FACULTY BOARD AGENDA FACULTY OF MEDICINE, NURSING … · THE COUNCIL ROOM, UNIVERSITY OFFICES WELLINGTON ROAD CAMPUS AT 4.00 P.M. WEDNESDAY, 26 OCTOBER 2005 FACULTY BOARD AGENDA FACULTY

Meeting No. 6/2005 MEETING WILL BE HELD IN THE COUNCIL ROOM, UNIVERSITY OFFICES WELLINGTON ROAD CAMPUS AT 4.00 P.M. WEDNESDAY, 26 OCTOBER 2005

FACULTY BOARD

AGENDA

FACULTY OF MEDICINE, NURSING AND HEALTH SCIENCES

Members are cordially invited to stay for drinks in the foyer

after the meeting, at about 5.30 p.m.

MONASH UNIVERSITY


Meeting 6/2005 of Faculty Board will be held at 4 p.m. on Wednesday, 26 October 2005, in the Council Room, University Offices, Wellington Road Campus. A meeting of Steering Committee was held on Monday, 17 October 2005, in the Faculty Room. The following members were present:

Professor L. Piterman, Deputy Dean and Acting Chair Professor M. Berndt, Associate Dean, Research Associate Professor B. Canny, Associate Dean, MBBS Curriculum Professor G. Coleman, School of Psychology, Psychiatry & Psychological Medicine Professor S. Holdsworth, Southern Clinical School Ms. J. Kemp, Faculty Manager Dr. L. McCall, Associate Dean, Postgraduate Coursework Degrees Associate Professor J. Rolland, Central & Eastern Clinical School Professor N.M. Thomson, Central & Eastern Clinical School Associate Professor I. Wendt, Associate Dean, Research Degrees

Apologies for absence were received from Professor E. Byrne, Associate Professor T. Barnett, Mr. D. Campbell, Associate Professor T. Luff, and Associate Professor N. Spike. Ms. J. Tong, Administrative Officer, was in attendance. The recommendations of Steering Committee are included in this agenda. Apologies for the Faculty Board meeting should be conveyed to Ms. Vicki Chisholm on 9905 4301, or by e-mail to [email protected]. Members are requested to sign the attendance register which will be circulated at the meeting, please, otherwise your names may not be recorded in the Minutes. If you do not have a Clayton parking permit, please ensure that you park in a designated ‘Blue’ parking area, otherwise you may be liable for a parking fine. Members having a direct commercial or financial interest in any item before this meeting must declare that interest to the Chair via myself prior to consideration of the item, and must not take part in a vote on the matter. Jessie Tong Administrative Officer

A G E N D A

* 1. NOTICE OF MOTION After inviting members of the Board to star additional items for discussion, the Dean will move – that the recommendations of Steering Committee be adopted for all items of agenda other than those starred.

Documents

* 2. MINUTES OF PREVIOUS MEETING Minutes of Meeting 5/2005 held on 7 September 2005 require confirmation. Steering Committee recommends that Faculty Board confirm these Minutes.

issued separately

1

*

3. REPORTS 3.1 Dean’s Report

The Dean will deliver a ‘State of the Faculty’ report.

3.2 Annual Report

* 3.2.1 Research Degrees

Associate Professor I. Wendt will speak to this item.

4. MATTERS FOR DECISION

* 4.1 Associate Dean, Professional Health Sciences & Professional Health Sciences Committee

Attached is a proposal for the establishment of a position of Associate Dean (Professional Health Sciences) who will also be Chair of a new Professional Health Sciences Committee to be established. Steering Committee recommends that Faculty Board approve this proposal.

page 1

* 4.2 Honorary Clinical Professor Attached is a proposal endorsed by the Faculty Executive for the

establishment of a category of Honorary Clinical Professor.

Steering Committee recommends that Faculty Board invite the Dean to speak to this item.

page 3

* 4.3 Restructure of School of Psychology, Psychiatry & Psychological Medicine

Attached is a proposal for the restructure of the School of Psychology, Psychiatry, and Psychological Medicine. Steering Committee recommends that Faculty Board invite Professor G. Coleman to speak to this item.

page 5

*

5. ITEMS FOR NOTING/APPROVAL 5.1 Delegation of Power to the Dean

Faculty Board is invited to delegate to the Dean the power to act on its behalf on matters which need attention between now and the first Faculty Board meeting in 2006. Steering Committee recommends that Faculty Board approve this delegation of powers.

* 5.2 Report of Associate Dean (Educational Development)

Steering Committee recommends that Faculty Board invite Professor C. Browne to speak to this item.

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5.3 Report of Associate Dean (Teaching)

5.3.1 Report from the Faculty Undergraduate Education Committee

Steering Committee recommends that Faculty Board note this information.

page 43

5.3.2 Report from the Quality Management Group


page 54

5.4 Report of Associate Dean (Research)


page 58

5.5 Report of Associate Dean (Postgraduate Coursework Degrees)


page 67

* 5.6 Report of Associate Dean (MB BS Curriculum)

Steering Committee recommends that Faculty Board invite Professor R. Doherty to speak to this item.

5.7 Professor of Human Genetics

Attached is a proposal for the establishment of a position of Professor of Human Genetics in the Southern Clinical School. Steering Committee recommends that Faculty Board support the establishment of this position for submission to Academic Board and Council.

page 70

5.8 Professor/Director of Nephrology

Attached is a proposal for the establishment of a position of Professor/ Director of Nephrology. Steering Committee recommends that Faculty Board support the establishment of this position for submission to Academic Board and Council.

page 77

5.9 Professor/Director of Women’s, Children’s & Adolescent Health

Attached is a proposal for the establishment of a position of Professor/ Director of Women’s, Children’s and Adolescent Health. Steering Committee recommends that Faculty Board support the establishment of this position for submission to Academic Board and Council.

page 83

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5.10 University Associate Professorship/Readership Promotion Committee

The Dean has appointed, on behalf of Faculty Board, the following on the University Associate Professorship/Readership Promotion Committee for 2005: Professor Michael Berndt, Department of Biochemistry & Molecular Biology Associate Professor Jennifer Rolland, Department of Immunology (alternate member). Steering Committee recommends that Faculty Board ratify these appointments.

5.11 Faculty Academic Progress Committee

Attached is a proposed membership pool for the Faculty Academic Progress Committee. Steering Committee recommends that Faculty Board approve this membership pool.

page 89

5.12 Awards of Degrees/Graduate Diplomas/Certificates

Faculty Board is invited to approve the awards of degrees, Graduate Diplomas and Certificates as listed. Steering Committee recommends that Faculty Board approve these awards.

page 90

6. ITEMS FOR NOTING 6.1 Matters dealt with by Council

Some extracts from the Minutes of Meeting 6/2005 of Council held on 26 September 2005 are attached for the information of Faculty Board. Steering Committee recommends that Faculty Board note this information.

page 93

6.2 Matters dealt with by Academic Board

Some extracts from the Minutes of Meeting 5/2005 of Academic Board held on 17 August 2005 are attached for the information of Faculty Board. Steering Committee recommends that Faculty Board note this information.

page 94

6.3 Reports from School Meetings

Minutes of the following School meetings have been received in the Faculty Office: Nursing & Midwifery (23.8.05, 13.9.05) Psychology, Psychiatry & Psychological Medicine (22.8.05, 12.9.05, 26.9.05) Rural Health (17.8.05) Steering Committee recommends that Faculty Board note this information.

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* 6.4 Visitors

Attached is a paper on a visit by Dr. Elizabeth Blackburn and Dr. John Sedat. Steering Committee recommends that Faculty Board invite Professor W. Anderson to speak to this item.

page 96

6.5 Publications

Some articles from the Monash Memo of relevance to this Faculty are attached for the information of Faculty Board. Steering Committee recommends that Faculty Board note this information.

page 97

* 7. DRINKS Faculty Board members are invited to drinks in the foyer of the Council Room.

* 8. NEXT MEETING Meeting dates for 2006 have not yet been determined pending Council Room bookings.

25 October 2005 R:\facbd\ag 605.doc

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1

(PROFESSI(PROFES

Introduction A number of professional healtestablished in the Faculty inclutherapy and physiotherapy. Snext few years. Allied health through their Heads of School,academics are represented on Eand medical academics, both thappointments and through the A It is proposed that a Professionencompassing the Heads of promedicine and nursing. Also thSciences) be developed and apCommittee. Compositon of responsibilitie

1. Membership of the ProfHeads of allied health dthe Head of the School represented on the Comand the Deputy Dean (R

2. The role of the Commit

allied health disciplinesissues can be brought toCommittee, Associate Dmember of Faculty Exe

3. This Committee will no

responsibility for teachiresponsibilities of the reare placed.

Associate Dean (Professional The responsibilities of this app

1. To represent professionExecutive;

ASSOCIATE DEAN ONAL HEALTH SCIENCES) and SIONAL HEALTH SCIENCES

COMMITTEE)

h sciences (allied health) courses have now been ding nutrition and dietetics, radiography, occupational peech pathology is likely to be established within the academics currently have input to Faculty Executive but no direct input for professional issues. Nursing xecutive through the Head of the School of Nursing rough clinical academics, who have Head of School ssociate Dean (MBBS Curriculum).

al Health Sciences Committee be established fessional healthcare disciplines with the exception of at the position of Associate Dean (Professional Health pointed as Chair of the Professional Health Sciences

s of the Professional Health Sciences Committee

essional Health Sciences Committee will comprise the isciplines as determined by the Faculty. In addition, of Primary Health Care or their nominee will be mittee with the Deputy Dean (Teaching and Quality) esearch), also having a nominee.

tee will be to discuss professional issues relevant to the and common teaching and research issues. These Faculty Executive as needed, through the Chair of the ean (Professional Health Sciences), who will be a

cutive.

t have line management responsibilities, nor any direct ng and research activities, which will remain the levant Schools, in which the allied health disciplines

Health Sciences)

ointee will be as follows :-

al interests of the allied health disciplines on Faculty

2

2.

2. to chair the Professional Health Sciences Committee of the Faculty;

3. to provide input to Faculty Executive on professional issues related to the allied health disciplines;

4. to assist the Deputy Dean (Teaching and Quality) and the Deputy Dean

(Research), together with Heads of relevant Schools in developing cross-disciplinary programs in teaching and in research.

The Associate Dean (Professional Health Sciences) will report to the Senior Deputy Dean. Appointment Appointment of the Associate Dean (Professional Health Sciences) will be under the same terms and conditions as for other Faculty Associate Deans, with the exception that no additional allowance will be payable. Expressions of interest will be called from existing heads of the professional health sciences disciplines. Dated: 4 July 2005 Approved by Faculty Executive on 19 July 2005. Postcript : 22 September 2005 It is proposed that the Senior Deputy Dean assume the role of Associate Dean (Professional Health Sciences) and Chair of the Professional Health Sciences Committee for an initial period of 12 months. For approval of Faculty Executive on 3 October 2005. Approved by Faculty Executive on 3 October 2005.

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Faculty of Medicine, Nursing & Health Sciences

PROPOSAL TO ESTABLISH CATEGORY OF HONORARY CLINICAL PROFESSOR

INTRODUCTION Many senior clinicians in our teaching hospitals make a significant contribution to the University in teaching and in research. Some of these are outstanding researchers, who supervise doctoral students on a regular basis and hold significant competitive grants and publish in high impact journals. Individuals in this category may be successful in being appointed as Honorary Professors of the University. There are a number of senior clinicians, who make very significant contributions in terms of student teaching and who publish regularly in the clinical literature, but who tend not to hold competitive research grants, publish in high impact journals or supervise doctoral students on a regular basis. These clinicians may be eminent in their clinical sphere with positions of leadership in the teaching hospital sector and with strong and active involvement with the University, especially in the teaching sphere, but also in clinical research. Many individuals in this category will have their University contributions recognised through appointment as Honorary Clinical Associate Professors. A very small number of clinicians can be identified who are clinical leaders, have a high level of international recognition in their individual sub-specialities, contribute actively to the University in both teaching and research, who merit consideration for Honorary Professorial appointment, but whose research credentials are felt by Appointment Committees at either Faculty and Central level to not justify full Professorial appointment using the standard criteria. Some Universities have a special category of Honorary Clinical Professor to recognise the contribution of individuals in this situation. PROPOSAL

1. That Monash University establishes a category of Honorary Clinical Professor.

2. To be eligible for consideration of appointment at this level the following criteria must be met :-

clinical leadership as Head of unit or equivalent in a teaching

hospital affiliated with Monash University; major commitment to student teaching evidenced by active

involvement in our MBBS program; a significant record of research achievement recognised by

regular publication in clinical journals and evidence of some national and international profile, evidenced by presentation at national and international conferences;

holding of competitive grants, and supervision of graduate students while an advantage is not a mandatory criteria;

4

evidence of national leadership in their discipline evidenced by senior leadership positions in relevant professional societies, involvement in state and national committees relevant to the health sector or leadership positions in community-based organisations relevant to their discipline.

It is anticipated that the level of achievement necessary for appointment at this level should be equivalent to that for Honorary Professor appointment in terms of professional achievement and teaching and that a significant research contribution is expected, while somewhat less than that required to justify an Honorary Professor appointment. Professor Edward Byrne Dean 12 August 2005 Endorsed by Faculty Executive at its meeting on Monday, 5 September 2005.

