Macquarie University Performance Portfolio · Performance Portfolio cover leaves.indd 2 28/1/09 1:48:19 PM. ii January 2009 Macquarie University New South Wales Australia 2109 . iii

Australian Universities Quality Agency

January 2009

Macquarie UniversityPerformance Portfolio

cover leaves.indd 2cover leaves.indd 2 28/1/09 1:48:19 PM28/1/09 1:48:19 PM

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January 2009 Macquarie University New South Wales Australia 2109 www.mq.edu.au

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Table of Contents List of Figures

Introduction

v

vii

1. Context and Outcomes since AUQA Cycle 1 1.1 The University 1.2 Audit Themes 1.3 Strategic Directions 1.4 Progress on Cycle 1 Recommendations 1.5 A New Approach to Quality—The Quality Enhancement Framework

1.5.1 Governance 1.5.2 Policy and Planning 1.5.3 Management and Implementation 1.5.4 Evaluation, Review and Reporting

1.5.4.1 Benchmarking 1.5.4.2 Major Reviews

1.6 Areas for Improvement

3 8 8

14 24 26 27 28 30 31 32 32

2. Research and Research Training 2.1 Revitalised Strategy and Policy 2.2 Progress against Macquarie@50 2.3 Quality Assessment against Major Research Objectives

2.3.1 Establishing a Pervasive Research Culture 2.3.2 Achieving Prominence in Research in Selected Concentrations of

Research Excellence 2.3.3 Increasing HDR Candidate Commencements and Completions

2.3.3.1 HDR Commencements 2.3.3.2 HDR Support 2.3.3.3 HDR Student Experience 2.3.3.4 HDR Completions

2.3.4 Contributing to the Nation’s Economic, Social, Cultural and Environmental Well-being

2.4 Increasing International Research Collaborations, Outreach and Global Impact 2.5 Areas for Improvement

39 44 46 47 52

54 55 56 57 62 63

66 68

3. International Activities 3.1 The University Context

3.1.1 Change in Macquarie International 3.1.2 The Quality Enhancement Framework

3.2 Quality and Compliance 3.2.1 Compliance with the ESOS Act 3.2.2 International Student Support 3.2.3 Monitoring and Management of Recruitment Agents

3.3 Benchmarking 3.4 External Referencing

74 77 77 78 78 79 82 84 89

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3.5 Performance Monitoring 3.5.1 Student Recruitment 3.5.2 Student Mobility

3.6 Offshore Arrangements 3.7 Dual Degree Arrangements 3.8 Other Partnered Activities

3.8.1 Macquarie University City 3.8.2 International College of Management Sydney 3.8.3 Centre for Macquarie English

3.9 Pathway Providers 3.9.1 Sydney Institute of Business and Technology 3.9.2 Other Providers

3.10 Internationalisation of the Curriculum 3.10.1 A Two-Tier Approach to Internationalisation 3.10.2 Learning and Teaching Strategies 3.10.3 The Global Futures Program 3.10.4 Staff Development


89 91 94 95 98 99 99 99

100 101 101 102 103 103 104 104 105 107

Appendices

Appendix A: Benchmarking, 2006-2008 and Planned for 2009 Appendix B: Internal Reviews, 2006-2008 and Planned for 2009 Appendix C: Transnational Learning and Teaching Activities Appendix D: Student Exchange Partners Appendix E: Dual Degree Arrangements

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112

116

126

135

Acronyms List of Supporting Material

142

144

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List of Figures

Figure 1.1: Macquarie at a Glance

Figure 1.2: The University Council and Committees

Figure 1.3: Academic Senate and Committees

Figure 1.4: Shanghai Jiao Tong University: Academic Ranking of World

Universities—Recent Rankings for Macquarie University

Figure 1.5: Macquarie University Four Faculty Structure

Figure 1.6: University Administrative Structure

Figure 1.7: The Quality Enhancement Framework

Figure 1.8: Major Activities in the Macquarie University Quality Enhancement

Framework

Figure 1.9: Key University Management Committees

Figure 2.1: Research and Research-Related Committees

Figure 2.2: Progress against Macquarie@50 Research Goals

Figure 2.3: Weighted Publications per FTE by Institution, 2007

Figure 2.4: Research Quality Framework Trial, 2007

Figure 2.5: Unweighted (DEEWR Proxy) Publications, 2002-2007

Figure 2.6: HDR Commencements, 2002-2008

Figure 2.7: HDR Student Experience Data Sources

Figure 2.8: PREQ Data on Supervision—Macquarie and National, 2002-2006

Figure 2.9: PREQ Data on Intellectual Climate—Macquarie and National, 2002-

2006

Figure 2.10: PREQ Data on Skill Development—Macquarie and National, 2002-

2006

Figure 2.11: PREQ Data on Infrastructure—Macquarie and National, 2002-2006

Figure 2.12: PREQ Data on Thesis Examination—Macquarie and National, 2002-

2006

Figure 2.13: PREQ Data on Goals & Expectations—Macquarie and National, 2002-

2006

Figure 2.14: PREQ Data on Overall Satisfaction—Macquarie and National, 2002-

2006

Figure 2.15: HDR Completions, 2002-2008

Figure 3.1: AUQA Sub-themes and the Portfolio Structure Figure 3.2: Proportions of Domestic and International Student Enrolments

(EFTSL), 2005-2008

Figure 3.3: Macquarie International Organisation Chart

Figure 3.4: Academic Support Services for International Students

Figure 3.5: Pastoral Support Services for International Students

Figure 3.6: Sources of International Student Enrolments, 2002-2008

Figure 3.7: International Student Barometer Post Arrival Survey, First Semester

2008: Most Satisfaction


2008: Most Dissatisfaction

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2008: Further Satisfaction Ratings Compared with Other Australian

Universities—Student Experience



Universities—Learning Experience



Universities—Arrival Experience

Figure 3.12: Macquarie Undergraduate Access to International Study Experiences,

2003-2007

Figure 3.13: Macquarie University Use of External Reference Points

Figure 3.14: Macquarie University Course Experience Questionnaire Results,

2005-2007—Generic Skills Scale


2005-2007—Good Teaching Scale


2005-2007—Overall Satisfaction Scale

Figure 3.17: Macquarie University International Student Retention Rates, 2005-

2007

Figure 3.18: Top 20 Countries of Origin for International Students Enrolled in

Semester 2 of 2008

Figure 3.19: Headcount of Research Students by Course Level and Student

Status, 2002-2008

Figure 3.20: Outbound Study Abroad and Exchange Students by Head Count,

2005-2008

Figure 3.21: Offshore International Student Enrolments, 2005-2008

Figure 3.22: Cumulative GPA Distributions of SIBT Pathway and other Macquarie University Onshore Bachelors Degree Students, 2005-2007

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Introduction

Macquarie University has an ambition to be one of the top eight research universities in Australia, and in the top 200 in the world. And we're well on the way, boosting our research effort and ensuring our learning and teaching is of the highest class. Our ambition is obvious in the range of initiatives we have underway, from a new library, a private hospital, and a new undergraduate curriculum in 2010. Nevertheless, we continue to keep faith with a philosophy that has animated Macquarie from its foundation—a multi-disciplinary approach to teaching and researching: highly relevant today given the complexity of the world's problems. To reach our goals, we are investing heavily in research and research training, and new buildings, as well as developing strong relationships with industry. This investment is already achieving significant results. Macquarie is a relatively small university in terms of staff numbers. However, we are achieving high rates of research funding and high rates of academic publication. Alongside research, we are rejuvenating our learning and teaching efforts, updating our curriculum, investing in new teaching facilities, and providing new volunteering experiences for staff and students. International students play a major role in the Macquarie community. We have one of the country’s most diverse international student bodies with all the potential this has for rich social and cultural interaction. The University welcomes the opportunity given by the 2009 AUQA Audit to reflect on our goals in research and research training and in international activities and on how we can manage these areas for continuous quality improvement.

Steven Schwartz Vice-Chancellor

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Chapter 1Context and Outcomes

since AUQA Cycle 1


2

3

1. Context and Outcomes since AUQA Cycle 1

1.1 The University

Macquarie University was established by the Macquarie University

Act 1964 and is located on a hundred and twenty six hectare site at

North Ryde, north-west of the central business district in Sydney.

The University has a significant presence in the Sydney CBD, and

runs offshore programs in China, Hong Kong, Japan, Korea,

Malaysia, Mexico and Singapore. At the end of 2008, the

University had 32,785 students with 20,700 studying full time.

There were 11,448 international students, making up about one

third of the student body. And there were 1,117 academic and

1,132 professional staff. (Refer to Figure 1.1 for a statistical

snapshot of the University.)

According to the Macquarie University Act 1989, ‘the object of the

University is the promotion, within the limits of the University’s

resources, of scholarship, research, free inquiry, the interaction of

research and teaching, and academic excellence.’

Macquarie University Act 1989

4

Figure 1.1: Macquarie at a Glance

5

University Council

The governing authority of the University, established under Part 3

of the Macquarie University Act 1989, is the University Council.

The Council acts for and on behalf of the University in the exercise

of the University’s functions, has the control and management of

the affairs and concerns of the University, and may act in all

matters concerning the University in such manner as appears to the

Council to be best calculated to promote the object and interests of

the University.

The Council currently comprises 17 members, including the Vice-

Chancellor, who contribute a range of commercial, governance,

legal, academic, administrative and public sector expertise to the

business and operation of the Council. Members are elected or

appointed in accordance with the provisions of the Macquarie

University Act 1989 and the Macquarie University By-law 2005.

Academic Senate

Academic Senate is the principal academic body of the University.

Senate makes recommendations to Council on certain academic

matters, such as degree rule changes and proposals for new

awards. Other powers are delegated to it by Council, such as

approving examination results and completion of degree

requirements. At its twice yearly special examination meetings,

Academic Senate both monitors and approves grades, and

considers broad assessment policies. The University’s Faculties

also make annual reports to Senate.

In December 2008, Council approved the Academic Senate

Transition Rules, which provide for a twelve month transition period

for the Senate while the time-consuming process of amending the

By-law through approval by Governor-in-Council is undertaken, so

that the Senate may be legally constituted in 2010 under the

University’s new academic structure. As part of this process,

revised Academic Senate Rules will be drafted for Council approval

on recommendation from the Senate, updating the Senate

delegations and functions.

Council Website Academic Senate Website

6

Figure 1.2: The University Council and Committees

University Council

Finance and Facilities Committee

Standing Committee on Appeals

Remuneration Committee

Audit and Risk Committee

Honorary Awards Committee

Nominations Committee

Assists the University Council in discharging its responsibilities relating to the management of audit and risk across the University and with regard to each of its business enterprises and controlled entities

Assists the University Council in fulfilling its responsibilities relating to the acquisition, development and maintenance of University buildings and grounds, and the financial and investment planning, policy and performance of the University and each of its business enterprises and controlled entities. Approves budget

Reviews the performance of the Vice-Chancellor and members of the Executive annually; and reviews the remuneration level of the position of Vice-Chancellor and of the positions of the Executive bi-annually

Discipline Committee

Hears student appeals on decisions of the Discipline Committee

Assists the University Council in exercising its functions under Section 16 of the Macquarie University Act 1989 and the Courses and Degrees Rules with regard to the conferral of honorary degrees

Oversees nomination of persons for appointment as members of the University Council

Investigates matters which involve any question as to breach of discipline or misconduct of any kind by any student, or by a candidate at any University examination, and may impose penalties in accordance with academic usage

7

Figure 1.3: Academic Senate and Committees

Academic Senate

Academic Appeals Committee

Hears appeals by undergraduate and postgraduate coursework students against their exclusion under the Degree Rules

Academic Program Committee

Oversees the quality and standards of all Macquarie academic coursework programs

Coursework Studies Committee

Gives approval, or makes recommendation, decision, or determination, pursuant to the provisions of the Undergraduate and Postgraduate Rules, as determined by the Academic Senate from time to time; and considers & reports on the conduct of programs of undergraduate and postgraduate coursework study, and the provision of academic advice to students

Grading Appeals Committee

Hears appeals by undergraduate and postgraduate coursework students against their grades under the provisions made in the Degree Rules and the protocols established by the Academic Senate

Higher Degree Research Appeals

Hears appeals by higher degree research students in connection with research student candidature, scholarships and thesis examinations under the provisions made in the Degree Rules and the protocols established by the Academic Senate

Higher Degree Research Committee

Gives any approval, or makes any recommendation, decision or determination pursuant to the provisions of the Doctoral Degree Rules, the Rules for the Degree of Master by Research and the Rules Governing the Enrolment of Students as determined by the Academic Senate from time to time; considers and reports on the establishment and conduct of programs for research education, the appointment of examiners and the examination of theses, and the provision of academic advice to students

Higher Doctoral Degree Committee

Deals with applications from candidates for higher doctoral degrees and makes recommendations to Academic Senate pursuant to the provisions of the Doctoral Degree Regulations; considers and reports on policy matters arising in the course of carrying out its investigations, and other matters as may be referred to the Committee by Academic Senate

Library Committee

Advises the University Librarian on strategic planning and quality enhancement for the Library's support of learning and teaching and of research and research training, and considers and advises on such matters as Academic Senate or the University Executive may refer to it

Learning and Teaching Committee

Works with the Provost and the Deans to establish a culture where teaching matters and students are engaged in their learning

University Medals Committee

Considers, examines and reviews all nominations from the Faculties for University Medals and makes recommendations to Academic Senate on the award of Medals

University Council

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1.2 Audit Themes

This is the second audit of Macquarie University by the Australian

Universities Quality Agency. (The first ‘whole of institution’ audit

lead to a Report in July 2003.) It is conducted under the second

AUQA Audit cycle and covers two themes:

1. Research and Research Training—a theme proposed by

the University—which, at the request of AUQA, includes

reference to ‘matters arising from the 2003 Audit Report on

postgraduate supervisory practice and support for

postgraduate students (recommendation 13)’; and

2. International activities—a theme proposed by AUQA—which

AUQA has asked should include as appropriate:

a. Arrangements for teaching and learning of

international students in Australia;

b. Arrangements for teaching and learning of

international students offshore;

c. Internationalisation of the curriculum and overall

student experience; and

d. Other international activities such as research

collaboration.

These themes are the subjects of chapters 2 and 3 of this Portfolio

respectively.

AUQA Report 2003

1.3 Strategic Directions

Macquarie University is moving in a new direction. Since the

AUQA Cycle 1 audit in 2002, the University has undergone

substantial change in its culture, its organisational structures and

process, and its leadership. In early 2006, Professor Steven

Schwartz was appointed as Vice-Chancellor. This appointment

signalled a major shift in the University’s aspirations and strategic

9

priorities.

After extensive consultation, the new Vice-Chancellor presented his

vision for Macquarie University to the University’s Council and

community in 2006 in a document entitled Macquarie@50. That

plan identified a ‘main goal’ to be achieved by 2014:

At age 50, Macquarie will be among the top eight research

universities in Australia and among the top 200 in the world

Tracking progress towards the University’s goal of national and

international research performance is difficult given the limitations

of many of the national and international ranking systems.

However, the Shanghai Jiao Tong University Academic Ranking of

World Universities is a reasonably effective measure of research

performance and goes some way to indicate the University’s

current position.

SM01.01 Macquarie@50 Shanghai Jiao Tong University Academic Ranking of World Universities

2006 2007 2008

National Ranking 9 9 9

World Ranking 299 286 269

Figure 1.4: Shanghai Jiao Tong University: Academic Ranking of World Universities— Recent Rankings for Macquarie University

More detail on the University’s progress towards the main goal is

provided in chapter 2 below.

Strategies for achieving this vision for the University have been

developed in three major planning documents:

• Strategic Directions: Partnership and Performance, 2008-

2012 — this sets out broad aims in the five areas of

research, learning and teaching, social inclusion, business

and community engagement, and organisational

sustainability;

SM01.02 Strategic Directions 2008-2012

10

• The Macquarie University Research Strategic Plans, 2006-

2008 and 2009-2011 — these plans guide accelerated

investment in research and research training, designed to

position Macquarie as a leading research-intensive

university in Australia and internationally; and

• The Learning and Teaching Plan, 2008-2012 — designed to

develop a quality enhancement culture through supporting,

encouraging and disseminating innovative practice, and

improving teaching and student learning outcomes.

Central to change has been the Review of Academic Structure,

conducted in 2007 which has resulted in a move from ten Divisions

and 44 Departments, to four Faculties (each run by an Executive

Dean) and 33 Departments. This was implemented from 1 January

2009. Running parallel to the new structure is a reorganisation of

administrative support services within Faculties.

SM01.05 Learning & Teaching Plan 2008-2012 Review of Academic Structure

Faculty of

Business and

Economics

Faculty of Arts Faculty of Human

Sciences

Faculty of Science

• Dept. of Accounting

and Finance

• Dept. of Actuarial

Studies

• Dept of Business

• Dept. of Business Law

• Dept. of Economics

• Applied Finance Centre

• Macquarie Graduate

School of Management

• Dept. of Ancient History

• Dept of International

Studies

• Dept. of Media, Music,

and Cultural Studies

• Dept. of Law

• Dept. of Sociology

• Dept. of Anthropology

• Dept. of Philosophy

• Dept. of English

• Dept. of Indigenous

Studies—Warawara

• Dept. of Modern

History, Politics,

International Relations

and Security

• Dept. of Education

• Institute of Early

Childhood

• Dept. of Linguistics

• Dept. of Psychology

• Institute of Human

Cognition and Brain

Science

• Australian School of

Advanced Medicine

• Dept. of Biological

Sciences

• Dept. of Brain,

Behaviour and

Evolution

• Dept. of Chiropractic

• Dept. of Environment

and Geography

• Department of Earth

and Planetary Sciences

• Dept. of Mathematics

• Dept. Physics

and Engineering

• Dept. of Computing

• Dept. of Statistics

• Dept. of Chemistry

and Biomolecular

Sciences

Figure 1.5: Macquarie University Four Faculty Structure

Note: Italics represent postgraduate schools or centres

11

In 2008 all undergraduate academic programs were reviewed. This

highly consultative process lead to a White Paper which sets out:

• What constitutes a Macquarie degree and how it will be

organised;

• The learning experiences we want our students to have;

and

• The learning outcomes our students are expected to

achieve.

Emerging from this review, a suite of new degrees will be

implemented for the 2010 Academic Year.

Change is also being accompanied by a major Capital

Management Plan to renew infrastructure and promote commercial

development and which includes:

• A new Sports and Aquatic Centre which opened in 2007;

• A new student housing complex;

• The Australian School of Advanced Medicine and

Macquarie University Private Hospital;

• The Hearing Hub;

• The Cochlear Ltd global headquarters; and

• A new University Library.

Supporting all these initiatives has been an increasing focus on

marketing and student recruitment, development, institutional

advancement, and alumni relations.

The visible symbol of the new Macquarie is One Voice One

Image—a rebranding of the University, based on internal and

external stakeholder input on how Macquarie is perceived now and

what it aspires to be in the future. This project is aligned with

improvements in internal communication:

• The scheduling of regular Town Hall meetings between the

Vice-Chancellor and staff;

• The Vice-Chancellor’s blog (from April to December 31,

White Paper Review of Academic Programs Major Projects One Voice One Image Town Hall meetings Vice-Chancellor’s blog

12

2008, the website received 58,769 visits with 179,932 page

views);

• A reorganisation of the University’s web presence;

• Daily MQ Announcements;

• The launch of the Momentum portal which provides

information on all major change activities; and

• The appointment of an Internal Communications Officer.

To implement Macquarie@50, the Executive structure of the

University has been restructured. Staff Key Performance Indicators

(KPIs) are aligned with those of the Vice-Chancellor to ensure

accountability for improvement. These KPIs are then cascaded

throughout the University.

Momentum University Executive

Hand-in-hand with the emphasis placed on performance, is the

Macquarie University Ethics Framework Project which commenced

in 2006. This University-wide Project in partnership with the St

James Ethics Centre seeks to develop a shared framework to

guide reflection and both collective and individual decision-making.

