Common use of University strategies Clause in Contracts

University strategies. Our aspirations and key priorities for enhancing teaching and learning quality We aspire to produce flexible and creative thinkers – leaders for Australia and the wider world. To do this, we need to provide an enriching university experience that equips our graduates with enquiring minds and essential life skills in critical thinking and communication. Our students must have excellent opportunities to participate in co-curricular activities if they wish to do so, and have access to high quality infrastructure and support services. To maintain and build on our success in these areas, our short- to medium-term priorities will focus on three complementary areas. Our plans Renewing our curriculum and learning environments We will continue to implement our curriculum renewal strategy by pursuing a coordinated University-wide process of reform of our courses. At the heart of this strategy lies a commitment to providing an 'engaged enquiry' learning experience for our students, in order to strengthen the development of our graduate attributes. Such learning experiences reflect the University’s reputation for both research and community engagement. They are consistent with our students' expectations as learners and our staff as teachers. 'Engaged enquiry’ provides the vehicle by which we will focus on further enhancing the research and inquiry learning outcomes that are central to our graduate attributes. We are currently mapping students’ reports of research- enriched learning experiences, and working with our Engaged Enquiry Scholars networks to identify and disseminate examples of approaches that xxxxxx effectively the development of research skills by our undergraduate students. The second aspect of our ‘engaged enquiry' curriculum strategy is the embedding of community- engaged learning, including work-integrated learning (WIL), in our curricula. This commitment will involve professional disciplines in particular, in further strengthening the engagement of employers in our teaching and curriculum development, and in further developing our pedagogical expertise in this area to inform curriculum renewal. One example of how we are pursuing this agenda is seen in the establishment of a new WIL research group in the Faculty of Health Sciences. Our approach to curriculum renewal will continue to be both holistic and sustainable. We will use University-wide agreed principles to link our faculties’ curriculum renewal work explicitly to the need for responsiveness to external drivers. These include employer needs, accreditation and regulatory accountabilities, changes in student and employment market needs, and the renewal of our physical and virtual teaching infrastructure outlined in Section 4.4.2 (Teaching and Learning Infrastructure) of this compact. Building on the findings of recent Office for Learning and Teaching (OLT) projects we will seek, through implementation of our new assessment policy, to develop our assessment practices to provide better direct evidence of student achievement of our graduate attributes. Our unit and course evaluation processes will provide clear accountability mechanisms to assist in monitoring students’ development of graduate attributes, including generic skills. During the next phase of reform we will implement a systematic process of faculty-led curriculum reviews, and support faculties to refine their understanding of how research-enriched and community-engaged pedagogies can deliver an engaged enquiry experience for students in different disciplines. This pedagogical work will build on the substantial body of excellent practice already in place in many parts of the University. It will also respond to the outcomes of relevant OLT projects, and will be supported by the development of new institutional datasets on our students’ experiences of the development of graduate attributes through engaged enquiry. There will also be new support for enhanced curriculum governance and review through our central teaching and curriculum committees. We will initiate new strategic curriculum projects and establish additional Teaching Scholars Networks to develop agreed curriculum benchmark standards and xxxxxx curriculum and teaching expertise across the faculties. Through collaboration between disciplines and faculties, our curriculum renewal projects will generate new resources and benchmark standards for use in future curriculum reviews and professional development for our staff. Enhancing teaching quality, support and recognition Alongside and supporting the process of curriculum reform is our work on enhancing and further valuing the high quality of teaching and curriculum across the institution. Following consistent improvements over the past five years in our performance against measures of student experience of their courses (Student Course Experience Questionnaires) we recently developed and introduced the first stage of a new University-wide strategy to enhance the quality of our students' experiences in all units of study. Through compacts on faculty teaching standards, we will continue to use a University-agreed teaching standards framework to help faculties address teaching quality issues. This process will be supported by new institutional data reporting processes. Each year, faculties will be required to negotiate improvement targets aligned to University-agreed standards and their own strategic priorities, and will be supported to identify and address quality issues. Longer term, we will embed these compacts in an annual cycle of planning, reporting and monitoring. We will extend the scope of our faculty teaching compacts to draw on a broader range of data than that relating to units of study, and will include additional institutional standards in relation to other institutional teaching priorities, such as engaged enquiry. During the life of our 2014-16 compact, we will extend this support to individual teachers through the rollout of the new Academic Planning and Development process for teaching, as well as through research and ongoing enhancements to our range of professional development opportunities for University teachers and research higher degree supervisors. This will complement the University’s enhancement and support for the career opportunities for teachers through the University’s new academic promotion process. It will also allow us to develop further the University and faculty teaching award and grants schemes. We will build institutional recognition for our talented teachers by engaging them in our curriculum renewal process, connecting them with each other through the establishment of additional Teaching Scholars Networks and by providing opportunities for their further professional development. Recognition of the importance of excellence in teaching will also be supported by the annual Sydney Teaching Colloquium, a successful initiative launched in 2011, which brings together the university teaching community to celebrate their achievements, critically debate key educational initiatives and share their expertise and exemplary practice. Improving the student experience Our Teaching