School of Psychology, Psychiatry & Psychological Medicine Restructure Proposal 5

A PROPOSAL TO INTEGRATE THE DEPARTMENTS OF PSYCHOLOGICAL MEDICINE AND PSYCHOLOGY

SPPPM Restructure Proposal 2005.doc, 2005 5


TABLE OF CONTENTS

1 OVERVIEW ...........................................................................................................................................1 1.1 THE VISION OF THE SCHOOL OF PSYCHOLOGY, PSYCHIATRY AND PSYCHOLOGICAL MEDICINE: ..............1 1.2 THE MISSION OF THE SCHOOL OF PSYCHOLOGY, PSYCHIATRY AND PSYCHOLOGICAL MEDICINE:............1 1.3 A PROPOSAL TO INTEGRATE THE DEPARTMENTS OF PSYCHOLOGICAL MEDICINE AND PSYCHOLOGY. .....1

1.3.1 Background................................................................................................................................1 1.4 THE PROPOSED ACADEMIC STRUCTURE....................................................................................................3

1.4.1 Positions ....................................................................................................................................4 1.4.2 Committees ................................................................................................................................5 1.4.3 Coordination across activity areas............................................................................................5 1.4.4 Mentoring & Supervision ..........................................................................................................6 1.4.5 Workload Distribution ...............................................................................................................6

1.5 CONTEXT ..................................................................................................................................................7 1.5.1 Scale and Scope .........................................................................................................................7 1.5.2 Research Performance...............................................................................................................8 1.5.3 Current issues facing the school................................................................................................8

1.6 CONSIDERATION OF THE CHANGES............................................................................................................9 1.6.1 What are the arguments for the proposed change? ...................................................................9 1.6.2 What are the perceived disadvantages of the current proposal?.............................................11 1.6.3 What is proposed to change?...................................................................................................12 1.6.4 What is proposed to remain the same?....................................................................................13

2 UNDERGRADUATE STUDIES DIRECTORSHIP .........................................................................14 2.1 ROLE AND SCOPE OF THE UNDERGRADUATE STUDIES DIRECTORSHIP ....................................................14 2.2 INTERFACES ............................................................................................................................................15 2.3 DELEGATIONS .........................................................................................................................................16 3 POSTGRADUATE STUDIES DIRECTORSHIP .............................................................................17 3.1 ROLE AND SCOPE OF THE DIRECTORSHIP, POSTGRADUATE STUDIES.......................................................17 3.2 INTERFACES ............................................................................................................................................18 3.3 DELEGATIONS .........................................................................................................................................19 4 RESEARCH DIRECTORSHIP..........................................................................................................20 4.1 ROLE AND SCOPE OF THE RESEARCH DIRECTORSHIP ..............................................................................20 4.2 INTERFACES ............................................................................................................................................21 4.3 DELEGATIONS .........................................................................................................................................22 5 CLINICAL & PROFESSIONAL SERVICES DIRECTORSHIP .................................................23 5.1 ROLE AND SCOPE OF THE DIRECTORSHIP OF CLINICAL AND PROFESSIONAL SERVICES...........................23 5.2 INTERFACES ............................................................................................................................................23 5.3 DELEGATIONS .........................................................................................................................................24 6 DISCIPLINES ......................................................................................................................................25 6.1 DISCIPLINE DEFINITIONS – PSYCHOLOGICAL MEDICINE AND PSYCHOLOGY ...........................................25

6.1.1 Introduction .............................................................................................................................25 6.1.2 Discipline of Psychological Medicine .....................................................................................25 6.1.3 Discipline of Psychology .........................................................................................................26

6.2 ROLE STATEMENT FOR DISCIPLINE HEADS – PSYCHOLOGICAL MEDICINE AND PSYCHOLOGY ...............27 6.2.1 Key Responsibilities of the Discipline Heads ..........................................................................27

7 ADMINISTRATION............................................................................................................................29 7.1 RATIONALE .............................................................................................................................................29 7.2 PRINCIPLES .............................................................................................................................................29 7.3 THE PROPOSED ADMINISTRATIVE STRUCTURE .......................................................................................30

7.3.1 Positions ..................................................................................................................................30 7.3.2 Locations .................................................................................................................................31 7.3.3 Supervision ..............................................................................................................................31 7.3.4 Functions .................................................................................................................................32 7.3.5 Management ............................................................................................................................33

SPPPM Restructure Proposal 2005.doc 5


7.4 BUDGET IMPACT OF THE CHANGES .........................................................................................................34 7.5 RISK MANAGEMENT................................................................................................................................35

7.5.1 Legal Compliance....................................................................................................................35 7.5.2 OHS&E....................................................................................................................................35


School of Psychology, Psychiatry & Psychological Medicine Restructure Proposal

1 Overview

1.1 The Vision of the School of Psychology, Psychiatry and Psychological Medicine:

To be a national and international leader of teaching and research in biological, cognitive, developmental, psychoanalytic, social-cultural and behavioural aspects of the human psychological system.

1.2 The Mission of the School of Psychology, Psychiatry and Psychological Medicine:

Consistent with the mission of Monash University, the School of Psychology, Psychiatry and Psychological Medicine (SPPPM) seeks to improve the human condition by advancing knowledge and fostering creativity. It does so through excellence in teaching, research and professional practice in the psychological and mental health disciplines. The school aspires to national preeminence in all of its activities within five years.

As an enabling mechanism to facilitate collaboration in all school activities and to maximise focused strategic planning and management of teaching, research and professional activities, SPPPM will implement a flatter activity-based management structure that retains the essential features of the school’s constituent disciplines.

1.3 A Proposal to Integrate the Departments of Psychological Medicine and Psychology.

This document has been prepared to outline the intention to implement an activity based management structure in the School of Psychology, Psychiatry and Psychological Medicine (SPPPM). The new structure will principally comprise a Head of School, Deputy Head of School and four Directors, each responsible for a major activity area of the school (Research, Undergraduate, Postgraduate and Clinical & Professional Services). Managerial responsibility for the four activity areas will be devolved from the Head of School to the new Directors. Responsibility for professional identity and leadership in psychology and psychological medicine will be accommodated by discipline Heads of Psychology and Psychological Medicine. In addition to the new positions, the current Director of External Programs will also join the school executive. There will be no change to the current mentoring and supervision arrangements, staff will remain aligned with the geographic and/or discipline relationships that are currently in place. There will also be administrative changes to complete the full integration of the school.

1.3.1 Background Early in 2004, The Dean, Professor Edward Byrne announced that a review of all schools in the Faculty was to take place. The original decision, initiated by the previous Dean, Professor Nick Saunders, to introduce a School system within the Faculty was in response to a major increase in the complexity of the Faculty with regard to both its teaching and research activities since its inception. It was felt that the existing Faculty structure with centralised budgetary authority in the Dean’s office and a large number of somewhat isolated departments did not present the optimal structure to meet the challenges ahead. Improvements expected by introduction of a new structure included:



to foster academic integration, multidisciplinary approach and resultant critical mass in developing research and teaching programs at the intersection of disciplines. The aim was to encourage the formation of groups defined by function and not by department;

to achieve a better and responsive organisation with responsibility for

decision-making based locally;

reduction of administrative inefficiencies and reduction of the incentive to capture resources at a departmental level through proliferation of subjects/courses;

aggregation of support resources for teaching and research including staff,

information and communications technology, equipment and refurbishment; and

improvement of collaboration with the health services that are our major

partners. It was decided by the Faculty to undertake the current review in order to determine the adequacy and success of the restructure in terms of:

improvements in both academic activity and infrastructure; and

the need for further restructuring of the Faculty. The terms of reference for the review were to: • consider the success of the School structure in meeting the objectives intended

at its establishment, i.e. improved academic integration, improved local academic and financial decision-making, maximisation of research and teaching resources, improved interaction with health service partners where appropriate;

• determine if the existing mix of departments and activities is the most

appropriate; • consider if any particular issues have arisen with the School structure for any

individual School, Schools generally, or for the Faculty; and • review any divergent views that may be out of line with the “general” view

within each School. The Faculty review committee met with senior members of the School to discuss areas for the School to consider in reviewing its operations and the possibility of consolidating into a single entity was canvassed. Subsequently, a School workshop was convened on July 24-25 2004 and there was general agreement that a merger of the two departments into a single school appeared to have merit and that a process of wide consultation should be undertaken with a view to determining the viability of such a proposal. Following this, at the request of the Dean, Professor Ng wrote on August 16 to the Vice Chancellor to draw his attention to the plans of the School. His preamble in that letter read:



“In a recent series of workshops, the School of Psychology, Psychiatry and Psychological Medicine (SPPPM) has engaged in an extensive and exhaustive review of its activities and its structure. The outcome has been an exciting and innovative vision for the future that has at its core aim the affirmation of Monash University as the national centre of excellence in research, education and practical application of the psychological and psychiatric sciences. To this end, the School is exploring the sensibility of replacing the current departmental structure with an activities-based divisional structure defined around the following core activities:

• Research • Undergraduate teaching • Postgraduate research and professional training • Professional services

In November 2004, Mr Jim Murray was engaged to assist with this consultative process and he sent out a global request for input from all School members. In February, 2005, Mr Murray and Professor Coleman began widespread face-to-face consultations with staff at all the sites where the School had a presence and also encouraged individuals to meet with either person. What follows is a consolidation of the matters raised by these groups and individuals. During the consultative processes, a series of working groups have met regularly to discuss in detail issues relating to the establishment of the four divisions as well as a restructuring of the administrative arrangements in the School. The two processes of consultation and working groups have led to the proposed academic management structure. The aim is to have the restructure plans complete, approved and ready to implement by 1 Jan 2006.

1.4 The Proposed Academic Structure The positions of Head of School, Deputy Head of School and Head of each discipline (Psychology and Psychological Medicine) will be appointed on a set date every three years from School academic staff of Level D or E. If a vacancy should occur a new appointment shall be made by the Dean for the balance of that three year term. Normally, the Deputy Head of School will become the Head of School at the end of each three year term. The Head of either or both disciplines may also be Head of School or Deputy Head of School if determined by the Dean at the time of appointment. There are six functional areas of responsibility for school activities and each is represented by a director or a manager. Together with Head of School, Deputy Head of School and Heads of Discipline, they comprise the School Executive. The forum for overall coordination of staff, activities and resources will be the School Executive. There may be eleven or less actual persons on the executive because it is possible for one person to hold more than one position. Alternates and Associate Directors will be used to ensure representation across psychology and psychological medicine disciplines in the activity areas.

1. Head of School 2. Deputy Head of School 3. Discipline leadership – psychology 4. Discipline leadership – psychological medicine 5. Activity leadership – Research 6. Activity leadership – Undergraduate 7. Activity leadership – Postgraduate 8. Activity leadership – Clinical & Professional Services



9. External Program Coordination – External Programs Director 10. Administration – School Manager 11. Professional Services – Deputy School Manager

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Director of Undergraduate

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Head of School, Deputy Head of SchPsychological Medicine, School Man

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1.4.1 Positions The Head of School, Deputy Headprimarily concerned with providin The following provides a summarDirectorships and Disciplines for • Head of School & Deputy He

– School Head and Depoperate on a rotationa

– The existing two ProfDean to act in this cap

SPPPM Restructure Proposal 2005.d

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porting activities and outputs, which is rings or combinations, larger, cross-ross-the-board. It would provide deeper

chool (for example clinical work, honorary l programs). The transition to the new ing issues such as resource capacity,

ent and financial stability.

iscipline Heads and four Directors will be adership to the School.

ademic positions; see also later sections in

o might also be Heads of Discipline, to hree years with appointment by the Dean. n and Tonge have been appointed by the irst two terms

4


– Responsibilities will be as defined in the Monash University Staff Handbook Chapter 1.1 3 Head of School/Department and Chapter 1.1.4 Deputy Head of School/Department

• Discipline Heads – Heads of Psychology and Psychological Medicine, appointed by the Dean for a

three year renewable term – For leadership in professional matters and identification to professional bodies,

but not for day-to-day management – The Discipline Heads will be members of the School Executive.

• Activity Directors – Comparable to Head of Department level – Loadings for the Directors will be determined following the appropriate

classification procedure – A financial delegation limit will be set for each director – Delegation from the Head of School of responsibilities to enable day-to-day

management of the activities of the School, currently held by the Heads of Departments

– Focus on leadership in the activity streams, governance, coordination, innovation and resource allocation

– Because of the nature of undergraduate teaching across the two disciplines this activity will have a Director and an Associate Director in the first instance.

– Expressions of interest will be sought initially from within the School, a wider search will be considered if required

– Directors will be appointed by the School for a period of three years, with a selection committee to be convened, the appointment will then be ratified by the Dean

• Site academic supervisors – Each site will have an identified academic leader with the responsibility to

manage day-to-day site-specific issues and staff supervision. This reflects current practice in SPPPM.

1.4.2 Committees The following committees will be convened at school level. There are also a number of committees convened at activity levels, and these are outlined in the individual sections addressing each activity area. • Governance committees

– School Executive – School Board of Examiners

• Resources committees – Space Committee – ITAC (Information Technology Advisory Committee) – Marketing committee

1.4.3 Coordination across activity areas The ultimate forum for coordination of activities across the school is the School Executive. There is a need for particular attention to be given to ensuring there is active communication between the activity areas. For that reason nexus related issues would be a standing agenda item of the School Executive. There will be a need for the Directors to actively discuss



coordination, communication and other matters affecting more than one activity area. The outcomes of these discussions and any specific proposals can then be taken to the School Executive for final decision making. The plans of the individual activity areas outlined in the following sections make provision for representatives of activities to sit on the committees of other activities as required. For example the Postgraduate Director may sit on the UG/Research/C&PS executives as appropriate.

1.4.4 Mentoring & Supervision Staff will not report to the Directors. All staff will remain school staff and ultimately report to the Head of School. The mentoring and supervision principles for engagement and performance management that are in place will remain. The current arrangements largely align with geographic centres and discipline interests. The reporting arrangements are given below. A supervisor, taking into account site and discipline issues, will be appointed by the Head of School for each new member of staff.

Line Management

Head of School

* Staff involved with activities of the SPPPM at the Gippsland and South Africa campuses are not appointed to the school or the Faculty of Medicine, Nursing and Health Sciences. Many school staff currently work across more than one activity area and will continue to do so. The move to an activity based structure provides an opportunity to improve the process of obtaining feedback for the purposes of quality review and performance management.

1.4.5 Workload Distribution Workload distribution and performance engagement will be the ultimate responsibility of the Head of School. The Head of School will be assisted by supervisors and mentors who are appointed from the ranks of senior staff as currently is the case.

Deputy Head of` School

Head of Psychology Discipline

Head of Psychological Medicine Discipline

Clayton Campus staff

Caulfield, Peninsula Campus

staff

MMC Campus

Other SPPPM hospital sites;

Gippsland staff* South Africa staff*

The Alfred, Austin, Bendigo, Dandenong, Forensicare, Kingston, and Traralgon.



There is no intention to alter the current policy and procedure regarding workload allocation and performance review because of the restructure. There are differences between Psychology and Psychological Medicine in the approach to workload planning and performance review. These differences reflect the different nature of the roles and different relationships with the university. It is likely that each Director will have an interest in resource allocation, for example the Research Director will be interested in the research capability of the SPPPM teaching and research staff. While individual staff engagement will be the province of performance managers and the Discipline Heads, the forum for discussing and resolving resource balance and priority issues will be the School Executive. Preliminary discussions of workload coordination and distribution will be held by the Directors in a nexus forum prior to the School Executive meetings.

1.5 Context The following section places the school in context. It describes the scale and scope of the school, its staff complement, the range of interests and current issues facing the school.

1.5.1 Scale and Scope The following tables provide an outline of the scale and scope of the school in terms of student load and staff. It is a large, geographically distributed school with interests in psychology and psychological medicine, with on-campus, off-campus and clinically based activities, and a large undergraduate as well as postgraduate component. The key point is that the structure must be appropriate for a school of this scale and scope. The school is distributed across many locations

• Clayton, Caulfield, Gippsland, Peninsula Campuses; Monash Medical Centre; Alfred, Dandenong, Austin, Maroondah, Box Hill, Kingston Hospitals; Fairfield and Bendigo, Traralgon and Mildura; off-shore partner in Singapore and South Africa.

• It is important to note that external programs comprised 26% of Psychology total load in 2003

Student load (2004 EFTSU) Undergrad Postgrad Total % Psychological Medicine 123 107 230 15% Psychology 988 291 1279 85% Total 1111 398 1509 % 74% 26% The above analysis is based on 2004 figures including MBBS teaching.



School staffing (2004) Category Description Total*Academic 12 Prof, 1 Prof Fellow, 1 Emeritus Prof, 9 A/Prof, 21

Senior Lecturer, 23 Lecturers 67

Research 13 Research Fellows, 32 RA’s, 35 Casual 80Administrative 10 Psych Med, 19 Psych, 7 School 36Technical 7 Psych, 2 School 9Sessional Lecturers 64Honorary 90+Total Staff Full time, part-time, sessional, honorary 350+Total Students Undergraduate and postgraduate 3,500+Total Student EFTSU Undergraduate and postgraduate 1,500+

1.5.2 Research Performance Research Income 2003

PsychologicalMedicine

% Psychology %

ARC 44,570 2% 79,372 8%NHMRC 488,262 24% 312,454 32%

Other competitive 50,294 2% 91,343 9%

Contract 483,690 24% 280,117 28%Overseas 376,242 19% 25,000 3%Other 586,053 29% 194,604 20%Total $2,029,111 67% $982,890 33% The above table is based on 2003 figures, the performance has increased since that time but the school still lags the group of eight universities in research performance, particularly in psychology.

