% Senior Staff who are Female 19% 15% 16% 22% 22% 25%

% Staff covered by Collective Bargaining Agreements 96% 95% 97% 96% 96% 96%

[n] Health and Safety

[o] Lost Time Injury Frequency Rate (LTIFR) 1.62 2.66 1.98 3.50 1.89 1.10

Occupational Disease Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

[p] Lost Work Day Rate 0.97 14.74 3.17 14.27 8.01 10.34

Fatalites 0 0 0 0 0 0





Internationalisation

Market Breadth 1. Number Countries Serviced 107 99 101 100 92 94

Market Breadth 2: # Countries Accounting for 80%[s] 13 14 13 12 11 10

International Student Load 3796 3518 3407 3362 2902 2820

Equity and Multiculturalism

Females as % of Total Students 56.3% 57.4% 57.3% 57.1% 56.8% 56.7%

Females as % of Commencing Students 57.7% 59.4% 59.0% 58.6% 58.5% 58.2%

% of Females in Engineering 9.7% 9.9% 9.6% 10.3% 10.7% 10.2%

Enrolments – Indigenous Students 1.8% 1.8% 1.9% 2.2% 2.2% 2.5%

Indigenous Student Progression (Pass Rate Parity) 80.2% 83.0% 82.1% 81.9% 85.4% *

Enrolments – People with Disabilities 804 837 965 1189 1399 1534


[a] Reporting headcount and student – level of program count for consistency with reporting counts a level of program

[b] Market share is based on enrolments.

[c] Client satisfaction is from data taken from USQ’s internal Student Evaluation of Teaching (SET) course survey; and the Course Experience Questionnaire (CEQ) national survey of graduates. Graduate Outcomes are assessed using the Graduate Destination Survey (GDS) conducted by all universities; and a survey of employers of USQ graduates conducted by USQ.

[d] Ratings are from on-campus students undertaking courses around week 11 of First Semester using a 7 point scale to indicate their response to the question: “All things considered, how would you rate the teaching of the lecturers in this course?” The separate mean ratings for Semesters one and two were averaged to provide a yearly performance measure.

[e] The CEQ percentages shown above are the proportion of all respondents that broadly agreed with the items on the two CEQ scales and the Overall Satisfaction Index. Respondents indicated broad agreement by rating the scale item as 3, 4 or 5 on a 5 point scale. The percentages shown are derived from figures supplied by GCCA which consisted of the percentage of graduates in each qualification level and broad area of study that rated the scale as 3, 4 or 5.

[f] These are Australian first-degree graduates in further full-time study.

[g] This is the number of Australian first-degree graduates in full-time employment as a percentage of those available for full-time employment.

[h] These are Australian bachelor degree graduates who were in their first full-time job.

[i] The number of Australian first degree graduates in part-time employment or unemployed seeking full-time as a percentage of those available for full-time employment.

[j] Retention Rate Calculation: (Continuing Yr2) / (Total Yr1 – Grads End Yr1)

[k] Progression Rate calculations exclude Non award students

[l] 2011 Research outputs not completed or verified until June meeting of HDREC

[m] FTE refers to Full-Time staff Equivalents.

[n] All system rules are applied, reported and recorded in respect with the Workplace Health and Safety Act 1995 (QLD) and Workcover Act 1996 (QLD)

[0] LTIFR = (number of injuries x 1 000 000) / total hours worked

[p] Lost work day rate = (total lost work days/total hours worked) x 200000

Note: Some data may have changed slightly from the previous Annual Report due to back dated student withdrawals or similar. If you require additional information, please contact the Editor.


Environmental sustainability initiatives continued to be progressively rolled out in line with the Engaged Enterprise theme of managing the University’s economic, environmental and social footprint responsibly.

Energy efficiency lighting upgrades featured strongly on the Toowoomba campus with 300 LED panel lights installed in high use areas following a successful trial carried out in the library. Post installation revealed a significant reduction in consumption levels reducing overall energy costs and improving the environmental performance of the space.