and Learning strategies recognise that student wellbeing and the general quality of their experience while at university must underpin our efforts to improve teaching and learning. During the timeframe of our 2014-16 compact, we will deliver a greater coherence across all aspects of the student experience. This will include improvements in priority areas such as: enhancing the student enrolment and ongoing administration process by completing the Sydney Student project providing specialist services and resources to support the emotional and mental wellbeing of students, such as personal counselling and psychological resilience resources establishing early identification systems for students, particularly those from underrepresented groups and international students, who may be struggling in the early phase of their studies developing and expanding existing formal and informal support networks through consistent mentor training and staff development programs collaborating with our student representative organisations, to ensure that income from the Student Services and Amenities Fee (SSAF) is used effectively to enhance access to amenities such as sports and cultural activities, the social dimensions of clubs and societies, and also to improve the quality and affordability of food and beverages available on campus endeavouring to maintain the high ratings we have received from the National Union of Students for our approach to involving students in decisions about the allocation of SSAF funds expanding affordable accommodation options around our campuses. Note: All calendar year references below relate to projects and awards in that calendar year. Principal Performance Indicators Baseline 2012 Progressive Target 2013 Progressive Target 2014 Progressive Target 2015 Target 2016

University strategies. Our aspirations Horizon 2020 articulates UniSA’s ambition to deliver an outstanding student experience. This ambition will be realised through: A curriculum that provides students with stimulating and rewarding learning Innovative environments that support active learning experiences Renewal of UniSA’s seven Graduate Qualities and their quantifiable application to practice through incorporation into the curriculum, to produce graduates with the knowledge, skills and understanding necessary for full participation in society and the economy Preparing students for university study through the UniSA College providing pathways and appropriate preparation for students aspiring to participate in higher education Adopting excellence, equity and diversity as core priorities to support people from all backgrounds to participate to their full potential in higher education. The university’s Action Plan 2013–2018 will ensure UniSA students’ competitiveness on the global stage and their positioning as work ready business aware graduates, versed in leading and relevant research-informed curriculum and enabled as individuals to contribute successfully to our future society, both through their learning and their extra-curricular engagement. During the life of this Compact the university will review its programs with a significant emphasis on: national workforce priorities, responding to state skills needs and projections, strengthening key priorities disciplines that align teaching and research, viability, quality and efficiency. UniSA will build on its existing set of graduate qualities and review and transform its curriculum to ensure that all students acquire measureable transferable skills for enhancing employment and life. Through curricular reform and the provision of new content and support services, upon graduation a UniSA student will be: Globally Capable Industry Capable Creatively Capable Innovation Capable Digitally Capable Culturally Capable Societally Capable. The university will continue to assure and enhance the quality of teaching and learning quality We aspire through its academic policies, corporate processes, systems and governance structures. The university’s teaching and learning committees are subject to produce flexible terms of reference aimed at enhancing the ownership and creative thinkers – leaders for Australia validation of academic standards via analysis of data and the wider worldexternal benchmarking. To do this, we need Student participation on committees will continue and will be one of several mechanisms to provide an enriching feedback to and obtain feedback from students. The university experience is committed to ensuring that equips our graduates with enquiring minds and essential life skills in critical thinking and communication. Our students must have excellent opportunities to participate in co-curricular activities if they wish to do so, and academic staff have access to high comprehensive staff development opportunities in support of teaching and learning. This engagement is formalised through a continuing program of professional development activities and resources. The university recognises the contribution that its staff make to the quality infrastructure and support services. To maintain and build on our success in these areas, our short- to medium-term priorities will focus on three complementary areas. Our plans Renewing our curriculum of teaching and learning environments We and offers a number of rewards and incentives for quality performance. Over the period of the Compact, the university will revise its recognition and reward processes to ensure that performance is optimally aligned to university objectives in the area of teaching and learning quality. Based on evidence that engagement with a variety of academic and non-academic activities improves both retention and performance for most students, UniSA has developed a major student engagement initiative called Experience Plus. In line with its equity mission, the university provides all students with opportunities to enhance their social capital and life skills. Experience Plus will continue to implement our curriculum renewal provide opportunities for students to engage in a range of activities that promote and build social networks and provide leadership skills. Experience Plus is the mechanism through which students articulate the skills and experiences that they have acquired and demonstrate how these are transferable into academic, employment and community settings. Added to this, as part of the university Action Plan 2013–2018 UniSA will: Work to ensure that all students have access to comparable learning and social facilities as part of a strategy by pursuing to create campus villages with a coordinated University-wide process wider range of reform social, cultural and community experiences Invest in new sports facilities and club supports. UniSA has developed a systematic approach to identifying students who may need English language support and a range of our coursesEnglish language proficiency interventions are now offered. At In 2012 the heart university undertook detailed analysis of this strategy lies a commitment to providing an 'engaged enquiry' learning experience student withdrawals and course and program drop outs. This analysis formed the basis for our students, in order to strengthen the development of our graduate attributesBusiness Intelligence tools that provide for daily and weekly tracking of students and load. Such learning experiences reflect During the University’s reputation for both research and community engagement. They are consistent with our students' expectations as learners and our staff as teachers. 