Its aim is to promote a collegial community and to foster a culture

that is responsible, respectful and reflective. Actions to date

include the development, consultation on and adoption of an

Ethical Framework Statement and the implementation of Values

Exchange—a web-based analytical tool whereby staff and students

can express their views about specific ethical issues of concern to

the University.

Ethics Framework Project SM01.06 Ethics Statement Values Exchange

13

Figure 1.6: University Administrative Structure

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1.4 Progress on AUQA Cycle 1 Recommendations

Recommendation

1. That Council systematically examine its decision making so

as to ensure superior outcomes for the University.

• In December 2008, the Council approved the ‘Matters

Reserved to Council’ which lists those matters requiring

Council approval;

• The Macquarie University By-law 2005 and University

Rules are currently being amended to ensure alignment

with the University’s new academic structure and policy

environment;

• New terms of reference have been approved or are

currently being developed for Council committees;

• For further, see part 6 of this chapter below.

2. That the University review its approach to the exercise of

leadership, including such aspects as delegations of

authority and business continuity planning.

• In 2006, Macquarie undertook a management

restructure;

• In April 2006, via the Finance Committee and Council, a

major review of financial delegations took place and

these are now reviewed annually;

• The Guiding Principles for the Review of the Academic

Structure included business continuity planning—

delegations will be reviewed again in 2009 as part of the

Implementation Plan for the new structure.

3. That the University’s quality assurance model be further

developed to provide a comprehensive model staff can use

to improve the organisation, and that appropriate training in

the application of the model be provided.

• In 2007, following the appointment of a new Senior

Management Group, the Provost began consulting on

the establishment of a Quality Enhancement

Framework—the subject of part 5 of this chapter.

Council Website Delegations Guiding Principles Implementation Plan Quality Enhancement Framework

15

4. That the University rationalise its range of strategic

statements to provide greater simplicity and clarity, and

thereby increasing its usefulness.

• The vision outlined in Macquarie@50 has been

developed into a strategic framework in the University’s

Strategic Directions, 2008-2012 document and two key

planning documents—the Research Strategic Plan and

the Learning and Teaching Plan.

5. That the planning framework be further developed to

incorporate outcome-focussed Divisional and Departmental

plans based on good practice planning guidelines aligned

with the University’s overall plan, and with regular reporting

(eg annually), and that support be provided to persons

responsible for preparing these plans to help ensure

dissemination of good practice.

• Due to the Review of Academic Structure and the fact

that Faculties have only come into existence on 1

January 2009, Macquarie is unable to demonstrate a

planning framework that incorporates Faculty and

Departmental plans that align with University plans, and

regular reporting against these plans;

• However, the 2008 Report against the Learning and

Teaching Plan, included work against the Plan

undertaken in Departments and Divisions;

• The Office of the DVC, Research and the Research &

Research Training Working Party have undertaken a

review of progress against the Research Strategic Plan,

2006-2008 as part of the planning for the Research

Strategic Plan, 2009-2011 and its Implementation Plan.

6. That the University develop a meta system for operating

and coordinating the various forms of reviews to ensure

consistent and effective application.

• The Quality Enhancement Framework and the related

Procedure for Reviews are the basis of such a meta-system.

SM01.01 Macquarie@50 SM01.02 Strategic Directions 2008-2012

SM01.05 Learning & Teaching Plan 2008-2012 Report against the Learning & Teaching Plan

Quality Enhancement Framework Procedure for Reviews

16

7. That a policy management framework be developed to

embed good practice in the development, approval,

dissemination, implementation, monitoring and review of all

policies.

• A structured, consistent and quality assured policy

framework is now in place. The framework includes

agreed templates for policies, procedures and

guidelines, a standard process for approval and a

default review period of three years. All approved

institutional policies, procedures and guidelines are

published on a central and publicly accessible website,

Policy Central;

• There were almost 30 approved policies, procedures

and guidelines available via Policy Central, with over

110 others currently under development or in the

process of being converted to the new policy framework

form.

8. That the University develop and implement a system for

coordinating and controlling important documents.

• Major documents are controlled and accessed through

Macquarie's records management database (based on

TRIM Captura software). There is also a facility to

register these documents on particular files;

• At its December 2008 meeting, the University Council

agreed that the University proceed with the Records

Management Project which is designed to implement an

organisation-wide electronic records management

system. The Project will encompass systems, staffing,

space, resources, compliance, and risk management.

9. That the University ensures that good practice guidelines

for the governance and quality assurance of major projects

are further developed and consistently applied, as

appropriate throughout the University.

• While there is no single University-wide project

Policy on Polices Policy Central Website Records management database

17

management system, governance and quality

assurance of major projects are maintained using

project management methodology. For the Office of

Major Projects, governance is organised through a

Project Control Group. Information Technology

Services uses the PRINCE2 project management

framework for implementation of the annual IT Projects

Plan.

10. That a formal approval be required before any program or

unit is offered in a mode other than that for which it was

originally approved.

• Since 2005, a formal approval from the Academic

Programs Committee has been required for any offering

of a unit in any mode other than that for which it was

originally approved;

• This is set out in the policy on ‘Coursework Unit—New

Mode of Offering (Policy, Procedure and Guideline)’

which was adopted by Academic Senate in November

2008 and will be furthered by the ‘Academic Program—

New Mode of Offering’ which is currently in draft.

11. That the efficacy of the relationship between Macquarie

Research Ltd and the Research Office be reviewed with a

view to developing an optimal partnership.

• Responsibility for commercialisation of research has

been transferred to the portfolio of the DVC, Research

with the Commercialisation Manager and Business

Partnership Managers having a direct reporting line to

that position as well as defined roles in the Faculties.

12. That the University review the system for interacting with

the tenants of the Research Park so as to develop better

systems for exploring collaborative opportunities.

• With the formation of the Macquarie University Property

Investment Trust, the University is now targeting

tenants for the Research Park and the campus more

Office of Major Projects Information Technology Services

New Mode of Offering

Macquarie University Property Investment Trust

18

generally who are aligned with Macquarie strengths in

teaching and research;

• The rental agreement with Cochlear Limited includes

their providing research opportunities for staff and work

experience for students. This is a model for all future

commercial tenants;

• The successful 2008 Higher Education Endowment

Fund application for a Hearing Hub in the Research

Park is an example of the opportunities for effective

collaboration with the tenants of the Research Park.

13. That the University establish a system for the ongoing

monitoring of Code of Supervisory Practice and of the

adequacy of academic and resource support for research

students at the Divisional level.

• A request for up-to-date information against this

Recommendation is part of the terms of reference for

the second AUQA audit and the matter is dealt with

extensively in chapter 2.

14. That the University involve its Heads of Division and

Department more fully in the further development and

application of its Community Outreach Model and

associated strategies to increase the relevance and

likelihood of success of activities.

• The Review of Academic Structure redefined roles for

Heads of Departments, Discipline Leaders and Centre

Directors and these all now include responsibilities (to

be reflected in KPIs) for representation, public relations,

and communication;

• The University’s Executive Director, Institutional

Advancement is developing and implementing strategic

plans for community engagement and will promote

greater participation by Executive Deans and Heads of

Department.

Hearing Hub

Revised Roles Community Engagement

19

15. That Macquarie consider establishing an internal

relationship between its various business related Masters

programs in Singapore (specifically the MApplFin, the MBA

and the MMgmt) so as to consolidate the range of electives

available, thereby providing a better quality of service to

students, and that Macquarie’s marketing materials clearly

indicate, where applicable, that electives are offered subject

to student enrolments.

• There has been no work on the consolidation of

electives between the Macquarie Graduate School of

Management (MGSM) and the Applied Finance Centre

due to the different needs of their students. (MGSM

markets to students seeking a non-specialist

management education, while the Applied Finance

Centre markets to more vocationally focussed

students.) In addition, Applied Finance electives are too

specific in content for MBA students;

• The MBA and MMgmt programs referred to here are

currently being run-out;

• Applied Finance Centre marketing material notes that

the Centre reserves the right to change or withdraw a

course.

16. That Macquarie University take immediate steps to address

the fundamentally unacceptable situation with respect to the

unauthorised offering by TMI of a full-time BBA program

and in particular, that it urgently undertake a detailed audit

of the records associated with the students who have

enrolled in this offering of the BBA via TMI, prior to deciding

on their individual academic status.

• In July 2002, Macquarie International commissioned

an independent audit of the offshore BBA program

and in August 2003 a follow up audit was conducted

to address the issues raised by AUQA. The follow

up audit concluded that a misunderstanding about

the use of terms ‘full-time’ and ‘part-time’ to describe

the course offering had lead to the belief that the

Applied Finance Centre

20

program was being delivered in an unauthorised

manner. The terms related to the time of day at

which units of study being delivered rather than

having their usual meanings;

• At Academic Senate in August 2002, an approval

process was adopted for offshore programs that

mirrored the onshore process, requiring adoption by

the Academic Program Committee and Academic

Senate prior to their being offered;

• From 2003 all applications for admission to the BBA at

TMI have been assessed by staff in Macquarie

International using the same admission requirements

established for the onshore equivalent. (In 2008

Macquarie International conducted a random audit of

the admission qualifications for 36 of the 179 students

enrolled in 2002 in the BBA at TMI. The audit found

that documentation was not available for 3 students and

concluded that the remainder had been eligible for

admission using the selection criteria established by the

University at that time);

• In 2005 the DVC (Academic) requested a review of

the BBA program offered in Singapore, the business

plan and the agreement under which the program

operates. Subsequently, the decision was made in

2006 to discontinue the BBA;

• In March 2008, students enrolled in the BBA at TMI

were advised that the program would not be offered

after 2008 and were advised of various options for the

completion of the degree.

17. That Macquarie take immediate steps to ensure that it is

fully aware of all offshore ventures in which students are

enrolled with the University.

• A complete list of offshore programs currently run by

Macquarie University is included in the Appendices to

this Portfolio.

21

18. That Macquarie University develop a quality assurance plan

in respect of its international activities that includes, inter

alia, a model contract with partnerships, due diligence of

partners prior to approving contracts, provision for program

and unit approvals and regular reviews, communication

systems with partners, defined assessment processes and

responsibilities, academic security provisions, evaluation of

student learning outcomes against Macquarie’s domestic

students as a benchmark, evaluation of teaching using an

accepted methodology.

• A Macquarie International Strategic Plan, 2008-2010

was introduced in early 2008 and a Quality Assurance

Plan is currently being developed;

• A model contract is also currently being developed for

offshore programs to ensure consistency across all

aspects of offshore program delivery;

• In late 2008 the University adopted an International

Agreement Policy which requires thorough due

diligence of partners as part of the approval process (a

procedure for establishing or renewing an International

Agreement is currently being developed to support the

Policy);

• There have been no new programs proposed for

approval since 2006. However, the Academic Program

Committee is developing new policies on changing a

unit or program’s mode of delivery or location. In the

interim, any approval must be made by the Committee;

• The Internationalisation Steering Committee,

established in May 2008, will receive and monitor

annual review reports and forward these to the

University’s Quality Enhancement Committee;

• Refer to Chapter 3 below for further on international

activities.

19. That Macquarie University ensure all personnel involved in

the provision of offshore teaching receive suitable

professional development and performance appraisal.

Academic Program Committee Internationalisation Steering Committee Quality Enhancement Committee

22

• The University’s Internationalisation Strategy identifies

objectives and indicators for developing international

awareness and capabilities of staff;

• The training and development needs of Macquarie staff

involved in the delivery of offshore programs form part

of the recently introduced Performance Development

and Review process;

• Some level of orientation is provided for all local staff,

though this varies considerably in content. A procedures

manual is produced by Macquarie International for local

administrative staff and Macquarie International will

consult with Faculties on developing a procedures

manual for academic staff.

20. That information from students, such as is collected by the

Dean of Students, be regularly subject to a thematic

analysis to determine systemic improvement opportunities

for the University.

• Student support services were comprehensively

reviewed in 2007 and a new structure put in place which

has resulted in much more efficient delivery. Planning,

monitoring and management of service provision are

now based on the ongoing collection and analysis of

data from students, service usage statistics, and (from

early 2009) the University's centralised complaint and

grievance handling system.

21. That the University explore workload management, with a

view to implementing a system that addresses issues of

workload, strategic relevance of work, and accessibility in

an effective, efficient and equitable manner.

• The 2006-2009 Enterprise Agreement clarified the role

of management in setting workload models. Instead of

the previous unclear collegial process, Executive Deans

now have ultimate responsibility. The Agreement also

contemplates the development of workload models at

the Faculty level which will allow greater

SM01.11 Internationalisation Strategy Performance Development and Review Student support services review Complaint and grievance handling 2006-2009 Enterprise Agreement

23

interdisciplinary equity;

• Similarly, the Agreement now clearly states that the

Head of Department sets an annual written workload

allocation for each staff member which allows for a

strategic focus;

• A broader review of consistency and alignment of

workload allocation will take place once the new Faculty

structure has been bedded down. To this end, a

working group is currently developing a discussion

paper on workloads across the University.

22. That the Performance Management system be consistently

applied and monitored.

• The 2006-2009 Enterprise Agreement includes a

Performance and Development Review process (PDR)

which mandates annual reviews for all staff and clearly

positions the supervisor as responsible for the setting of

objectives and reviewing performance as well as for

staff development;

• Refer to section 1.6 for further discussion of this matter.

23. That Macquarie ensure that the quality assurance

arrangements which enable casual teaching staff to provide

a high quality learning experience for students are applied

consistently throughout the University.

• As a result of both the first AUQA Report and an audit

on casual appointments, the University is reviewing the

selection and appointment processes for casual

teaching;

• The University has opened up courses offered by the

Learning and Teaching Centre to sessional teaching

staff and has also produced an induction and orientation

process based around a Getting Started in Teaching at

Macquarie

Performance and Development Review process Learning and Teaching Centre Getting Started in Teaching at Macquarie

24

1.5 A New Approach to Quality—

The Quality Enhancement Framework

As part of its substantial recent change, the University adopted a

Quality Enhancement Policy in October 2007 and instituted a

Quality Enhancement Committee to oversee and ensure its

application throughout the University. The Policy is designed to

achieve the goals of Macquarie@50 by encouraging ‘continuous

improvement in the effectiveness of structures and activities’.

The Quality Enhancement Framework is summarised in Figure

1.7. And for a summary relating the Framework to major change

activities currently underway in the University, see Figure 1.8.

Demonstrations of the Quality Enhancement Framework are

evidenced in:

• Research and research training quality goals;

• Quality goals for Higher Degree Research progression

and completion;

• The establishment of Faculty Standards and Quality

Committees, responsible for reviewing submissions

relating to coursework units and programs for quality and

conformance with standards before final submission to the

Academic Program Committee of the Academic Senate;

• The work of the Library’s Quality Review Group; and

• A schedule of reviews of both programs and functional

areas.

SM01.12 Quality Enhancement Policy Quality Enhancement Committee SM01.01 Macquarie@50 Faculty Standards and Quality Committee Library’s Quality Review Group Schedule of Reviews

25

Figure 1.7: The Quality Enhancement Framework

26

Governance Planning Management Review

University University Council Vice-Chancellor

Macquarie@50 KPIs

University Executive

Regular reports and benchmarking to University Council

Research Vice-Chancellor DVC, Research

Research Strategic Plan, 2009-2011

KPIs

Research Implementation Plan

Vice-Chancellor

Academic Structure Provost Executive Deans Heads of Offices Heads of Department

Learning & Teaching Plan, 2008-2012

KPIs

Review of Academic Structure Implementation Plan (implemented from 1 January 2009)

University Council Academic Senate

Academic Programs Provost Academic Program

Committee Executive Deans Heads of Department

Learning & Teaching Plan, 2008-2012

KPIs

Review of Academic Programs White Paper (to be implemented from 1 January 2010)

University Council Academic Senate

Figure 1.8: Major Activities in the Macquarie University Quality Enhancement Framework

1.5.1 Governance

To ensure responsibility for decision-making, the Quality

Enhancement Framework requires that a governance body or

position must be clearly identified as responsible for all University

structures and activities. (Refer to Figure 1.6 above on the

University’s administrative structure and Figures 1.2 and 1.3 on

the committees of University Council and the Academic Senate

respectively.)

Implementation of the governance element of the Framework led

to the establishment of the Quality Enhancement Committee in

November 2007 and the Internationalisation Steering Committee

in May 2008. It also led in 2008 to the review of terms of

reference for the:

• Academic Program Committee;

• Learning and Teaching Committee;

• Higher Degree Research Committee; and

• Research Strategy and Policy Committee.

A significant challenge for University governance emerged in 2007

with the discovery of poor governance within Macquarie’s student

associations. The University responded by amalgamating three

Quality Enhancement Framework Quality Enhancement Committee Internationalisation Steering Committee Academic Program Committee Learning and Teaching Committee Higher Degree Research Committee Research Strategy and Policy Committee

27

existing student associations into one—U@MQ—re-formed as a

subsidiary company of Macquarie University. Given the changes

in relation to universal student unionism at the Federal

Government level, this approach to governance has successfully

maintained and extended the University’s services to its student

body.

U@MQ

1.5.2 Policy and Planning

Processes for research policy and planning are detailed in

chapter 2.

To ensure implementation of the Learning and Teaching Plan

2008–2012, two subsidiary plans have been developed:

• The Internationalisation Strategy (discussed in Chapter 3);

and

• The Technology in Learning and Teaching Plan which

aims to ensure a balanced and integrated approach to

incorporating technologies into learning and teaching.

In accordance with the Policy Establishment and Review Policy,

the University Policy Reference Group ensures an appropriate

governance process for the adoption and review of policies.

Another structural mechanism to assist the achievement of

University policies and plans has been the implementation in 2007

of Policy Central. This is a central repository for approved

institutional policies, procedures and guidelines and allows for

easy retrieval of all policies, procedures and guidelines.

The Review of Academic Structure is too recent for the University

to demonstrate any roll-down of plans from the centre to the

Faculties for this Audit. However, a mechanism to ensure that this

will happen is the new academic structure, with new senior

positions and Faculty structures as enabling mechanisms which

reflect central positions and committees.

SM01.05 Learning & Teaching Plan 2008-2012 SM01.11 Internationalisation Strategy Technology in Learning and Teaching Plan Policy Establishment and Review Policy University Policy Reference Group Policy Central

28

1.5.3 Management and Implementation

Major implementation mechanisms employed at Macquarie are:

• KPIs for Executive Deans which reflect those of the

University Executive;

• Cross-University groups established for communication

purposes, for example, MACALT (the Management

Advisory Committee for Academic Learning Technologies)

and the Provost’s Strategy Group;

• Cross-University Steering Committees established for

major projects, for example, the Advisory Committee for

the Review of Academic Structure;

• Alignment of internal research funding and HDR

scholarship schemes to the Research Strategic Plan;

• Development of a comprehensive HDR candidature

management program to support completion goals (refer

to chapter 2.3.3 below);

• Alignment of strategic priorities in Learning and Teaching

with grant schemes to encourage implementation, for

example, through the Emerging Technologies Grants

Scheme;

• Cross-University strategic projects, for example, the

Curriculum Renewal Program and its series of projects

under the leadership of the Learning and Teaching Centre;

• Regular University-wide symposia on matters of strategic

importance, for example, the symposia on Assessment

held in March and October 2008 as part of the consultation

process for a new Assessment Policy; and

• The development of guidelines and templates to assist

Faculties and Departments in responding appropriately to

University policies, for example, the provision of academic

and business case templates.