1.5.3 Current issues facing the school The combined school currently has $14m budget, employing 350+ staff, teaching 3,500+ students. The original structure is essentially still in place with two departments operating within one school, with parallel structure in research, teaching, clinical and administration. The School wishes to grow further and needs to respond to external changes. That will mean doubling the research activity, a new Mental Health Research Institute, greater cross disciplinary focus, different undergraduate and postgraduate course offerings. Psychology research performance

• Aim to improve in G7 research ranking from 7/7 to 3/7 by 2008

• Particularly seek success in achieving large grants, collaborative grants in mental health.

• The target is to double research grants income by 2007 (from approx $3m to $6m)

• To obtain at least one NH&MRC Program or ARC Linkage grant involving psychology staff by 2007



• There is a funding trend towards larger, cross-disciplinary projects. As well as increasing total research performance the School also wishes to be better placed to pursue larger, cross disciplinary research programs and projects.

Psychological medicine teaching performance

• Psychological Medicine relies largely on research grants but plays a key role in undergraduate medical and postgraduate psychological medicine courses

• There is an opportunity for Psychological Medicine to further engage in teaching. Potential vehicles include new courses, External Programs, Continuing Professional Education, Bachelor of Psychology Degree and offshore programs. Similar opportunities exist for Psychology.

Psychology student:staff ratios

• The student:staff ratio was greater than 24:1, although improving since recent staff appointments

• Highest among faculty, university and benchmark competitors

• Optimum APS guideline is 16:1

• Target to achieve a maximum ratio of 20:1 before 2008 Income from fee paying courses

• The school relies heavily on DEST funded places. The School seeks to improve the proportion of fee paying enrolments in postgraduate programs.

1.6 Consideration of the changes

1.6.1 What are the arguments for the proposed change? In general, the proposed restructuring is consistent with the Dean’s overall restructure of the Faculty. It directly addresses the desire for improvement (as outlined in 1.3.1 of this document). It is a proposed implementation of the outcomes of the School Review that were agreed upon, in principle, in early 2004. Change is being proposed for many reasons

• It is the logical culmination of prior work; it completes the integration of the School under the Psychology, Psychiatry and Psychological Medicine banner.

• It completes the administrative transition to an integrated school

• It supports the trend to cross-discipline collaboration

• It will help identify and remove any structural barriers that may inhibit collaboration and/or growth

• It will turn attention towards outputs and how improvements in outputs are best enabled The following section outlines arguments relating to each of the major activity areas of the School. Undergraduate Teaching

1. At present, there are no forums within the School to enable academic input on a school-wide basis to all undergraduate programs. There are instances where



Psychological Medicine staff would very much like to participate in programs taught by the Psychology department (eg Centre for Rural Mental Health staff) and where Psychology staff may have an interest in contributing to courses run by Psychological Medicine (eg, MBBS, non-award courses). Courses, such as the Master of Psychology (Health), may best be managed as School degrees.

2. At present, strategic planning in the undergraduate programs is done on a Departmental basis. Such planning should be considered in a School forum (and not merely rubber-stamped by the School BoS or Executive). It is recognised that it would be necessary to retain course management committees that look after the specific needs of each course (e.g., MBBS/Psych Med; BBNSc, Psych APS major; Psych and Business, etc).

3. Open Learning, which is managed by the Psychology Department, receives no input from Psychological Medicine and there may be an OLA demand for subjects offered by Psychological Medicine.

4. Off-campus courses including Singapore and South Africa are the domain of Psychology and, with the advent of the MBBS in Malaysia soon, courses in Malaysia will be in the domain of Psychological Medicine. To the extent that there are common issues in off-campus offerings, school-based management would be appropriate. Roles such as Director, External Programs and Director of regional campuses would have a School wide focus.

5. The proposed BPsych degree, which is intended to be the flagship degree owned by the School, should clearly be a School degree.

Research

1. There has been widespread recognition that research should be managed on a School-wide basis. The force of this was unequivocally accepted in several workshops and forums.

2. The Research committee is a School committee but is mainly serviced by Psychology Department staff.

3. The proposed Mental Health (Research) Institute must be a School initiative. 4. There are strategic imperatives in the management of research engagement and the

issue of where the resources will come from is problematic under a departmental arrangement. Examples of this include research infrastructure support, research administrative support and mentoring arrangements.

5. Research centres outside of the three university campuses feel under-resourced and under-recognised by their home departments and this matter needs to be managed strategically rather than as a purely departmental issue.

Professional activities.

1. Prior to these discussions, there was no real attempt to actively engage honorary staff within the School. Plans are being developed to do this, but it still remains that clinical teaching and clinical research honoraries are the main focus. Professional and research honorary staff from other areas such as Organisational Psychology need to be specifically included. While this proposal is in its infancy, it clearly is a School-wide imperative.

2. Clinical placement activities are managed at a School level, in recognition of the fact that our clinical programs are taught and managed by both Departments. Nevertheless, the appointment of staff is done on a departmental basis in a way that tries to balance the resource inputs from the two departments and, in most cases, is artificial.

3. The proposed alumni for honoraries is an example of an appropriate school initiative.

Postgraduate training 1. Currently, all postgraduate committees are School committees.



2. Administration of the DPsych program is a School matter, but staff appointments are in the departments.

3. Students in the DPsych program are enrolled arbitrarily in one or other department depending on the supervisor.

Administration

1. There is a blurring of the roles of school and departmental staff responsibilities in finance and HR.

2. Limited availability (for good reasons) of Psychological Medicine to participate in School committees is a resource issue because such participation has a substantial cost attached.

3. There are bottlenecks in HR and finance functions in some areas and efficient local operations in other areas. This needs to be rationalised on a School-wide basis.

4. At present, the viability of various cost centres is not transparent because of the blurring of school and department inputs and outputs. Removal of this blurring would permit proper strategic management of finance.

1.6.2 What are the perceived disadvantages of the current proposal?

This section outlines the areas of concern expressed during the staff consultation. There is also a comment on the extent to which the proposed integration plan addresses these concerns.

1. Loss of professional identity There is a clear concern that “one size fits all” actually doesn’t. There are several dimensions of this that emerge in some of the concerns that people express. However, to the extent that a person identifies with his or her discipline, the current proposal establishes the discipline Head as the person who is the representative of the discipline when required to deal with professional bodies, external agencies and matters of workload and engagement. Thus, the disciplines of Psychology and Psychological Medicine will remain, not as budgetary or administrative units, but as collectives of academics with a common discipline base.

2. Psychology ideologies would dominate Because the Psychology Department is numerically larger, there may be the perception that its ideology would dominate in decision processes relating to all School activities and in matters of workload and engagement. In fact, the Psychology Department is not a homogeneous entity and interest groups range from clinicians and neuroscientists to organisational psychologists and animal welfare researchers. Notwithstanding this, the composition of the School Executive, being drawn from both Psychology and Psychological Medicine would serve to protect the interests of all sections of the School.

3. There is a need for advocacy in particular domains – eg MBBS, BBNSc The current proposal seeks to maintain the focus, commitment and advocacy associated with special activities such as the BBNSc and MBBS programs by maintaining entirely the existing course management structure. This is necessary because of the Faculty-wide nature of these programs and the additional Faculty structures that manage the MBBS.

4. Performance management/engagement/workload issues



The current proposal seeks to maintain the current principles with discipline specific performance managers, no changes to discipline-specific workload management strategies, and the discipline Head as the person who deals with appeals on a discipline specific basis.

5. Loss of local administrative efficiencies (Finance, HR, etc)

The arrangements will ensure that there are specific local resources at the campuses and off-campus research centres to enable efficient management of local operations.

6. Loss of career development opportunities Some individuals may find their career paths changed. It is intended that no person be disadvantaged by any restructuring and each instance where a person has such a concern, it will be addressed sensitively on an individual basis.

7. Concern about reporting lines Directors are not “bosses”. Directors manage an activity, not people. Workload management is done by supervisors (see 4 above). The Head of School has the formal management responsibility in the same way that Heads of Department (reporting in turn to the Head of School) do at present.

1.6.3 What is proposed to change? The consultation process presented the integration proposition in broad detail. The following section extracts the major proposed changes. It is important to note that the model has progressively evolved as a result of staff consultation and working group input.

1. A new school executive structure • Expands the executive team to better match the current size of the school

and to support its future aspirations • Realigns responsibilities to better support the main activities of the

School • Creates four new roles – Directors of Research, Undergraduate,

Postgraduate, and Clinical & Professional Services to focus on matters relating to these activity areas.

2. A new school administrative structure

• School Human Resources Officer • School Finance Officer • PA School Manager • Clinical & Professional Services Administrator • Coordinating committees – Marketing, Professional and Clinical

Practices Board, Resource and Workload Distribution, Honorary Staff Chapter.

• Subcommittees for Honorary Staff, Hospitals Liaison, Continuing Education, Clinical and Professional Services, Organisation Management Consulting

• Dissolving of Resources Manager, Psychological Medicine • Creation of Manager, Clinical & Professional Services (Deputy School

Manager)



1.6.4 What is proposed to remain the same?

1. The school name and its membership. It remains the School of Psychology, Psychiatry and Psychological Medicine and comprises members of the Departments of Psychology and Psychological Medicine.

2. Staff reporting, mentoring and supervision. All staff remain school staff; there is no proposed change to mentoring and supervisory relationships. People will report through geographic centres and Discipline Heads to the Head of School, not to Directors.

3. Workload policy – the systems from each Department remain as they are. 4. Existing Centres – all existing Centres remain as they are 5. Existing Committees – existing committees remain albeit with a School perspective



2 UNDERGRADUATE STUDIES DIRECTORSHIP

2.1 Role and Scope of the Undergraduate Studies Directorship

The primary role of the Directorship of Undergraduate Studies is to: Provide academic and managerial leadership for undergraduate programs in the School of Psychology, Psychiatry & Psychological Medicine, consistent with the strategic objectives of the School. Note that the Undergraduate Studies directorship will be shared by a Director and an Associate Director, to ensure appropriate representation of discipline and/or course specific areas of activity. The division of these responsibilities is to be defined. The key responsibilities of the Undergraduate Studies Directorship will be to: • Assume overall responsibility for the academic governance and planning of all

undergraduate activities in SPPPM to ensure that these activities are consistent with School, Faculty and University strategic direction and policy. Currently, these programs are:

• APS accredited undergraduate psychology sequence • Open Universities (OLA) units in psychology • Diploma of Psychology • Graduate Diploma of Psychology • 4th year Honours in Psychology • Postgraduate Diploma of Psychology • Bachelor of Behavioural Neuroscience • Bachelor of Behavioural Neuroscience (Honours) • Bachelor of Psychology and Business • Behavioural and Psychological Medicine curriculum in the MBBS • Psychological Medicine units in the Bachelor of Nutrition and Dietetics • Bachelor of Psychology (Hons)

• Regularly report to the School Executive on matters relating to all undergraduate

activities of the School. • Assume overall responsibility for all student matters associated with the undergraduate

programs of the School. • Provide leadership in strategic planning process for the undergraduate studies activity of

the School. • Evaluate the existing undergraduate programs of the School in order to identify strengths

and areas for improvement. • Promotion of undergraduate programs of the School to prospective students. • Support the development of new initiatives in undergraduate teaching programs, and in

particular to promote a unique and truly multidisciplinary approach to training undergraduates in the areas of psychological medicine and human behaviour. [Note:



Introduction of Bachelor of Psychology and Bachelor of Psychology (Honours) is planned for 2006].

• Develop and maintain productive relationships with School and University staff who

represent key stakeholders in the undergraduate area (e.g., Director of External Programs, Undergraduate Studies administrative staff, Chair of the Professional and Clinical Practice Board, Chair of MBBS Course Management Committee, relevant Faculty Associate Deans (Teaching)).

• Support and foster high quality teaching and encourage excellence in the scholarship of

teaching and learning. • Actively encourage innovation and collaboration between academic staff from the two

major disciplines of the School in the design, delivery and development of undergraduate teaching programs.

• Create and maintain a School environment with an excellent reputation for providing

quality support for students in all areas of its undergraduate activity. • Ensure open lines of communication between all staff (academic and administrative)

involved in undergraduate teaching, and provide regular opportunities for discussion of undergraduate matters and circulation of information.

• Ensure all undergraduate programs of the School meet the requirements of quality

assurance and professional registration and accreditation standards. • Ensure appropriate level of resources for staff and students to support high quality

teaching and learning by providing input into decision making on matters of budget, workload allocation, staffing, IT, space, etc.

• Provide appropriate avenues for staff development in the area of undergraduate teaching,

and input into staff mentoring and performance feedback where staff have been involved in undergraduate programs.

• Assume overall responsibility for sessional and honorary staff teaching into

undergraduate programs of the School. • Devise mechanisms for data collection and monitoring of key performance indicators

identified as relevant to the Undergraduate Studies Division. • Create opportunities that will foster collaboration between the Undergraduate Division

and other divisions of the School to support the nexus between teaching (undergraduate and postgraduate), research and professional practice.

2.2 Interfaces The Directorship of Undergraduate Studies will: • Report to the Head of School, through their respective Head of Discipline (Psychology

or Psychological Medicine) • Jointly represent Undergraduate Studies on School Executive



• Represent the School Undergraduate programs on relevant Faculty committees (or delegate as appropriate):

Faculty of MNHS Undergraduate Education Committee Faculty of Science Education Committee1 Faculty of MNHS Elearning Committee MBBS Course Management Committee

• Represent the Undergraduate Studies Division on School committees with direct

implications for undergraduate teaching: External Programs Information Technology Advisory Committee Clinical and Professional Practice Board (proposed)

• Convene the key Undergraduate Studies committees of the School

Undergraduate Studies Executive Undergraduate Studies Board of Studies

2.3 Delegations

• A financial delegation limit will be set • Delegation from the Head of School of responsibilities to enable day-to-day

management of the activities of the School, currently held by the Heads of Departments • The following delegation of responsibilities to the Undergraduate Directorship

are suggested:

• The responsibility of making decisions on student matters which currently require “special permission by the Head of Department, (e.g., permission to waive pre-requisites, permission to repeat a unit for a third time, appeals by students on remarking of assignments, etc).

• All unit and course amendments and new proposals put forward by the course management committees in the School are signed by a relevant divisional Director, Undergraduate Studies prior to obtaining signature from the Head of School, and before being submitted to FUEC.

• Responsibility for assessment of previous studies for the purposes of advanced standing, study on exchange, or cross-institutional enrolments (which can be delegated to the Chair of the appropriate course management committee (e.g., UPPC, BNSCMC, UMEC, etc)).

161 Representation on the Faculty of Arts Undergraduate Education Committee may also be sought in the future.



3 POSTGRADUATE STUDIES DIRECTORSHIP

3.1 Role and scope of the Directorship, Postgraduate Studies The primary role of the Directorship of Postgraduate Studies is to: Provide leadership and governance for Postgraduate programs in the School of Psychology, Psychiatry & Psychological Medicine, consistent with the strategic objectives of the School. The key responsibilities of the Director will be to:

• Assume overall responsibility for the academic governance and planning of all Postgraduate activities in the School.

• Ensure that all academic matters relating to Postgraduate programs are fully

represented and promoted in all of the appropriate activities of the SPPPM and to provide input into School planning.

• Convene the Postgraduate Studies Executive, whose role is to address School-wide

issues related to Postgraduate studies and be active in the strategic planning process for Postgraduate studies

• As a member of the School Executive regularly report on matters relating to all

Postgraduate activities of the School.

• Develop and maintain productive relationships with School and University staff who represent key stakeholders in the Postgraduate area (e.g., Director of Research, Director of External Programs, Director of Regional Campuses, Postgraduate Studies Administrators, External Programs Manager, Chair of the Professional and Clinical Practice Board, relevant Faculty Associate Deans (Postgraduate)).