'Engaged enquiry’ provides the vehicle by which we will focus on further enhancing the research and inquiry learning outcomes that are central to our graduate attributes. We are currently mapping students’ reports life of research- enriched learning experiencesthis Compact, and working with our Engaged Enquiry Scholars networks to identify and disseminate examples of approaches that xxxxxx effectively the development of research skills by our undergraduate students. The second aspect of our ‘engaged enquiry' curriculum strategy is the embedding of community- engaged learning, including work-integrated learning (WIL), in our curricula. This commitment will involve professional disciplines in particular, in further strengthening the engagement of employers in our teaching and curriculum development, and in further developing our pedagogical expertise in this area to inform curriculum renewal. One example of how we are pursuing this agenda is seen in the establishment of a new WIL research group in the Faculty of Health Sciences. Our approach to curriculum renewal UniSA will continue to be both holistic refine its metrics to identify students at risk of academic failure through the use of learning analytics. This project will integrate data elements available via learnonline (maximising UniSA’s investment in its $11 million Personal Learning Environment) and sustainablewill refine this existing processes to feed into early intervention strategies to improve academic outcomes and retention. We will use University-wide agreed principles to link our faculties’ curriculum renewal work explicitly to the need for responsiveness to external drivers. These include employer needsUniSA’s Associate Xxxxxxxxx Xxxxx Xxxxxx and Xx Xxxxxxxx Xxxxx, accreditation and regulatory accountabilitiespartnering with The University of New South Wales, changes in student and employment market needsThe University of Sydney, The University of British Columbia (Canada), and Athabasca University (Canada) were recently awarded a grant from the renewal of our physical and virtual teaching infrastructure outlined in Section 4.4.2 (Teaching and Learning Infrastructure) of this compact. Building on the findings of recent Office for Learning and Teaching (OLT) projects we will seek, through implementation to explore the use of our new assessment policy, video annotation software to develop our assessment practices student self-regulated learning. This project includes the use of learning analytics to provide better direct evidence evaluate student engagement and teaching and learning practices. Lastly, UniSA will commit to ensuring that there is parity of student achievement service delivery to students across all of our graduate attributes. Our unit its campuses and course evaluation processes will provide clear accountability mechanisms to assist in monitoring students’ development of graduate attributes, including generic skillsprogram offerings. During 2014–2016 the next phase university will undertake a comprehensive review of reform we will implement its service provision to students and a systematic process whole-of-institution staff development program, centred on a culture of faculty-led curriculum reviews, and support faculties to refine their understanding of how research-enriched and community-engaged pedagogies can deliver an engaged enquiry experience for students in different disciplines. This pedagogical work will build on the substantial body of excellent practice already in place in many parts of the University. It will also respond to the outcomes of relevant OLT projects, and will be supported by the development of new institutional datasets on our students’ experiences of the development of graduate attributes through engaged enquiry. There will also be new support for enhanced curriculum governance and review through our central teaching and curriculum committees. We will initiate new strategic curriculum projects and establish additional Teaching Scholars Networks to develop agreed curriculum benchmark standards and xxxxxx curriculum and teaching expertise across the faculties. Through collaboration between disciplines and faculties, our curriculum renewal projects will generate new resources and benchmark standards for use in future curriculum reviews and professional development for our staff. Enhancing teaching quality, support and recognition Alongside and supporting the process of curriculum reform is our work on enhancing and further valuing the high quality of teaching service and curriculum across the institution. Following consistent improvements over the past five years in our performance against measures of student experience of their courses (Student Course Experience Questionnaires) we recently developed and introduced the first stage of a new University-wide strategy to enhance the quality of our pastoral care for its students' experiences in all units of study. Through compacts on faculty teaching standards, we will continue to use a University-agreed teaching standards framework to help faculties address teaching quality issues. This process will be supported by new institutional data reporting processes. Each year, faculties will be required to negotiate improvement targets aligned to University-agreed standards and their own strategic priorities, and will be supported to identify and address quality issues. Longer term, we will embed these compacts in an annual cycle of planning, reporting and monitoring. We will extend the scope of our faculty teaching compacts to draw on a broader range of data than that relating to units of study, and will include additional institutional standards in relation to other institutional teaching priorities, such as engaged enquiry. During the life of our 2014-16 compact, we will extend this support to individual teachers through the rollout of the new Academic Planning and Development process for teaching, as well as through research and ongoing enhancements to our range of professional development opportunities for University teachers and research higher degree supervisors. This will complement the University’s enhancement and support for the career opportunities for teachers through the University’s new academic promotion process. It will also allow us to develop further the University and faculty teaching award and grants schemes. We will build institutional recognition for our talented teachers by engaging them in our curriculum renewal process, connecting them with each other through the establishment of additional Teaching Scholars Networks and by providing opportunities for their further professional development. Recognition of the importance of excellence in teaching will also be supported by the annual Sydney Teaching Colloquium, a successful initiative launched in 2011, which brings together the university teaching community to celebrate their