MACALT Provost’s Strategy Group Advisory Committee for the Review of Academic Structure

Emerging Technologies Grants Scheme Learning and Teaching Centre University-wide symposia SM01.13 Academic Case Template SM01.14 Business Case Template

29

• liaison with Faculties • implementation of Research Strategy • feedback on Strategy and Internal Grants Schemes

• reviews and advises on all institutional policies, procedures and guidelines

• monitors budgetary planning and outcomes in Departments and Offices on a monthly basis

• progresses the University's equity and diversity agenda • advises the Vice-Chancellor and Executive on equity-related matters which impact the University

• oversee the development of an Ethical Framework for Macquarie University

• develops strategy and policy advice in the areas of intellectual property, innovation and commercialisation

• aims to develop and review Internationalisation strategy • monitors and reports on Macquarie’s implementation of national and international protocols on international

students and transnational programs • advises on Macquarie’s international volunteering programs and partnerships • reviews and approves Macquarie’s international agreements and memoranda of understanding

• advises on the creation of a learning technology environment that supports learning and teaching and research, and enriches the student experience, through a seamless integration of infrastructure and academic priorities and the creative use of information technology

• provides a forum for discussion about cross-University issues and for presenting creative ideas, directions and possibilities

• provides a context for dissemination and implementation of broad University perspectives • explores opportunities for cross-Faculty cooperation and collaboration • generates ideas about future initiatives across the University

• implements, reviews and further develops the University's Quality Enhancement Policy and Guidelines • propagates the idea of quality as a core value within all University structures and activities • coordinates and manages policy development, analysis and review; to liaise with the Academic Senate and

other key stakeholders/groups • develops and monitors a set of University KPIs • evaluates the outcomes of quality enhancement activities and processes • assists in the development of the Performance Portfolio for the AUQA audit visit

Figure 1.9: Key University Management Committees

University Policy Reference Group

Key University Management Committees

Budget Review Committee

Equity and Diversity Advisory Committee

Ethical Framework Committee

Intellectual Property and Commercialisation Management Committee

Internationalisation Steering Committee

Management Advisory Committee for Academic Learning Technologies

Provost’s Strategy Group

Quality Enhancement Committee

Research Management Committee

30

1.5.4 Evaluation, Review and Reporting

Major activities undertaken by Macquarie in the area of evaluation,

review and reporting are:

- for research and research training, as discussed in chapter 2:

• Collecting comprehensive data on HDR enrolment,

experience and completion;

• Implementing an Integrated Research Information System

to track research;

• Undertaking a Research External Engagement and

Knowledge Transfer Audit; and

• Continuing review of the strategic impact of internal

research funding;

- for international activities, as discussed in chapter 3:

• Implementing a systemic survey of the international student

experience; and

• Reviewing the University's Student Exchange partnerships

and Offshore Programs;

- and across the University:

• Requiring the inclusion of a review date in every new

Policy;

• Developing a schedule and procedures for reviews; and

• Staff participation in the biennial Your Say survey;

A key issue for Macquarie in the area of evaluation, review and

reporting is the need for the systematic collection and analysis of

quality data. To address this weakness, Macquarie is transforming

the Management Information Unit into an Institutional Research

Unit, with the appointment of a Director in December 2008. The

new office will build University capability around the use of data for

decision-making.

Your Say Survey 2006 Your Say Survey 2008

31

1.5.4.1 Benchmarking

Recent major benchmarking exercises have been:

• The 2007 Macquarie University/University of Newcastle

Research Quality Framework Trial (for details see Chapter

2); and

• The 2006 ACODE (Australasian Council on Open,

Distance and E-Learning) E-Learning Benchmarking

Project between IRUA (Innovative Research Universities

Australia) universities.

The latter exercise involved data collection for data collection by

Flinders, Griffith, La Trobe, Macquarie, Murdoch and Newcastle

Universities against two of the ACODE benchmarks for online

teaching and learning. This led at Macquarie University to the

Blueprint for the Future Project. This Project is a standing item on

the agenda for MACALT and reports to the University’s Learning

and Teaching Committee for governance purposes.

Other examples of University-wide benchmarking from the

University Library include:

• Interlibrary loan turnaround times: benchmarked with the

CAVAL Interlibrary Consortium; and

• Unit costs of acquiring and processing monographs and

electronic resources—the aim was to compare costs,

identify best practice and improve performance in

processing these resources. This was benchmarked with

IRUA Libraries.

The functional and local benchmarking exercises that Macquarie

has participated in since 2006 are listed at Appendix A.

eBenchmarking Project Blueprint Project

32

1.5.4.2 Major Reviews

The University has completed Reports for 2008 under the

Institutional Assessment Framework (IAF) and in accordance with

the 2007 MCEETYA National Protocols for Higher Education

Approval Processes. It has also provided an Annual Report for

presentation to the New South Wales Parliament in accordance

with the State’s Annual Reports (Statutory Bodies) Act 1984 and

the Public Finance and Audit Act 1983. These documents are

included in Supplementary Material.

A list of the functional and local reviews undertaken since 2006

can be found at Appendix B.


The University Council

The 2008 self-evaluation survey of Council members identified

several areas for action in 2009, including the need for

orientation/professional development programs, improvements to

current senior reporting processes to Council, and the self-

evaluation process itself. Analyses conducted in 2008 under a

general review of corporate governance and the ICAC Review of

Record-keeping made additional recommendations.

The response to this situation, managed by the Chancellor and

Vice-Chancellor, involves:

• Review of Council’s committee memberships and terms of

reference to ensure these are current;

• Reordering of the agenda to ensure strategic matters are

dealt with;

• Revised processes for the taking of Council minutes and

management of Council business, decisions and

resolutions; and

• Delivery of an AICD program on the future of governance

as part of induction for new and existing members.

33

Additional changes include a revised Register of Interests which

was approved in December 2008 and has been implemented and

a new Council website which was launched in January 2009.

Implementation of the Review of Academic Structure

The complexity of the implementation which is now underway

arises from the scale of the change—it involves 114 subprojects—

and from the likely feeling among staff of “change fatigue”.

The response, to be managed by the Provost and Executive

Deans (with responsibility clearly identified in their KPIs), involves:

• Facilitating local implementation and monitoring to ensure

plans and cascaded KPIs are being met or making

necessary adjustments; and

• Building on the open and transparent communication with

which the Review was developed to acknowledge change

fatigue and celebrate success

Implementation of the Review of Academic Programs

Again, this is a complex task and enthusiasm amongst staff at the

prospect of further change may well vary.

The response to be managed by the Provost and Executive

Deans from 2009 to ensure effective commencement in 2010,

involves similar strategies to those for the Implementation of the

Review of Academic Structure and, in addition:

• An effective marketing campaign among prospective

students to explain changes;

• Monitoring new degrees and student take-up; and

• Maintaining academic integrity requirements for

introducing new programs by ensuring that Quality and

Standards Committees at Faculty level report to Academic

Senate.

34

Improving the University’s Information Technology

Infrastructure

Evaluation points to significant problems with the University’s

information technology. In both 2006 and 2008, University staff

participating in Your Say surveys identified IT as a significant area

of weakness. That weakness has its origins in a period of under-

investment in the provision of centralised IT support before 2006.

Divisions responded by developing their own IT support and by

duplicating parts of the central system. The level of investment

varied from Division to Division, as did the level of satisfaction with

IT.

The response will continue to be managed by the Chief Operating

Officer and involves:

• A prioritised and costed Information Technology Business

Plan to ensure alignment with Macquarie@50 and

University strategic directions and particularly to focus on

student learning and student engagement;

• Scoping and funding an annual Strategic Information

Technology Plan, which balances the funding of reactive,

proactive and innovative IT projects;

• A high level of IT investment;

• Establishing the Management Advisory Committee for

Academic Learning Technologies (MACALT) (a forum of

academic and professional staff) to consider how to deliver

effective IT provisions for academic purposes;

• A major upgrade of the Learning Management System

which was followed with a review—the Blackboard

Survey—which had 3,125 responses and provided useful

information, not only on the implementation project, but on

the way that students use Information Technology.

Performance and Development Review

The 2006-2009 Enterprise Agreement includes a Performance

and Development Review process (PDR) which mandates annual

reviews for all staff and clearly positions the supervisor as

Your Say Survey 2006

Your Say Survey 2008

MACALT

MACALT Minutes 060807

Performance Development Review

35

responsible for the setting of objectives and reviewing

performance as well as for staff development. The PDR was

piloted in 2007 and implemented across the University in 2008,

through an extensive communication and development program

including four training modules for all supervisors of staff. There

has been some questioning of the design elements of PDR, and

the response, to be managed by the Director, Human Resources

involves:

• A formal review of the process in February 2009, to

consider training and development implications, form

design and wording, the rating scale, and behavioural

indicators; and

• A working group to examine the design of any potential

bonus/award scheme.

36

Chapter 2Research and

Research Training


38

39

2. Research and Research Training Research and research training is a theme proposed by the University for this AUQA

Cycle. The University pointed out that research is of critical importance to Macquarie as it

seeks to position itself as a world-class university. In addition to research being significant

in determining a university’s reputation, we see research-active staff significantly impacting

the quality of the student learning experience. The University also noted that up to the

present no other university has selected a research theme in this Cycle, and exploring

quality indicators and processes in this area may be beneficial across the sector.

2.1 Revitalised Strategy and Policy

The 2002 AUQA audit of Macquarie University recognised strengths

in the policies and strategies underpinning research and research

training (R&RT). However our analysis of key performance

indicators at that time showed a number of worrying trends:

• External research income reported under the annual Higher

Education Research Data Collection had decreased from

$17million in 2000 to less than $15million for both 2001 and

2002;

• Annual research publication output was static;

• Higher Degree Research (HDR) enrolments had fallen

slowly but continuously from a high of 1,100 in 1997, to 998

in 2001; and

• Annual HDR completions had dropped from a previous high

of 141 to only 104 in 2002.

In response, the University initiated a major reform of R&RT

commencing in 2003, with restructuring of internal research funding

schemes, radical overhaul of HDR policy, strategy and related

management structures and processes, and reorganisation of the

Research and HDR Offices.

The results of these changes fed into a comprehensive revision of

the Macquarie University Research Strategic Plan in late 2005 and

early 2006. This Plan was developed after extensive consultation

through the Research Strategy and Policy Committee and with the

then newly-appointed Vice-Chancellor. The Research Strategic

40

Plan, 2006-2008 therefore integrated the substantial changes of the

post AUQA Cycle 1 period with the new vision for Macquarie

University expressed by the Vice-Chancellor in Macquarie@50,

stating that by 2014:

SM01.01 Macquarie@50

At age 50, Macquarie will be among the top eight research

universities in Australia and among the top 200 in the world.

To do this, the University must:

• Expand research activity in both the academic staff

complement and HDR enrolments and completions, while

maintaining the highest level of research quality; and

• Broaden the research profile to include medical research

and engineering, and diversify research funding sources.

The University’s Research Strategic Plan is designed to address

these challenges. The four key elements of the strategy are:

1. Establishing a pervasive research culture—to ensure that all

academic staff (B-E levels) maintain active research

programs of high quality, so that teaching is delivered by

staff of high quality, experience and knowledge of their

fields, and to provide the foundation for new areas of

concentration of excellence in research;

2. Concentrating in areas of excellence—to develop and

sustain selected areas of concentration of research

excellence, to ensure critical mass so as build international

reputation, attract new staff of the highest quality, and to

compete for major external resources;

3. Enhancing performance in Higher Degree Research—to

expand and enhance the quality of our HDR program to

drive increased research productivity, to enhance the

reputation of our graduate body, and to develop long-term

collaborative research relationships through our graduates

and research partners; and

41

4. Contributing to Australia and the community—to expand and

enhance the University’s research collaboration with and

impact of research outcomes on the community (including

industry and government) so as to build support and

engagement, and to diversify sources for research support.

This provided the foundation for the Research Strategic Plan, 2006-

2008. The Plan, and its more detailed companion, the Research

Strategic Implementation Plan, set out goals and performance

indicators for Macquarie research.

Reaching these goals is critically dependent on how effectively they

are adopted and implemented in the Faculties, Departments and

Centres, and by individual staff.

To inform the development of the next Research Strategic Plan for

2009-2011, the Strategic Plan and Implementation Plan underwent

further detailed review through the Research Strategy and Policy

Committee, the Research Management Committee, and Deans of

Divisions, with comment also sought from individual staff. The new

Plans reaffirm the four key goals of the 2006-2008 Plan, and add a

fifth goal to give a greater focus to the internationalisation of

research:

5. Increasing Macquarie’s international collaboration,

outreach and global impact.

With the implementation of the University’s new academic structure,

the Research Strategic Plan, 2009-2011 will provide a means of

integrating the full range of University research strategies and plans

across all Faculties and Offices.

The University monitors performance against these goals and

indicators annually through review of Key Performance Indicators

for responsible staff, especially the Deputy Vice-Chancellor,

Research and Executive Deans.

Application of the Research Strategy has resulted between 2002

and 2007 in more than a doubling of HERDC-reported external

research income, doubling of annual reportable research

DVC, Research Organisational Chart

42

publications, 70 per cent increase in HDR enrolment, and doubling

of HDR completions. Our strategies for research concentration,

development of external research and training partnerships and

capital development of the University campus, resulted in 2008 with

the University’s successful bid to the Higher Education Endowment

Fund for $40million funding to establish the Macquarie University

Hearing Hub, in partnership with Cochlear Ltd, Australian Hearing

and National Acoustic Laboratories, the Royal Institute for Deaf and

Blind Children, and other key players in hearing research.

Reporting to the Vice-Chancellor, the Deputy Vice-Chancellor,

Research has direct responsibility for all areas of R&RT. The DVC

chairs key academic and management committees for R&RT, and

secretarial support for these committees is provided by the relevant

section of the office of the Deputy Vice Chancellor, Research. Key

Committees and their functions are summarised in Figure 2.1.

43

Fig 2.1: Research and Research-Related Committees

44

2.2 Progress against Macquarie@50

Macquarie is a research intensive university. For this reason, our

benchmarking activity includes comparisons with the Group of Eight

institutions as well as national reporting and international ranking

systems. There is a systematic comparison of internal yearly

progress against our strategic goals. Figure 2.2 summarises

progress with achieving the main goal of Macquarie@50, using most

recent available data.


Goals By 2014 Most Recent

Result

Proportion of research-active academic staff

(Levels B – E)

80% 72%

(2007)

More than double research income reported

under HERDC (2005 base of $29million)

$58 million $34 million (2007)

Double the number of graduating doctoral and

masters research students (2005 base of 148)

More than 300 208

(2008)

Overall ranking of eighth on measures such

as:

• Total weighted HERDC Publications;

and

• Total completions

8th

8th

10 (2007)

12 (2007)

Ranking of eighth or higher nationally and in

top 200 internationally on Academic Ranking

of World Universities

8th

Less than 200

9th

(2008)

269 (2008)

Figure 2.2: Progress against Macquarie@50 Research Goals

Figure 2.2 suggests three key indicators to be addressed: research

income, publication rates, and numbers of HDR completions.

Although the University has improved its external research income

performance as measured by the Higher Education Research Data

Collection over the last five years, this remains relatively low in

comparison to other Australian universities, especially those in the

Group of Eight. Indeed, the Institution Assessment Framework

Portfolio for 2008 notes that:

45

Macquarie University has positioned itself against the

research intensive Go8 cohort. Against this cohort

Macquarie does not have a high research income; however,

Macquarie’s income has increased in certain categories and

is increasing overall.

The relatively low research income is mainly because until now the

University has not had a significant level of medical research and

therefore has not been able to access a large proportion of the

research funding available in Australia. With the University’s new

Australian School of Advanced Medicine underway, this situation is

changing. In addition, the University has not had a significant

component of research in engineering. This is being expanded. The

strategy of concentrating on areas of research excellence is

designed to increase the number of high-performing researchers,

and with replacement policy of academic staff, requiring

demonstrable research activity, this should also boost external

income.

Given these policies, the University’s targets for external research

funding in the period 2009-2011 are:

• An increase in total research funding of 5 per cent above the

national average; and

• An increase to greater than 60 per cent in the non-

Commonwealth-competitive component of total research

income.

An analysis of weighted publications per capita (full-time equivalent)

for 2006 and 2007 establishes Macquarie University as amongst the

top six Australian universities, second after the Australian National

University for 2006 and sixth for 2007 (see Figure 2.3). Macquarie’s

overall ranking for publications is a function of its relative size.

Despite this, these results show the increasing productivity of our

staff, even before the COREs recruitment drive began to significantly

increase the number of research-active staff.

46

As to HDR students, enrolments are rising rapidly and completion

rates are increasing both absolutely and by comparison with other

universities. Strategies to promote further growth are discussed in

section 2.3.3.4 below.

Figure 2.3: Weighted Publications per Full-Time Equivalent (FTE) by Institution, 2007

2.3 Quality Assessment against Major Research Objectives

The University can point to significant achievements as it has

pursued the four key goals of the Research Strategic Plan, 2006-

2008. In summary, there have been increases in:

• Total research-active staff, as evidenced by publication

and external grant application rates;

• Staff concentrated in areas of research excellence; and

• HDR enrolments.

Areas needing improvement (as is discussed in section 2.5 below) are:

• Increasing research funding;

• Providing research infrastructure and facilities; and

• Establishing stronger workload models for research.

The remainder of this section of the Portfolio contains more detailed

assessments against each of the four key goals.

47

2.3.1 Establishing a Pervasive Research Culture

In 2007, the University undertook a major external assessment

exercise—the Research Quality Framework Trial—in collaboration

with the University of Newcastle. Over 1,000 active researchers

from both institutions submitted quality evidence portfolios. The

portfolios were assessed by 87 external assessors of international

standing across 23 discipline panels.

The Trial established a benchmark for the University’s research, and

provided Macquarie with an excellent understanding of current

research strengths, as well as areas needing further development.

Evidence from the trial was used to support the selection of the

second generation of Concentrations of Research Excellence

(discussed below in 2.3.2).

The Research Quality Framework Trial confirmed both the breadth

and depth of research quality at Macquarie with 72 per cent of Level

B – E staff defined as research-active. (For detail on the findings,

refer to Figure 2.4.) This Trial provided an excellent base-line for

monitoring progress against the Macquare@50 goal of 80 per cent

research active academic staff (at Levels B – E) by 2011 with the

Deputy Vice-Chancellor, Research and Executive Deans primarily

responsible for achieving this target.

Roles of Executive Deans

48

Figure 2.4: Research Quality Framework Trial—Macquarie University Results, 2007

Additional evidence for an improved research culture and output is

found in an average annual increase of approximately 20 per cent

in publication rates in DEST (DEEWR) proxy categories since the

last AUQA visit (see Figure 2.5). The overall upward trend in total

publications shows a slight fall in 2007. A slowing in growth of

publication output (to just 3 per cent) is evident in the national

HERDC publication data for 2007. However analysis using Web of

Knowledge indicates that for 2007 we experienced problems in

reporting compliance (attributed to a changed collection process, to

be rectified in the future) which resulted in under-reporting by

approximately 10 per cent. Analysis of 2008 data suggests annual

growth is continuing at around 15 per cent.

49

Figure 2.5: Unweighted (DEEWR Proxy) Publications, 2002-2007

Developing our researchers is the best means to extend a

pervasive research culture across the University. To support the

development of individual researchers and research teams, the

University has maintained and revised an extensive suite of internal

research grants schemes. Each scheme has its own strategic

objective, and provides opportunities for researchers at all

academic stages to access competitive funding for their projects.

The overall intention for the schemes is to increase the research

productivity of our researchers and seed success for external

funding.

The University supports the development of young researchers

through New Staff Grants, competitive award of postdoctoral

research fellowships, and central contributions to ARC Fellowships

co-funded under a 50 per cent rule.

Research infrastructure funding is provided through a range of

mechanisms. As well as the central competitive allocation of

Research Infrastructure Block Grants (RIBG) and Strategic

Infrastructure funds, infrastructure funding also constitutes a

significant part of the University’s Faculty Funding Model. A portion

of the University’s annual RIBG is allocated directly to maintenance

of centrally-funded research facilities, such as the Library, the

Central Animal House, and Macquarie Engineering and Technical

50

Services. Provision of major new or refurbished facilities is

addressed through the Capital Management Plan and Minor Works

budget of the Office of Facilities Management.

In the new Faculty structure, researchers will be supported by

Associate Deans for Research and for Higher Degree Research as

well as Faculty Managers for Research and for Higher Degree

Research. The Faculty Research Managers will assist researchers

to develop high quality research grant proposals, by providing

technical information on budgets and project management, and

reviewing and editing proposals for content. In addition, Faculties

have already developed strong networks of research mentors who

are well versed in grant-writing.

The Faculties are supported by members of the Research Office

offering assistance in constructing high quality, properly costed

tenders and contract proposals. An integrated Faculty/Research

Office post-award management process facilitates improved project

completions. The Research Office has implemented a new

system—the Integrated Research Information System (IRIS)—for

tracking all aspects of research management in the University.