Sub-metering confirmed energy savings of up to 60% of the baseline.

In line with the University’s Energy Savings Action Plan (2012-2014)

progressive upgrades continued with the conversion of toilet lighting to LED together with the installation of occupancy sensors. The most notable success of 2014 was the installation of 100 LED panel lights in Clive Berghofer Recreation Centre (24hr Gym) revealing a staggering 65% reduction in energy consumption following the addition of zoned proximity sensors.

The expansion of campus waste management solutions continued into 2014 with the development of a Furniture Reuse App to actively promote and encourage the recycling of functional surplus furniture.

Segregated waste streams for paper & cardboard, plastics, glass & aluminum, mixed metals and e-waste (including batteries) diverted tonnes of waste away from landfill.

Year to date environmental performance against carbon emissions targets and the 2009 baseline revealed a significant decline in emissions generated from purchased electricity usage on the Toowoomba campus down 12%.

Steady growth on the Springfield campus has naturally lead way to an upward trend of emissions (travel and energy related) most notably an increase in purchased electricity representing 11% of the University’s Greenhouse Gas (GHG) emissions. In 2014 the University recorded its lowest GHG emissions total in three years, the result of positive shift in consumption and behavior campus wide.

Environmental Overview

Environmental Key Performance Indicators 2014

Carbon Emissions

Total direct and indirect greenhouse gas

emissions by weight

Scope 1 (Direct) = 775 tCO2-e/year, Scope 2 (Indirect) = 13958 tCO2-e

Other relevant indirect greenhouse gas

emissions by weight

Scope 3 (Other Indirect) Air Travel = 507 tCO2-e, Rental Vehicle Use = 64 tCO2-e, Waste to Landfill = 584 tCO2-e

Energy

Direct energy consumption Direct Energy Consumption by Source: Natural Gas = 7074.70 GJ, Fleet Vehicle Use = 5301.23Gj, Standby Generators = 478.72GJ Plant & Equipment Fuel = 259.19Gj

Indirect enery consumption Purchased Electricity sourced from 1 Jan to 31 Dec 2014 = 90% non-renewable for Toowoomba, Springfield & Fraser Coast. As part of the electricity supply contract USQ nominated 10% of its supply to be ‘Green Power’. Purchased Electricity Consumption: Toowoomba Campus 13,100,738 = kWh, Mt Kent Observatory = 16,158.92kWh, Ravensbourne Field Station = 100.77kWh, Springfield Campus = 1,991,145.60kWh and Fraser Coast = 757,755.40kWh.

Water

Total water withdrawn by source Total Water Consumption by Source: Town Water – Toowoomba = 36,754m³/year, Springfield 6375m3/year and Fraser Coast = 930.52m³/year. Groundwater – Licence 606855 = 16.253ML/year (2013/2014 reporting year)

Waste

Total weight of waste by type and disposal

method

Toowoomba Campus – 528.26 tonnes of waste sent to landfill, 12.97 tonnes of cardboard recycled, 3.03 tonnes of plastic recycled, 8.82 tonnes of metal recycled, 0.159 tonnes of batteries recycled and 0.62 tonnes of fluroescent tubes recycled. Springfield Campus – 13.81 tonnes of waste sent to landfill with 4.75 tonnes of commingled waste recycled. Resource Recovery Sims Metals eWaste disposal = 10.929 tonnes diverted from landfill, Close the Loop Toner Recycling 0.53 tonnes diverted from landfill.