achievements, critically debate key educational initiatives and share their expertise and exemplary practice. Improving the student experience Our Teaching and Learning strategies recognise that student wellbeing and the general quality of their experience while at university must underpin our efforts to improve teaching and learning. During the timeframe of our 2014-16 compact, we will deliver a greater coherence across all aspects of the student experience. This will include improvements in priority areas such as: enhancing the student enrolment and ongoing administration process by completing the Sydney Student project providing specialist services and resources to support the emotional and mental wellbeing of students, such as personal counselling and psychological resilience resources establishing early identification systems for students, particularly those from underrepresented groups and international students, who may be struggling in the early phase of their studies developing and expanding existing formal and informal support networks through consistent mentor training and staff development programs collaborating with our student representative organisations, to ensure that income from the Student Services and Amenities Fee (SSAF) is used effectively to enhance access to amenities such as sports and cultural activities, the social dimensions of clubs and societies, and also to improve the quality and affordability of food and beverages available on campus endeavouring to maintain the high ratings we have received from the National Union of Students for our approach to involving students in decisions about the allocation of SSAF funds expanding affordable accommodation options around our campuses. Note: All calendar year references below relate to projects and awards in that calendar year. Principal Performance Indicators Baseline 2012 Progressive Target 2013 Progressive Target 2014 Progressive Target 2015 Target 20162016 Number of active learning and teaching projects supported by the PELTHE11 where the University is a partner institution 4 5 5 6 8 Number of citations for outstanding contributions to student learning 3 4 6 7 8 Number of awards for teaching excellence 0 1 1 1 1 Number of awards for programs that enhance excellence 0 0 1 1 1 * source=MyUniversity 2011 results, ^ 2011 ALTC xxxx://xxx.xxx.xxx.xx/xxxxxx-xxx-xxxxxxxx/xxxxxxxx- and-applications 10 Promotion of Learning and Teaching in Higher Education - the program providers learning and teaching grants, awards and fellowships and is administered by the Office for Learning and Teaching. 11 See footnote 10 for definition.

University strategies. Our aspirations and key major priorities for enhancing teaching industry and learning quality skills Australia's future prosperity will depend largely on the knowledge and skills of its people, their capacity for innovation and lifelong learning, and their ability to adapt to the needs of industries and fill jobs that do not yet exist. We aspire seek to produce flexible graduates who are creative thinkers, who have the technical knowledge and creative thinkers – leaders for Australia skills necessary to commence careers in their chosen fields, but who also leave the University with a set of foundational skills and personal attributes that equip them to make positive contributions to society in whatever way they choose. We are committed to working with the wider world. To do thisprofessions, we need business, industry and other employers to provide an enriching university experience ensure that equips our graduates with enquiring minds and essential life skills in critical thinking and communication. Our students must have excellent opportunities to participate in co-curricular activities if they wish to do so, and have access to high quality infrastructure and support services. To maintain and build on our success in these areas, our short- to mediummeet their short-term priorities will focus on three complementary areasrequirements, but also the nation's longer-term need for leaders and employees who can solve complex problems, work in teams and communicate with people from diverse backgrounds. Our plans Renewing Reforming our curriculum and learning environments We will continue to implement our curriculum renewal strategy by pursuing a coordinated University-wide process of reform of our courses. At the heart of this strategy lies a commitment to providing an 'engaged enquiry' learning experience for our students, in order to strengthen the development of enhance our graduate attributes. Such attributes Our generic graduate attributes of scholarship, lifelong learning experiences reflect the University’s reputation for both research and community engagement. They global citizenship are consistent with our students' expectations as learners and our staff as teachers. 'Engaged enquiry’ provides the vehicle by which we will focus on further enhancing the research and inquiry learning outcomes that are central to our graduate attributes. We are currently mapping students’ reports of research- enriched learning experiences, and working with our Engaged Enquiry Scholars networks to identify and disseminate examples of approaches that xxxxxx effectively the development of research skills by firmly embedded in our undergraduate studentscurriculum. The second aspect of our ‘engaged enquiry' curriculum strategy is the embedding of community- engaged learning, including work-integrated learning (WIL), in our curricula. This commitment will involve professional disciplines in particular, in further strengthening the engagement of employers in our teaching and curriculum development, and in further developing our pedagogical expertise in this area to inform curriculum renewal. One example of how we are pursuing this agenda is seen in the establishment of a new WIL research group in the Faculty of Health Sciences. Our approach to curriculum renewal will continue to be both holistic and sustainable. We will use University-wide agreed principles to link our faculties’ curriculum renewal work explicitly to the need for responsiveness to external drivers. These include employer needs, accreditation and regulatory accountabilities, changes in student and employment market needs, and the renewal of our physical and virtual teaching infrastructure outlined As described in Section 4.4.2 4.2 (Teaching and Learning InfrastructureQuality) of this compact, the principle of engaged enquiry – with its emphasis on embedding engagement with research, industry and community into our teaching programs – underpins our approach to curriculum renewal. Building on the findings of recent Office for Learning and Teaching (OLT) projects we A heightened commitment to engaged learning will seek, through implementation see many of our faculties lift their efforts over the life of this compact to enhance opportunities for undergraduate and postgraduate students to undertake internships and other forms of work-based learning. Our new assessment policycurriculum principles require all coursework students, undergraduate and postgraduate, to work collaboratively in teams, and respond effectively to complex problems in unfamiliar