• Support and foster high quality teaching, supervision and research and encourage

excellence in scholarship. • Promotion of postgraduate programs of the School to prospective students.

• Identify and support the development of new initiatives in Postgraduate research,

teaching and supervision, in particular those which encourage an interdisciplinary approach to all aspects of the psychological system.

• Actively encourage innovation and collaboration between academic staff from the

two major disciplines of the School in the design, delivery and development of Postgraduate programs.

• Together with Directors of other Divisions in the School, ensure that all Postgraduate

programs of the School meet the requirements of quality assurance and professional registration and accreditation standards.

• Oversight student placements in consultation with the Director of Clinical and

Professional Services



• Ensure appropriate level of resources and attention are dedicated to Postgraduate matters in the School by providing input into decision making on matters of budget, workload allocation, staffing, IT, space, etc.

• Ensure open lines of communication between all staff (academic and administrative)

involved in Postgraduate programs, and provide regular opportunities for discussion of Postgraduate matters and circulation of information.

• Ensure that appropriate input is provided in staff mentoring and performance

feedback where members of staff have been involved in Postgraduate programs.

• Provide appropriate avenues for staff development in the area of Postgraduate teaching and supervision.

• Ensuring that mechanisms are in place to meet key performance indicators.

• Together with Directors of other activity areas in the School, create opportunities

within the School to maintain strong links between teaching, research and professional practice in the Postgraduate area.

3.2 Interfaces The Director, Postgraduate Studies will: Report to the Head of School Represent Postgraduate studies on the School Executive Ensure representation of the School Postgraduate programs on relevant Faculty committees by delegating this responsibility as appropriate:

• Faculty of MNHS Research Degrees Committee • Faculty of MNHS Coursework Degrees Committee • Faculty of MNHS Elearning Committee

Represent the Postgraduate Studies Division on School committees with direct implications for Postgraduate teaching and supervision:

• Research • Undergraduate Studies • External Programs • Information Technology Advisory Committee • Clinical and Professional Practice

Oversee Postgraduate management committees

• Chair Postgraduate Studies Division Executive • De facto member of Research Degrees Committee • De facto member of Coursework Degrees Committee



3.3 Delegations


management of postgraduate activities of the School, currently held by the Heads of Departments



4 RESEARCH DIRECTORSHIP

4.1 Role and Scope of the Research Directorship The primary role of the Research Directorship is to provide academic and managerial leadership for research in the School of Psychology, Psychiatry & Psychological Medicine that is consistent with the strategic objectives of the School. The Research Director will assume overall responsibility and leadership for the academic governance and planning of all research activities in the School to ensure that these activities are consistent with School, faculty and university strategic direction and policy. The research directorship will operate in five domains: Policy & strategy:

• Inform SPPPM researchers of policy developments, research opportunities and research news.

• Translate and implement research policy and directives coming from higher levels (eg. Faculty, CADRES, Government).

• Develop and implement strategies designed to help the School to meet its research goals.

• Regularly report to the School Executive on matters relating to all research activities in the School.

• Integrate School policy with research policy (eg. workloads). • Liaise with the other directorships in SPPPM to ensure that areas of nexus are

adequately represented. • Devise mechanisms for data collection and the monitoring of key performance

indicators which are identified as relevant to the Research Directorate. • Regularly evaluate research outcomes and research strategies in the School in order to

identify strengths and areas requiring improvement. • Develop and maintain productive relationships with key stakeholders in the research

area.

Identity: • Develop and communicate a vision for research in SPPPM. • Develop policies and procedures to assist this vision to be achieved. • Develop and sustain a culture of research excellence within the SPPPM. • Identify and foster research strengths within the SPPPM, particularly those of

Neuroscience & Mental Health, Animal Welfare and Organisational Psychology. • Promote the research identity of SPPPM both nationally and internationally. • Liaise with media representatives regarding research developments in, or relevant to,

SPPPM. • Ensure the appointment of new T&R staff is relevant to existing research strengths. • Promote, disseminate and celebrate the research achievements of SPPPM staff.

Infrastructure: • Encourage and facilitate the establishment of collaborative research within the

School. • Oversee management of research related activities at a School level • Ensure the provision of administrative support (assisting researchers to apply for

grants, annual DEST audit of publications).



• Ensure appropriate level of resources and attention are dedicated to support research infrastructure and new initiatives in the School by providing input into decision making on matters of budget, workload allocation, staffing, IT, space, etc.

Productivity:

• Encourage and assist individual researchers in SPPPM to increase their research productivity and engagement

• Facilitate the exchange of knowledge and research expertise within SPPPM • Oversee the research component of academic workload in academic staff engagement

profiles. Training:

• Promote research programs of the School to prospective research students. • Oversee the training of postgraduate students and young investigators in the conduct

of scientific research. • Facilitate postgraduate students to attend and present at scientific conferences • Encourage postgraduate students to publish and to submit their theses by

compilations of research papers. • Mentor academic staff so that they may be able to achieve a higher level of research

productivity and engagement. • Educate researchers about resources and facilities available to them.

4.2 Interfaces The Director of Research will:

• Report to the Head of SPPPM • Represent research on the SPPPM Executive. • Represent SPPPM research interests on relevant Faculty of MNHS committees (or

delegate as appropriate), including: • Research Management Committee • Research Committee • Human Ethics Committee • Animal Ethics Committee • OHSE Committee • Executive Committee of the Monash Centre for Brain & Behaviour

• Represent SPPPM research interests on School committees that have direct

implications for research (or delegate as appropriate), including: • Information Technology Advisory Committee • Space Committee • Animal Ethics Committee • Postgraduate Studies Executive • OHSE Zone Committees • Marketing Committee (proposed)

• Convene the SPPPM Research Executive, and subcommittees as appropriate.

Members of the Research Executive Committee will be drawn from major research elements in the SPPPM, and may include representatives from:

• Adult Mental Health, Research, Training & Evaluation Centre • Centre for Developmental Psychiatry & Psychology



• Health Psychologists & Psychiatrists • Behavioural Neuroscientists • Centre for Rural Mental Health • Aged Mental Health Research Group • Alfred Psychiatry Research Centre • Victorian Institute for Forensic Mental Health • Monash-Epworth Rehabilitation Research Centre • Centre for Organisational Psychology • Centre for Animal Welfare Science • Director of Postgraduate Studies, SPPPM • Proposed Mental Health (Research) Institute

• Represent SPPPM research interests on other committees and bodies as appropriate.

4.3 Delegations


management of the activities of the School, currently held by the Heads of Departments The following delegations are suggested: • The Research Director will become the Animal Ethics Licence holder, and the

Research Directorship will have oversight over the Psychology Animal Ethics Committee.

• Responsibility for approving human ethics applications for research projects on behalf of the School will be devolved to the Research Director.

• To consider and approve extra-ordinary requests from researchers for once-off funding, or provision of infrastructure to support research projects.

• Responsibility for approving grant submissions on behalf of the School. • Responsibility for accepting grants when awarded on behalf of the School. • Responsibility for approving student and staff applications for funds to attend

conferences.



5 CLINICAL & PROFESSIONAL SERVICES DIRECTORSHIP

5.1 Role and Scope of the Directorship of Clinical and Professional Services

The role of the Director of Clinical and Professional Services will be to:-

(i) Assist the relevant Discipline Head to review and coordinate the accreditation and compliance process of all relevant courses of the SPPPM.

(ii) Coordinate the interaction with honorary staff, alumni, hospitals and clinical services and professional organisations.

(iii) Take responsibility for the SPPPM professional consultation, continuing education and clinical services.

The Director will oversee a number of activities and responsibilities

(i) Honorary Staff Appointments – make recommendations to the Faculty via the SPPPM Executive regarding the appointment, re-appointment and promotion of honorary staff of the School.

(ii) Honorary Staff and Hospitals Liaison – develop and maintain an effective and supportive interaction with honorary staff and associated hospitals for the purpose of promoting teaching, research and professional development activities.

(iii) Continuing Education and Conferences – coordinate the development and support the marketing and conduct of continuing professional education courses and conferences relevant to the SPPPM activities.

(iv) SPPPM Clinical and Professional Services – responsibility for the conduct of high quality, best practice, and ethical clinical and consulting services offered by the SPPPM in association with its teaching and research activities.

(v) SPPPM Organisation Management Consulting Service – take responsibility for the development of the existing Organisational Psychology Consulting Services offered by the SPPPM and the (proposed) Centre for Organisational Research and Psychology (CORP).

(vi) Assist the Director, Postgraduate Studies in the facilitation of clinical and professional placements.

5.2 Interfaces The Director, Clinical and Professional Services will chair a Professional and Clinical Practice Board (PCPB) that reports to the School Executive of which the Director, Clinical and Professional Services is a member. The PCPB will comprise both Heads of Discipline, the chairpersons of each of its standing sub-committees, the chairperson of each accredited professional course (e.g. UMEC, Undergraduate Psychology Course, MPM, PCPP, D.Psych), a representative of the APS and the RANZCP, the Manager, Clinical & Professional Services.



While the Director, Postgraduate Studies will have the responsibility to oversee student placements, the Director, Clinical and Professional Services, will assist with liaison with the relevant agencies. The Director will oversee activities and responsibilities through the Board’s sub-committees:

• Honorary Staff Appointments • Honorary Staff and Hospitals Liaison • Continuing Education and Conferences • SPPPM Clinical and Professional Services • SPPPM Organisation Management Consulting Service

The Director of Clinical and Professional Services will:

• Report to the Head of SPPPM • Represent Clinical and Professional Services on the SPPPM Executive. • Represent SPPPM Clinical and Professional Services interests on any relevant

Faculty of MNHS committees (or delegate as appropriate) • Represent SPPPM Clinical and Professional Services on School committees that have

direct implications (or delegate as appropriate) • Represent SPPPM Clinical and Professional Services interests on other committees

and bodies as appropriate.

5.3 Delegations


management of postgraduate activities of the School, currently held by the Heads of Departments



6 DISCIPLINES

6.1 Discipline Definitions – Psychological Medicine and Psychology

6.1.1 Introduction The School of Psychology, Psychiatry and Psychological Medicine (SPPPM) in the Faculty of Medicine, Nursing and Health Sciences incorporates and integrates a broad range of clinical and academic professionals in the multi-disciplinary fields of psychology, psychiatry and psychological medicine. The School recognises the contributions of various sub-specialties and methodological approaches in achieving its vision of being the national and international leader of teaching and research in biological, cognitive, developmental, psychoanalytic, social-cultural and behavioural aspects of the human psychological system. Staff, students and honorary appointees to the School may associate directly or indirectly with either or both of the two principal disciplines (Psychological Medicine and Psychology) by virtue of their professional status, expertise, interest or contributions (academic, clinical or general) to these fields. At the time of appointment to SPPPM the identification of the discipline to which the appointee will be attached will be made. The Disciplines, headed by a Professional Discipline Head, can be seen as providing a forum for coordinating the research, educational and training activities within the respective fields and for managing issues of professional competence and standards, as well as both intra- and inter-disciplinary practice issues where appropriate.

6.1.2 Discipline of Psychological Medicine Psychological medicine can be considered to be the branch of medicine dealing with the diagnosis and treatment of mental disorders and the association of emotional and behavioural disorders with health and illness. Direct members of this discipline within SPPPM will be psychiatrists – qualified medical doctors who have obtained additional qualifications to become a specialist in the diagnosis, treatment and prevention of mental illness and emotional problems. Psychiatrists are trained both to recognise and treat the effects of emotional disturbances on the body as a whole, as well as the effects of physical conditions on the mind. Treatment methods can be physical, psychological or involve medication, or may be a combination of these approaches. In some cases, an admission to hospital is required for investigation and treatment. In Australia and New Zealand, specialist training for doctors to qualify as psychiatrists is conducted by the Royal Australian and New Zealand College of Psychiatrists (RANZCP).



Training in psychiatry requires mandatory supervision by experienced, qualified psychiatrists. Rigorous examinations are conducted throughout their training during which their experience and competence are tested. Only if these strict training and examination requirements are completed can doctors be elected as Fellows of the RANZCP. With this qualification they can achieve recognition as Consultant Psychiatrists and can practise in Australia and New Zealand. In addition to full membership as Fellows, the RANZCP also recognises Affiliate membership for currently registered specialist psychiatrists in New Zealand who are not Fellows of the College, and Associate members who are approved trainees of the College. Some psychiatrists gain additional training and experience within the field of psychiatry. The specialties that have developed include child and adolescent psychiatry, psychiatry of old age, forensic psychiatry (concerned with legal, compensation and criminal cases), psychoanalysis and psychotherapy. Psychiatrists also act as consultants in drug and alcohol programs and to community services. Within hospitals they are commonly involved in liaison with other areas of medicine and surgery, for example as consultants to pain clinics. Within SPPPM, staff and honorary appointees from professional backgrounds other than psychiatry such as psychology, statistics, social work and special education may also be identified as members of this discipline by virtue of their academic or general contributions to supporting education and/or research in this field. Academic and clinical researchers may be further recognised as members of the discipline through their membership of the Australasian Society for Psychiatric Research which promotes psychiatric and mental health research on other professional associations such as the Victorian Association of Psychoanalytic Psychotherapy. Ref: Royal Australian and New Zealand College of Psychiatrists; Australasian Society for Psychiatric Research.

6.1.3 Discipline of Psychology Defined as the science of behavior and conscious experience, the field of psychology spans the social and developmental sciences, the biological and biomedical sciences, and the disciplines related to mental health. Direct members of this discipline within SPPPM will be those who have their primary professional affiliation with the Australian Psychological Society (APS). Professionals recognised by the APS range from clinical psychologists, including those eligible for registration by the Psychologists Registration Board of Victoria, to graduates of recognised psychology qualifications, students, teachers and professionals of other disciplinary associations with interests in this field. To work as a psychologist in Australia, a person is legally required to be registered, in the same way medical practitioners must register to practise. Registration is the province of the State and Territory Psychologists Registration Boards. Each Board determines the requirements for registration in that State or Territory. These requirements differ slightly, but all require the completion of four full-time years of academic study in psychology plus two additional full-time years of either postgraduate training in psychology or supervised workplace experience as a probationary/conditional registered psychologist. Many psychologists are interested in how people think, feel and behave. They study this at an individual, group, organisational and community level. Psychologists apply this knowledge to



assess, diagnose, prevent, and treat problems. Some psychologists do not work with people who are mentally ill, but rather help mentally healthy people find ways of functioning better. Other psychologists study the behaviour of other animals or human groups and organizations using scientific methods. Psychologists use scientific methods to study the human mind and behaviour. They develop theories and test them, which provides new information that adds to the body of established knowledge. Areas of specialty within psychology include: forensic, cognitive, health, developmental, social, organizational, sports and neuropsychology. The APS notes that some of the areas in which psychologists work include:

• Academic and applied research • Counselling or interviewing clients • Designing and implementing programmes to modify and improve behaviour • Evaluating the efficacy of psychological treatments or programmes • Assessment and treatment of psychological problems • Designing and administering a wide range of tests to assess and predict how people

think, feel and perform.