Student Load (EFTSL)* 2012 2013 2014

Attendance

On Campus 4440.6 4485.6 4465.9

External 9509.1 9275.4 9922.3

Commencement Status

Commencing 5552.1 5361.6 6071.9

Continuing 8397.5 8399.4 8316.4

Discipline Area

Agriculture, Environmental

and Related Studies60.5 66.6 68.3

Architecture and Building 41.4 19.4 17.4

Creative Arts 1043.4 1103.4 1252.8

Education 2743.4 2759.8 2881.0

Engineering and Related

Technologies1648.9 1736.3 1912.8

Health 1121.0 1100.6 1173.8

Information Technology 818.8 870.8 1004.1

Management and Commerce 2917.2 2524.9 2365.5

Natural and Physical Sciences 959.3 1085.4 1087.5

Society and Culture 2595.9 2494.0 2571.4

Mixed Field Programmes 53.8

Program Level

Higher Degree Research 274.4 324.6 342.1

Higher Degree Coursework 1848.1 1753.0 2001.1

Other Postgraduate 758.4 772.1 955.3

Bachelor 9089.4 8805.2 8932.8

Other Undergraduate 863.3 910.2 890.0

Enabling 933.9 990.6 1082.1

Cross-institutional 101.8 123.4 116.0

Non-Award 80.5 81.9 68.9

Funding Source

Commonwealth Funded 9753.6 9960.3 10592.7

Domestic Fee-paying 693.1 723.1 761.6

International 3361.9 2902.3 2820.7

Research Training Scheme 141.1 175.3 213.3

Scholarship or Industry

Experience

TOTAL STUDENT LOAD 13949.6 13761.0 14388.3

Note: 1. * Figures show the EFTSL for the full year, based on annual submissions

to The Department of Education

Student Enrolments* 2012 2013 2014

Gender

Female 14782 14847 15133

Male 12445 12490 12962

Attendance Mode

On Campus – Toowoomba 4468 4661 4717

On Campus – Fraser Coast 898 909 892

On Campus – Springfield 1886 1997 2075

External / Online 19975 19770 20411

Commencement Status

Commencing 11483 11295 12326

Continuing 15744 16042 15769

Field of Education

Architecture and Building 120 132 93

Creative Arts 2643 2865 2716

Education 5063 5147 5686

Engineering and Related

Technologies4126 4230 4467

Health 1725 1814 1965

Information Technology 850 878 1121

Management and Commerce 7739 7189 6897

Natural and Physical Sciences 1538 1584 1493

Society and Culture 2946 2984 3232

Non-Award 422 438 371

Mixed Field Programmes 55 76 54

Program Level

Higher Degree Research 447 496 537

Higher Degree Coursework 4663 4433 4842

Other Postgraduate 1924 1988 2290

Bachelor 15051 14930 15086

Other Undergraduate 2183 2232 2088

Enabling / Non-award 2435 2654 2625

International

Offshore 3969 3397 2706

On-campus 1853 1797 2138

Australian 21405 22143 23251

Indigenous

Indigenous 471 483 576

Non-Indigenous 26756 26854 27519

TOTAL STUDENT ENROLMENTS 27227 27337 28095

* Figures show the headcount of students for the full year, based on annual submissions to The Department of Education

General Statistics


Staff (FTE) 2012 2013 2014

ALL STAFF

Gender

Female 946 998 992

Male 657 670 662

Classification

Academic Staff 676 699 704

Professional Staff 927 969 950

Current Duties Term

Tenured 1115 1150 1115

Limited Term 128 168 191

Other Term 89 78 77

Casual 271 272 272

TOTAL STAFF 1603 1668 1654

ACADEMIC STAFF

Faculty

Arts 64 66 *

Business 122 116 *

Education 190 196 *

Engineering & Surveying 78 79 *

Sciences 105 111 *

Open Access College 38 38 *

Centre for Australian

Indigenous Knowledges 14 15 *

Non-faculty 66 72 *

Level

Above Senior Lecturer 99 107 109

Senior Lecturer (C) 104 110 111

Lecturer (B) 222 221 238

Lecturer (A) 251 261 246

TOTAL ACADEMIC STAFF 676 699 704

Notes: 1. FTE indicates Full-Time Equivalence of full-time, fractional full-time and

casual staff

2. In 2014 Casual staff numbers are estimated by using the last year actual casual data.

Student Group 2012 2013 2014

International – Oncampus 834 887 995

International Partner –

Onshore379 302 397

International Partner –

Offshore1889 1496 1197

International Direct- Distance 261 218 233

TOTAL LOAD (EFTSL) 3363 2903 2822

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Independent Auditors Report


Independent Auditors Report


Glossary

Glossary of Terms

For a complete list of USQ terms, please

refer to the USQ Glossary in the USQ

Policy Library.