The University has adopted a strong position on the ethical

dimensions of research and is supported by the Ethics Secretariat

within the Research Office. A University-wide understanding of the

importance of ethical research practice is maintained through

research induction workshops, published material for new HDR

candidates, and policy links from University websites.

All areas of research practice are supported by the University

Library through its collection development strategies. The Library

also provides researchers and HDR candidates with support in

skills development, resource location, and information management

assistance. The Library provides a hub of research activity and, in

response to client feedback, will incorporate dedicated research

areas within the new Library Building to be opened in 2010.

The University believes strongly that there should be public access

to research outcomes. Macquarie’s ‘Open Access’ policy is

IRIS Research Ethics Macquarie University Library Library Services for Academic Staff Library Services for Postgraduates New Library ‘Open Access’ Institutional Repository

51

supported by the Library’s Institutional Repository. This ensures

that the University has a better record of its scholarly output, and it

will increase our research visibility. More importantly, it makes

scholarly work available to all researchers, including those in

developing countries and those without access to expensive library

subscriptions.

Academic Promotions policy and guidelines were completely

overhauled in 2008 for implementation in 2009. Research and

research training promotion criteria are now clearly linked to a

requirement for demonstrated research activity with escalating

performance required for promotion to progressively higher

academic levels.

In 2008 the University finalised conditions and criteria for identifying

very highly performing senior researchers who will be awarded the

standing of Distinguished Professor for a five-year tenure.

Distinguished Professors will be in the top one per cent of

researchers in their field, of a standing equivalent to that of an ARC

Laureate Fellow.

The University provides Outside Studies Programs (OSP) to enable

academic staff to undertake structured programs of sustained

scholarship, research and associated development outside the

University. In 2006 the University completed a major review of OSP

over the previous ten years which showed that the program was not

meeting its goals of enhancing research and scholarship for all

staff, only in a third of cases leading to a clear increase in research

activity. Consequently, policies and guidelines governing OSP

have been substantially revised. There is now an absolute

requirement for the award of OSP that a level of research activity

appropriate to appointment be demonstrated. Strict reporting

standards and deadlines have been introduced, as have new

application and reporting documentation.

Academic Promotion Policies Outside Studies Program Policy

52

2.3.2 Achieving Prominence in Research in Selected Concentrations

of Research Excellence

It is a characteristic of major research-intensive universities that

they have achieved world-leadership in quality and scale of

research and facilities. A key part of our research strategy is to

develop and maintain world-leading research in selected areas of

strength. This is addressed through a combination of:

• Targeted recruitment of high-performing researchers into

selected areas (via the CORE recruitment strategy);

• Restructured and revitalised Macquarie University

Research Centres;

• Major funding for new directions in research; and

• Co-funding of bids for major externally-funded research

programs, centres and facilities.

The long-term target for research concentration is to maintain

approximately 20 world-class research groupings which are

recognised as national centres of excellence and receive major

external funding.

The CORE recruitment strategy commenced in 2006 when ten

areas of research excellence were identified, based on the

exceptional performance of key staff members already operating in

groups, or in closely related areas. A major advertising campaign

was launched in mid-2006 and appointments were made by

targeting high-performing Australian and international researchers

who could extend and complement our research strengths. All

selection committees were chaired by the DVC, Research to

ensure consistency in appointment quality.

Forty-one high-profile researchers were recruited in the first round,

and a further forty-three positions were advertised in 2008,

including positions in eight new CORE areas. These areas were

selected using research performance data, including the results of

the Research Quality Trial. We plan to undertake further rounds of

CORE recruitment every two years.

Concentrations of Research Excellence

53

An opportunity to further enhance the long-term strengths of the

CORE areas is provided by the ARC Future Fellowship scheme,

introduced in 2008. The University supported applications of high

merit only in the CORE areas, and is committed to offering ongoing

positions to all successful applicants. Similar criteria apply to

Laureate Fellowship applications for which Macquarie is the host

institution.

CORE areas are expected to increase:

• External research income, by way of peer-reviewed

research grants and contract or commissioned research;

• Research outputs (publications) and quality (citations, peer

esteem and/or other evidence of high quality); and

• HDR enrolments and completions.

This strategy for research growth is relatively new to the University

and a full cycle of evaluation, review and development has yet to

be completed. However, preliminary assessment of performance

of the CORE areas has demonstrated:

• An increased success rate for competitive grants with new

CORE appointees succeeding at twice the national average

in the 2009 ARC Discovery round; and

• An enhanced international profile with two further HiCi

researchers amongst the first round of CORE appointees.

In 2005, the Office of DVC, Research and the Research Strategy &

Policy Committee undertook a full review of the University’s

research centre policy, resulting in progressive disestablishment of

all existing University Research Centres (complete mid-2007) and

establishment of a new Macquarie University Research Centres

(MQRCs) policy and funding scheme, involving competitive

selection and a fixed five year term of funding support. MQRCs

must report annually against agreed KPIs and must achieve

nationally (externally-funded) standing for continued existence

beyond five years.

There is close alignment between CORE areas and our national

ARC Future Fellows Research Centres

54

centres, and Macquarie University Research Centres, as shown in

Supporting Material. Four CORE areas (Financial Risk,

Neuroscience Vascular Science and Surgery, Social Cultural and

Political Change, and Wireless Communications) represent

strategic strengthening of research which will extend the

University’s research profile in areas of applied research with the

potential for high impact in the community.

In line with the Research Strategy, the University makes

substantial commitments to competitive bids for major externally-

funded research programs, centres and facilities in our designated

areas of excellence. This has contributed to successful outcomes

in a number of recent bidding rounds including ARC Research

Networks, Centres of Excellence and Fellowships, National

Collaborative Research Infrastructure Strategy and National

Climate Change Adaptation Research Facility.

2.3.3 Increasing HDR Candidate Commencements and Completions

At the request of AUQA, the audit theme of Research and

Research Training includes reference to ‘matters arising from the

2003 Audit Report on postgraduate supervisory practice and

support for postgraduate students (recommendation 13)’. This

Recommendation was:

That the University establish a system for the ongoing

monitoring of Code of Supervisory Practice and of the

adequacy of academic and resource support for research

students at the Divisional level.

This is addressed below in material on Higher Degree Research

commencements, support, student experience, and completions.

The underlying strategy for Higher Degree Research is expressed

in Macquarie@50 as follows:

To support our research developments, we will increase our

production of doctorates, with an emphasis on quality. To

accomplish this, we will enhance our management system

AUQA Report 2003

SM02.04 Code of Supervisory Practice


55

for research students to ensure that they are given the

support and incentives they need to complete their work on

time.

As a first step to achieving this goal, governance of HDR was

separated from that for postgraduate coursework and made the

responsibility of the Higher Degree Research Committee. This has

ensured a stronger focus on strategy.

2.3.3.1 HDR Commencements

To maximise the University’s research outcomes, an increase in

the number of commencing HDR candidates is a key goal in the

Research Strategic Plans. From 2007 the University set a target of

400 new HDR candidates each year. In both 2007 and 2008 the

target was exceeded.

Figure 2.6: HDR Commencements, 2002-2008 Note: Data for 2002-2005 includes a number of course transfers

Total HDR enrolments have risen from 1,051 in 2002 to 1,741 in

2008.

The development of HDR education has been supported through a

major investment in scholarships. The Macquarie Research

Excellence Scholarship (MQRES) budget in 2008 was $13 million,

increasing to $16.3 million in 2009. This can be compared with a

SM02.05 MQRES Scheme

56

budget of only $1.5 million five years ago. This major investment

program is essential in order to attract the best students, both

domestic and international, to the University.

The award of scholarships under the MQRES Scheme is

strategically driven. The first priority is to CORE and other areas of

demonstrated (peer-reviewed) research excellence; for example,

allocations are linked to successful ARC research grant

applications. Initially, the minimum MQRES requirement was an

Honours First Class 1 rank (that is, on a scale from a low of 1 to 5)

or equivalent ranking, ensuring high quality commencing

candidates. By 2008, the entry standard had risen to a minimum

rating of 3 for both domestic and international applicants.

2.3.3.2 HDR Support

An HDR Supervisor Register was established in 2008 and placed

on the web from 2009 to ensure that HDR supervisors meet

University requirements for supervision. Supervisors of HDR

candidates are required to comply with the University’s Code of

Supervisory Practice, and to attend the Colloquium for Research

Supervision for supervisors. Since 2004, over 500 academic staff

have participated in the program which has been offered at Faculty

and central levels. The pool of registered supervisors is being

expanded through appointment of qualified Adjunct Supervisors

under University procedural guidelines. The quality of supervision

is monitored using individual personal development reports and

cyclic evaluation of the Supervisor Register (which includes a

deregistration process).

Commencing candidates are funded through the HDR component

of the Faculty Funding Model (FFM) which provides generous

funding to Faculties for both domestic and international HDR

enrolments and completions, and requires that 25 per cent of the

FFM funding is allocated to individual student research project

costs. Each candidate is required to construct a budget plan to

itemise research needs. From 2009 each Faculty is required to

report annually to the DVC, Research on principles, procedures,

and funding allocations for HDR students. Through the

Postgraduate Research Fund, the University provides additional

HDR Supervisor Register SM02.04 Code of Supervisory Practice Colloquium for Research Supervision

HDR Pathway Programs

57

support for students to attend and present at international

conferences, undertake research visits to international research

centres in their area, access new data, or otherwise enhance their

international experience.

All commencing HDR candidates are required to attend central and

Faculty commencement programs, to ensure that there is a full

understanding of both University and Faculty requirements. Each

central commencement program is evaluated and feedback used

to refine subsequent programs. The level of student approval for

these programs is high and increasing.

In addition, candidates are supported throughout their candidacy

with University advice through the HDR Guide for Supervisors and

Candidates. This guide is a consolidated source of candidature

information and advice. A range of research skill supports are

provided by central units such as the Library and the Learning and

Teaching Centre, and also at Faculty and Departmental level. A

checklist for candidature progression including training and support

has been developed.

In 2006 the University introduced a thesis by publication option for

all HDR candidates. In 2008, 35 students pursued this option, a

substantial increase over the 2007 figure of 11. This policy

encourages candidates and supervisors to plan submission of

journal papers and prepare papers in article format during

candidature.

Central Commencement Program HDR Guide Library Research Services Learning & Teaching Centre Research Resources

HDR Essential Information Thesis by Publication

2.3.3.3 HDR Student Experience

To improve policies and performance, the University has

introduced a suite of evaluation and benchmarking instruments to

collect data about the experience of Higher Degree Research

candidates. Figure 2.7 provides an overview of our HDR

Evaluation tools.

HDR Student Feedback

58

HDR student Survey, Date Introduced Comparative data

Commencing

students

• Biannual feedback on Central

Commencement Program,

2006

• Ongoing feedback on

International HDR

Orientation, 2006

Within the University,

comparing previous feedback

Within candidature

• Candidature Management

projects on the transition into

research at the University,

2003

Within the University,

comparing previous years,

MUSEQ-R results

Within candidature,

all stages

• MUSEQ-R, 2006 Within the University,

comparing previous feedback,

and national PREQ means

Non-completing

students

• Withdrawal survey, 2007 Within the University,

comparing previous years

Graduating students • PREQ, 1999 National PREQ means

Figure 2.7: HDR Student Experience Data Sources

Each of these instruments provides the Higher Degree Research

Committee with regular data to review student experiences, to

evaluate good practice models, and to make recommendations for

changes at University and Faculty level. The Associate Deans,

HDR from each Faculty will present this data and

recommendations to their own Faculty Research-HDR committees.

In turn, Faculty responses and developments are also reported at

HDRC. Implementation reports are presented to the HDRC within

12 months of the initial recommendations.

There has been an increase in Macquarie’s Overall Satisfaction

rating in Postgraduate Research Experience Questionnaire

(PREQ) data from 75 per cent for 2003 to 82 per cent for 2006—

the most recent year for which we have national figures—and an

overall upward rating trend on all scales from 2003-2006 except

skill development which fell from 90 per cent to 86 per cent. (See

Figures 2.8-2.14 for detailed information against each of the PREQ

scales.)

PREQ – Component of Australian Graduate Survey (AGS)

59

The Macquarie University Student Experience Questionnaire—

Research (MUSEQ-R) is an annual evaluation instrument that

enables us to compare internal data from current students with the

national PREQ post-completions data. The MUSEQ-R includes

the scales developed for the PREQ with additional questions that

are of specific interest to the University. In each case, Macquarie

is generally within five points of the national PREQ mean on the

quality of supervision and intellectual climate.

MUSEQ-R shows variations in satisfaction among different HDR

student groups, with students in their first year of candidature most

satisfied. This reflects the strong focus on commencing HDR

experiences. MUSEQ-R ratings on intellectual climate at

Macquarie, like the national PREQ ratings, are the lowest

satisfaction ratings and the University remains concerned about

these. Understanding students’ intellectual climate ratings and

improving the quality of the research culture within Divisions was

the subject of a special report to and discussion at the November

2007 Higher Degree Research Committee meeting. Feedback

was then used by Faculties to address resourcing and space

issues. Completions workshops are being piloted in 2008 and

2009 in the Arts and Human Sciences Faculties in order to address

later-year student feedback.

MUSEQ-R

Figure 2.8: PREQ Data on Supervision—Macquarie and National, 2002-2006

60

Figure 2.9: PREQ Data on Intellectual Climate—Macquarie and National, 2002-2006

Figure 2.10: PREQ Data on Skill Development—Macquarie and National, 2002-2006

Figure 2.11: PREQ Data on Infrastructure—Macquarie and National, 2002-2006

61

Figure 2.12: PREQ Data on Thesis Examination—Macquarie and National, 2002-2006

Figure 2.13: PREQ Data on Goals & Expectations—Macquarie and National, 2002-2006

Figure 2.14: PREQ Data on Overall Satisfaction—Macquarie and National, 2002-2006

62

2.3.3.4 HDR Completions

To maximise the University’s research outcomes, an increase in

the number of completing HDR candidates is a key target in the

Research Strategic Plan. There has been a 10 per cent per

annum increase in HDR completions over the past five years.

Figure 2.15: HDR Completions, 2002-2008

In 2008, a detailed HDR completions management planning

process was initiated at the individual student level. Candidates

due to complete within the next year are identified from student

system data by the Higher Degree Research Office, and names

and relevant supervisory details are forwarded to Faculties as part

of the Annual Progress Report process. Proposed submission

dates are then confirmed and the resulting completion targets

become Faculty KPIs.

The completions management planning process also enables

Faculties to identify in advance those candidates requiring further

academic or funding assistance to complete their candidature as

well as those supervisors who require additional support (eg

through the supervisory panel). Attrition rates are monitored (less

than 6 per cent in 2007), and data on withdrawn candidates

reported to the Higher Degree Research Committee for any

required action.

All nominations for HDR examiners are vetted by the Higher

Degree Research Sub-committee which reports to HDRC, with 60

per cent of examiners being from outside Australia in 2007. HDR

Thesis Examination

63

examination times have been continuously reduced over the last

two years to an average of 52 days in 2008. In 2006 the University

began asking examiners to rate the thesis they were marking

against all other HDR theses that that examiner had marked to

assess whether that thesis is in the top 5 or 10 per cent of theses

examined in an international setting. In 2007, 38 per cent of

reports rated Macquarie theses as in the top 5 to 10 per cent

(which is almost four times higher than a standard distribution).

These ratings will provide a guide for international benchmarking of

the quality of the University’s HDR graduates.

In the area of research training, the Research Strategic Plan, 2009-

2011 focuses on:

• Increasing HDR cohort rates of completion (target 70 per

cent of cohort enrolments per year by 2011), and total

completion numbers (target 300 completions 2011); and

• Reducing mean PhD and MPhil completion times (less than

4 EFTSL per completed PhD, and less than 2 EFTSL per

completed MPhil by 2011).

The national Graduate Destination Survey (GDS) provides limited

information regarding post HDR employment, and further analysis

has been undertaken at Macquarie. Employment of doctoral

graduates compares favourably to national averages for the period

2000 to 2007.

Thesis Examination Process

GDS – Component of Australian Graduate Survey (AGS)

2.3.4 Contributing to the Nation’s Economic, Social, Cultural and

Environmental Well-being

Macquarie University aspires to do research that has a significant

beneficial impact on the nation’s economy as well as on social and

cultural development. We seek to achieve this by expanding our

level of engagement with the community, through

commercialisation of research-derived Intellectual Property (IP),

research-based consultancy undertaken by our staff, collaboration

with research end-users through research contracts (including

ARC Linkage Projects and Cooperative Research Centres), and

especially through establishing research partnerships with

organisations located adjacent to the campus, or relocated onto

campus.

External Engagement and Knowledge Transfer Audit

64

Since the 2003 AUQA Report, we have undertaken major changes

to IP Policy, and policy and processes to commercialise research-

derived IP. A fully revised IP Policy was approved by Council in

2005 and operation of commercialisation is managed by the

Intellectual Property and Commercialisation Management

Committee. In 2008 the role of AccessMQ has been redefined as

a commercial personnel and financial services provider, and

commercialisation transferred to the Research Office.

Commercialisation outcomes are monitored through data related to

patents, royalties and spin-off activity. A notable recent

achievement has been the Macquarie spin-off company Bluglass,

established in 2005 and publicly-listed (ASX) in 2007. The

University recognises contributions to commercialisation by staff

and students through its annual Innovations Awards.

Macquarie’s research profile has previously been quite strongly

oriented towards fundamental research in the sciences, social

sciences and humanities, and this has presented difficulties in

achieving our goals of enhancing research collaboration and

partnership with industry and the community in general. Staff are

encouraged and supported to engage with research end-users

through a variety of mechanisms, including co-funding incentives

for developing external partnerships, the Vice-Chancellor’s

Innovation Fellowship Scheme to appoint research fellows with

experience of working with industry, and strong support for

participation in Cooperative Research Centres. Additionally the

University is using the CORE strategy to strengthen applied

research, specifically in a range of engineering areas, health

sciences and surgery, environmental sciences, and economics and

finance.

Development of major partnerships in research and research

training is a key integrating feature of the Research Strategic Plan,

and Campus and Capital Management Plans of the University. We

aim to bring leading knowledge-based organisations onto campus

both to provide an additional revenue stream and to enhance

opportunities for collaborative research. Initiatives, coordinated

Access MQ Macquarie Business Incubator

65

through the Vice-Chancellor’s Office, involve Macquarie University

Property Investment Trust, Office of Major Projects, and Office of

Financial Services, as well as the Research Office.

The University targets development of one major new partnership

per year: examples of University-industry partnerships now

proceeding and involving major building and facilities construction

are the Macquarie University Hospital (with Dalcross Hospital),

relocation of Cochlear Ltd’s global headquarters and

manufacturing facility to the campus, and the Macquarie University

Hearing Hub, which brings together Cochlear, Australian

Hearing/National Acoustic Laboratories, the Royal Institute for Deaf

and Blind Children, the Sydney Cochlear Implant Centre, and

others.

While the University has data tracking performance in contract

research and consultancies through the University or its controlled

entities, we have previously had little data on the level and quality

of engagement of Macquarie staff with research end-users through

informal means. The unique External Engagement and Knowledge

Transfer audit was undertaken in 2008 to monitor the level and

quality of the University’s contributions to the community through

our staff, and to establish and develop policies aimed at enhancing

those contributions. A web-based audit tool was developed in-

house and piloted in two Divisions of the University, representing

approximately one fifth of academic staff. The results of the pilot

assisted in refinement of the process prior to rolling out the audit

across the remaining Divisions in the fourth quarter of 2008.

The completed audit for the first time provides the University with

comprehensive data on the engagement of its staff with research

end-users. The audit data show that approximately 50 per cent of

all academic staff have participated in over 900 separate, verifiable

knowledge transfer activities over the past five years, with

approximately 25 per cent of these activities resulting in significant

benefits to end-users.

The University will undertake triennial impact surveys (with the next

due in 2011), using the 2008 findings as a benchmark. In 2011,

66

the expectation is that the level of interaction will have increased

by at least 10 per cent over the 2008 benchmark. The research

impact strategy will also be reviewed in the light of the

Commonwealth Compacts process to be introduced in 2010.