Within SPPPM, staff and honorary appointees may consider themselves to be members of this discipline by virtue of their academic or general contributions to supporting education and/or research in this field. Some academic and clinical researchers associated with this discipline may also align themselves through membership of professional organizations that relate broadly to behaviour, cognition or neuroscience. Ref: Australian Psychological Society; Psychologists Registration Board of Victoria

6.2 Role Statement for Discipline Heads – Psychological Medicine and Psychology

The Discipline Heads for Psychology and Psychological Medicine are appointed within the School of Psychology, Psychiatry & Psychological Medicine (SPPPM) of the Faculty of Medicine, Nursing and Health Sciences to provide academic leadership within the relevant discipline. The Discipline Heads will report through the Head of School, to the Dean of the Faculty. The Head and Deputy Head of the School of Psychology, Psychiatry & Psychological Medicine may also play the role of one of the two Discipline Heads.

The Heads will be appointed for a period of 3 years, with the opportunity for re-appointment, by the Dean of the Faculty of Medicine, Nursing and Health Sciences.

The Discipline Heads will be members of the School Executive.

6.2.1 Key Responsibilities of the Discipline Heads

The key responsibilities of the Discipline Head shall include:

• Provide discipline specific advice as required to the Head of School and the Dean of the Faculty.



• Provide academic leadership of the discipline and facilitate a spirit of collegiality within the School.

• Support the Head of School in mentoring and assisting the development of academic

staff. • Provide advice regarding workload matters and engagement on the request of

performance supervisors or at the request of individual academic staff of the discipline.

• Ensure effective provision of discipline specific curriculum advice to intending and

enrolled students within associated programs. • Provide discipline specific advice on the academic governance of the curricula

specific to that discipline • Provide leadership in the strategic development of the discipline within the School,

Faculty and University planning frameworks. • Support the Head of School in representing and promoting the strengths of the

discipline to local, national and international organisations, industry and the local community.

• Provide advice to the Head of School regarding the expectations and requirements of

external accrediting agencies related to the discipline and of associated professional bodies.

• Provide, in partnership with the Director of Research, consultation on research

strategic planning and activities of the school that will facilitate and maximize the research contribution of the discipline.

• Provide, in consultation with the Director of Postgraduate Studies, coordination

overview and support for HDR students undertaking their studies in the discipline and their supervisors including the completion of the annual review report.

• Any other responsibilities as reasonably assigned by the Head of School.



7 ADMINISTRATION

7.1 Rationale Although the School comprising Psychology and Psychological Medicine became a school of the Faculty of Medicine, Nursing and Health Sciences in 2002, the administrative functions mainly continued at departmental level. Much of the postgraduate teaching and IT support are already aligned to activity areas, however the rest of the administrative function, in particular roles of finance and HR administration are proposed to be structured at a central School level. The SPPPM restructure provides an opportunity to realign the resources to better support a school of this scale. That means there are opportunities to implement specialised school-wide positions in human resources and finance, to relieve other roles of these foci. It also provides the opportunity to remove unnecessary steps in administrative processes if a whole-of-school approach to administration is adopted.

7.2 Principles The guiding principles are that:

• support is centralized where possible • support is provided on a program basis, i.e. where the activity is, and where the

students are There will be no general staff positions lost. Relocation of staff will be minimal. Two new positions of Finance Officer and HR Officer will centralise these functions with the School Manager, and be based in the School office. Centralisation of HR and finance:

• will provide consistent reporting • will provide quicker and easier electronic processing • will abolish the need for one level of signatory (i.e. Head of Department) therefore

speeding up processing of HR forms • will provide knowledgeable, convenient, consistent expertise and advice

Budgeting will remain the responsibility of the School Manager The position of Resources Manager, Department of Psychological Medicine will be abolished and replaced by the position of Manager, Clinical & Professional Services (Deputy School Manager). Two additional positions of PA School Manager and Clinical & Professional Services Administrator will be created to assist the Manager and Deputy School Manager respectively. The positions of PA School Manager (Psychology) and Administrative Officer (Psychological Medicine) will be the main liaison contacts for general administration.



7.3 The Proposed Administrative Structure During the consultative processes, a working group consisting of the School Manager, Deputy School Manager, Heads of Departments of Psychology and Psychological Medicine, and the consultant, met to discuss in detail issues relating to a restructuring of the administrative arrangements in the School. Prior to and following working group discussions the School Manager consulted with leaders of teams and managers. This process of consultation has led to the administrative structure that is outlined as follows.

Director of Undergraduate

Studies

Head of School Deputy Head of School

Director of Postgraduate

Studies

Committee Executive Support

Manager /

Administrators A

Head of School, Deputy Head of SchoPsychological Medicine, School Manager of Postgraduate, Director of Research, D

The forum for overall coordinationExecutive. The School Manager anthe School Executive. The administrative structure concenmanagement structure, and towardsof the school (for example clinical external programs).

7.3.1 Positions Following identification of every cmember’s role will fit within one oSchool. Some staff members curretwo cases more) functions and willnecessarily covers both research anresources are combined.

SPPPM Restructure Proposal 2005.do

SPPPM Executive ol, Head of Discipline of Psychology, Head of Discipline of , Deputy School Manager, Director of Undergraduate, Directorirector of Clinical & Professional Services, Director of External

Programs

A

Director of Research

A

School Manager

Deputy School Manager

Director of Clinical & Professional Services


Manager /

dministrators

of std De

trate provwork

urrenf the ntly h remad cou

c


Manager / dministrators

aff, activities and resourputy School Manager re

s attention towards suppiding deeper support fo

, honorary staff, profess

t general staff member ifunctions necessary to save a focus that moves in so. For example, posrsework degrees, or fina


Manager / dministrators

ces will be the School present the general sta

orting the academic r the outward facing elional services, offshore

n the School, each stafupport the activities ofbetween two (or in ontgraduate administratince, HR and physical

Administrative and Academic Services Professional & Clinical Public Relations

ff on

ements and

f the e or on

30


Each general staff member will have an up to date, classified position description. All position descriptions will be reviewed. If, after review, any staff member’s position description varies substantially, reclassification will be proposed. Performance management principles that are in place will remain. Workload distribution and performance management will be the ultimate responsibility of the School Manager, on the recommendations from managers and administrators, as is current practice.

7.3.2 Locations There are currently twenty four locations at which the School operates, including Monash campuses, hospitals, and research institutes. General staff currently work focusing mainly on one activity area and are located at ten School locations where teaching and research programs or administrative functions are situated. This will continue to be the case. Some general staff also currently travel at times away from their home campus and will continue to do so. During the review no general staff relocations have been identified.

• Liaison The positions of PA School Manager and Administrative Officer will be identified as the point of contact for general administrative matters. In this context administrative matters will include at least resources, finance, staffing, OHS&E. Local administrators will continue to provide the contact and day-to-day support for their units. Some of these positions may take on a larger role in this context but in any case no position will be given an increased workload. In the other instances members of the hospital or institution or academic staff where School staff are based may take on the roles of contact.

• Communication Communication between locations of the School has been reviewed. Methods of effective communication have been identified and use will be implemented, for example, a list of video conference facilities at locations, maintenance of useful mailing lists, purchase of desktop conference facilities and teleconference phone for the School office meeting room and other strategic locations. A network of support will be further developed to enable staff focusing on each program or activity to meet, review and discuss common issues. For example, the postgraduate administration team, both coursework and research degrees, now regularly meets to discuss procedural and administrative issues. Ongoing improvement in communication will be a priority of the School Manager.

7.3.3 Supervision All general staff will become school staff and in performance of their work will ultimately be accountable to the Head of School through the School Manager.



Administrative and general support staff will not normally report to the Directors. Reporting lines will be confirmed as part of the restructure implementation process. Executive support/PA staff will report to an academic in a governance role (HoS, DHoS, HoDisc, Directors). Reporting lines for executive support staff will be confirmed following appointment to these governance roles. The supervision arrangements largely align either with geographic locations, support of teaching programs or administrative functions and current arrangements are expected to continue. It is likely that some staff will have an administrative supervisor who is based at a different location, as is currently the case. If reporting lines change it will be as a result of a reviewed position description with input from all staff involved. A supervisor and a home campus, taking into account program needs and administrative function, will be appointed by the School Manager for each new member of general staff.

7.3.4 Functions Of particular importance to the School restructure is creating a centralised and seamless administrative and technical support services group in a ‘hub and spoke’ arrangement, to serve the complex multi-campus School operation. The management of the School will be divided into four main areas – administrative and academic services, and clinical & professional services and research.

RESEARCH

ADMINISTRATIVE SERVICES

ACADEMIC SERVICES

CLINICAL &

PROFESSIONAL SERVICES

SCHOOL

EXECUTIVE



Functions included in the four main areas:

Administrative services – budget, finance, HR, physical resources including IT and general administrative and executive support. Academic services – undergraduate and postgraduate research and coursework degrees, research administrative support, teaching administrative support and external programs. Clinical & Professional Services – hospital liaison, Clinical & Professional Services Board, Clinical Psychology Centre (CPC), Honorary Staff Chapter, Continuing Education and Conferences Research – Research Centres & Institutes, marketing/public relations Each administrative/support function within these four main areas will be the responsibility of a manager or senior administrator, supervising directly or indirectly, or liaising with, members of a team and reporting to the School Manager or Deputy School Manager. Individual members of each team will be based at the most appropriate location for their role and focus. Details of location, personnel, reporting lines, FTE will constitute an implementation document.

7.3.5 Management The positions of School Manager and Deputy School Manager will be revised to provide senior administrative management for the School (as below). A key role of the Manager and Deputy Manager will be to ensure that appropriate administrative support is provided to the Head of School, Deputy Head of School and four Directors, and more broadly to the various activity areas of the School. The School Manager will have overall responsibility for management, and oversight of the two main areas – administrative and academic services. The Deputy School Manager will have responsibility for the management of the Clinical & Professional Services of the School and research. The School Manager position will have responsibility for administrative and academic services and have oversight of all technical and administrative support in the School. It will represent the School in all administrative matters at Faculty and University level. The Deputy School Manager position will have the substantive role of Manager, Clinical & Professional Services, managing the professional and corporate activities of the School. This position will represent the School in all matters focussing on outside relationships of the School, and act as a conduit for outside relationships of the School – hospitals, teaching institutes, research institutes, and manage the administration of such relationships. This position will play a key role in business development for the School, liaising with the Research Director and Director, Clinical & Professional Services in the development of a new research institute, centres and research opportunities. It will be responsible for the marketing/public relations function of the School. It is envisaged that the two Managers will work collaboratively. Since all of the Directorates have internal and external facets, seamless management of the School’s administrative support can only be achieved if both managers provide support to each of the Directors, as well as interacting closely with each other.



7.4 Budget Impact of the Changes The annual budget is currently split into Psychology and Psychological Medicine allocations as it is earned. The current three cost centres will be combined into one School wide cost centre and allocations will be made to activities, programs and strategic initiatives. One of the benefits of operating with an integrated school budget will be this ability to effectively support administration and strategic initiatives across all activities. Directors will play a major role in the formation of annual financial plans. As the restructured school evolves it is likely to have more significant impact on the overall school budgets. Increases in income and costs are likely to occur as a result of:

• Greater involvement in research requiring investment in infrastructure • New teaching programs and higher enrolments, particularly in fee paying post

graduate programs • Short courses, training and consulting as new centres are established and existing

centres continue to grow. • An increase in professional services activity and support for honorary staff

The cost of the restructure process will be minimal – ($391k) Academic –

• It is expected that the salaries of directors will be for existing staff which are included in current budgets and additional loadings will not present a significant increase. ($40,000)

Support – a total of up to four positions at Administrative Officer level as a result of the restructure plus one as a result of new initiatives already under consideration.

• Four new administrative officer positions have been identified ($220,000) • Once the directorships are confirmed, the level of executive support required will be

addressed – one or two positions may be required ($60,000) • A Marketing position is proposed. ($71,000)

There will be no staff positions lost There will not be any substantial material costs – relocation of staff and activities will be minimal

HEAD OF SCHOOL DEPUTY HEAD OF SCHOOL

Discipline of Psychology & Discipline of Psychological Medicine

Manager, Clinical & Professional Services School Manager

(Deputy School Manager) Administrative Services

Clinical & Professional Services Research

Academic Services



7.5 Risk Management Risk management will be overseen by the School Manager, in consultation with School Executive and administrative function managers and administrators. A program of annual review at School level will be introduced according to University policy.

7.5.1 Legal Compliance Currently annual certification and responsibility for legal compliance is handled at departmental level and reported through the School to Faculty. With one School unit, reporting will be informed by local input at School level, through to Faculty.

7.5.2 OHS&E Safety Officers, Health & Safety Representatives, and Floor Wardens as appropriate, at all School locations, will be identified. Where responsible officers cannot be identified they will be appointed.


FUEC 5/2005 Report to Faculty Board 6/2005 39

FACULTY UNDERGRADUATE EDUCATION COMMITTEE REPORT TO FACULTY BOARD This reports on the Faculty Undergraduate Education Committee Meeting No 5/2005, held Tuesday 20th September 2005. 1. Matters of Policy

1.1 Undergraduate Late Assignment Policy The Committee agreed that title be amended to “Undergraduate Submission of Assignments Policy”. The policy will then need to go to the Research Degrees Committee in its next meeting. (FUEC- Attachment 1).

1.2 Excess Credit Point Study – CSP/HECS Students There is no Faculty policy required as government regulation overrides any policy discussion.

2. For Information 2.1 Proposed Changes to Timing of Examinations

Department of Psychology raised concerns relating to administrative perspective if the exam timetable was to run into the 4th week and upload dates were to remain the same.

2.2 Unit Evaluation There was discussion on method of unit evaluation, online and face-to-face, and which method delivers the best results. It was also suggested that processes need to be identified and outlined.

2.3 Areas for Training Members were asked if there are other areas in the Committee that members need training on, identify other staff members who should attend the training and if there is any value in having Associate Reviewers do the training.

2.4 CeLTS The dissolution of Ed Design Group of CeLTS was also raised and its implication on the Faculty, with at least 77 courses unsupported. The Faculty needs to look at strategy to lessen the impact.

3. Approvals 3.1 New courses

There were no new courses proposals for consideration.

3.2 Course amendments There were no course amendments for consideration.

3.3 New Units The following was approved at FUEC 5/2005:

3.3.1 SRH2002 Indigenous Health and Well-being (FUEC – Tabled paper). 3.4 Major Unit Amendments

There were no major unit amendments for consideration.

3.5 Minor Unit Amendments The following minor unit amendments were proposed and approved at FUEC 5/2005

3.5.1 BMS1031 Medical biophysics The Committee approved the proposal to amend the unit prohibitions.

FUEC 5/2005 Report to Faculty Board 6/2005 40

3.5.2 BMS2062 Introduction to bioinformatics The Committee approved the proposal to amend the unit prohibitions.

3.5.3 BND4042 Program planning The Committee approved the proposal to amend the prerequisite and co-requisite requirements

3.5.4 BNS3041 Brain development and memory The Committee approved the proposal to amend the unit assessment for 2006 and the unit title from 2007

3.5.5 PSY1011 Pyschology 1A The Committee approved the proposal to the reorganisation of the PSY1011 weekend program

3.5.6 PSY2031 Developmental and biological psychology The Committee approved the proposal to amendment to assessment, restructure of week 13 teaching and reorganisation of the weekend program

3.5.7 PSY3041 Psychological testing, theories of ability and ethics The Committee approved the proposal to amend the unit assessment.