Course

A subject of study, defined by a course

specification, for which students may be

awarded a grade.

Distance/off-campus/external

Each of these terms are used

interchangeably at USQ and represent

courses, the offer of which involve

arrangements whereby lesson materials,

assignments, etc. are delivered to

students, either by post or courier

service or via the Internet, and for

which any associated attendance at the

University is of an incidental, irregular,

special or voluntary nature

Fleximode

Provides all USQ students access to

core content in each course through a

combination of digital and multimedia

sources. These resources can be accessed

online or provided on a CD and (where

appropriate) made available in print

format.

Gradebook

Used by academic staff to input or

change student grades.

Program

A combination of courses, the successful

completion of which, in accordance with

the relevant requirements, will fulfil the

prescribed requirements for a particular

award.

UConnect

The USQ staff and student portal. It

is the main connection point for staff

and students to access the resources

required to work or study at USQ

USQStudyDesk

USQ’s learning management system

Acronyms and Abbreviations

ACER

Australian Council for Educational Research

ACODE

Australian Council on Open, Distance and e-Learning

ADFI

Australian Digital Futures Institute

ADL

Academic Development Leave

ADRI

Approach/Deployment/Results/Improvement Quality Cycle

ALTC

Australian Learning and Teaching Council

APPC

Academic Program and Policy Committee of Academic Board

APD

Academic Professional Development

AUSSE

Australasian Survey of Student Engagement

AWARE

Academic Warning and Reflection Exercise

BELA

Faculty of Business, Education, Law and the Arts

BMOA

Broad Measure of Agreement

BUILD

Building Upon Individual Learning and Development performance management system

Carrick

Carrick Institute for Learning and Teaching in Higher Education

CEQ

Course Experience Questionnaire

CoP

Community of Practice

CPMS

Course and Program Management System

CRICOS

Commonwealth Register of Institutions and Courses for Overseas Students

ETFSL

Equivalent full-time student load

ESOS

Education Services for Overseas Students

FTE

Full-time equivalent (staffing)

GPA

Grade point average

HES

Faculty of Health, Engineering and the Sciences

IAF

Institutional Assessment Framework

IAgE

Institute for Agriculture and the Environment

IRR

Institute for Resilient Regions

ORMP

Operational and Resource Management Plan

SAR

Strategic Alignment Report

SELT

Student Evaluation of Learning and Teaching student satisfaction survey

SRO

Student Relationship Officer

TEL

Technology Enhanced Learning

TEQSA

Tertiary Education Quality and Standards Agency

USQ

University of Southern Queensland

WIL

Work-integrated learning


Summary of requirement Basis for requirementAnnual report

reference

Letter of compliance A letter of compliance from the accountable officer or

statutory body to the relevant Minister

ARRs – section 8 Page 1

Accessibility Table of contents ARRs – section 10.1 Page 3

Glossary ARRs – section 10.1 Page 89

Public availability ARRs – section 10.2 Inside front

cover

Interpreter service statement Queensland Government

Language Services Policy

ARRs – section 10.3

Inside front

cover

Copyright notice Copyright Act 1968


Inside front

cover

Information Licensing QGEA – Information

Licensing


Inside front

cover

General information Introductory Information ARRs – section 11.1 Pages 4 – 5

Agency role and main functions ARRs – section 11.2 Pages 8 – 13

Operating environment ARRs – section 11.3 Pages 11 – 13

Pages 19 – 31

Machinery of government changes ARRs – section 11.4 N/A

Non-financial

performance

Government’s objectives for the community ARRs – section 12.1 Page 20

Other whole-of-government plans / specific initiatives ARRs – section 12.2 N/A

Agency objectives and performance indicators ARRs – section 12.3 Pages 21–31

Pages 37 – 40

Agency service areas, and service standards ARRs – section 12.4 Pages 19 – 30

Financial performance Summary of financial performance ARRs – section 13.1 Page 36

