Edith Cowan University

Edith Cowan University is committed to delivery of quality services to its students, customers and the community. This commitment is reflected throughout the University’s Strategic Plan 1998-2002 (the Plan) which was endorsed in February 1998. Extracts from the Plan have been refined in light of new information for the purposes of this report.

Mission statement and objectives in relation to quality

The University’s mission is:

"To provide, within a diverse and dynamic learning environment, university education of recognised quality, especially for those people employed in, or seeking employment in, the service professions."

ECU has chosen to distinguish itself from other universities locally and nationally by focusing its activities on the service professions. This builds on the University’s history in teaching, nursing and other services. It also allows Edith Cowan to undertake research and teach in the knowledge-based service areas such as finance, communications and media, to further enhance achievements in services to culture through the Academy of Performing Arts and to develop into new service areas, such as the leisure industries. By focussing on the service professions Edith Cowan University is supporting the fastest growing sector of the economy.

The Plan sets out three distinctive themes that guide the University’s activities. These are service, professionalism and enterprise.

Service: The University encourages the highest standards of learning by adopting a student-centred approach to teaching, learning and the administration of student services. The University is developing close and productive involvement with the professions, government, industry, the community and other educational institutions at local, national and international levels. In addition, the University is enhancing its service to regional Western Australia, particularly the South West and Northern growth corridor region.

Professionalism: The University seeks to demonstrate the highest standards of professional behaviour in its relationship with students, staff and the community. The University will build strategic alliances with the professions and increased work based learning in terms of service to the professions.

Enterprise: The University will use innovative and enterprising strategies to service our staff and students, enhance our involvement with rural and remote communities, and build alliances with national and international organisations. A Strategic Initiatives Fund has been established which will support strategies and initiatives that focus on the principles of service, professionalism and enterprise as well as supporting those professional areas identified as University strengths.

University Council has approved a strategic planning and reporting cycle that will drive the five-year rolling ECU Strategic Plan, three-year rolling institutional plans (for teaching and learning, research, capital management, equity and communication and information technology) and three-year rolling plans for each faculty, school, division and business unit.

Strategies and performance

The University has objectives for teaching and learning, research, management, community service, internationalisation and access and equity. These are given in the following pages together with:

  • details of strategies ECU is employing to meet the objectives
  • the key performance indicators ECU will use to demonstrate progress towards the objectives

The details given below are not comprehensive. The University is engaged in other activities that support these functions on an on-going basis.

Contact

Andrew Crevald
Director, Policy and Planning
Tel: (08) 9273 8706
Fax: (08) 9273 8697
Email: a.crevald@cowan.edu.au

 

Strategies

Key Performance Indicators

(data are presented in the next section)

Professionalism in teaching and learning
Objective: T&L1 Achieve national and international renown through the provision of high quality undergraduate and postgraduate courses, particularly in the service professions

1.1 Adoption of Teaching and Learning Plan

Course satisfaction: as measured by Course Evaluation Questionnaire results for good teaching, generic skills and overall satisfaction scales

Retention rate: the percentage of students who commence a Bachelor pass course in a given year and either complete, defer or are still enrolled in the same or an alternative course one year later

Graduate employment: Bachelor pass and honours graduates:

  • percentage in full-time study
  • in full-time employment as a proportion of graduates available for full-time employment

1.2 Review and upgrade of quality assurance and enhancement processes for teaching and learning

 

1.3 Development of strategic partnerships and pathways

 
 

Strategies

Key Performance Indicators

(data are presented in the next section)

Objective: T&L2 Provide a consistently high quality service to all students within a supportive teaching and learning environment characterised by:
  • Flexibility
  • Relevance
  • Currency
  • Cultural inclusivity
  • A concern for the needs of the learner

Comprehensive student support mechanisms

2.1 Improving the ECU learning environment, particularly in flexible delivery, eg. by appropriate adoption of communication technology

 

2.2 Review policies and procedures to ensure a clear commitment to student service

 

2.3 Adoption of electronic-based student records system available 24-hours per day for student/staff access

 
Objective: T&L3 Produce graduates with the relevant knowledge and skills to acquire gainful employment and contribute to the betterment of society

3.1 Development of options for joint industry/University delivery of awards

 

3.2 Expand the use of the practicum within undergraduate courses

 

 

Strategies

Key Performance Indicators

(data are presented in the next section)

Enterprise in research and scholarship
Objective: R&S1 Establish nationally and internationally competitive research strengths in selected areas

1.1 Adoption of Research Management Plan

Research & development output-DETYA: The number of publications in DETYA categories A1, B, C1 and E1 per 10 FTE academic staff at Level B and above, produced during a prescribed year

External research & development funding: The total amount of National Competitive Research Grants, other public sector research funding, and industry and other funding for research received by the University per 10 FTE academic staff at Level B and above, in a prescribed year

Higher degree research completions: The three-year rolling average of higher degree by research completions per 10 FTE academic staff at Level B and above

1.2 Build on areas of recognised research strength

 

1.3 Develop research engagement profiles with all academic staff

 