contexts. As outlined in Section 5.2 (Research Training), our reforms to the Sydney PhD program will see every student develop generic, disciplinary, and interdisciplinary skills, to better prepare them to make smooth transitions to careers in academia, but also increasingly outside the university sector. Through our assessment practices to provide better direct evidence of processes, student achievement of our graduate attributes. Our unit and course evaluation processes will provide clear accountability mechanisms to assist in monitoring students’ development of graduate attributes, including generic skills. During the next phase of reform we will implement a systematic process of faculty-led curriculum reviewsemployer surveys, and support faculties to refine their understanding of how research-enriched our ongoing dialogue with professional accrediting bodies and community-engaged pedagogies can deliver an engaged enquiry experience for students in different disciplines. This pedagogical work will build on the substantial body of excellent practice already in place in many parts of the University. It will also respond to the outcomes of relevant OLT projects, and will be supported by the development of new institutional datasets on our students’ experiences of the development of graduate attributes through engaged enquiry. There will also be new support for enhanced curriculum governance and review through our central teaching and curriculum committees. We will initiate new strategic curriculum projects and establish additional Teaching Scholars Networks to develop agreed curriculum benchmark standards and xxxxxx curriculum and teaching expertise across the faculties. Through collaboration between disciplines and faculties, our curriculum renewal projects will generate new resources and benchmark standards for use in future curriculum reviews and professional development for our staff. Enhancing teaching quality, support and recognition Alongside and supporting the process of curriculum reform is our work on enhancing and further valuing the high quality of teaching and curriculum across the institution. Following consistent improvements over the past five years in our performance against measures of student experience of their courses (Student Course Experience Questionnaires) we recently developed and introduced the first stage of a new University-wide strategy to enhance the quality of our students' experiences in all units of study. Through compacts on faculty teaching standardsemployers, we will continue to use enhance our approach to evaluating the extent to which our students acquire skills that will make them sought after in the labour market. Engaging with professional accrediting bodies With at least 32 different agencies accrediting some 158 separate award courses offered by the University, we have arguably the largest number of professionally accredited programs in the country. We will continue to engage with these accrediting agencies and professional associations to ensure that our students have appropriate pathways into the professions, and that our graduates meet the highest standards of professional competency. We will ease the burden that accreditation places on our staff through succession planning to meet the future demands of accreditation compliance, and through the establishment of a University-agreed teaching standards framework centrally maintained control register. Considering workforce needs when revising or developing courses In addition to help faculties address teaching quality issues. This process will be supported by new institutional data reporting processes. Each yearconsulting with the professions, our faculties will continue to engage directly with employers to refine courses as they review content and develop new offerings. We will continue to require faculties to demonstrate employers' needs for graduates in the business cases compulsorily submitted before any new course can be approved. Proponents of new courses will continue to be required to negotiate improvement targets aligned to University-agreed standards and their own strategic prioritiesprovide data on whether there is an anticipated shortage or surplus of graduates in the area, and on the career opportunities the course will provide. A key consideration in our course planning, and negotiations with the Commonwealth over the allocation of Commonwealth Supported Places for postgraduate coursework programs, will be supported to identify an assessment of the Australian workforce need, based on official projections. Enhancing opportunities for work-integrated learning The inclusion of work-integrated learning has long been a feature of many of our programs, particularly those that are professionally accredited. In 2012, some 5000 or approximately 10 percent of our students undertook compulsory professional training at 3610 workplaces in Australia and address quality issues. Longer termoverseas, we will embed these compacts in an annual cycle of planning, reporting and monitoringwhere they were supervised by someone other than a university employee. We will continue to enhance opportunities for our students to undertake work-based learning experiences wherever appropriate to student learning outcomes. Some examples are outlined below. Our Faculty of Engineering and Information Technology will continue schemes such as the Major Industrial Placement Project (MIPP) and the Summer and Research Placement Project Scholarships (SARPPS), which provide opportunities for high-achieving students to spend time in industry working on practical projects that extend their skills and knowledge. The Sydney Business School will grow its Industry Placement Program from the scope 300 students expected to participate in 2013. Under this program, students complete an unpaid 8-10 week internship with large corporates or financial institutions in Australia and overseas. They complete an assessed piece of our faculty teaching compacts to draw on a broader range of data than that relating to units of studywork, for which they receive feedback from the workplace, and will include additional institutional standards in relation to other institutional teaching priorities, such as engaged enquiry. During the life of our 2014-16 compact, we will extend this support to individual teachers through the rollout of the new Academic Planning and Development process for teaching, as well as through research and ongoing enhancements to our range of professional development opportunities for University teachers and research higher degree supervisors. This will complement the University’s enhancement and support for the career opportunities for teachers through the University’s new academic promotion process. It will also allow us to develop further the University and faculty teaching award and grants schemesgain credit towards their course. We will build institutional recognition for on the 'services-led learning' model exemplified by the University Department of Rural Health in Broken Hill, encouraging our talented teachers by engaging them in our curriculum renewal process, connecting them with each other through the establishment of additional Teaching