Governance –

management and

structure

Organisational structure ARRs – section 14.1 Pages 6 – 7

Pages 9 – 10

Pages 17 – 18

Executive management ARRs – section 14.2 Pages 6 – 7

Pages 9 – 10

Related entities ARRs – section 14.3 Pages 8 – 10

Government bodies ARRs – section 14.4 N/A

Public Sector Ethics Act 1994 Public Sector Ethics Act 1994

(section 23 and Schedule)


Page 11

Annual Report Compliance Checklist


Summary of requirement Basis for requirementAnnual report

reference

Governance – risk

management and

accountability

Risk management ARRs – section 15.1 Pages 11 – 13

External scrutiny ARRs – section 15.2 Page 12

Audit committee ARRs – section 15.3 Page 11 – 13

Internal audit ARRs – section 15.4 Pages 12 – 13

Public Sector Renewal ARRs – section 15.5 N/A

Information systems and recordkeeping ARRs – section 15.6 Pages 11 – 12

Governance – human

resources

Workforce planning, attraction and retention, and

performance

ARRs – section 16.1 Page 31 – 34

Early retirement, redundancy and retrenchment Directive No.11/12 Early

Retirement, Redundancy

and Retrenchment


Page 31

Open Data Open Data ARRs – section 17 Published

online at

www.qld.

gov.au/data

Financial statements Certification of financial statements FAA – section 62

FPMS – sections 42, 43

and 50


Page 87

Independent Auditors Report FAA – section 62

FPMS – section 50


Page 88

Remuneration disclosures Financial Reporting

Requirements for

Queensland Government

Agencies


Page 75

FAA Financial Accountability Act 2009

FPMS Financial and Performance Management Standard 2009

ARRs Annual report requirements for Queensland Government agencies

Annual Report Compliance Checklist


Senior Executive Vice-Chancellor and President

Professor Jan Thomas


Professor Janet Verbyla


(Research and Innovation)

Professor Mark Harvey


(Academic Services)

Professor Ken Udas


(Students and Communities)

Mr Carl Rallings

Executive Director

(Finance and People Capability)

Mr Athol Kerridge

Stats 2014Staff

Academic (headcount) 704

Professional (headcount) 950

Financial

Total Revenue ($’000) 308 022

Total Assets ($’000) 534 198

Total Equity ($’000) 473 489

Student Numbers

Female 15133

Male 12962

Student Categories

Domestic (headcount) 23251

International (headcount) 4844

Undergraduate (load) 11085

Postgraduate (load) 3304

Campus Locations


Telephone: +61 7 4631 2100

Facsimile: +61 7 4631 2949

Email: [email protected]

Internet: www.usq.edu.au

USQ Toowoomba

West Street, Toowoomba

Queensland 4350 Australia

USQ Springfield

Sinnathamby Boulevard, Springfield


USQ Ipswich

11 Salisbury Road, Ipswich


USQ Fraser Coast

161 Old Maryborough Road, Hervey Bay


USQ acknowledges the Giabal and

Jarowair of Toowoomba; the Jagera,

Yuggera and Ugarapul of Springfield

and Ipswich; and the Butchulla of Fraser

Coast; traditional owners of the lands

where each USQ campus is located.

USQ at a glance



Toowoomba • Springfield • Ipswich • Fraser Coast

T: +61 7 4631 2100 | F: +61 7 4631 2949 | E: [email protected]

www.usq.edu.au

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Annual Report 2014 - University of Southern Queensland

Documents