2.4 Increasing International Research Collaborations, Outreach and Global Impact

The 2008 review of the Research Strategic Plan, 2006-2008

highlighted the importance of a stronger focus on:

• International research collaborations by Macquarie’s

academics and doctoral students;

• Targeted outreach into the Asia-Pacific region; and

• Increased global impact of our research outputs.

Increasing international collaboration in research has now been

established as a separate goal in the Research Strategic Plan

2009-2011, with a range of strategies and measures to encourage

international collaboration at institutional level, research grouping

(CORE) level, and among individual staff.

Central to our research internationalisation strategy is development

of joint PhD programs with leading overseas universities. Joint

supervision of PhD students gives an immediate focus to

collaboration through the medium of the student, but the longer

term objective is to build in-depth collaboration between our staff

and those of the collaborating institutions. Building a cohort of PhD

graduates who have completed these programs will also, over

time, build a substantial group of international researchers with

strong connections to Macquarie, continually reinforcing the

University’s standing as an international research-intensive

institution.

Macquarie was an early-adopter of the French Cotutelle scheme

involving joint PhD supervision of the student, who must spend a

substantial time (typically at least one year) at each of the two

collaborating institutions. Examination is undertaken by each

institution and on successful completion the student is awarded a

Joint PhD Programs Cotutelle and Joint PhD Program

67

PhD from each. The Cotutelle program is subject to an

institutional-level agreement and an agreement specific to the

student and their supervisors.

Commencing in 2005, we have undertaken a strategic expansion

of the Cotutelle program to a much broader range of international

institutions from Europe and China. We have conducted a

campaign of visits over 2007-2008 to engage targeted (top 10)

Chinese universities, and leading German universities, in Cotutelle

programs. Agreements and arrangements are carefully monitored

as the expansion proceeds: by end 2008 we had 43 Cotutelle PhD

students enrolled; the largest number with French institutions,

followed by China and Germany.

Extension of jointly supervised PhD programs to selected United

Kingdom universities has been a further focus in 2007-2008. For

these universities, degree regulations have required the

development of a different “Joint PhD” model, in which the

successful student is awarded a single PhD degree jointly offered

by Macquarie and the partner overseas university. This has

required new degree rules to be established at Macquarie: the

Joint PhD program targets top-200 universities of the world with

each Partner Agreement requiring approval by the Academic

Senate.

The first of these approved Joint PhD degrees is with Edinburgh

University, with enrolments to commence in 2009. Agreements

with other leading Scottish universities are expected to be

approved in 2009.

The University provides strong support to the development of the

overall joint PhD program (Cotutelle and Joint PhD) through:

• Allocation of domestic and international MQRES

scholarships to students undertaking joint PhD programs;

• Funding for senior researchers to visit targetted institutions

to initiate joint PhD projects;

• Appointment in 2007 of a Director for International Higher

Degree Research Marketing and Development to facilitate

68

agreements for Cotutelle and Joint PhD programs; and

• Support through internal research funding schemes

(including OSP) for development of international

collaborations.

All Faculties will be required in 2009 to prepare a Research

Internationalisation Plan as part of their Faculty Research Strategic

Implementation Plan, including an audit of current international

research collaborations as a basis for demonstrating improved

performance.


Increasing Research Funding

Section 2.2 of this chapter points to the importance of securing

additional research funding to achieve the main goal of

Macquarie@50. The opening of the Australian School of

Advanced Medicine and the expansion of engineering both

increase the University’s prospects as does the development of

Concentrations of Research Excellence.

This situation will be managed by the DVC, Research and

Executive Deans (with responsibility clearly identified in their KPIs),

and involves:

• Seeding research with the aim of then attracting external

funding;

• Focusing on broadening the base of funding sources,

especially industry/community-backed funding;

• Strengthening research management with dedicated

positions in the new Faculty structure; and

• Implementing Academic Promotions Policy which

emphasises research achievements.

Providing Research Infrastructure and Facilities

The University is conscious of the need to maintain a very high

quality research environment to support its research strategies. To

attract and retain our best researchers and to be competitive in

Australia, we must have world-class infrastructure and facilities. A

69

major problem for the University at present is provision of adequate

space for research for both staff and HDR students. In particular,

we need additional laboratories.

The response to this situation, being managed by the DVC,

Research and the Chief Operating Officer involves:

• Integrating research strategy with the University’s Campus

Management Plans for both Capital Works and

Refurbishment; and

• Seeking to increase external research-related infrastructure

funding (for example, via the Education Investment Fund

and the Linkage Infrastructure, Equipment and Facilities

scheme). The recently successful HEEF application for

funding for the Hearing Hub provides a distinctive model for

further bids.

Establishing stronger Workload Models for Research

Failure to appropriately acknowledge research and research

training activities will work against attracting and retaining the best

researchers.

In the past there has been significant variation across the

University in the ways that research and research training activities

have been recognised. Under the new Faculty system it will be

important to establish uniform workload models.

The response to this situation, being managed by the DVC,

Research, The Provost and the Director, Human Resources from

2009, involves:

• Ensuring research and HDR supervision are appropriately

acknowledged in Faculty workload models. This requires

integration of the Research strategy and that for Teaching

and Learning;

• Drawing on the newly delivered report scoping academic

workload policies across the campus—this document maps

terminology, activities, and categories of work and is the

basis for a new level of discussion across the University.

70

Chapter 3International Activities


72

73

3. International Activities

The theme of International activities was proposed by AUQA

for this Audit Cycle. The Agency has asked that the Portfolio

should include as appropriate:

1. Arrangements for teaching and learning of international

students in Australia;

2. Arrangements for teaching and learning of international

students offshore;

3. Internationalisation of the curriculum and overall student

experience; and

4. Other international activities such as research

collaboration.

Figure 3.1 shows where each of these matters has been dealt

with in the Portfolio.

AUQA Requirement Portfolio Reference

Strategic Objectives 3.10.1 A Two Tier Approach to Internationalisation

Strategies and Processes in Place

3.10.1 A Two Tier Approach to Internationalisation

3.10.2 Learning and Teaching Strategies

Arrangements for the teaching and learning of international students in Australia (Audit Manual p34)

3.2 Quality and Compliance

3.2.2 Student Support


Arrangements for the teaching and learning of international students offshore (Audit Manual p34)

3.6 Offshore Arrangements

Appendix C

Internationalisation of the curriculum and overall student experience (including student mobility and staffing arrangements) (Audit Manual p34)

2.4 Joint PhD Program

3.5.2 Student Mobility


3.10.3 The Global Futures Program

3.10.4 Staff Development

Other International Activities (such as research collaboration) (Audit Manual p34)

3.7 Dual Degree Arrangements

3.8 Other Partnered Activities

3.9 Pathway Providers

External Reference Points and Benchmarking

3.3 Benchmarking

3.4 External Referencing

Figure 3.1: AUQA Sub-themes and the Portfolio Structure

74

3.1 The University Context

Internationalisation has two aspects at Macquarie University.

The first, dealt with extensively in this chapter because of

AUQA requirements, is the recruitment and support of

international students. The second aspect, dealt with in section

3.10 below, involves a wider ambition and is captured in the

goal of the University’s Internationalisation Strategy that the

University should prepare all of our students:

for a life of participation, open enquiry and successful

employment as global citizens.

Macquarie University has continued to maintain a high

proportion of international students. Figure 3.2 reflects

domestic and international student enrolments from 2005 to

2008. Data submitted for the IDP Survey in Semester 2 of

2008 indicates that international students comprise 32.3 per

cent of the student population by headcount. This figure

represents a substantially higher proportion than the national

average of 18.5 per cent and New South Wales average of 17

per cent as indicated in the same survey.

Figure 3.2: Proportions of Domestic and International Student Enrolments (EFTSL), 2005-2008

75

Since the first AUQA Audit, the University has undertaken

substantial change management which commenced with the

Executive team. A new position of Deputy Vice-Chancellor,

Development and External Relations was established in late

2006, responsible for a broad area which includes marketing,

recruitment, and support for international students.

A Pro Vice-Chancellor, International was appointed for the

period 2007–2008 to review all aspects of the University’s

international operations particularly academic and commercial

strategies and to plan for the future. This led to a restructure of

Macquarie International, which is responsible for operational

aspects of international activities including marketing,

recruitment and admission of international students, Education

Services for Overseas Students (ESOS) Act compliance,

student support, student mobility programs, and an

accommodation service. A new Executive Director,

International Programs was appointed in mid 2007 to direct

international operational activities. This position now reports

directly to the DVC, Development and External Relations.

76

Figure 3.3: Macquarie International Organisation Chart

77

3.1.1 Change in Macquarie International

The 2007 review identified significant problems which have

been systematically addressed. The hallmarks of Macquarie

International as it has transformed itself during the past two

years have been:

• establishing a stable, professional administration;

• installing fiscal propriety and good governance;

• cost effective student recruitment;

• shedding non-core activities and rationalising staffing;

• closing down unviable transnational programs;

• improving gross margins to support the University’s

learning and teaching, and research imperatives;

• introducing strict quality assurance and compliance

measures;

• regulating recruitment agents;

• ensuring academic and language admission standards

match published entry standards; and

• addressing student exchange agreement imbalances.

To support change, several key positions have been created.

In mid 2007, a Director of International Higher Degree

Marketing and Development was appointed to strategically

focus the recruitment of international research students. A

Quality Assurance Manager was appointed in early 2008 to

review policies and work practices and implement procedures

to achieve compliance with the ESOS Act. Also in 2008,

International Agreement and Articulation Coordinators were

recruited to support the University quality framework.

3.1.2 The Quality Enhancement Framework

The Internationalisation Steering Committee operates as the

key governance body to guide Macquarie’s approach to

international activities. The Committee is an integral

component of the Quality Enhancement Framework.

The Internationalisation Steering Committee, chaired by the

Provost, monitors Macquarie’s implementation of legislative

Quality Enhancement Framework

78

requirements and protocols for international students and

transnational programs. It advises on international volunteering

programs and reviews and recommends international

agreements and strategies to support internationalisation. The

Committee has broad representation including members of the

Executive, academic staff, staff from Macquarie International

and the Research Office, the Dean of Students, and a

representative of the Sydney Institute of Business and

Technology.

Since its inception, the Internationalisation Steering Committee

has focussed upon the development and implementation of the

University’s internationalisation strategy, quality, international

agreements, and compliance.

3.2 Quality and Compliance

3.2.1 Compliance with the ESOS Act

Macquarie University recognises the nexus between quality

enhancement and compliance with the Education Services for

Overseas Students (ESOS) Act. The Internationalisation

Steering Committee monitors and reports to the Quality

Enhancement Committee on issues relating to compliance with

the Act, Regulations, and Framework which includes the

National Code of Practice for Registered Education Providers

last revised in July 2007.

Macquarie International is responsible for ensuring compliance

with ESOS regulations for recruitment, enrolment, student

support, and academic course progress monitoring. The

University manages the ESOS compliance of partner

institutions through ongoing training and monitoring of policies

and procedures, and through the inclusion of partners in a

scheduled annual audit cycle.

To fulfil the requirements of the ESOS Regulations, the

University has taken the following actions:

• appointed specialist international student advisors;

Internationalisation Steering Committee ESOS Act ESOS Framework International Student Services

79

• appointed a dedicated international study skills advisor;

• implemented a process of confirming CRICOS eligibility

for all courses each study period;

• developed specific policies which fulfil the requirements

of the National Code;

• disseminated information for general and academic

staff; and

• engaged in regular formal and informal communication

with regulatory bodies.

At the start of 2008, following the implementation of the revised

National Code, the Department of Education, Employment and

Workplace Relations determined that the University was non-

complaint with the requirements of Standard 10.6 which covers

appeals processes. To address this issue, the University

liaised with DEEWR to develop a procedure for

correspondence which has since been sanctioned by DEEWR

and has been implemented at Macquarie University City and

the University’s onshore partner, the International College of

Management Sydney.

In September 2008, an internal assessment of ESOS

compliance confirmed the University’s overall compliance with

the National Code. However this review did identify

opportunities for improvement at the main North Ryde campus

and Macquarie University City in relation to Standard 6 (student

support services), Standard 12 (course credit), and Standard

13 (deferring, suspending, or cancelling enrolment). Remedial

measures were implemented by the end of 2008. The first

annual internal ESOS Compliance audit is expected to be

completed by the end of May 2009.

3.2.2 International Student Support

The revised National Code reaffirmed obligations for the

provision of academic and pastoral support to international

students and introduced requirements for the implementation of

intervention strategies for at risk students.

The provision of social and academic support to international

International Study Support List of CRICOS eligibility courses Macquarie International Intervention Strategy National Code National code: Student Support

80

students is delivered through a shared responsibility framework

involving academic and administrative areas of the University

including:

• Macquarie International;

• Student Wellbeing;

• The Dean of Students;

• The University Library; and

• Faculties.

Support is integrated throughout the lifecycle of an international

student commencing with pre-departure information and

concluding with careers advice. International students are

provided with an ESOS compliant and culturally appropriate

orientation, an accommodation service that facilitates

accommodation for 90 per cent of commencing international

students, and academic and pastoral support throughout their

studies including a chaplaincy service which caters to 15 faith

groups.

Figures 3.4 and 3.5 set out the wide range of support services

available for international students and identify service

providers.

Academic Services Service Provider

Recruitment and Admissions

Macquarie International

Transition Program Dean of Students

Study Skills Advisor and Workshops

Macquarie International and Dean of Students

Progression Monitoring and Intervention Strategies


Numeracy Centre Access and Equity

University Library University Library

Writing Skills Access and Equity

Online Study Support Director, Student Wellbeing

Information Literacy/Online Research Training Library

Enrolment course administration Faculties

Faculty Study Support initiatives such as Peer Assisted Learning; Conversation Groups; Thesis Preparation Assistance

Faculties

Figure 3.4: Academic Support Services for International Students

81

Pastoral Services Service Provider

Pre-Departure Information Macquarie International

Free Airport Pickup


Accommodation Service Macquarie University Village

Macquarie International/ Residential Colleges

Social and Academic Orientation


Buddy and Mentor Programs

Macquarie International, Dean of Students and Faculties

Chaplaincy Services

Director, Student Wellbeing

Medical Service


Counselling Service


Disability Service


Sporting and Recreational Facilities

U@MQ

Social Engagement through Activities and Clubs

U@MQ, Macquarie International

Graduate Careers Service


Alumni

Executive Director, Institutional Advancement

Returning Home Seminars and Services


Figure 3.5: Pastoral Support Services for International Students

There are a number of strategies to deal with the fundamentally

important question of support for students having problems with

academic literacy. Assistance and support are provided by

Departments, the Dean of Students and central administrative

units. The Library conducts information literacy training and

assistance is provided via numeracy and writing tutorials. The

Office of the Dean of Students delivers study skills workshops

and the University plans to expand and mainstream the

provision of dedicated study skills advisers, a strategy that was

pioneered by Macquarie International. A writing skills program,

run by the Department of Linguistics, provides free services to

all undergraduate students, both domestic and international.

Dean of Students Director of Student Wellbeing

82

These include a mid-semester five week course on various

aspects of writing, and one-on-one sessions with a writing skills

adviser. A similar program is offered for Higher Degree

Research students.

In 2007, the University’s Student Services were reviewed. The

review recommended that the Dean of Students and a newly

created Director of Student Wellbeing should lead, coordinate

and manage academic and student support at Macquarie. A

priority for these positions is to establish synergies between

programs directed at international and domestic students.

In late 2008, Macquarie International commenced a

benchmarking initiative with three other Sydney universities to

measure and compare resources for international support

required by the ESOS Regulations. The results of this project

will be available in mid 2009 and will identify appropriate

models to inform decision making and resource allocation for

the provision of student support.

3.2.3 Monitoring and Management of Recruitment

Agents

The ESOS National Code introduced a standard for monitoring

and training agents. The University has 338 appointed agents

(including branches) located in Asia, Europe and the Americas.

Agents are appointed from regions to support the University’s

strategic goal of diversifying the international student cohort.

The ongoing management of agents, including training and

onsite visits is coordinated by Regional Marketing Coordinators

and overseen by the Macquarie International Marketing

Manager.

While the percentage of international students recruited by

agents at Macquarie is lower at 57 per cent than the average

identified in AUDIF benchmarking in 2007, there has been a

steady increase from 2006 to 2008. In response to this

increase, the University has intensified efforts to effectively

manage and train agents. We conduct in-country training and

monitoring to ensure that agents are engaged in ethical

practices and are meeting ESOS obligations.

Review of Student Support National Code: Agents Macquarie agents

83

Figure 3.6: Sources of International Student Enrolments, 2002-2008

Notes: IDP is a major recruitment agent

The SIBT (Sydney Institute of Business and Technology) pathway is covered in section 3.9.1 below

These efforts have addressed concerns raised by an internal

audit of agents in November 2007. The internal audit identified

systemic deficiencies in the monitoring and management of

agents from agent selection and due diligence, to training and

payment of agent commissions. The findings instigated

changes to the management and monitoring of recruitment

agents throughout 2008, including:

• A revised procedure for the assessment of prospective

agents, including a revised agent application form and

more uniform and robust referee checks;

• Development of an online training module for agents

addressing ESOS requirements;

• Electronic recording of the outcomes of agent visits;

• Amendments to the agent contract due to be

implemented at the end of the current contract cycle for

improved performance management and monitoring;

and

• Development of an Agent Commission database.

84

3.3 Benchmarking

The University measures performance within an international

and national context by participating in a range of

benchmarking activities. The level of activity has increased

from 2007-2008, representing a shift from internal to external

referencing which continues to guide the development and

improvement of services and processes.

Key benchmarking activities are:

• Australian Universities International Directors’ Forum

(AUIDF) which contributes to strategic development and

process review;

• IDP Education Australia Survey which informs

marketing and recruitment; and

• International Student Barometer (ISB) which tracks

student experience and reaction to services.

The University has contracted Hobsons to act as an enquiry

management service provider for prospective student

enquiries. Weekly benchmarking with three peer institutions is

coordinated by Hobsons. The results of this exercise have

identified trends in marketing and recruitment of international

students and the measurement of prospective student

enquiries and conversion rates through the application process.

The contract is now under review and will soon go to tender.

In mid 2008, the University started using the International

Student Barometer (ISB) to measure student experience. The

first ISB surveyed students following their arrival at Macquarie

and generated valuable data on the need to improve first

impressions, orientation and student services. In many areas,

the international student experience on arrival at Macquarie

was higher than or on par with that of other participating

Australian institutions. For example, 89 per cent of students

surveyed were satisfied with the expertise of lecturers and 87

per cent with course content.

IDP Education Australia ISB

85

Most satisfied elements of student experience % of satisfaction

Safety 90%

Similar friends 90%

Expert lecturers 89%

Course content 87%

Academic’s English 86%

Good place to be 85%

U@MQ 85%

Bank account (arrival) 85%

Sport facilities 84%

IT and system support 84%

Figure 3.7: International Student Barometer Post Arrival Survey, First Semester 2008: Most Satisfaction

Most dissatisfied elements of student experience % of satisfaction

Host friends (arrival) 53%

Living cost 52%

Work experience 51%

Careers advice 48%

Accommodation cost 47%

Earning money 45%

Opportunities to teach 43%

Host friends 42%

Financial support 41%

Good contacts 39%

Figure 3.8: International Student Barometer Post Arrival Survey, First Semester 2008: Most Dissatisfaction

86

Elements of student experience

Macquarie University Australian Universities

Safety 3.1 3.1

Accommodation quality 3 3.1

Sport facilities 3 2.8

Internet Access 2.7 2.9

Transport links 2.6 2.8

Earning money 2.5 2.7

Accommodation cost 2.5 2.7

Overall living satisfaction Macquarie University Australia

% 79% 85%

Figure 3.9: International Student Barometer Post Arrival Survey, First Semester 2008: Further Satisfaction Ratings Compared with Other Australian Universities—Student Experience

(1 = Very Dissatisfied, 4 = Very Satisfied)

Elements of learning experience

Macquarie University Australian Universities

Good teachers 2.9 3

Employability 2.7 2.8

Course content 3 3.1

Work experience 2.4 2.6

Technology 2.8 3

Library 2.8 3

Academic’s English 3.1 3.1

Career Advice 2.5 2.7

Learning support 2.9 3

Language support 2.8 3

Research 2.9 3

Overall learning satisfaction Macquarie University Australia

% 84% 87%

Figure 3.10 International Student Barometer Post Arrival Survey, First Semester 2008: Further Satisfaction Ratings Compared with Other Australian Universities—Learning Experience

87

Elements of arrival experience Macquarie University Australian Universities

Bank account 3 3.2

University Orientation 2.9 3.1

Welcome 2.9 3.1

Registration 2.8 2.9

Email/ internet 2.8 3.1

Meeting staff 2.8 2.9

Finance office 2.7 2.9

Accommodation office 2.6 2.9

Overall arrival satisfaction Macquarie University Australia

% 79% 84%

Figure 3.11: International Student Barometer Post Arrival Survey, First Semester 2008: Further Satisfaction Ratings Compared with Other Australian Universities—Arrival Experience

However, the ISB identified a range of areas where the

University has opportunities for improvement, particularly in

student engagement, internet access and information

technology, and transport links. Following feedback from the

ISB, the University has revitalised its orientation program to

include opportunities for greater student engagement, First

Night activities, and a formal welcome event. Information

technology has been dealt with in chapter 1 as an area needing

improvement for the University generally and the new Library

will significantly increase student access to technology.