Scholars Networks and by providing non-health disciplines to expand work- integrated learning opportunities for their further professional developmentstudents who go on placements to Broken Hill and surrounding communities. Recognition of This model represents an integrated approach to addressing complex health, economic, justice and social issues in remote locations. Critically, the importance of excellence community – residents, business, schools and government agencies – will play a strong participatory role in teaching will also be supported by the annual partnership that underpins the educational model. Linking our students with Asia Through other University-wide strategic initiatives such as the Sydney Teaching Colloquium, a successful initiative launched in 2011, which brings together the university teaching community to celebrate their achievements, critically debate key educational initiatives Southeast Asia Centre and share their expertise and exemplary practice. Improving the student experience Our Teaching and Learning strategies recognise that student wellbeing and the general quality of their experience while at university must underpin our efforts to improve teaching and learning. During the timeframe of our 2014-16 compactChina Studies Centre, we will deliver a greater coherence across all aspects of grow and better coordinate our already extensive relationships with business, industry and other organisations in Asia to develop internship and other study opportunities for students. Initiatives already implemented to facilitate such opportunities include: In-country experiences in both Beijing and Shanghai to capitalise on the dramatic increases in student experiencenumbers in Chinese language and China studies. Access by our Indonesian Studies Program to the Australian Consortium for ‘In-Country’ Indonesian Studies (ACICIS). This program has had an enormous impact on the quality of Australian Indonesian Studies graduates. Access by our students to international field schools, which alternate between Indonesia and the Mekong, offering a highly effective way to enable students from Australia to develop personal relationships with colleagues in Indonesia and Vietnam. Linking our students with employers We will include improvements continue to collaborate with industry to assist students to develop key employability skills and contribute to positive graduate outcomes through industry-structured programs that connect our students with employers. For example: Through our Graduate Edge program, we will partner with leaders in priority areas such as: enhancing the student enrolment industry to deliver first- year and ongoing administration process by completing the Sydney Student project providing specialist services and resources to support the emotional and mental wellbeing of students, such as personal counselling and psychological resilience resources establishing early identification systems penultimate-year workshops for students, particularly those from underrepresented groups where they will learn key employability skills and international studentsbe offered first opportunity to apply for first-year cadetship and internship programs with employers. The majority of sessions will be conducted in workplaces, who may be struggling in offering students a unique opportunity to gain insight into various business organisations and meet with senior level management. Through our Univative business competition, students will have the early phase of opportunity to apply their studies developing skills to a real business issue or project. Through our Careers Centre and expanding existing formal Sydney Talent we will continue to work with business, industry, public sector and informal support networks through consistent mentor training and staff development programs collaborating with our student representative organisations, to ensure that income from the Student Services and Amenities Fee (SSAF) is used effectively other employers to enhance access opportunities for students to amenities such as sports and cultural activities, the social dimensions of clubs and societiesundertake paid or voluntary work during their studies, and to open up opportunities for employment upon graduation. The Careers Centre will also continue to improve the quality and affordability offer a range of food and beverages available on campus endeavouring programs to maintain the high ratings we have received from the National Union of Students for our approach to involving link higher degree by research students in decisions about the allocation of SSAF funds expanding affordable accommodation options around our campuses. Note: All calendar year references below relate to projects and awards in that calendar year. Principal Performance Indicators Baseline 2012 Progressive Target 2013 Progressive Target 2014 Progressive Target 2015 Target 2016with potential employers.

University strategies. Our aspirations and key major priorities for enhancing teaching industry and learning quality skills Australia's future prosperity will depend largely on the knowledge and skills of its people, their capacity for innovation and lifelong learning, and their ability to adapt to the needs of industries and fill jobs that do not yet exist. We aspire seek to produce flexible graduates who are creative thinkers, who have the technical knowledge and creative thinkers – leaders for Australia skills necessary to commence careers in their chosen fields, but who also leave the University with a set of foundational skills and personal attributes that equip them to make positive contributions to society in whatever way they choose. We are committed to working with the wider world. To do thisprofessions, we need business, industry and other employers to provide an enriching university experience ensure that equips our graduates with enquiring minds and essential life skills in critical thinking and communication. Our students must have excellent opportunities to participate in co-curricular activities if they wish to do so, and have access to high quality infrastructure and support services. To maintain and build on our success in these areas, our short- to mediummeet their short-term priorities will focus on three complementary areasrequirements, but also the nation's longer-term need for leaders and employees who can solve complex problems, work in teams and communicate with people from diverse backgrounds. Our plans Renewing Reforming our curriculum and learning environments We will continue to implement our curriculum renewal strategy by pursuing a coordinated University-wide process of reform of our courses. At the heart of this strategy lies a commitment to providing an 'engaged enquiry' learning experience for our students, in order to strengthen the development of enhance our graduate attributes. Such attributes Our generic graduate attributes of scholarship, lifelong learning experiences reflect the University’s reputation for both research and community engagement. They global citizenship are consistent with our students' expectations as learners and our staff as teachers. 