3.5.8 PSY3120 Introduction to counselling The Committee approved the proposal to amend the prerequisite requirements

3.5.9 SWK3180 Fieldwork skills and practicum The Committee approved the proposal to amend the unit assessment and convenor

3.5.10 SWK4430 Cross-cultural social work The Committee approved the proposal to amend the unit assessment

3.6 Unit Disestablishments There were no unit disestablishments approved.

4. Executive Approvals The Committee noted and ratified the following executive approval:

Bachelor of Health Science degree title The Bachelor of Health Sciences and the Bachelor of Health Sciences/Bachelor of Social Work to be renamed the Bachelor of Health Science and the Bachelor of Health Science/Bachelor of Social Work Please note that copies of documents associated with any item included in this report are available on request from Diana Kimberley, email [email protected]

mailto:[email protected]

FUEC Report 5/05 Attachment 1

41

Faculty of Medicine, Nursing and Health Sciences Undergraduate Submission of Assignments Policy

1. All assignments must be submitted by the specified time on the specified due date

(or if off campus, assignments must be received by the specified due date)

2. Extensions must be applied for in advance of the specified due date and will usually only be granted for a maximum of one week. Forms for requesting extensions can be downloaded from the Faculty web site or obtained from the relevant administrative officer. Students should complete the relevant sections and submit this to the administrative officer. Supporting documentation must be provided. Only original or certified copies of documentation will be accepted. Any copies must be certified. Approved extensions forms should be attached to the assignment when submitted.

3. Extensions will only be granted on the following grounds;

• Documented illness: a medical certificate must be provided • Compassionate grounds: those situations for which compassionate leave is

normally granted in employment • Documented misadventure, hardship or trauma

4. Work or other study commitments, computer crashes or printer failures are not

valid reasons for late submission.

5. Work submitted without an approved extension will, after the assignment has been graded, have 5% of the maximum weighted mark deducted for each day (or part thereof) that has elapsed after the due date for submission. This includes weekends and public holidays.

6. If the assignment is more than 10 days overdue the work may be submitted, it will

be marked, but not graded. A zero grade will be given.

7. No penalty will apply if an extension is sought and granted by the responsible person or delegate. If the assignment is handed in after the extension period then the above penalties will apply.

8. Departments may choose to accept late submissions of work without requiring

students to apply for extensions prior to submission dates. In these circumstances students may apply, on the grounds documented in point 3, for late penalties to be waived. Where departments choose this option, students should consult relevant departmental documentation and follow the specified processes.

9. Students whose circumstances require longer extensions are advised to apply for

special consideration.

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Faculty of Medicine, Nursing and Health Sciences

Subject/Unit Proposal Proforma

TO: Secretary, FUEC Committee Faculty of Medicine, Nursing and Health Sciences, Clayton Campus FROM: Mr. Lyell Wilson

School of Rural Health (Indigenous Health)

DATE: 25 October 2005 RE: Subject/Unit proposal –

SRH2002 Indigenous Health and Well-being

The Faculty of Medicine, Nursing and Health Sciences, FUEC at its Meeting 05/05 has endorsed for transmission to the Faculty Board, the proposal to establish the subject/unit SRH2002 Indigenous Health and Well-being.

The Faculty proposes to offer this subject/unit beginning in Semester 2 2006 as an on-campus unit offered from the Churchill and Peninsula campuses.

The signatures following are confirmation that all procedures have been complied with in this matter, and that the subject/unit complies with University academic policies.

I certify that all resource issues have been considered.

Dean (or Dean’s Nominee) Signature, Name and Date

I certify that: • the academic issues relating to the introduction and adequate teaching of this unit have been fully considered by this

Faculty, • this proposed unit conforms to the Monash University academic policies and Education Committee policies and

procedures and that, • this version of the unit proposal is the version agreed to by the Faculty Board

Head of School (Managing Faculty) or

Chair of Curriculum Committee (MBBS)

Signature, Name and Date

I certify that: • the academic issues relating to the introduction and adequate teaching of this subject/unit have been fully considered

by this Faculty, • this proposed subject/unit conforms to Monash University academic policies and Education Committee policies and

procedures, • this version of the subject/unit proposal is the version agreed to by the Faculty Board.

Associate Dean (Teaching) (Managing Faculty) Signature, Name and Date

This subject/unit proposal has implications for [Click here to insert name of other Faculty] . I certify that consultation has occurred with respect to those implications and that agreement has been reached between the relevant academic units.

Associate Dean (Teaching) (Associated Faculty) Signature, Name and Date

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REASONS FOR INTRODUCTION OF SUBJECT/UNIT:

The unit is being introduced to fill a large gap in the Medical Nursing and Health Sciences Faculty in relation to Indigenous Health at Monash. This second level unit will greatly enhance Monash’s lead in the Indigenous health area by introducing this unit across the areas of Nursing, Physiotherapy, Occupational Therapy, Paramedics, Bachelor of Health Sciences program.

The Generic Unit contains a core body of work with relevant materials to be able to deal specifically with each professional area. The unit will service three key courses at Monash, The Bachelor of Health Sciences, Bachelor of Social Work and Bachelor of Nursing. As a generic unit relevant to all health areas it will be human resource and cost effective.

In Contrast to AIS2807 Australian Indigenous Health this unit is a completely different unit than the one being proposed. AIS2807 is a research-based unit that requires contact with Aboriginal organisations, the writing of a research proposal and the undertaking of a research project based upon the written proposal. While the unit is a good unit it requires a substantial rewrite and updating of all the materials and assessment. The proposer of this unit was the lecturer for AIS2807 since it began.

SUBJECT/UNIT NAME:

Indigenous Health and Well-being

SUBJECT/UNIT CODE:

SRH2002

ALIAS TITLES AND CODES:

Not applicable

SHORT TITLE:

Indigenous Health

ABBREVIATION:

Indigenous Health

LEVEL:

Level two in an undergraduate course

COURSE LINKS:

This is a core unit in Bachelor of Nursing, Bachelor of Social Work and the Bachelor of Health Sciences program.

PROPOSED DATE OF INTRODUCTION AND REGULARITY OF OFFERING:

The unit will be offered in semester two of 2006 and in second semester each following year.

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Is the unit for offer to International Students? Yes (International Full Fee Paying)

ANTICIPATED TOTAL ENROLMENT:

It is expected that 10 students will undertake the unit in 2006 and will be up to several hundred from 2007 and beyond as student enrolment increases.

LOCATION & MODE OF ENROLMENT:

The unit will be offered at both Gippsland and Peninsula campuses. It will be offered on-campus in 2006 at peninsula campus and will be developed for off-campus delivery in 2007 following evaluation of the unit.

RESOURCE REQUIREMENTS AND STUDENT SUPPORT:

On Campus: For 2006 Lecture/tutorial room with a capacity to seat 20. Audio-visual capabilities, and computing connections for PowerPoint presentations. Lecture/tutorial room to seat maximum 20 per sitting. Sessional and a new permanent staff member will be required when the unit takes up its full quota of students in 2007 and other resources will also be negotiated.

INTER-FACULTY INVOLVEMENT:

None

INTER-DEPARTMENTAL INVOLVEMENT:

Nursing: Associate Professor Tony Barnett

Allied Health Dr. Belinda Lewis.

DEPARTMENT LOADING:

100% departmental loading will be with the School of Rural Health, Indigenous Health (Moe).

LIBRARY APPROVAL:

The Library impact statement is currently with the library for review. Initial contact on 7-9-05 with Xandria Hughes at the library indicated no potential problems. She can be contacted on 5122 6483 of further details

CREDIT POINTS:

6 credit points

WORKLOAD REQUIREMENT:

On-campus will be 2 contact hours per week for the semester, in the form of lectures and seminars. The unit would also require students to undertake 10 hours of further study per week involving library research, directed reading, web searches, assignment preparation and writing. A one-day visit to a community organisation and one day compulsory cultural awareness workshop will also be required. Off-campus requirements for 2007 are currently being developed and negotiated, but will fit within the 2006 framework as outlined below.

Below is an outline of the weekly topics. This is a 12 week Unit. The unit consists of 10 key topic areas, preceded by an introduction to the course and finishes with a review of what students have learnt.

Week Topic Readings One Introduction: Some readings need to be

http://www.lib.monash.edu.au/eforms.htm

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Overview of the Unit. Assessment requirements.

interchangeable for Nursing, Physio, OT, Paramedics

Two What is Health? What is Indigenous Health?

Three History and challenging stereotypes.

Four Ethics, Professionalism and Partnership.

Five Working with Aboriginal Communities.

Six Community Control in Aboriginal Health.

Seven The Epidemiology of Indigenous Health.

Eight Contemporary Primary Health Issues.

Nine Indigenous Mental Health and Emotional Well-being

Ten Cultural Competence and Safety. Eleven International Comparisons. Twelve Review: Where have we been?

What do we know?

Topics for essays will be derived from the topic headings in the unit.

PREREQUISITES:

None

COREQUISITES:

None

PROHIBITED COMBINATIONS:

None

SUBJECT/UNIT SUMMARY:

Indigenous Health and Well-being (SRH2002) is a second year unit for nurses and other allied health practitioners. The student will be exposed to some of the historical and contemporary issues that have intervened in and effected Indigenous Australian’s lifestyle, culture and well-being. Students will also examine the demographic and socio-political aspects that surround Indigenous health.

In doing so they will explore and challenge their own values and beliefs and demystify many of the stereotypes and prejudices that Aboriginal Australians face in a multi professional environment. Students will the be able to work in a multi-professional team towards culturally safe and appropriate solutions with Indigenous Australians to achieve better relations between Indigenous and non-indigenous Australia and raise health standards.

SUBJECT/UNIT OBJECTIVES:

Upon successful completion of this unit the student will be able to: 1. express the knowledge and understandings they have gained of the diversity of Indigenous

Australian cultures, histories and social organisations and of Indigenous perspectives on the concept of health and well-being.

2. describe the multi-dimensional effects of invasion and colonisation on Australian Indigenous societies and economies.

3. evaluate the impact of past and present government policies on Indigenous organisations, communities and individuals.

http://www.adm.monash.edu.au/unisec/com/ec/ecx/writing.htm

46

46

4. further develop their ability to evaluate/assess/analyse data and information and develop/construct/ sustained arguments in written and oral formats.

5. describe/discuss/explain interdisciplinary perspectives and relate these perspectives to their studies. 6. develop the ability to articulate analyses on Indigenous health in oral form and to critically analyse

relevant theoretical approaches to Australian Indigenous health. 7. demonstrate a basic understanding of the importance of ethical research and respect for Indigenous

worldviews, speaking positions and goals in relation to health.

LEARNING/TEACHING METHODS AND RELATIONSHIP TO OBJECTIVES:

Seminars, lectures and a compilation of readings will highlight key issues, perspectives. Debates and ideas on cultures, histories and social organisations, colonisation, policies, government practices problems and important areas on Indigenous health. During seminars attended by the various professions students will be encouraged to engage in debate and discussion around the topics that will be raised by fellow students. Links with Unit Objectives 1 to 7.

Cultural safety will be taught through a compulsory cultural awareness workshop. Students will participate in a scenario base problem-solving task through a written scenario that will require them to deal with the situation in a culturally safe multidisciplinary team manner using a response booklet. A visit to a community organisation will also form part of their cultural safety training. Links with Unit Objectives 1, 2, 3, 6 and 7.

E-mail communication will be employed to allow students to engage in further discussion on the topics presented and raise any problems with the unit adviser.

METHODS OF ASSESSMENT AND RELATIONSHIP TO OBJECTIVES:

The Major essay will be used to assess research and analysis skills including critiquing and the evaluation of data Links to Unit Objectives 1, 3 and 4.

A questionnaire will be included in VISTA and will be used to assess their cultural awareness and cultural safety. The tests will assess cultural awareness at the beginning of the course and cultural safety at the end of the course. It will also be used to assess the student’s accumulated knowledge of the field of study and provide a clear piece of independent work. Links to Unit Objectives 2, 6 and 7.

The Scenario task and seminar discussions will be assessed in order to establish the level of the student’s interdisciplinary knowledge and cultural safety. Links with Unit Objectives 1, 3, 4 and 5.

See Appendix for assessment task and objective links and percentage weightings of each assessment task.

METHODS OF EVALUATION AND RELATIONSHIP TO OBJECTIVES: (ie: How often and what method will be utilized to review the subject/unit)

The unit will be subject to evaluation using the methods of peer review, the standard annual unit evaluation tool and informal feedback.

• HANDBOOK ENTRY:

• Subject Code SRH2002

• Credit Points Six

• Subject Name Indigenous Health and Well-being

• Semester offered Two

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• Offered 2006

• Campus offered Peninsula in 2006 and Gippsland and Peninsula from 2007 on.

• Publish (in handbook – Yes)

• Mode of enrolment on-campus in 2006 and on campus and off-campus from 2007.

• Distance Education Handbook

Workload requirement

On-campus will be 2 contact hours per week for the semester, in the form of a seminar. The unit would also require students to undertake 10 hours of further study per week involving library research, directed reading, web searches, scenario task solving, assignment preparation and writing. A one-day visit to a community organisation and one day compulsory cultural awareness workshop will also be required.

• Subject Leader Mr. Lyell Wilson

• Prerequisites (if any) None

• Preamble

Points: 6.

Contact Hours: 24 for Lecture/seminars and 8 for cultural workshop, 8 for community visit,

120 hours other study activities.

Total 160 Hours.

Semester offered: 2.

Campus offered: Gippsland and Peninsula.

Prohibitions: None.

• Synopsis (maximum 700 characters, including spaces)

This unit looks at the impact of colonisation and government legislation on the health and well being of Indigenous Australians. It also provides students with an overview of the complexity of Aboriginal health and ill health and examines access to health care systems and evaluates how Indigenous communities, remote, rural and urban practice self-determination in the delivery of health care and well-being. The unit also moves the student from being a culturally aware to a culturally safe health professional.

• Prohibited combinations (if any)None

• Assessment

Attendance at compulsory Cultural workshop. 10% Online cultural awareness test (Hurdle Task) Scenario Task. (Equivalent to 1000 words) 30% Major essay. (3000 words) 40% Online cultural safety check. 20%

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• Objectives

Upon successful completion of this unit the student will be able to: 1. express the knowledge and understandings they have gained of the diversity of Indigenous

Australian cultures, histories and social organisations and of Indigenous perspectives on the concept of health and well-being.

2. describe the multi-dimensional effects of invasion and colonisation on Australian Indigenous societies and economies.

3. evaluate the impact of past and present government policies on Indigenous organisations, communities and individuals.

4. further develop their ability to evaluate/assess/analyse data and information and develop/construct/ sustained arguments in written and oral formats.

5. describe/discuss/explain interdisciplinary perspectives and relate these perspectives to their studies. 6. develop the ability to articulate analyses on Indigenous health in oral form and to critically analyse

relevant theoretical approaches to Australian Indigenous health. 7. demonstrate a basic understanding of the importance of ethical research and respect for Indigenous

worldviews, speaking positions and goals in relation to health.

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Appendix 1.

Table 1. Method of Assessment and Relationship to Objectives

Assessment Task Objectives Weighting Compulsory Cultural Awareness Workshop

Objectives: 2, 6 and 7 10%

Scenario Task Objectives: 1, 3, 4 and 5 30% Major Essay Objectives: 1, 3 and 4 40% On-line Cultural Safety Test Objectives 2, 6 and 7 20%

Table 2. Workload Requirement Breakdown

Undertaking Hours Lectures/seminars 2 hours per week Cultural Awareness workshop and test 8 hours Visit to Community organisation 8 hours Other study tasks:

Library research Directed reading

Web searches Assignment preparation

Scenario task solving

2 per week 2 per week 2 per week 2 per week 2 per week

Total 160 hours Terminology: Online cultural awareness test is to allow the unit coordinator or the person responsible for the unit to evaluate where the student is at in relation to specific cultural issues. It could be regarded as a pre-test to look at cultural awareness as the student begins the unit. Online cultural safety check will allow the unit coordinator or the person responsible for the unit to evaluate where the student is at in terms of cultural safety upon completion of the course. A Scenario Task is where a student is given a particular scenario, for example a car accident and the student is expected to show how they would deal with the situation both as an individual and within a team.