Transport (and accommodation) costs are a problem for

students at all Sydney universities and it should be noted that

Macquarie is the only Sydney university to use the ISB so

national comparisons are perhaps unfair here. Perhaps the

one improvement here is the imminent opening of the

Macquarie University Rail Station.

In addition, the ISB has improved understanding of the factors

motivating students to choose Macquarie as a study destination

which will inform future marketing activities.

The University participates in the annual benchmarking

initiatives facilitated by the Australian Universities International

Directors Forum (AUIDF). In 2007, the University

88

benchmarked Outbound Student Mobility access and

participation. Results identified that Macquarie was well above

the average in providing domestic and international

undergraduate students with access to International Study

Experiences. This study indicated that Macquarie provided

13.4 per cent of undergraduate students with access to

international experiences compared to a national average of 6

per cent and a median of 5.4 per cent.

The University’s provision of scholarship funding to support

student mobility programs is critical to domestic and

international students accessing international study

experiences. This financial commitment, combined with the

University’s provision of opportunities through Student

Exchange, Volunteers Abroad and Global Leadership

programs, has effectively increased the number of students

able to access international study experiences since the

previous audit, as demonstrated in Figure 3.12.

Mobility Scholarship Student Exchange Volunteers Abroad Global Leadership Programs

Figure 3.12: Macquarie Undergraduate Access to International Study Experiences, 2003-2008

Source: AUDIF Benchmarking Report: Student Mobility (2007)

89

3.4 External Referencing

Since the previous AUQA audit, the University has adopted the

use of external reference points to measure the effectiveness

of performance, policies, procedures, and business processes.

Figure 3.13 identifies external sources for strategic

development and for reviewing and improving business

processes and functions in international activities.

Figure 3.13: Macquarie University Use of External Reference Points

3.5 Performance Monitoring

As Figures 3.14-3.16 show, international student participation

in the University’s Course Experience Questionnaire has

progressively increased, and now provides a useful source of

data on the perceptions of international students. The Survey

indicate a consistent increase in international student

satisfaction in generic skills, good teaching and overall

satisfaction. The overall satisfaction of postgraduate

Course Experience Questionnaire

Australian Qualification Framework, National Office of Overseas Skills Recognition,

University Admission Centre, UK Naric, AEI Transnational Strategy, University Mobility in Asia and the

Pacific (UMAP)

Education Services for Overseas Students (ESOS) Act &

Regulations, Universities Australia Code of Practice

ESOS National Code, International Education

Association Inc (ISANA), Universities Australia Code of

Practice

Policies

Care and Welfare for Under 18s Transfer Release Refund Policy

Procedures

Pre-departure Orientation Intervention Strategies

Enrolment Monitoring Critical Incidents

Procedures

Admissions Requirements Qualification Assessments Articulation Arrangements Student Mobility Programs

Australian Education International IDP

International Marketing

90

international students enrolled in Business, Law and

Economics (who account for 70 per cent of our international

student body), has steadily increased from 57.14 per cent in

2005 to 76.09 per cent in 2007.

2005 2006 2007

No.of

responses %

agreement No.of

responses %

agreement No.of

responses %

agreement

Undergraduate including Hons

International All disciplines 117 52.14 219 48.86 456 68.42

Postgraduate Coursework

International All disciplines 240 62.50 372 62.37 518 75.48

Figure 3.14: Macquarie University Course Experience Questionnaire Results, 2005-2007—Generic Skills Scale

2005 2006 2007

No.of

responses %

agreement No.of

responses %

agreement No.of

responses % agreement

Undergraduate including Hons International All disciplines 117 41.88 219 36.99 456 47.59

Postgraduate Coursework International All disciplines 240 43.75 374 47.33 518 59.46

Figure 3.15: Macquarie University Course Experience Questionnaire Results, 2005-2007—Good Teaching Scale

2005 2006 2007

No.of

responses %

agreement No.of

responses %

agreement No.of

responses %

agreement

Undergraduate including Hons International All disciplines 117 61.54 219 52.97 456 70.83

Postgraduate Coursework International All disciplines 240 59.17 372 60.48 518 73.17

Figure 3.16: Macquarie University Course Experience Questionnaire Results, 2005-2007—Overall Satisfaction Scale

There has been a gradual decrease in the University’s retention

rate for both local and international commencing and continuing

undergraduate students from 2005 to 2007. However, the

retention rate for international students has decreased by 4.6

per cent compared with 0.4 per cent for local students. This

relates to the introduction of a minimum rate of progress

requirement for undergraduate courses implemented in 2007.

The University will continue to monitor retention rates and

respond with appropriate support strategies.

91

2005 2006 2007

Broad Retention

Rate

Explicit Retention

Rate

Broad Retention

Rate

Explicit Retention

Rate

Broad Retention

Rate

Explicit Retention

Rate

Status Commencing/ Continuing

Comm 93.6 90.3 92.0 88.7 90.9 88.0 International

Cont 91.3 88.9 87.3 84.3 85.7 84.1

International Total 92.2 89.4 88.9 85.7 87.6 85.5

Figure 3:17: Macquarie University International Student Retention Rates, 2005-2007

Note: Broad retention rate refers to a student either completing a course or continuing their study at the University (which may be in another course)

Explicit retention rate refers to a student either completing a course or continuing in the same course in the following year

3.5.1 Student Recruitment

The University continues to attract a high number of

international students to its undergraduate and postgraduate

programs. Previous recruitment policies focussed upon volume

and financial imperatives and achieved a considerable level of

success in fulfilling these goals. However, Macquarie has now

stabilised international student enrolments and is moving from

financial targets to a strategy which will achieve greater

diversity of markets and programs in its international student

cohort. (See Figure 3.18 and, for more detail, see supporting

document SM03.03 Countries of Origin.)

The number of applications rejected for admission has

increased from 7.8 per cent in Semester 1 of 2007 to 11.2 per

cent in Semester 2 of 2008.

In alignment with the University’s main goal, set out in

Macquarie@50, of becoming one of the world’s top 200

research universities, attention has been focussed on recruiting

international higher degree research students. These numbers

have increased considerably from 183 in 2002 to 534 in 2008,

as demonstrated in Figure 3.19.


92

Figure 3.18: Top 20 Countries of Origin for International Students

Enrolled in Semester 2 of 2008

93

2002 2003 2004 2005 2006 2007 2008

Domestic

Doctorate by research

660 753 782 848 926 1,013 1,066

Master by research 208 242 252 240 196 160 141

Total 868 995 1,034 1,088 1,122 1,173 1,207

International


152 180 236 304 327 417 521


Total 183 227 285 342 348 430 534

All students


812 933 1,018 1,152 1,253 1,430 1,587


Total 1,051 1,222 1,319 1,430 1,470 1,603 1,741

Figure 3.19: Headcount of Research Students by Course Level and Student Status, 2002-2008 Notes: 1. Include students who change to a coursework program later in the year and out-of-time students. 2. Reference period is from Sep to Aug in 2004 and before and the calendar year from 2005. 3. To match DEST funding calculation, 2005 data does not contain revisions while data from 2006 includes revisions. 4. Data for 2008 is preliminary at 31 October 2008. 5. Domestic or international status is determined by the student's latest student status in the year.

94

One of the key initiatives to increase international Higher

Degree enrolment and completion rates is the active pursuit of

Cotutelle agreements with top tier research-intensive

Universities abroad. This is has proven to be a successful

approach, with 43 Cotutelle students undertaking collaborative

research at the University in 2008.

The University seeks to address the issue of an over reliance

on particular markets (which is common in the sector) through

marketing initiatives (such as an Executive mission to South

America in November 2008), the provision of scholarships, and

a commitment to developing markets.

3.5.2 Student Mobility

Since the first AUQA audit, Macquarie has continued to

demonstrate a commitment to student mobility. In 2008, the

University conducted a review of its Student Exchange activity

and agreements. This was in response to reciprocity

imbalances, inactive agreements and partnerships with

institutions of little strategic value. The review process

identified the need for an International Agreement Policy and

procedures to guide staff on the requirements for establishing

an exchange agreement. The review also prompted the

revision of the International Student Exchange contract to

reflect strict reciprocity requirements, ESOS obligations, a

process for review, and standardised duration.

The review resulted in more robust monitoring of reciprocity

and suspension of many ‘imbalanced’ agreements.

Consequently, there has been a reduction in the number of

inbound exchange students in Semester 2 of 2008; however,

the University has achieved reciprocity with most partners.

In 2007, analysis of procedures for measuring outbound

student mobility in the period 2004–2006 identified flaws in the

methodology being applied by the University. The flawed

methodology involved the inclusion of any international student

experience, such as conference attendance, as contributing

towards outbound study abroad and exchange numbers. In

Review of Student Exchange

95

response to this analysis, in mid-2007 the University introduced

the methodology applied by AEI and IDP for measuring

outbound student mobility which is restricted to include only

arrangements which qualify for credit towards a Macquarie

degree. Consequently, while student numbers (as seen in

Figure 3.20) appear to have declined drastically from 2006,

recent figures are a more accurate presentation of outbound

student mobility. They suggest that earlier numbers were

considerably inflated.

A full list of the University’s student exchange partners can be

found at Appendix D.

3.6 Offshore Arrangements

A full summary of Macquarie’s offshore programs, including

contractual arrangements, University accreditation, locations,

partners, teaching and evaluations, Quality Assurance

processes and enrolment figures are documented in

Appendix C: Transnational Learning and Teaching Activities.

Despite the termination of several programs, overall enrolment

figures have been fairly stable in recent years (see Figure

3.21). This reflects the continuing popularity of programs in

Applied Finance and the Macquarie Graduate School of

Management.

Offshore Programs

\

96

Figure 3.20: Outbound Study Abroad and Exchange Students by Head Count, 2005-2008

Figure 3.21: Offshore International Student Enrolments, 2005-2008

97

Historically, the University’s management of offshore programs

has relied upon contractual agreements with partner institutions

to provide a framework for quality assurance. While such

ventures were approved by the University Executive, the lack of

policy and established procedure resulted in inconsistent

approaches to risk analysis, due diligence, intellectual property,

student evaluation, review, and termination arrangements.

To deal with this situation, the University:

• has implemented an International Agreements Policy

and is drafting procedures; and

• is developing a contract template for establishing an

offshore program.

These arrangements are designed to ensure that any future

proposal for an offshore program will need to be strategically

aligned with the University’s goals, and will be with an

appropriate and highly ranked partner who is subject to a

thorough due diligence check.

Since the AUQA Cycle 1 Audit Report, the following programs

have been terminated:

• Bachelor of Business Administration (Times Institute of

Management–Singapore)—terminated formally in 2007;

and

• Master of Commerce in Value Chain Management,

Ecole de Management de Normandie, France—

terminated formally in August 2008.

The University is currently in teach-out mode for both programs

and has advised students of these arrangements.

In addition, the following offshore programs have been

terminated by mutual agreement between the partner and the

University:

• Bachelor of Science (Biotechnology), (Management

Development Institute of Singapore); and

• Bachelor of Medical Science (Management

Development Institute of Singapore).

The Master of Economics (Nanjing Normal University, China)

has concluded and will not be renewed.

98

The University’s approach to managing continuing programs

can be divided into three categories. These are set out in

supporting material SM03.04 Managing Continuing Programs.

The differences in these three approaches to quality assurance

have proven to be problematic and this has been identified as a

significant risk. The University has responded by implementing

a centralised quality assurance monitoring role managed by

Macquarie International. This role includes oversight of the

approval and review process, quality assurance visits, and

surveys of student experience and performance, and was

implemented at the end of 2008.

3.7 Dual Degrees Arrangements

Macquarie has initiated arrangements with several institutions

to facilitate cohorts of suitably qualified students to enrol in

coursework programs and complete the requirements of a

Macquarie degree which is accredited towards the completion

of an award at the home institution. These arrangements serve

to improve student mobility and diversify international student

enrolment while preserving the academic integrity of Macquarie

programs. Dual degree programs are formalised through a

bilateral agreement which require students to meet the

University’s standard admission and English-language

requirements. They are approved by a member of the

University Executive.

A complete list of Dual Degree arrangements can be found at

Appendix E.

Dual Degrees

99

3.8 Other Partnered Activities

3.8.1 Macquarie University City

In 2006, the University entered into a contract with IBT Sydney,

a wholly owned subsidiary of Navitas Limited, to establish a

campus in the central business district of Sydney. Macquarie

University City delivers a range of programs under license

including Macquarie University Foundation Studies, SIBT

Diploma Pathway Programs, and selected Macquarie

undergraduate and postgraduate degrees. Student enrolment

figures have increased from 17 (EFTSL) in July 2007 to 279

(EFTSL) in November 2008.

The quality of programs delivered at the City campus is

protected by:

• An Academic Director appointed at a senior level;

• a thorough moderation process;

• the approval of academic teaching lecturers and

assessment items; and

• An Academic Council comprising representatives from

the University’s Academic Senate and Executive Deans

whose disciplines are taught and which reports to the

Provost.

The contract between Macquarie and IBT Sydney initially

allowed for admission to Macquarie undergraduate programs

on the basis of an IELTS of 6.0 rather than the level of 6.5 for

most and 7.0 for some programs required at the main North

Ryde campus. This issue has been addressed by the

University and from the first semester of 2009, the English-

language requirements for courses at Macquarie University

City will mirror those at North Ryde.

3.8.2 International College of Management Sydney

International College of Management Sydney (ICMS) was

established in 1996 and is an accredited Vocational Education

and Higher Education provider. In 2003 the University signed

Macquarie University City MQ City Admissions requirements ICMS

100

an agreement with ICMS for the delivery of specific

undergraduate and postgraduate programs. There continues

to be an alignment between the University’s relationship with

ICMS and its broader strategic direction and accordingly, the

agreement has recently been renewed until November 2010.

The agreement allows for the delivery of specific streams in the

Bachelor of Business Administration (Event Management,

Hospitality Management, International Tourism, Property

Management, Retail Services, and Sports Management), the

Master of International Business, Master of Commerce in

Business, and preliminary programs leading to Masters

degrees.

The quality of program delivery at ICMS is protected by:

• comprehensive contractual arrangements;

• a thorough moderation process;

• the approval of lecturers and assessment items; and

• the approval of all marketing material.

3.8.3 Centre for Macquarie English

The Centre for Macquarie English (formerly part of the National

Centre for English Language Teaching and Research) is

located on the North Ryde Campus and is the University’s

preferred English-language provider. It delivers a range of

direct entry academic English language courses for the

University which have been developed with academic staff to

address specific discipline requirements.

CME has been an IELTS (International English Language

Testing System) Testing Centre since 1998 but has

experienced a rapid increase in this area in the past three

years. In 2006 CME delivered 2,797 IELTS tests; by 2008 this

had risen to 8,147 tests.

A University review, conducted in 2007, commended the

Centre, noting its ‘long history of external recognition for

excellence, initially in research and then in teaching’. The

Centre’s reputation is evidenced by invitations from other

Centre for Macquarie English

CME Review

101

Australian universities to audit their language programs. CME

has been actively involved in benchmarking direct entry

programs with other universities located in Sydney and with

overseas universities in the development of resources and

courses.

A longitudinal study of language use in and outside of the

classroom conducted by CME between 2008 and 2010 will

inform curriculum redevelopment.

3.9 Pathway Providers

3.9.1 Sydney Institute of Business and Technology

(SIBT)

The University has held a cooperative contractual agreement

with the Sydney Institute of Business and Technology since

1996. (SIBT is a wholly owned subsidiary of Navitas Limited.)

The University’s current contract with SIBT continues until

2010.

SIBT is located on the North Ryde and City campuses of the

University and delivers accredited Vocational Education and

Higher Education programs which can articulate into Macquarie

degrees. In addition, SIBT offers Graduate Certificate courses

as preliminary programs to selected Masters degrees on behalf

of the University.

The quality of programs delivered by SIBT is monitored by:

• an Academic Advisory Committee chaired by the

Provost of the University, with membership including

three Executive Deans;

• University-appointed moderators for all units delivered

by SIBT, and University-approved academic staff

delivering each unit; and

• ongoing monitoring of student performance.

Until this year, the contractual arrangement between Macquarie

University and SIBT allowed students who had completed

SIBT

102

Diploma level courses to gain automatic admission to Bachelor

level programs in Commerce, Arts (Media and Cultural

Studies), and Computer Science providing they met specific

course prerequisites. Only some bachelor programs such as

Actuarial Studies and Business Administration required

students articulating from SIBT pathway programs to meet a

GPA requirement for admission. However, the University has

now introduced GPA requirements for other programs.

The performance of students who have articulated from SIBT to

University programs informs decisions relating to admission

standards and GPA requirements. For example, the

introduction of the GPA requirement of 1.5 for students

articulating into the Bachelor of Commerce (Accounting) and a

reduction of the GPA requirement for students articulating from

the Diploma or Advanced Diploma of Business Administration

to the Bachelor of Business Administration from 2.5 to 2.0 were

based on a review of student performance at the Academic

Advisory Committee meeting in August 2007.

Figure 3.22: Cumulative GPA Distributions of SIBT Pathway and other Macquarie University Onshore Bachelors Degree Students, 2005-2007

3.9.2 Other Providers

In addition to SIBT and the Centre for Macquarie English, the

University has several arrangements with onshore academic

and English language providers for pathways for admission to

the University. These informal agreements evolved over time

and were not initially subjected to a rigorous assessment and

103

review process. Because of the level of risk involved, the

University has halted additional arrangements of this kind and

is establishing a due diligence framework for the assessment,

approval and ongoing monitoring of academic and English

pathway providers. This framework will be implemented in

2009 and will lead to a review of all current arrangements.

3.10 Internationalisation of the Curriculum

Macquarie University continues its commitment to

internationalisation by ensuring that learning, teaching and

research activities are well positioned to address global

challenges and produce graduates who are global citizens.

The University’s Internationalisation Strategy has defined

internationalisation as ‘the process of integrating an

international and inter-cultural dimension into the teaching,

research and services of the University’. Internationalisation is

a core value for the University and serves to promote

innovation in research, learning and teaching, and global

engagement.

3.10.1 A Two Tier Approach to Internationalisation

Macquarie has adopted a two tier approach to

internationalisation. The Internationalisation Strategy

articulates aspirations and goals for learning, teaching and

research, while the Macquarie International Strategy

(discussed in earlier parts of this chapter) is a business plan

that identifies objectives and outcomes for operational level

activities.

The Internationalisation Strategy identifies goals and objectives

to be achieved by 2012 which will provide ‘all students with the

opportunity for high quality international experiences’

(Macquarie@50) and enable them to ‘pursue discovery,

learning and service in a world without borders’. This Strategy

is derived from the University’s Learning and Teaching Plan

and compliments the objectives of the University’s Research

Strategic Plan.