'Engaged enquiry’ provides the vehicle by which we will focus on further enhancing the research and inquiry learning outcomes that are central to our graduate attributes. We are currently mapping students’ reports of research- enriched learning experiences, and working with our Engaged Enquiry Scholars networks to identify and disseminate examples of approaches that xxxxxx effectively the development of research skills by firmly embedded in our undergraduate studentscurriculum. The second aspect of our ‘engaged enquiry' curriculum strategy is the embedding of community- engaged learning, including work-integrated learning (WIL), in our curricula. This commitment will involve professional disciplines in particular, in further strengthening the engagement of employers in our teaching and curriculum development, and in further developing our pedagogical expertise in this area to inform curriculum renewal. One example of how we are pursuing this agenda is seen in the establishment of a new WIL research group in the Faculty of Health Sciences. Our approach to curriculum renewal will continue to be both holistic and sustainable. We will use University-wide agreed principles to link our faculties’ curriculum renewal work explicitly to the need for responsiveness to external drivers. These include employer needs, accreditation and regulatory accountabilities, changes in student and employment market needs, and the renewal of our physical and virtual teaching infrastructure outlined As described in Section 4.4.2 4.2 (Teaching and Learning InfrastructureQuality) of this compact, the principle of engaged enquiry – with its emphasis on embedding engagement with research, industry and community into our teaching programs – underpins our approach to curriculum renewal. Building on the findings of recent Office for Learning and Teaching (OLT) projects we A heightened commitment to engaged learning will seek, through implementation see many of our faculties lift their efforts over the life of this compact to enhance opportunities for undergraduate and postgraduate students to undertake internships and other forms of work-based learning. Our new assessment policycurriculum principles require all coursework students, undergraduate and postgraduate, to work collaboratively in teams, and respond effectively to complex problems in unfamiliar contexts. As outlined in Section 5.2 (Research Training), our reforms to the Sydney PhD program will see every student develop generic, disciplinary, and interdisciplinary skills, to better prepare them to make smooth transitions to careers in academia, but also increasingly outside the university sector. Through our assessment practices to provide better direct evidence of processes, student achievement of our graduate attributes. Our unit and course evaluation processes will provide clear accountability mechanisms to assist in monitoring students’ development of graduate attributes, including generic skills. During the next phase of reform we will implement a systematic process of faculty-led curriculum reviewsemployer surveys, and support faculties to refine their understanding of how research-enriched our ongoing dialogue with professional accrediting bodies and community-engaged pedagogies can deliver an engaged enquiry experience for students in different disciplines. This pedagogical work will build on the substantial body of excellent practice already in place in many parts of the University. It will also respond to the outcomes of relevant OLT projects, and will be supported by the development of new institutional datasets on our students’ experiences of the development of graduate attributes through engaged enquiry. There will also be new support for enhanced curriculum governance and review through our central teaching and curriculum committees. We will initiate new strategic curriculum projects and establish additional Teaching Scholars Networks to develop agreed curriculum benchmark standards and xxxxxx curriculum and teaching expertise across the faculties. Through collaboration between disciplines and faculties, our curriculum renewal projects will generate new resources and benchmark standards for use in future curriculum reviews and professional development for our staff. Enhancing teaching quality, support and recognition Alongside and supporting the process of curriculum reform is our work on enhancing and further valuing the high quality of teaching and curriculum across the institution. Following consistent improvements over the past five years in our performance against measures of student experience of their courses (Student Course Experience Questionnaires) we recently developed and introduced the first stage of a new University-wide strategy to enhance the quality of our students' experiences in all units of study. Through compacts on faculty teaching standardsemployers, we will continue to use enhance our approach to evaluating the extent to which our students acquire skills that will make them sought after in the labour market. Engaging with professional accrediting bodies With at least 32 different agencies accrediting some 158 separate award courses offered by the University, we have arguably the largest number of professionally accredited programs in the country. We will continue to engage with these accrediting agencies and professional associations to ensure that our students have appropriate pathways into the professions, and that our graduates meet the highest standards of professional competency. We will ease the burden that accreditation places on our staff through succession planning to meet the future demands of accreditation compliance, and through the establishment of a University-agreed teaching standards framework centrally maintained control register. Considering workforce needs when revising or developing courses In addition to help faculties address teaching quality issues. This process will be supported by new institutional data reporting processes. Each yearconsulting with the professions, our faculties will continue to engage directly with employers to refine courses as they review content and develop new offerings. We will continue to require faculties to demonstrate employers' needs for graduates in the business cases compulsorily submitted before any new course can be approved. Proponents of new courses will continue to be required to negotiate improvement targets aligned to University-agreed standards and their own strategic prioritiesprovide data on whether there is an anticipated shortage or surplus of graduates in the area, and on the career opportunities the course will provide. A key consideration in our course planning, and negotiations with the Commonwealth over the allocation of Commonwealth Supported Places for postgraduate coursework programs, will be supported to identify an assessment of the Australian workforce need, based on official projections. Enhancing opportunities for work-integrated learning The inclusion of work-integrated learning has long been a feature of many of our programs, particularly those that are professionally accredited. In 2012, some 5000 or approximately 10 percent of our students undertook compulsory professional training at 3610 workplaces in Australia and address