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The Quality Management Group of the Faculty of Medicine, Nursing and Health

Sciences submits the following report of its activities for the period June to

September 2005

Report to Faculty Board

1. Policy a. QMG policy School and Faculty Review Processes Revised guidelines for these reviews were recirculated for comment. These were discussed and noted at Faculty Executive on 15 August.

The Chair indicated that the Dean is very keen for reviews of the schools and the faculty to be completed in 2005-early 2006. This brings faculty and half the school reviews forward by one year. It was agreed that the Quality Unit needs to work with the review teams. b. University Policy

• NEW Education Plan: will be very different to the 2003-2005 iteration. CeLTS will be restructured into a University Academic Programs and Services unit (UAPS).The key points highlighted in the new education plan parallel and validate those issues that emerged from the faculty Learning and Teaching Retreat.

• Review of Offerings and Academic Profile In 2006 there will be a course and unit review across the university to reduce duplication and increase the attractiveness of our range of programs. Documentation will be important to this process. Centralised course approval is likely to be re-established.

• AUQA Audit preparation is proceeding frantically. The next exposure drat of

the portfolio goes to VCG for advice very soon. Audit briefings are well attended. The PowerPoint slides are online. Information id being staged to allow people to absorb it gradually.

• Unit reviews take place every three years. Science has a well-articulated

process for this. In answer to a question the Chair indicated that the Science process was used in place of an in-depth course review of the type conducted in this faculty. Unit

51

review is the responsibility of Course Management Committees, but how it is done needs to be flexible. Attention should be directed where it is needed i.e. to issues where a unit is scoring less than 3/5 on the Unit Evaluation scale.

2. Progress of Current Reviews

• Research: Kathy reports that this report is no longer coming in November owing to demands on Research office time from the central university.

• Postgraduate coursework administration: it was agreed to that the Chair

would discuss the report with Michael Berndt.

• Postgraduate programs: reports are rolling through. Epidemiology is the only area for concern

• Research Training report has been received from panel, but has not yet been

circulated.

• Diploma/B. Paramedics Studies: external panel is being invited for 10-12 October.

• Nursing: dates for the external panel will be discussed this week with Ysanne

Chapman (Project officer preparing the course review drafts.)

• MBBS: a date will be discussed for self-review in the near future 3. Research

A paper by Mc Nicoll and Luff is currently under consideration by referees for publication in Tertiary Education and Management

4. Evaluation

• Unit Evaluation: all faculties’ quantitative data for the university-wide questions are now available online. Data on the faculty specific questions is restricted to the faculty administering the unit, but can be accessed by request to the relevant Associate Dean (Teaching). The qualitative data is not yet available.

The Unit Evaluation cycle for Semester 2 is about to start.

• Monash Experience Questionnaire 2005 will run in Semester 2, 2005. The CHEQ reports on MEQ2005 will incorporate comparison with the 2003 results.

It was observed that the faculty presently has a limited capacity to cope with the flo0od of evaluation data. Someone must be appointed using the Learning and Teaching Plan 2003-2005 money to address this.

• League table of Australian universities Monash came 14th out of 38 institutions on the university rankings recently released by DEST. Based on the results of the Course Experience Questionnaire and the Graduate Destination Survey and 6-7 other factors, the rankings are dominated by non-Go8 institutions. Headed by the University of Wollongong, the top ten included only three G08 universities, including the

52

University of Melbourne at #3. The Monash result was better than anticipated, however the university is likely to respond to improve the ranking. Effectiveness of concentrated effort is shown in the University of Melbourne result. In discussion it was observed that:

o CEQ is self-administered o CEQ is unpopular with G08 unis because they perform badly by

comparison with former universities of technology and similar on student experience.

o The use of ordinal ranks in the indicators appears to distort the differences in the underlying data as the adjusted scores of many universities were very close to each other yet the ranking forces a standard gap of 1 between each university and 37 between the top and bottom

The allocation of Carrick funding will be determined by performance in this league table.

5. Consultancy, advice and training

a. Briefings on School review The initial briefing has been provided to the Southern Clinical School. Briefings are being arranged for all schools by 14 October.

6. Reports of conferences, workshops and seminars

a. AUQF conference Yolande Mc Nicoll reported on items from the AUQF2005 conference as follows

i. Conference theme: Engagement AUQF 2005 focussed on Engagement, including several very interesting presentations on embedding universities in the community in which they exist. This initiative has significant relevance to the faculty in the context of rural and clinical placements and outreach activities which may be part of the mission of specific institutions or campuses. The Australian Universities’ Community Engagement Alliance advertised a conference via AUQF which several relevant staff have been encouraged to attend under the sponsorship of Quality.

ii. Books: ordered Several titles on e-learning and on globalization in Higher Education have been purchased for the Faculty.

iii. Turnitin plagiarism software A formal debate at AUQF heard a wide variety of views on and uses for anti-plagiarism software, while examining the proposition that “plagiarism software is an important addition to the quality assurance of higher education.” Speakers included the creator of the Turnitin software currently being trialled at the University of Melbourne and under extended discussion

53

for use at Monash, Dr John Barrie. The proposition was defeated by a vote of the house following lively discussion and questions. The tone of comments from the audience suggested that academics were uncertain that anti-plagiarism software could, or would be implemented in a way that would not be detrimental and potentially unjust to students. [An article summarizing the debate and following discussion appears in the 3 August edition of Campus Review]. It was mentioned that the University of Sydney has its own private database of assignments, which avoids the issue of students surrendering their IP to a commercial entity under a contract which may change. Yvonne Hodgson reported from HERDSA that the formative use of Turnitin was discussed. This approach was not mentioned in the course of AUQF debate.

iv. Post –audit implementation Delegates attending the pre-conference workshop discussed implementation and reporting on responses to their university audits. It was apparent that the University of Sydney was very pleased with its recent report and had effectively involved its people in preparation for audit. Discussion strongly suggested that the workload associated with audit is more significant following the receipt of the AUQA report than prior to the visit. A variety of reports on the implementation of changes post-audit were provided and are available for consultation in the Quality office.

b. AUCEA conference: Community Engagement Janice Chesters spoke to a report on the Australian Universities’ Community Engagement Alliance conference 2005. Like many universities Monash does a lot of good work in tandem with its communities, but this is largely ad hoc and unco-ordinated. It was observed that this is a common issue in audit.

It is expected that an initiative will come from the central university regarding the improvement of community engagement, including the revision of the aging Community Service Plan.

Community Engagement is a hot issue in the sector and one which younger universities are far advanced on.

Tony Luff Deputy Dean (Education and Quality) 30 September 2005

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POSTGRADUATE COURSEWORK DEGREES COMMITTEE REPORT TO FACULTY BOARD

This reports on the Postgraduate Coursework Degrees Committee Meeting 6/05 held Friday 23 September 2005

1.0 RECOMMENDATIONS

1.1 MPM1013 AND MPM2012 Social and cultural psychiatry The Department of Psychological Medicine have submitted a request to disestablish the above mentioned units which were overlooked when the Faculty completed the Handbook audit during July 2005. The request is attached for consideration and approval by Faculty Board.

1.2 H2A equivalence policy for postgraduate coursework degree students

The Committee considered and endorsed the attached policy which outlines how postgraduate coursework degree students can achieve H2A equivalence in order to progress their studies into a higher degree by research. The policy is attached for consideration and approval by Faculty Board, prior to sending to Monash Research Graduate School Committee for final approval.

2.0 FOR INFORMATION 2.1 Audit – Academic university policies

Following a request from the University Education Committee, the area is currently collecting information from course coordinator’s to ensure that the Faculty is compliant with the academic policies listed on the Academic Policy bank. A response is due to the University Education Committee by mid-October.

2.2 Review of financial viability in 2005

A review has occurred in relation to courses and units in the postgraduate coursework degree area which are not considered to be financially viable. This information has been sent to staff with responses due from School Managers, and Heads of School’s by Friday 21 October.

2.3 New course proposals for offering in 2007

New course proposals and associated costing models are due into the Secretary by 4 November, to commence offering in 2007. All new course proposals including course amendments which fall within the six defined areas of University significance must be approved by the Office of the DVC.

2.4 Offering option amendments

The following offerings, have been amended on the student database, Callista. EBP1003 remove SSA-02 Clayton DE GHS9841 remove SSA-02 Gipps DE and OS-HK DE MCL4001 activate SSA-02 MMS-Alfred Day MCL4002 activate SSA-02 MMS-Alfred Day NUR4901 remove SSA-02 Gippsland and Peninsula Day NUR5215 activate S2-S1 and S2 and remove S1 Penin DE PAR4101 remove SSA-02 Peninsula DE PSY4506 activate S2-S1 Caulfield Day and DE SWM5220 remove S2 Caulfield Day and DE

63

Name of Unit Coordinator:

Telephone Number (Extension):

Email Address:

Department:

Unit Title:

Unit Code:

Date:

Please indicate the unit amendm Major Amendment Amendment to existing credit poChange of campus Change of offering option (ie: ocampus, multi-model)* Disestablishment of unit Other….. (please specify) RATIONALE FOR AMENDM

Incorporated into other units of

UNIT OBJECTIVES N/A CURRENT STRUCTURE (brN/A

NEW STRUCTURE (followinN/A

64 FACULTY OF MEDICINE, NURSING AND HEALTH SCIENCES

REQUEST FOR UNIT AMENDMENT

Dr P Chua

8344 6090

[email protected]

Department of Psychological Medicine

Social & Cultural Psychiatry

MPM 1013

MPM2012

16 / 06 / 05

ent required:

ints

n-campus to off-

**

ENT (brief description of why the change is required)

new MPM course (72 points)

ief description)

g amendment)

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Faculty of Medicine, Nursing and Health Sciences H2A equivalence guidelines for minor coursework theses

While the Research Graduate School Committee and the Faculty Research Degrees Committee both have a policy that H2A equivalence should be assessed on a case by case basis, the following may provide a useful guide to H2A equivalence assessment for applicants whose highest tertiary qualification is a graduate diploma or coursework masters qualification. H2A equivalence may be approved (at the discretion of the relevant research degrees committee) in the following instances: Graduate diploma

Where an applicant’s highest qualification is a graduate diploma, H2A may be approved, at the discretion of the relevant research degrees committee, where:

• the course was taken at postgraduate level (ie 4th year level units or higher) to a total of 48 points, with a research percentage of no less than 25%.

• the candidate has undertaken a 12 point research project (of around 10,000 words), individually supervised, and obtained a grade of distinction or high distinction for the project.

• In addition, the candidature would need to have achieved an overall average of distinction or higher in all other units

In its assessment of the H2A case, the relevant committee would also take into account the applicant’s full tertiary record, research experience, and relevant employment experience in its assessment of H2A equivalence. Where the applicant has performed poorly in previous studies, the committee may not approve H2A equivalence. Masters by coursework

Where an applicant’s highest qualification is a masters by coursework, H2A may be approved, at the discretion of the relevant research degrees committee, where:

• the course was taken at postgraduate level (ie 48 point of 4th year level units and 24 points of 5th year level units) to a total of 72 points.

NB: The research percentage for the entire course may be less than in a graduate diploma (just under 20%), but the research project should be of a similar size.

• the candidate has undertaken a 12 point research project (of around 10,000 words), individually supervised, and obtained a grade of D or HD for the project.

• In addition, the candidate would need to have achieved an overall average of distinction or higher in all other units

In its assessment of the H2A case, the relevant committee would also take into account the applicant’s full tertiary record, research experience, and relevant employment experience in its assessment of H2A equivalence. Where the applicant has performed poorly in previous studies, the committee may not approve H2A equivalence. 6 May 2005

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66


Professor of Human Genetics, Department of Medicine

In Conjunction with Genetic Health Services Victoria (GHSV)

Introduction

The attached documentation provides details of the position of Professor of Human Genetics in the University Department of Medicine, Southern Clinical School. Proposal

Approval of Faculty Board is sought to submit this proposal to the Senior DVC, Professor Stephen Parker, for University approval, to establish, advertise and fill the above position in conjunction with GHSV. The person appointed will have a demonstrated record of leadership, an appropriate level of academic achievement. It is expected that the Professor will bring to the Department of Medicine, an outstanding reputation in all aspects of human genetics, including teaching and research. The position is fully funded for five years – 50% by the Faculty (jointly by the Department of Medicine and the Faculty for the first three years) and 50% by GHSV. The successful applicant will be an employee of Monash University. Recommendation

The above proposal was approved of Faculty Executive on Monday 3 October 2005, and is submitted for approval of Faculty Board on 26 October. The recommendation is for approval to establish, advertise and fill the position of Professor of Human Genetics, in the Department of Medicine, Southern Clinical School, Faculty of Medicine, Nursing & Health Sciences, jointly with GHSV. Professor Stephen Holdsworth Professor Ed Byrne Head Dean Southern Clinical School Faculty of Medicine, Nursing & Health Sciences

Page of 6 67MONASH UNIVERSITY

PROFESSOR OF HUMAN GENETICS

MONASH UNIVERSITY, GENETIC HEALTH SERVICES VICTORIA & THE MURDOCH

CHILDREN’S RESEARCH INSTITUTE Background to the Position In the genome era the rapid development of knowledge in human genetics represents a major challenge for medical education, diagnostic services, health risk assessment at both the individual and population level, as well as health care planning and delivery. Clinical genetics is becoming relevant to all aspects of the health care system. As understanding unfolds knowledge rapidly transfers from basic research to clinical practice, to community medicine and health care planners. The growing importance of clinical genetics in medical practice and population health results from the explosion of new knowledge in the area. Monash University’s Faculty of Medicine, Nursing & Health Sciences has recognised the need to underpin developments in its undergraduate and postgraduate programmes in genetic education and research by the appointment of a senior academic with expertise, experience and recognition in this area. Genetic counselling and diagnosis are provided in the hub and spoke model through Genetic Health Services Victoria. There is a full-time genetic unit of the Monash Medical Centre. Genetic Health Services, through Professor Agnes Bankier and her team, have provided educational support to Monash University and Southern Health. Professor Agnes Bankier has contributed to the development of the new curriculum and vertical integration Theme 3 Committee and has taken the initiative of establishing an inter-University Joint Genetic Advisory Committee, with the brief of defining a common core curriculum and core competence for new graduates. Active research in human genetics has been identified as a priority by the Dean. A recently established Human Genetics Research Taskforce is identifying stakeholders at Monash University and has recommended developing strategies to promote such research. A dedicated leader is needed to advance this activity Professor Terry Dwyer is Director of the MCRI welcomes opportunities for genetic research collaborations with Monash University. Professor Agnes Bankier is Director of Genetic Health Services and fully supports these initiatives. It is expected that the appointee will have well developed skills and interests in a particular area of clinical practice and research in clinical genetics. Whilst the incumbent will be expected to develop these interests and the advancement of the education, planning, professional and leadership responsibilities of the position are considered integral components of the position. It is expected that the appointment will strengthen relationships with partners in the Monash Institute of Health Services Research and the Monash Institute of Medical Research within the Southern Clinical School, as well as relationships more broadly within Monash University.