SM01.01 Macquarie@50 SM01.05 Learning & Teaching Plan 2008-2012

104

The Internationalisation Strategy identifies specific objectives

and indicators for students, curriculum, staff and research

which support the recommendations of the Review of

Academic Programs and the University’s research direction. In

mid-2008, the University began measuring academic and non-

academic activities which support the objectives for

internationalisation. This baseline data will provide an index for

assessing future performance against the Internationalisation

Strategy KPIs.


The University’s Learning and Teaching Plan, 2008-2012

includes 5 objectives to support international awareness:

1. To develop and support culturally inclusive learning and

teaching practices;

2. To identify opportunities to incorporate international and

intercultural perspectives into the student learning

experience;

3. To provide programs and resources to recruit and

support students from equity groups;

4. To incorporate international perspectives into learning

objectives, strategies and curriculum content; and

5. To provide professional development for staff to ensure

that they have the skills to promote diversity, equity and

internationalisation.

These objectives are further developed in the

Internationalisation Strategy.

3.10.3 The Global Futures Program

Participation and engagement are key values informing the

Macquarie student experience. The Global Futures Program

which will commence in 2010 in conjunction with the

University's new curriculum, develops these aspirations

through various community partnerships and by integrating

participation into the curriculum for academic credit. It will build

on the existing Global Leadership and Volunteers Programs

and manifests the University's increasing commitment to social

SM01.05 Learning & Teaching Plan 2008-2012 Media Release

105

inclusion and equity.

Macquarie students and staff will have the opportunity to

participate in a unique global community service program in an

innovative joint partnership between the University and non

government organisations. Projects will be developed in

conjunction with local community groups, regional and remote

councils, Indigenous groups, and nations throughout the South

Pacific and South East Asia.

The Global Futures Program, in partnership with Australian

Volunteers International and other partners such as Red Cross,

will develop service learning linkages at an institutional level,

using established networks to benefit all students and staff.

Engagement will be with partners at local, national and

international levels. The Global Futures Program is the first of

its kind in the Australian tertiary sector and Macquarie is the

first university to partner with an NGO on this type of program.

3.10.4 Staff Development

In 2006, the University’s Centre for Professional Development

conducted a six month research project to gain an

understanding of the issues associated with teaching

international students and to identify examples of good

practice. The findings of this research project were used in the

development of teaching resources and content for core

foundation programs. Staff training on intercultural

understanding (coordinated by what is now the University’s

Learning and Teaching Centre) has focused on the integration

of issues and practice into two core foundations programs:

Foundation in Learning and Teaching; and the Colloquium in

Research Supervision.

In addition to providing core foundation training to staff

involving intercultural communication, the University has

introduced an Equity Observer on academic promotion panels

and who is also available to assist in the recruitment process to

encourage recruitment and promotion of culturally diverse staff.

Learning and Teaching Centre Foundation in Learning and Teaching Colloquium in Research Supervision Equity Observer

106

The Academic Restructure commencing in 2009 allows

Macquarie to embed internationalisation and international

activity management at the core of the four new Faculties.

Each of the Executive Deans will be responsible for managing

the internationalisation program for their Faculty. The program

will include:

• representing the Faculty on the University's

Internationalisation Steering Committee;

• development of the Faculty's international strategies

and coordinating implementation;

• ensuring a coordinated approach to the Faculty's

international activities in consultation with Heads of

Department and Discipline Leaders, and monitoring the

quality of linkages for compliance with University policy

and strategies; and

• consulting with other Faculties and the University

Library on international learning and teaching (including

student placement), and research linkages.

Academic and Professional staff will have access to staff

volunteering experiences through the Global Futures Program

via links with Australian Volunteers International and the

University of Papua New Guinea.

The University recognises that, in order to internationalise the

curriculum, staff will need professional enrichment

opportunities. To develop international awareness and

capabilities and internationalising the competency and

experience of staff, the Internationalisation Strategy identifies a

range of objectives and indicators. Internationalisation at

Macquarie is indexed through identified key performance

indicators measured by the Performance Development and

Review process.

Executive Deans Roles

107


Ensuring Diversification

As material in this chapter indicates, the University draws a very

large proportion of its international students from China and Hong

Kong and a very large proportion of international enrolments are

in the areas of business and economics. For many students, it is

clear that what brings them to Australia and what drives their

choice of discipline are the migration laws and the prospect of

securing permanent residence. University student numbers and

revenue would be affected by changes in either Chinese or

Australian government policy.

Lead times for ensuring diversification are long and the response

to this situation, which is being managed by the DVC,

Development and External Relations, involves:

• Expanding recruitment activities in South East Asia

(including Thailand and Vietnam), India, Kenya, South

Africa and Mauritius, South America (particularly Chile and

Brazil), and Eastern Europe.

In addition, the University is carefully monitoring the international

economic situation for likely impacts on demand.

Managing Agreements

The self-review process prompted by this AUQA audit has

revealed considerable progress since the Cycle 1 audit when it

comes to the management of Agreements. However, Appendix D

on Student Exchange Partners shows agreements which have

expired and others which have been set up for indefinite periods.

The response to this situation is being managed by the Provost,

and involves:

• Implementing the International Agreements Policy and

establishing associated procedures;

• Developing a contract template for establishing offshore

programs; and

108

• Ensuring regular process for monitoring and review;

• Continuing alignment with the University’s strategic

direction.

Providing Stronger Support for International Students

Figures 3.4 and 3.5 of this chapter identify the wide range of

academic and pastoral support the University provides to

international students. Nevertheless, in common with the rest of

the sector, the University can do more.

The response to this situation, being managed by the Provost and

the DVC, Development and External Relations, involves:

• Continuing to monitor the responses of students

(particularly later year students) as measured by the

International Student Barometer;

• Expanding provision of study skills advisers across the

University;

• Identifying more opportunities to provide services in ways

which will draw international and domestic students

together; and

• Developing early intervention strategies to identify and

assist students affected by the current economic downturn.

Appendices


110

111

Appendix A: Benchmarking, 2006-2008 and Planned for 2009

2006

What is benchmarked? With whom?

Chiropractic student workload, curricula and Anatomy contact hours

RMIT and Murdoch University

2007


Environmental Education Programs (part of the Review of the GSE, Oct, 2007)

33 Australian Universities and 10 international universities

Higher Degree Research outputs of Dept of International Communication

Griffith University, School of Arts, Media and Culture

Interlibrary Loan turnaround times CAVAL Interlibrary Consortium

Research Quality University of Newcastle

Technology-supported Learning and Teaching IRUA Universities

Unit costs of acquiring and processing monographs and electronic resources

IRUA Libraries

2008


OECD - IMHE Quality teaching in Higher Education

38 international partners

Planned for 2009


Assessment Dublin Descriptors and the EU Tuning Structures (generic or subject specific)

Reward and Recognition in Learning and Teaching

University of Western Australia

112

Appendix B: Internal Reviews, 2006-2008 and Planned for 2009

2006

Review Name Date Review Chair Further Information

Review of Student Computing Facilities, MUSAG (Macquarie University Space Allocation Guidelines)

Nov. 2006 Mr Brian Pittorino Review of Student Computing Facilities

Review of Research Awards for Areas and Centres of Excellence (RAACE) and International Macquarie University Research Scholarship (iMURS) Schemes

Aug. 2006 Ms Anne Thoeming

Result of Review

Academic Review of Division of Economic and Financial Studies

Oct. 2006 Prof John Collins

Review of Learning and Teaching Support Services

Nov. 2006 A/Prof Bill McGaw

113

2007


Review of Academic Structure

July 07-Dec 08

Prof Judyth Sachs Review

Review of Macquarie Scholarships

Prof Mitchell Dean Discussion Paper and Report

Review of NCELTR (National Centre for English Language Teaching and Research)

May 2007 Prof Judyth Sachs Report

Review of Student Services

Sept 2007 Mr Paul Bowler (Chair)

Review

Review of Centre for Open Education (COE) and Summer School

Oct. 2007 Prof Judyth Sachs Review

Perceptions of the Macquarie 'brand'

Dec. 2007 McGregor Tan Research for Ms Kathy Vozella

Project Synopsis

114

2008


Review of Academic Programs

Mar-Dec 2008


Review of International Student Exchange Agreements

Apr-May 2008


Review of Dept of European Languages and Cultures

14-15 May 2008

Prof Ann Pouwels Executive Summary

Review of MGSM MBA and related award programs

Mar - Nov 2008

Dr Bill Beerworth, Prof Robin Kramar

Report

Review of Student Enrolment, Orientation and O Week

May 2008 Ms Deborah Jackson

Report

Review of Teacher Education Professional Experience Programs

May-June 2008

Dr Norman McCulla

Report

Review of Macquarie University Speech Pathology Clinic

24-25 June 2008

A/Prof Linda Cupples

Executive Summary

Review of Macquarie University Coursework Scholarships (after 1st year of implementation)

August 2008 Prof Mitchell Dean Report

Review of Macquarie Units offered by Open Universities Australia

Aug-Sept 2008

Prof Michael Johnson

Report

Review of Department of International Communication

10-11 Nov 2008

Prof John Sinclair Report pending

Review of Professional Doctorates

Nov-Dec 2008

Prof John Hooper Report pending

115

Planned for 2009

University-wide

• Review of Post-graduate Programs • Review of the University's Records and Archives Services

Faculty of Arts Faculty of Business & Economics

• Dept of Law • As part of the Review of

Postgraduate Programs - PICT (Policing Intelligence and Counter Terrorism)

• and MIR (Master of International Relations)

• Dept Accounting & Finance • Dept of Economics • MGSM Review

Faculty of Human Sciences Faculty of Science

• Dept of Psychology • Institute of Early Childhood • CRIMSE (Centre for Research in

Mathematics and Science Education)

• Chiropractic Program (Accreditation Review)

• As part of the Review of P/G Programs – Master of Environmental Planning and Master of Environmental Science

• At the end of the year: o Review of Research

Administration o Allocation of Administrative

Staff o Faculty structure

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Appendix C: Transnational Learning and Teaching Activities

Bachelor of Arts in Media and Cultural Studies

Partner Lingnan University Hong Kong Location 8 Castle Peak Road, Tuen Mun, New Territories, Hong

Kong Contract Details Contract signed by both parties on 17 July 2005 and

expires July 2010 (SM C.01: BA Lingnan Hong Kong Contract)

Number of Students Enrolled

2007 2008

EFTSL 0 0

Headcount 0 0

Mode of Delivery Internal Host Country Approval

Exemption under Non-Local Higher and Professional Education (Regulation) Ordinance (Cap 493) awarded on 23 February 2006

Course Reviews No review conducted to date due to no enrolments Student Feedback Processes

Partner is required to advise Macquarie of student feedback

Partner’s Main Responsibilities

• Delivery of 50% (or a mutually agreed percentage) of course

• Provision of 4 – 6 hours tutorial support for units delivered by MQ staff

• Provision of administrative support, teaching premises and access to appropriate library and computer facilities

Macquarie’s Main Responsibilities

• Development of curriculum • Delivery of 50% (or a mutually agreed percentage)

of course • Moderation of all units taught by partner • Provision of all teaching resources and electronic

library access • Assess applications for admission • Enrol students and confer awards

Marketing Approved by Macquarie

Bachelor of Business Administration

Partner Times Management Institute, Singapore Location 1 Orchard Road, Singapore Contract Details Contract signed by Partner on 1 April 2005, not signed by

Macquarie and terminated in 2007 (SM C.02: BBA TMI Singapore Contract)


2007 2008

EFTSL 32.5 23.2

Headcount 36 24


Ministry of Education approved the program offering on 3 November 1998

Course Reviews • Quality Assurance Review meetings take place either annually or biannually

• Independent audits conducted by Ilze Frank Consulting in July 2002 and August 2003

• Language Audit Report was conducted in

117

September 2003 by NCELTR (now CME)

Student Feedback Processes

Student evaluations of unit performed by partner and feedback forwarded to Macquarie for review


• Delivery of 90% of course (while in teach-out mode) following curriculum set by Macquarie

• Provision of administrative and student support, teaching premises and access to appropriate library and computer facilities


• Development of curriculum • Delivery of less than 10% of course (while in teach-

out mode) • Moderation of all units taught by partner including

approval of academic staff, study resources and assessment

• Provision of all teaching resources and electronic library access

• Assess applications for admission • Enrol students and confer awards • Manage grade appeals, Show Cause and Appeal

processes


Bachelor of Business Administration

Partner School of Continuing of Professional Education, City University of Hong Kong

Location Tat Chee Avenue, Kowloon, Hong Kong SAR Contract Details Contract commenced 18 July 2006 and expires 2011

(SM C.03 BBA CCCU Hong Kong Contract) Number of Students Enrolled

2007 2008

EFTSL 20.5 89.4

Headcount 44 111


Exemption under Non-Local Higher and Professional Education (Regulation) Ordinance (Cap 493) awarded on 30 August 2006

Course Reviews Course Quality Assurance Review conducted annually Student Feedback Processes

Partner performs Unit Evaluations following established procedures and feedback is reviewed by Macquarie


• Delivery of 60% of course following curriculum set by Macquarie

• Provision of administrative and student support, teaching premises and access to appropriate library and computer facilities


• Development of curriculum • Delivery of less than 10% of course (while in teach-

out mode) • Moderation of all units taught by partner including


• Provision of all teaching resources and electronic library access

• Assess applications for admission • Enrol students and confer awards • Manage grade appeals, Show Cause and Appeal

118

processes


Bachelor of Science (Biotechnology) Bachelor of Medical Science

Partner Management Development Institute of Singapore Location 501 Stirling Road, Singapore Contract Details Contract signed on 20 December 2001 and terminated in

2007 (SM C.04 BSc MDIS Singapore Contract) Number of Students Enrolled

No enrolments in the Bachelor of Medical Science

Bachelor of Science (Biotechnology)

2007 2008

EFTSL 25.2 16.2

Headcount 53 30


Ministry of Education approved the offering of both programs on 5 August 2002

Course Reviews • Quality Assurance Review meeting held annually • Independent Audit conducted by Ilze Frank

Consulting in December 2003


Unit evaluations conducted by partner and connected to staff evaluation and review process. Student feedback is not provided to Macquarie


• Delivery of 50% of course following curriculum set by Macquarie

• Provision of all post-admission administrative and student support and access to appropriate library and computer facilities

• Provision of laboratory facilities and technical staff and local tutors


• Development of curriculum • Delivery of more than 50% of course • Delivery of 3rd Year practical 4-6 week intensive

blocks • Moderation of all units taught by partner including


• Marking of all 2nd Year practical assessment • Development of all teaching resources and provision

of electronic library access • Assess applications for admission • Enrol students and confer awards • Manage grade appeals, Show Cause and Appeal

processes


Bachelor of Education (TESOL)

Partner Institut Perguruan Bahasa Bahasa Antarabangsa, Malaysia (The International Languages Teacher Training Institute)

Location Lembah Pantai, 59200,Kuala Lumpur Federal Territory, Malaysian

Contract Details Contract signed 4 July 2002, expires 31 March 2012 (SM C.05 Bed TESOL Malaysia Contract)

119


2007 2008

EFTSL 52.7 54.0

Headcount 50 51


Contract is between Macquarie and Ministry of Education, Malaysia

Course Reviews • Quality Assurance Review meeting held annually involving all consortium partners

• Consortium partners review assessment annually


Staff and students provide feedback to the Ministry annually the results of which are made available to Macquarie


• Delivery of the Foundation Program pathway • Delivery of 1st and 4th Years of the program • Provision of facilities including library and IT facilities • Student support services


• Develop and monitor the Foundation Program and degree program

• Contribute to the moderation of all units taught through consortium

• Delivery of 2nd and 3rd Years of the program oversight and maintenance of academic standards

• Enrol students and confer awards

Marketing Promoted by the Ministry of Education

Postgraduate Diploma in Translating and Interpreting

Partner Korea University Location Anan-Dong, Seongbuk-Gu, Seoul, Korea Contract Details • Original Contract commenced in April 2004 and

expired 2007 • Current contract commenced in November 2007 and

expires on 31 July 2010

(SM C.06 PgDip T&I Korea Contract)


2007 2008

EFTSL 19.1 21.4

Headcount 44 47


Not required for postgraduate diploma level courses

Course Reviews Course Quality Review meetings are held annually Student Feedback Processes

• Unit evaluation is based on partner’s template and is modified by Macquarie University

• Unit evaluations conducted by partner and are incorporated into performance review of academic staff and feedback is forwarded


• Delivery of 75% of program following curriculum set by Macquarie

• Provision of teaching and facilities including language laboratories, internet and library resources

• Provision of qualified local teachers • Delivery of the Postgraduate Certificate in

Translating and Interpreting pathway

120


• Development of curriculum • Delivery of 25% of program • Moderate all units delivered by partner, including

development of all teaching resources • Approve academic staff appointed by partner • Assess applications for admission • Enrol students and confer awards


Master of Commerce in Value Chain Management

Partner Ecole de Management de Normandie Location 30 Rue Richelieu, Le Havre Cedex, France Contract Details Contract signed by both parties in September 2004 for three

years and terminated informally in June 2007 and formally in August 2008 (SM C.07 MCom France Contract)


2007 2008

EFTSL 5.5 15.5

Headcount 11 31


Course Reviews Academic review conducted in November 2005 Student Feedback Processes

Unit Evaluation conducted at the conclusion of each unit by students and staff and are forwarded to the Faculty


• Provision of teaching facilities


• Development of curriculum • Engagement of Academic Director (contracted from

1 January 2007 to 30 June 2009) to coordinate course delivery, appoint lecturing staff and provide student induction

• Assess applications for admission • Enrol students and conferral of awards

Marketing Shared responsibility of partner and Macquarie

Master of Applied Finance

Partner Aoyama Gakuin University Location Tokyo, Japan Contract Details • Original contract established on 1 April 2001

• Contract renewed from 1 April 2006 to 1 April 2011 – will not be renewed

(SM C.08 MAppFin Japan Contract)


2007 2008 EFTSL 5.9 9.5 Headcount 24 38

Mode of Delivery Internal Intensive Host Country Approval

No approval required – Ministry of Education, Science and Culture advised of program on 5 October 1995

Course Reviews • Macquarie Centre for Applied Finance Advisory Board reviews program for industry relevance

• Director performs annual reviews of course quality


Student feedback is obtained each semester via processes established by the Macquarie Centre for Applied Finance

Partner’s Main • Provision of facilities

121

Responsibilities


• Development of curriculum • Delivery of 100% of program (50% by fulltime staff of

the University and 50% by Adjunct staff) • Assess applications for admission • Enrol students and confer awards • Manage grade appeals and special consideration

Marketing Conducted by Macquarie Centre for Applied Finance


Partner School of Continuing Education, Tsinghua University Location Building 2, 34 Middle Dongsanhuan Road, Chaoyang

District, Beijing, China Contract Details Agreement was signed in May 2004 and will expire in May

2009 (SM C.09 MAppFin China Contract) Number of Students Enrolled

2007 2008

EFTSL 47.9 47

Headcount 160 168


Ministry of Education approved program on 8 December 2004




Student feedback is obtained each semester via processes established by the Macquarie Centre for Applied Finance


• Provision of facilities and administrative support • Managing local prospective student enquiries






Partner Singapore Human Resources Institute Location Level 5, 60A Collyer Quay, Singapore Contract Details Agreement established 10 December 2001 for an unlimited

term (SM C.10 MAppFin Singapore Contract) Number of Students Enrolled

2007 2008

EFTSL 19.1 33.4

Headcount 62 103


Ministry of Education approved offering of program on 19 October 1991




Student feedback is obtained each semester via the evaluation process established by the Macquarie Centre for Applied Finance

122


• Provision of facilities and administrative support • Managing local prospective student enquiries





Master of Economics

Partner Nanjing Normal University Location Jiangsu, China Contract Details Contract signed by both parties 23 March 2007 to address

program delivery established in 1998 and has now concluded with all students completed (SM C.11 MEcon China Contract)


2007 2008

EFTSL 40

Headcount 64 -


-

Course Reviews Course reviews were not formally conducted Student Feedback Processes