1.4 Introduction of performance-based faculty funding

 
Objective: R&S2 Increase the numbers of students in research higher degrees to a level comparable with those universities selected for benchmarking purposes

2.1 Establishment of university wide Graduate School

 

2.2 Develop strategy for measuring and improving the quality of research training

 

2.3 Introduce a scheme of graded financial assistance for higher degree research students

 
Objective: R&S3 Increase the number of joint research projects with other universities, industry, government and commercial enterprises

3.1 Review, formalise and strengthen research affiliation arrangements

 
 

Strategies

Key Performance Indicators

(data are presented in the next section)

Management
Objective: MAN1 Retain, develop and attract staff of the highest quality

1.1 Implement a management for performance and reward system

Dependence on government funding: Percentage of gross income from non-Government sources

1.2 Review and expand staff professional development opportunities

 
 

Objective: MAN2 Achieve recognition as an employer committed to justice, merit, equity and continuous quality enhancement

2.1 Integrate equity principles into all elements of the internal environment

Achievement of Commonwealth-funded targets: Operating grant total student load expressed as a percentage of Commonwealth-funded targets

Staff profile - academic qualifications: Percentage of academic full-time and fractional full-time staff having a doctorate or equivalent qualification

Objective: MAN3 Provide the facilities and infrastructure to support the University’s priorities

3.1 Undertaking an external corporate services review

 

3.2 Further development of the Capital Management Plan

 

3.3 Developing strategic alliances for collaborative infrastructure arrangements

 
Objective: MAN4 Develop communications and information technology resources to ensure that the University is responsive, customer-focused, relevant and current in terms of the quality of learning content and cost-effectiveness

4.1 Appointment of senior staff with responsibility for enhancing flexible delivery etc.

 

4.2 Adoption of Communication and Information Technology Enhancement Plan

 
Objective: MAN5 Broaden the University’s financial base to reduce its dependence on Commonwealth funding

5.1 Increase consultancy and contract research income

 

5.2 Increase international student fee income

 

5.3 Establishment of an income generating taskforce

 

 

Strategies

Key Performance Indicators

(data are presented in the next section)

Objective: MAN6 Establish and achieve enrolment targets for Commonwealth-funded undergraduate and postgraduate students, fee-paying postgraduate students, and fee-paying overseas students

6.1 Regular and timely monitoring of enrolment statistics

 

6.2 Strategic alliances with schools, TAFE and other VET providers, particularly on entry pathways

Internationalisation
Objective: INT1 Expand the number and range of student and staff opportunities to participate in international activities, exchanges partnerships, consultancies and research

1.1 Review and further develop international partnerships, collaborative ventures and strategic alliances, particularly with those key countries and regions identified in the plan

International student income (on-shore, off-shore and external) as a proportion of total income

The number of students who enrol as study abroad students

(to be developed)

1.2 Reward staff for continued community service activities

 
Objective: INT2 Increase the enrolment of international students both on and off shore

2.1 Diversify the spread of students across disciplines

 
Access and equity
Objective:AE1 Provide an environment free from harassment and discrimination in which staff and students can work and learn to the best of their ability

1.1 Integrate equity principles into all elements of the internal environment

Percentage of full-time and fractional full-time (FTFFT) female academic staff at Level C or above

Percentage of FTFFT female non-academic staff at High Education Worker (HEW) Level 10 or above

Proportion of Aboriginal and Torres Strait Islander students

1.2 Reward staff for continued community service activities

 
Objective: AE2 Extend educational opportunities and delivery options to students from a range of social, cultural, educational, and national backgrounds, including the disadvantaged

2.1 Review admission and progress policies and procedures to ensure equality of opportunity, diversity and access and success for targetted equity groups

 
 

Strategies

Key Performance Indicators

(data are presented in the next section)

Community and professional services
Objective: CS1 Achieve recognition as a community-focussed university through the involvement of staff in community service activities and initiatives

1.1 Enhance the publicity and marketing of activities such as: Western Australian Academy of Performing Art (WAAPA) public performances, Women in Leadership Program, and the Museum of Childhood

Indicators under development

1.2 Reward staff for continued community service activities

 
Objective: CS2 Provide specialised professional and continuing education opportunities to the community

2.1 Co-ordinate activities of current commercial arms

 
 

Data

1. Professionalism in teaching and learning

1.1 Course satisfaction

The University participates in the national Course Experience Questionnaire (CEQ) conducted by the Graduate Careers Council of Australia (GCCA). The survey outcomes in relation to the good teaching, generic skills and overall satisfaction scales are presented below for ECU graduates. Table 1 measures the percentage of students that were broadly satisfied with these scales.

Table 1

CEQ 1996

CEQ 1997

Percentage of students broadly satisfied

ECU

All*

ECU

All*

Good teaching

72.8

73.6

76.9

74.1

Generic skills

84.7

86.0

87.1

86.5

Overall satisfaction

87.6

87.9

87.0

88.5

* Percentage of students across all Australian universities.