quality issues. Longer termoverseas, we will embed these compacts in an annual cycle of planning, reporting and monitoringwhere they were supervised by someone other than a university employee. We will continue to enhance opportunities for our students to undertake work-based learning experiences wherever appropriate to student learning outcomes. Some examples are outlined below. Our Faculty of Engineering and Information Technology will continue schemes such as the Major Industrial Placement Project (MIPP) and the Summer and Research Placement Project Scholarships (SARPPS), which provide opportunities for high-achieving students to spend time in industry working on practical projects that extend their skills and knowledge. The Sydney Business School will grow its Industry Placement Program from the scope 300 students expected to participate in 2013. Under this program, students complete an unpaid 8-10 week internship with large corporates or financial institutions in Australia and overseas. They complete an assessed piece of our faculty teaching compacts to draw on a broader range of data than that relating to units of studywork, for which they receive feedback from the workplace, and will include additional institutional standards in relation to other institutional teaching priorities, such as engaged enquiry. During the life of our 2014-16 compact, we will extend this support to individual teachers through the rollout of the new Academic Planning and Development process for teaching, as well as through research and ongoing enhancements to our range of professional development opportunities for University teachers and research higher degree supervisors. This will complement the University’s enhancement and support for the career opportunities for teachers through the University’s new academic promotion process. It will also allow us to develop further the University and faculty teaching award and grants schemesgain credit towards their course. We will build institutional recognition for on the 'services-led learning' model exemplified by the University Department of Rural Health in Broken Hill, encouraging our talented teachers by engaging them in our curriculum renewal process, connecting them with each other through the establishment of additional Teaching Scholars Networks and by providing non-health disciplines to expand work- integrated learning opportunities for their further professional developmentstudents who go on placements to Broken Hill and surrounding communities. Recognition of This model represents an integrated approach to addressing complex health, economic, justice and social issues in remote locations. Critically, the importance of excellence community – residents, business, schools and government agencies – will play a strong participatory role in teaching will also be supported by the annual partnership that underpins the educational model. Linking our students with Asia Through other University-wide strategic initiatives such as the Sydney Teaching Colloquium, a successful initiative launched in 2011, which brings together the university teaching community to celebrate their achievements, critically debate key educational initiatives Southeast Asia Centre and share their expertise and exemplary practice. Improving the student experience Our Teaching and Learning strategies recognise that student wellbeing and the general quality of their experience while at university must underpin our efforts to improve teaching and learning. During the timeframe of our 2014-16 compactChina Studies Centre, we will deliver a greater coherence across all aspects of grow and better coordinate our already extensive relationships with business, industry and other organisations in Asia to develop internship and other study opportunities for students. Initiatives already implemented to facilitate such opportunities include: In-country experiences in both Beijing and Shanghai to capitalise on the dramatic increases in student experiencenumbers in Chinese language and China studies. Access by our Indonesian Studies Program to the Australian Consortium for ‘In-Country’ Indonesian Studies (ACICIS). This program has had an enormous impact on the quality of Australian Indonesian Studies graduates. Access by our students to international field schools, which alternate between Indonesia and the Mekong, offering a highly effective way to enable students from Australia to develop personal relationships with colleagues in Indonesia and Vietnam. Linking our students with employers We will include improvements continue to collaborate with industry to assist students to develop key employability skills and contribute to positive graduate outcomes through industry-structured programs that connect our students with employers. For example: Through our Graduate Edge program, we will partner with leaders in priority areas such as: enhancing the student enrolment industry to deliver first- year and ongoing administration process by completing the Sydney Student project providing specialist services and resources to support the emotional and mental wellbeing of students, such as personal counselling and psychological resilience resources establishing early identification systems penultimate-year workshops for students, particularly those from underrepresented groups where they will learn key employability skills and international studentsbe offered first opportunity to apply for first-year cadetship and internship programs with employers. The majority of sessions will be conducted in workplaces, who may be struggling in offering students a unique opportunity to gain insight into various business organisations and meet with senior level management.‌‌ Through our Univative business competition, students will have the early phase of opportunity to apply their studies developing skills to a real business issue or project. Through our Careers Centre and expanding existing formal Sydney Talent we will continue to work with business, industry, public sector and informal support networks through consistent mentor training and staff development programs collaborating with our student representative organisations, to ensure that income from the Student Services and Amenities Fee (SSAF) is used effectively other employers to enhance access opportunities for students to amenities such as sports and cultural activities, the social dimensions of clubs and societiesundertake paid or voluntary work during their studies, and to open up opportunities for employment upon graduation. The Careers Centre will also continue to improve the quality and affordability offer a range of food and beverages available on campus endeavouring programs to maintain the high ratings we have received from the National Union of Students for our approach to involving link higher degree by research students in decisions about the allocation of SSAF funds expanding affordable accommodation options around our campuses. Note: All calendar year references below relate to projects and awards in that calendar year. Principal Performance Indicators Baseline 2012 Progressive Target 2013 Progressive Target 2014 Progressive Target 2015 Target 2016with potential employers.