Contract required partner to administer standard MQ Student Evaluation of Unit and Teaching however there is no evidence to suggest that this has taken place


• Delivery of 50% of course • Development of 50% of curriculum • Preparation of study and teaching resources • Provision of facilities and administrative support • Managing local prospective student enquiries


• Development of 50 % curriculum • Delivery of 50% of program • Assess applications for admission • Enrol students and confer awards


123

Postgraduate Certificate in Management Postgraduate Diploma in Management

Master of Management Master of Business Administration Doctor of Business Administration

Partner Hong Kong Management Association Location Gloucester Road, Wanchai, Hong Kong Contract Details • Original contract signed in 1994

• Renewed 1 January 1999 for a five year term • Renewed 4July 2004 and • Renewed September 2007 – current agreement

expires in September 2012 (SM C.12 HKMA Hong Kong Contract)


Postgraduate Certificate in Management

2007 2008

EFTSL 15.8 16.7

Headcount 25 18

Postgraduate Diploma in Management

2007 2008

EFTSL 82 95

Headcount 90 123

Master of Management

2007 2008

EFTSL 103.2 109.1

Headcount 236 270

Master of Business Administration

2007 2008

EFTSL 16.8 18.8

Headcount 87 93

Doctor of Business Administration

2007 2008

EFTSL 29.3 22.8

Headcount 53 47


Exemptions under Non-Local Higher and Professional Education (Regulation) Ordinance (Cap 493) were awarded for the:

• Postgraduate Certificate in Management on 29 March 2005

• Postgraduate Diploma of Management on 29 March 2005

124

• Master of Management on 20 October 1998 • Master of Business Administration on 24 August

1999 • Doctor of Business Administration on 29 May 1998

Course Reviews Course quality is reviewed by Associate Dean (International) Student Feedback Processes

Student feedback process is conducted in accordance with MGSM established procedures for each unit each semester


• Provision of facilities • All course administrative arrangements including

enquiry management service for prospective student enquiries

• Receipt of unit outlines, course notes and texts for direct distribution to students

• Collection of application forms to forward to MGSM • Arrangements for interviews


• Development of curriculum • Delivery of 100% of program • Assess applications for admission • Enrol students and confer awards • Manage grade appeals and special consideration

Marketing Approved by MGSM

Postgraduate Certificate in Management Postgraduate Diploma in Management

Master of Management Master of Business Administration Doctor of Business Administration

Partner Singapore Human Resources Institute Location Serangoon Road, Singapore Contract Details Agreement commenced 7 November 2005 for 3 months

Letter of extension signed on 3 February 2006 for additional 2 months

Formal agreement was to be finalised in 2006 however MGSM has ceased recruitment activities in Singapore (SM C.13 SHRI Singapore Contract)


Postgraduate Certificate in Management

2007 2008

EFTSL 0.7 .03

Headcount 2 0

Postgraduate Diploma in Management

2007 2008

EFTSL 5.3 4.2

Headcount 10 5

Master of Management

2007 2008

EFTSL 8.2 11.4

125

Headcount 25 21

Master of Business Administration

2007 2008

EFTSL 9.9 9.6

Headcount 42 35


Course Reviews Course quality is reviewed by Associate Dean (International) Student Feedback Processes

Student feedback process is conducted in accordance with MGSM established procedures for each unit each semester


Provision of facilities, all course administrative arrangements including printing course outlines and teaching resources provided by MGSM


Assessing applications for admission, 100% responsibility for curricula and course delivery, approving credit for previous study, enrolling students and conferral of award

Marketing Approved by MGSM

Doctor of Applied Linguistics

Partner Benemerita Universidad Autonoma De Puebla (BUAP) Location 4 sur 104, Col Centro CP 7200 Puebla Pue Mexico Contract Details Agreement dated 19 September 2007 and expires when

students have graduated or no later than 2010 (SM C.14 DAppLing Mexico Contract)


2007 2008

EFTSL 12.9 13

Headcount 13 13

Mode of Delivery Distance (supplemented with face-to-face intensive) Host Country Approval

Program is funded by Ministry of Education, Mexico

Course Reviews Review conducted annually Student Feedback Processes

Unit Evaluations are conducted twice per year during block mode delivery by Program Coordinator


• Provision of facilities, including library and internet


• Development of curriculum • Delivery of 100% of program • Assess applications for admission • Enrol students and confer awards

Marketing Recruitment is conducted by partner

126

Appendix D: Student Exchange Partners

Partner Location Agreement Details

Reviews

Catholica University of Argentina

Argentina Commenced 23 May 2006 Expires 23 May 2009

May 2008

Escola De Administracao De Empresas De Sao Paulo Da Fundacao Getulio Vargas – (FGV – EAESP)

Brazil Commenced 3 December 2004 Expired 3 December 2007

May 2008

Faculdades Catolicas - Pontificia Universidade Catolica Do Rio de Janeiro (PUC-Rio)

Brazil Commenced 15 May 2006 Expires 15 May 2011

May 2008

Carleton University Canada Commenced 30 September 2005 Expired 30 September 2008

May 2008

Simon Fraser University Canada Commenced 5 September 2005 Expires 5 September 2010

May 2008

University of British Columbia

Canada Commenced 26 June 1999 Expired 26 June 2004

May 2008

University of Calgary Canada Commenced 30 November 1996 Expired 20 November 2001

May 2008

University of York Canada Commenced 27 April 2007 for an indefinite period

May 2008

Pontificia Universidad Catolica De Chile

Chile Commenced 27 July 2005 Expires 27 July 2010

May 2008

Universidad de los Andes Chile Commenced 12 October 2004 Expired 12 October 2007

May 2008

Universidad Adolfo Ibanez Chile Commenced 3 December 2004 Expired 12 December 2007

May 2008

Universidad del Desarollo Chile Commenced 14 November 2004 Expired 14 November 2007

May 2008

Beijing Language & Culture Uni

China Commenced 5 January 2007 Expires 5 January 2012

May 2008

Fudan University China Commenced 8 May 2006 Expires 8 May 2009

May 2008

127

Universidad EAFIT Colombia Commenced 23 May 2005 Expired 23 February 2008

May 2008

Universidad de la Sabana Colombia Commenced 14 November 2004 Expired 14 November 2007

May 2008

University of Split Croatia Commenced 27 April 2006 Expires 27 April 2009

May 2008

University of Zagreb Croatia 15 December 1989 for an indefinite period (no copy on file)

May 2008

EU/AU Cyprus Cyprus No copy on file May 2008 Charles University Czech

Republic Commenced 28 February 2007 Expires 28 February 2010

May 2008

Aarhus Business School Denmark Commenced 27 September 1999 Renewed 15 September 2005 Expires 15 September 2009

May 2008

Copenhagen Business School

Denmark Commenced 13 December 1999 Expired 13 December 2002

May 2008

Universidad de Especialidades Espiritu Santo

Ecuador No copy on file May 2008

South Pacific University Fiji Commenced 3 March 2001 Expired 27 March 2004

May 2008

Strasbourg III - Université Robert Schuman

France Commenced 1 September 2003 and automatically renewed

May 2008

Universite Bordeaux III France Commenced 22 January 2003 Expired 22 January 2006

May 2008

Universite Montpellier II France Commenced 8 December 1998 Expired 8 December 2002

May 2008

Universite Sorbonne - Paris IV

France Commenced 5 July 1999 - 5 July 2002 Renewed 22 December 2005 Expires 22 December 2010

May 2008

Berlin School of Economics

Germany Commenced 20 February 2006 Expires 20 February 2009

May 2008

University of Giessen Germany Commenced 25 September 1999

May 2008

128

Expired 25 September 2002

University of Munich Germany Commenced 30 September 2007 Expires 30 September 2012

May 2008

Universitat Duisburg-Essen (Essen)

Germany Commenced 18 April 2007 Expires 18 April 2010

May 2008

National and Kapodistrian University of Athens

Greece Commenced 14 July 2003 Expired 14 July 2006

May 2008

Chinese University of Hong Kong

Hong Kong Commenced 21 April 2006 Expires 21 April 2011

May 2008

University of Hong Kong Hong Kong Commenced 17 November 1999 Expired 17 November 2001

May 2008

University College Dublin Ireland Commenced 22 August 2000 Expired 22 August 2003

May 2008

EU/AU Roma Tre Italy No copy on file May 2008 University of Verona Italy Commenced 19

October 2004 Expired 19 October 2007

May 2008

Urbino University Italy Commenced 10 April 2006 Expires 10 April 2009

May 2008

Gunma University Japan Commenced 4 October 2006 Expires 4 October 2006

May 2008

Kansai Gaidai University Japan Commenced 19 May 1994 for an indefinite period

May 2008

Nagoya Gakuin University Japan Commenced 25 February 1991 for an indefinite period

May 2008

Nanzan University Japan Commenced 30 May 1994 for an indefinite period

May 2008

Ritsumeikan Asia Pacific University

Japan Commenced 9 November 2000 and automatically renewed

May 2008

Ritsumeikan University Japan Commenced 3 September 1993 for an indefinite period

May 2008

Sophia University Japan Commenced 5 December 2006 Expires 5 December 2011

May 2008

St Andrews University Japan Commenced 11 January 1994 for an indefinite period

May 2008

129

Tokyo Metropolitan Japan Commenced 10 February 2006 for an indefinite period

May 2008

Waseda University Japan Commenced 8 December 1999 and automatically renewed

May 2008

Yokohama National University

Japan Commenced 18 June 2004 with no term specified

May 2008

Korea University Korea Commenced 5 October 2005 Expired October 2008

May 2008

Sookmyung Women's Uni Korea Commenced 7 July 2000 Expired 7 July 2003

May 2008

Lebanese American Uni (not advertised due to DFAT travel warning)

Lebanon Commenced 12 April 2004 Expired 12 April 2008

May 2008

Anahuac University Mexico Commenced 23 May 2006 Expires 23 May 2012

May 2008

Instituto Tecnologico Y de Estudios Superiores de Monterrey (ITESM) – Campus Ciudad de Mexico

Mexico Commenced 30 August 2000 Expired 30 August 2005

May 2008

Instituto Tecnologico Y de Estudios Superiores de Monterrey (ITESM) – ITESM – Campus Estado Mexico

Mexico No copy on file May 2008

Instituto Tecnologico Y de Estudios Superiores de Monterrey (ITESM) – ITESM – Campus Santa Fe, Mexico City

Mexico Commenced 17 January 2006 Expired 17 January 2009

May 2008

Universidad Iberamericana Mexico Commenced 11 July 2001 Expired 11 July 2004

May 2008

La Salle University Mexico Commenced 1 June 2005 Expired 1 June 2008

May 2008

EU/AU Utrecht Netherlands No copy on file May 2008 Utrecht University Netherlands Commenced 1

December 2004 Expired 1 December 2007

May 2008

Auckland University New Zealand

No copy on file May 2008

University of Bergen Norway Commenced 7 July 2000 Expired 7 July 2003

May 2008

University of Oslo Norway Commenced 18 July 2003 Expired 18 July 2008

May 2008

Universidad del Pacifico University

Peru Commenced 22 November 2006 Expires 22 November 2009

May 2008

130

Instituto Superior de Ciencias Do Trabalho e da Empresa (ISCTE)

Portugal Commenced 23 February 2002 Expired 23 February 2008

May 2008

Moscow State Russia Commenced 1 March 2006 Expires 1 March 2009

May 2008

St. Petersburg State University

Russia Commenced 20 June 2006 Expires 20 June 2011

May 2008

Nanyang Technological Uni

Singapore Commenced 3 October 1989 Renewed 4 July 1996 Expired 4 July 1999

May 2008

Rhodes South Africa

Commenced 11 May 2005 Expired 11 May 2008

May 2008

Universidad de Alcala Spain Commenced 20 April 2006 Expires 20 April 2009

May 2008

Universidad Pontificias Comillas

Spain Commenced 13 December 2006 Expires 13 December 2009

May 2008

EU/AU Malmo Sweden No copy on file May 2008 Goteborg University Sweden Commenced 1

February 2001 Expired 1 February 2004

May 2008

Linkoping Sweden Commenced 8 January 1999 Expired 8 January 2001

May 2008

Stockholm School of Economics

Sweden Commenced 17 January 2006 Expired 17 January 2009

May 2008

Uppsala Sweden Commenced 26 June 1992 for an indefinite period

May 2008

University of Geneva Switzerland Commenced 22 February 2002 Expired 22 February 2008

May 2008

National Taiwan University Taiwan Commenced 1 June 1992 for an indefinite period

May 2008

Chulalongkorn Thailand Commenced 22 January 2003 Expired 22 January 2008

May 2008

Mahidol Thailand Commenced 29 April 2005 Expires 29 April 2010

May 2008

Thammasat Thailand Commenced 10 May 2005 Expires 10 May 2009

May 2008

Bilkent Uni Turkey Commenced 25 May 2008

131

December 2006 Expires 25 December 2009

Bogazici University Turkey Commenced 22 January 2003 Expired 22 January 2006

May 2008

East Anglia University UK Commenced 10 July 2001 Expired 10 July 2004

May 2008

Lancaster UK Commenced 2 August 2001 Expired 2 August 2004

May 2008

Leeds Metropolitan Uni UK Commenced 17 July 2000 Expired 17 July 2003

May 2008

Roehampton Uni of Surrey UK Commenced 9 February 2002 Expired 9 February 2005

May 2008

The University of Essex UK Commenced 3 November 2005 Expired 3 November 2008

May 2008

Westminster UK Commenced 11 December 2001 Expired 11 December 2004

May 2008

Arizona State University USA Commenced 25 May 2005 Expires 25 May 2011

May 2008

Butler University USA Commenced 24 January 2004 Expired 24 January 2007

May 2008

California State University USA Draft under negotiation May 2008 Colorado State University USA Commenced 1 January

2005 Expires 31 December 2010

May 2008

Michigan State University USA Commenced 28 February 2005 Expires 28 February 2010

May 2008

New Jersey Council for International Education (NJICS)

USA Agreement signed by Macquarie 18 September 1998 – agreement not signed by partner

May 2008

University of Texas USA Commenced 2006 No copy on file

May 2008

University of Arizona USA Draft under negotiation May 2008 University of Tennessee USA Commenced 5

February 1999 Expired 5 February 2004

May 2008

University of Washington USA Commenced 21 October 1999

May 2008

132

Expired 21 October 2002

Western Michigan USA Commenced 4 November 2004 Expired 4 November 2006

May 2008

133

Student Exchange Consortium Partners

Australian European Network (AEN) & Utrecht Network – participating institutions:

Commenced 22 April 2006 Expires 22 April 2011

Karl Franzens Graz Austria University of Antwerp Belgium

Masarykova Brno Univerzita Czech Republic Aarhus Universitet Denmark Tartu Ulikool Estonia University of Helsingin Yliopisto, Helsinki

Finland

Universite des Sciences et Technoloigies de Lille

France

Universities de Strasbourg I, II, III France Ruhr-Universität Bochum Germany Universität Leipzig Germany Aristotle University of Thessaloniki Greece Eotvos Lorand Tudomanyegyetem, Budapest

Hungary

Haskoli Islands Reykjavik Iceland University College, Cork Ireland Universita de Bologna Italy Latvijas Universitate, Riga Latvia Vilniaus Universitetas Lithuania Università ta' Malta Malta Universiteit Hogeschool voor de Kunsten Utrecht

Netherlands

Universiteit Utrecht Netherlands Universitetet I Bergen Norway Uniwersytet Jagiellonski Krakowie Poland Universidade de Coimbra Portugal Universita tea ’Alexandru Ioan Cuza’, Iasi

Romania

Univerzita Komenskeho V Bratislave

Slovakia

Univerza v Ljubljani Slovenia Universidad Complutense de Madrid

Spain

Lunds Universitet Sweden Universität Basel Switzerland Queen's University of Belfast UK University of Hull UK International Student Exchange Program (ISEP) – participating institutions:

Memorandum of Understanding commenced 23 September 2003 - Direct Cost Agreement Renewed annually

Cattolica Del Sacro Cuore, Milan Italy Yonsei University Korea Leiden University Netherlands University of Stellenbosch South Africa Universidad Catolica del Uruguay Uruguay Edgewood College USA Loyola University of New Orleans USA New Mexico State University USA San Diego State University USA University of Vermont USA

134

Williamette University USA University of North Carolina Exchange Program

Commenced 1 July 2000; Renewed 1 July 2003; Renewed 18 July 2008; Expires 30 June 2010

135

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139

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141

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d a

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ua

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eg

ree

Co

ord

ina

tor

142

ACRONYMS

ACG Australian Competitive Grants

ACODE Australasian Council on Open, Distance and E-Learning

AEI Australian Education International

ARC Australian Research Council

AUIDF Australian Universities International Directors' Forum

AUQA Australian Universities Quality Agency

CME Centre for Macquarie English

CORE Concentration of Research Excellence

DEEWR Department of Education, Employment and Workplace Relations

DEST Department of Education, Science and Technology

DVC Deputy Vice-Chancellor

EFTSL Equivalent Full-Time Student Load

ESOS Act Education Services for Overseas Students Act

FTE Full-Time Equivalent

HERDC Higher Education Research Data Collection

HDR Higher Degree Research

IAF Institutional Assessment Framework

ICMS International College of Management Sydney

IELTS International English Language Testing System

IP Intellectual Property

IRUA Innovative Research Universities Australia

ISB International Student Barometer

KPI Key Performance Indicator

MACALT Management Advisory Committee for Academic Learning

Technologies

MCEETYA Ministerial Council on Education, Employment, Training and

Youth Affairs

MGSM Macquarie Graduate School of Management

MQRC Macquarie University Research Centre

MUSEQ-R Macquarie University Student Experience Questionnaire—

Research

143

NCELTR National Centre for English Language Teaching and Research

OSP Outside Studies Program

PREQ Postgraduate Research Experience Questionnaire

R&RT Research and Research Training

RIGB Research Infrastructure Block Grants

SIBT Sydney Institute of Business and Technology

144

List of Supporting Material SM01.01: Macquarie@50

SM01.02: Strategic Directions 2008-2012

SM01.03: Research Strategic Plan 2006-2008

SM01.04: Research Strategic Plan 2009-2011

SM01.05: Learning & Teaching Plan 2008-2012

SM01.06: Ethics Statement

SM01.07: IT Projects Plan

SM01.08: Code of Supervisory Practice

SM01.09: Macquarie Int’l Strategy 2008 -2010

SM01.10: Int’l Agreement Policy

SM01.11: Internationalisation Strategy

SM01.12: Quality Enhancement Policy

SM01.13: Academic Case Template

SM01.14: Business Case Template

SM01.15: Research Quality Framework Trial

SM01.16: Institutional Assessment Framework 2008

SM01.17: 2007 MCEETYA National Protocols

SM01.18: 2007 Annual Report

SM01.19: Offshore Program Report (BBA)

SM01.20: Follow Up Audit (BBA)

SM01.21: DVC Report

SM02.01: Internal Research Grant Funding Schemes

SM02.02: Establishment of COREs

SM02.03: Summary Description of COREs

SM02.04: Code of Supervisory Practice

SM02.05: MQRES Scheme

SM03.01: IDP Survey Semester 2, 2008

SM03.02: Internal Audit of agents

SM03.03: Countries of Origin

SM03.04: Managing Continuing Programs

SM03.05: ICMS agreement and deeds of extensions

SM C.01: BA Lingnan Hong Kong Contract

SM C.02: BBA TMI Singapore Contract

SM C.03: BBA CCCU Hong Kong Contract

SM C.04: BSc MDIS Singapore Contract

145

SM C.05: BEd TESOL Malaysia Contract

SM C.06: PgDip T&I Korea Contract

SM C.07: MCom France Contract

SM C.08: MAppFin Japan Contract

SM C.09: MAppFin China Contract

SM C.10: MAppFin Singapore Contract

SM C.11: MEcon China Contract

SM C.12: HKMA Hong Kong Contract

SM C.13: SHRI Singapore Contract

SM C.14: DAppLing Mexico Contract

Macquarie University Performance Portfolio · Performance Portfolio cover leaves.indd 2 28/1/09 1:48:19 PM. ii January 2009 Macquarie University New South Wales Australia 2109 . iii

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