1.2 Retention rate

Retention rate is defined as the percentage of students who commence a Bachelor pass course in a given year and either complete, defer or are still enrolled in the same or an alternative course one year later.

Table 2 Bachelor Pass Retention Rate

Percentage by Year of Commencement

 

1994

1995

1996

1997

ECU total

81.3

81.2

79.9

79.6

1.3 Graduate employment

The University participates in the national Graduate Destination Survey (GDS) conducted by the GCCA. This survey determines graduates’ employment and further-study status at April 30 following the year of course completion.

Table 3

1995 Graduates

1996 Graduates

 

ECU

All*

ECU

All*

Percentage of graduates in full-time study

8.1

20.0

10.9

21.5

Percentage of graduates in full-time or part-time employment

80.2

69.7

78.0

68.3

Percentage of graduates in full-time employment of those available for full-time employment

78.6

80.6

76.7

79.2

* Percentage of students across all Australian universities.

1.4 Student services

Services provided to ECU students include counselling; health services; career services; emergency loans; mentoring programs; sporting/cultural facilities; research skills advisors; and academic skills advisors. In addition, the ECU Web Enrolment System (ECUWES) has enhanced both the enrolment process and student access to their academic records. The library ‘easy loan’ system allows students to not only service their own loan needs but access information on availability and location of books and their personal loan histories.

1.5 Graduate attributes and employer satisfaction

The Strategic Plan defines the graduate attributes expected by the University. The attributes reflect ECU’s commitment to the service professions. In summary ECU graduates are expected to be:

  •  
  • Professionally competent
  • Ethical and exhibit professional behaviour
  • Service oriented
  • Committed to continuing education, training and self improvement
  • Committed to professional development
  • Able to work collaboratively with a diverse range of people
  • International in their outlook
  • Innovative and enterprising in their endeavours

Although the University does not currently use a survey instrument to measure employer satisfaction with its graduates, the following processes are in place to ensure programs meet the needs of industry/the professions/business:

  • Course/faculty consultative committees. These are industry-based and meet twice per year.
  • Professional accreditation of courses e.g. Engineering, Computer Security, Accounting, Public Relations, Library courses.
  • Faculty reviews (including course accreditation) every five years.
  • Consideration of GCCA results in revising courses and planning for new courses.

 

2. Enterprising in research and scholarship

2.1 Research and development output - DETYA

The number of publications in DETYA categories A1, B, C1 and E1 per 10 FTE academic staff at level B and above, produced during a prescribed year.

Table 4

1995

1996

1997

A1 Books

0.05

0.09

0.13

B1 Book chapters

0.34

0.22

0.41

C1 Refereed journal articles

1.81

2.03

2.82

E1 Refereed conference publications

0.88

1.94

2.14

Total

3.08

4.28

5.50

2.2 External research and development funding

The total amount of national competitive research grants, other public sector research funding, and industry and other funding for research received by the University per 10 FTE academic staff at level B and above in a prescribed year.

Table 5

1995

1996

1997

 

ECU

All*

ECU

All*

ECU

All*

Total grants ($,000)

41.02

275.11

52.24

289.76

61.34

341.59

* Total grants ($,000) per 10 FTE Level B and above across all Australian universities.

3. Management

3.1 Dependence on government funding

In the light of possible policy shifts affecting the distribution of government funds and continuing Commonwealth and State budget stringency, the University aims to increase its revenue from other sources and reduce its exposure to shifts in government funding.

Table 6

1996

1997

 

$’000

%

$’000

%

Core government grants (Commonwealth and State)

90 083

60.6

87 085

55.1

Higher Education Contribution Scheme

25 172

16.9

32 565

20.6

Other funding

33 356

22.5

38 416

24.3

Total University funding

148 611

100

158 066

100

3.2 Achievement of Commonwealth-funded targets

Operating grant total student load expressed as a percentage of Commonwealth-funded targets.

Table 7

Percentage of Target

Operating Grant Load

1995

1996

1997

 

ECU

All*

ECU

All*

ECU

All*

Undergraduate (percentage of target)

100.3

102.5

103.5

105.0

101.6

105.6

Total (percentage)

100.6

102.4

104.7

102.8

105.4

106.2

 

* Aggregate result for all Australian universities

3.3 Staff profile - academic qualifications

Percentage of academic full-time and fractional full-time staff (FTFFT) having a doctorate or equivalent qualification.

Table 8: Qualifications

Percentage of Staff

 

1995

1996

1997

Doctorate or equivalent

22

30

31

4. Internationalisation

Table 9

Percentage of University Income

 

1995

1996

1997

International student income (on–shore, off-shore and external) as a proportion of total income

7.8

9.3

10.3

5. Access and equity

Table 10

Percentage of Staff or Students

 

1996

1997

1998

Percentage of FTFFT female academic staff at level C or above

Percentage of FTFFT female non-academic staff at HEW level 10 or above

16.92

 

0.15

19.92

 

0.14

20.48

 

0.56

Proportion of Aboriginal and Torres Strait Islander students

2.51

3.42

4.02

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