Page of 6 68MONASH UNIVERSITY

PROFESSOR OF HUMAN GENETICS

MONASH UNIVERSITY, GENETIC HEALTH SERVICES VICTORIA & THE MURDOCH

CHILDREN’S RESEARCH INSTITUTE

POSITION DESCRIPTION Position Accountability The appointee will be accountable to:

• The Head of Monash University’s Department of Medicine(MMC) and through him/her to the Head of the Southern Clinical School

• The Director of Genetic Health Services Victoria (GHSV) • The Director of the Murdoch Children’s Research Institute (MCRI)

Appointment The appointment will be for a period of five (5) years; subject to performance and other criteria, a further term would be negotiable. A joint Monash University/GHSV joint selection committee will consider candidates for the position. Position Summary The appointee will be expected to:

• Provide leadership for the academic development of Clinical Genetics in Monash University’s Faculty of Medicine, Nursing & Health Sciences

• Provide leadership in the development of curriculum and its delivery in clinical genetics within the Faculty

• Conduct research in clinical genetics relevant to clinical genetic activities at Monash Medical Centre, including supervision and training of doctoral students

• Assist in the development and delivery of genetic services at Monash Medica Centre as required by GHSV

• Maintain an active research program linked with the Murdoch Children’s Research Institute (MCRI)

• Liaise with Southern Health on the development of clinical genetic services and provide advice on clinical delivery and diagnostic service

Specific Duties and Responsibilities 1. Leadership The Professor of Clinical Genetics will be responsible for academic and clinical leadership in the broad area of Clinical Genetics within the Faculty of Medicine, Nursing & Health Sciences at Monash University. The responsibilities of the appointee will include:

• Overall responsibility for clinical and academic development of the discipline of clinical genetics

• Overall leadership in curriculum development and delivery of teaching in clinical genetics across all levels of the MBBS curriculum and campuses of the Faculty of Medicine, Nursing & Health Sciences

Page of 6 69

• Liaison with Genetic Health Services Victoria and the MCRI to maximize research opportunities in genetics for Monash University through the MCRI

• Initiate a program of high quality, contemporary research relevant to an aspect of the broad area of clinical genetics

• Leadership in the Faculty of Medicine, Nursing & Health Sciences, Monash University in the development of new curriculum initiatives in genetics and the delivery of such initiatives at undergraduate and postgraduate level

• Service on external committees and agencies as a representative of, and spokesperson for, the discipline of clinical genetics on behalf of the Faculty of Medicine, Nursing & Health Sciences

• Participation as a Professor of the Faculty of Medicine, Nursing & Health Sciences in curriculum planning, academic committees, assessment and other areas as agreed with the Dean of the Faculty of Medicine, Nursing & Health Sciences

Clinical Services Provision The Professor of Clinical Genetics will lead and assist the development of multi-disciplinary teams in the provision of clinical genetic services within: 1. Education

• Ensure ongoing commitment to the development of knowledge and skills in the field of clinical genetics

• Support the activities of the Joint Monash/Melbourne Genetic Curriculum advisory Committee to establish recommendations for a core curriculum and core competencies in genetics

• Where appropriate, encourage the continuance of development of ongoing postgraduate medical education

• The Professor will participate where possible in the BMS course • Assist informally or formally with continuing General Practitioner education as it

relates to clinical genetics • Co-ordinate appropriate staff meetings/case discussions with both clinical and

educational objectives 2. Representation

• Provide advice on clinical service delivery and diagnostic services to Southern Health on request

• Chair the Southern Health Clinical Genetics User Group Liaison Committee 3. Public Relations/Leadership

• Provide leadership and public representation for clinical genetics • Assist with public education initiatives as appropriate

Genetic Health Responsibilities The Professor of Clinical Genetics will:

• Promote genetic research; mentor and encourage Genetic Health Staff to participate in research

• Participate in neurogenetic services as they relate to research activities • Participate in strategic planning

Murdoch Children’s Research Institute Responsibilities The Professor of Clinical Genetics will:

• Conduct an active research program with significant interactions at a basic level with the Murdoch Children’s Research Institute

• Maintain the seamless interface with Genetic Health Services

Page of 6 70

Monash University Responsibilities 1. Departmental Affiliation The Professor of Clinical Genetics will:

• Be appointed to the Department of Medicine(MMC), Faculty of Medicine, Nursing & Health Sciences

2. Faculty Responsibilities The Professor of Clinical Genetics will:

• Be eligible for election to the University’s Academic Board • Be expected to participate in relevant and appropriate Faculty committees • Provide leadership in all areas of the Faculty as a whole for clinical genetics.

Specifically, this includes curriculum development and delivery of teaching as appropriate in pre-clinical years and in all clinical schools

• Represent the Faculty at University and External Committees and Working Parties as required by and agreed within the Dean and the relevant Head of Department

3. Teaching The Professor of Clinical Genetics will:

• Be responsible for curriculum development in clinical genetics for all years of the MBBS program

• Assist and collaborate with the Curriculum (Development) Committee of the Faculty in integrating clinical genetics into the current overall curriculum and its successors

• Co-ordinate and participate in teaching of clinical genetics in the MBBS course, the B. Biomed. Sci course and in other undergraduate courses delivered by the Faculty as appropriate

• Participate in development and teaching of clinical genetics in appropriate postgraduate courses offered by the Faculty

• Supervise postgraduate and Honours level students of the Faculty as appropriate 4. Research The Professor of Human Genetics will:

• Initiate a program of research in clinical genetics. It is expect that the appointee will have specific interests and expertise in a particular field of clinical genetics and that the research program will be specific to this area

• Liaise with researchers within Genetic Health and the MCRI to enhance collaborative research and information transfer to Monash University

• Encourage and participate in collaborative research with Faculty and University staff as appropriate

Key Selection Criteria 1. Qualifications The appointee must:

• Be registered or registrable as a medical practitioner in the State of Victoria • Hold a Fellowship of the Royal Australasian College of Physicians or equivalent

qualification • Hold a post-graduate research degree

Page of 6 71

2. Experience/Skills/Qualities The appointee must be able to demonstrate:

• An appropriate training record resulting in relevant qualifications in clinical genetics, including a medical degree registrable in the state of Victoria and membership of the Royal Australasian College of Physicians

• Extensive experience in research relevant to the activities of clinical genetics at Monash Medical Centre, including a higher research degree (PhD)

• Skills in clinical leadership and experience in undergraduate and postgraduate teaching

Performance Management

• The performance of the Professor/Director of Clinical Genetics will be assessed by the Director of Genetic Health Services Victoria and Monash University’s Head of the Southern Clinical School (or delegate) according to the level of attainment of established performance goals. The level of attainment of the agreed performance goals will be formally reviewed by the Director of Genetic Health Services Victoria and Monash University’s Head of the Southern Clinical School at least annually in accordance with Genetic Health Services Victoria and Monash University’s performance management programs

Professor/Director Appointments - Monash University A Professor/Director appointed jointly by the University and a hospital/health service in response to the advertisement of a specific Professor of Clinical Genetics position shall have the following responsibilities and privileges with respect to the University:

• Will be responsible for the development and delivery of teaching programs in the discipline and will be expected to participate in other related teaching programs to which the discipline is relevant

• Will conduct research and be expected to supervise research students in the discipline

• Will be a full Professor/Director of the Faculty of Medicine, Nursing & Health Sciences and

• will be a member of the Faculty Board • may be appointed head of the appropriate University Department • may be elected to Academic Board • will be expected to participate in relevant and appropriate Faculty committees • will be the spokesperson for the discipline • will assist in the development of Faculty policy in all matters to which their

discipline is relevant • Will be entitled to apply for Faculty and University special purpose funds to the extent

that those funds are available • Will have access to the total infrastructure support of the University through library,

computer centre, student and staff services, etc. • Will be expected to facilitate the links between GHSV and the Faculty by:

• ensuring that appropriate staff of the department under their direction participate in undergraduate teaching programs and other academic pursuit - continuing professional education, postgraduate education, community interaction, etc.;

• encourage staff of the Institute to engage in collaborative research projects with University staff

• advance the discipline and its impact on the community by appropriate public statements on behalf of the discipline

Page of 6 72

Further information Confidential enquiries regarding the position may be made with Professor Agnes Bankier, Director of Genetic Health Services Victoria, telephone +61 3 8341 6290, e-mail [email protected]; Professor Stephen Holdsworth, Head of Southern Clinical School, Monash University, telephone +61 3 9594 5525, e-mail [email protected] SRH/amr 06/10/05 C:\MyDocuments\SCS\Positions\HumanGenetics, Prof-PD

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Professor and Director of Nephrology

Department of Medicine

Southern Clinical School (In Conjunction with Southern Health)

Introduction

The attached documentation provides details of the position of Professor and Director of Nephrology in the University Department of Medicine, Southern Clinical School. Proposal

Approval of the Faculty Board of the Faculty of Medicine, Nursing & Health Sciences is sought to submit this proposal for University approval, to establish, advertise and fill the above position in conjunction with Southern Health. Southern Health is the largest Health service in Victoria providing care to 750,000 people in south-east metropolitan Melbourne. Services are primary, secondary and tertiary, acute and sub-acute. Acute services are provided at Casey, Clayton, Dandenong and Mooorabbin. The person appointed will have a demonstrated record of leadership, and an appropriate level of academic achievement. It is expected that the Professor/Director will bring to Southern Health, outstanding leadership in nephrology, covering, in particular, teaching, research and clinical activity. The position is fully funded for five years by Southern Health. The successful applicant will be an employee of Southern Health and advertising of the position will be the responsibility of Southern Health in conjunction with the Manager, Senior Appointments. Recommendation

The above proposal was approved by Faculty Executive on Monday 17 October 2005, and is submitted for approval by Faculty Board on 26 October 2005. The recommendation is for approval to establish, advertise and fill the position of Professor and Director of Nephrology in the Department of Medicine, Southern Clinical School, Faculty of Medicine, Nursing & Health Sciences, in conjunction with Southern Health. Professor Stephen Holdsworth Professor Ed Byrne Head Dean Southern Clinical School Faculty of Medicine, Nursing & Health Sciences

74MONASH UNIVERSITY

PROFESSOR AND DIRECTOR OF NEPHROLOGY

MONASH UNIVERSITY AND SOUTHERN HEALTH

POSITION DESCRIPTION

Position Accountability The appointee will be accountable to:

• Head of the Southern Clinical School, Faculty of Medicine, Nursing & Health Sciences, for educational and research program responsibilities and outcomes

• Southern Health’s Operations Directors of hospital sites, through the Specialty Medicine

Program Director, for clinical services and operational management Appointment The appointment will be for a period of 5 years; subject to performance and other criteria, a further term would be negotiable. A joint Monash University/Southern Health joint selection committee will consider candidates for the position. It is anticipated that the successful candidate will be appointed as a Senior Principal Specialist in Southern Health’s Speciality Program. Position Summary The appointee will be expected to:

• Provide nephrology leadership focus for all hospital sites within Southern Health

• Develop and co-ordinate integrated activities that will provide Southern Health with a high level of excellence in all aspects of the practice of nephrology, including patient care, administration, staff development, affiliated public and privatised ambulatory services, research and teaching

• Conduct research in nephrology; encourage and support research excellence within

Monash University’s Southern Clinical School and Southern Health

• Be responsible for the co-ordination and development of the teaching of nephrology within the Southern Clinical School and Southern Health

• Participate in strategic planning and administration within the Southern Clinical School and

the Faculty of Medicine, Nursing and Health Sciences Specific Duties and Responsibilities 1. Leadership

• Take a major leadership role for clinical and academic nephrology, with the responsibility for leading nephrology towards the achievement of clinical, operational, research and teaching objectives

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• Ensure performance of Southern Health’s nephrology service at world class standards and for the ongoing promotion of the service, both nationally and internationally

2. Management

• Effectively manage the Nephrology Department in accordance with the objectives and policies of Southern Health

• Establish defined objectives and goals of each site of Southern Health’s Nephrology

Department

• Ensure a comprehensive, effective and efficient nephrology service that meets • throughput and budgetary targets

• Develop and implement strategies to foster revenue and funding sources for nephrology

• Actively manage the finances of the nephrology service in association with the Specialty

Program Business Manager, taking responsibility for allocation of finances within the budgetary framework and for meeting budgetary targets for revenue and expenditure

• Oversee appropriate nephrology staffing and service provision across all sites of Southern

Health

• Ensure a high quality and operationally successful nephrology service, consistent with Victorian and National benchmarks

• Develop, recommend and implement initiatives to achieve optimal efficiency of Southern

Health’s Nephrology Department

• Foster and lead the acquisition of additional research funds from external grant allocating bodies (e.g., the National Health and Medical Research Council)

3. Clinical

• Direct and co-ordinate clinical service delivery for nephrology to ensure the highest possible quality of health care delivery

• Assume ultimate responsibility for the management of all nephrology patients and ensure

regular inpatient rounds that incorporate teaching, as well as the monitoring of patient care

• Review and improve admission and discharge procedures and policies relevant to nephrology to ensure optimal patient access

• Develop and maintain effective service relationships with other hospital departments and

services at all operational sites of Southern Health

• Promote on-going responsibility, delegation and development of necessary clinical skills of medical staff associated with nephrology at Southern Health

• Provide a co-ordinated approach to the management and training of junior staff within the

Nephrology Department

• Ensure delivery of high quality clinical, teaching and outpatients/ambulatory services and provide specialist opinion to referring medical practitioners

76• Ensure that adequate medical records are maintained by all nephrology service staff and

ensure the timely completion of inpatient summaries and appropriate data collection

• Represent Southern Health on clinical matters relating to nephrology

• Encourage and be personally involved in professional review activities at service, unit, directorate and medical staff levels in Southern Health

4. Staffing

• Ensure the prompt and proper discharge of professional duties by all staff within the nephrology service of Southern Health

• Ensure that the allocation of duties at the various nephrology sites is based on equity, with

a regard to the experience, expertise and status of members at these sites

• Oversee leave management and ensure the satisfactory function of the nephrology service during periods of leave

• Actively promote and implement Southern Health’s performance management system

within the Nephrology Department and promote Southern Health values and policies 5. Quality Improvement

• Encourage and support staff in the pursuit of excellence

• Promote commitment to the provision of services that are responsive to patient needs and are patient-centred

• Develop and oversee an effective quality improvement plan, including data collection on

appropriate performance indicators

• Monitor and report on the performance of the Nephrology Department in relation to quality improvement activities

• Ensure that staff participate actively in nephrology improvement activities

• Ensure that equipment and facilities are of, and maintained at, an appropriate standards

6. Research, Teaching and Training

• Take a major role in the academic development of the nephrology discipline within the Southern Clinical School and the maintenance of the highest international, academic standards in nephrology within the school

• Supervise under-graduate and post-graduate education and research in nephrology and

the development of professional staff in the discipline

• Through research, advance knowledge and extend the knowledge base necessary for therapeutic developments in nephrology

• Represent the nephrology discipline in the formulation of health service, university and

professional college policy at local, state and national levels

77• Conduct public and community education in nephrology in areas of community

importance, interest or concern

• Provide service to external agencies, as a representative of and spokesperson for nephrology

• Through the university’s Southern Clinical School Head and the Dean of the Faculty of

Medicine, Nursing and Health Sciences, participate in the faculty’s nephrology research, curriculum planning, clinical teaching, academic committees, and relevant examination processes

Key Selection Criteria Qualifications The appointee must:

• Be a fully registered Medical Practitioner in the State of Victoria or hold a fully registrable qualification

• Hold a Fellowship of the Royal Australasian College of Physicians or equivalent

qualification

• A post-graduate research degree or an equivalent record in research as demonstrated by published work and research grant success

Experience, Skills and Qualities The appointee must be able to demonstrate:

• Clinical skills and experience commensurate with the standards required by Southern Health for Senior Medical Staff of five-year status

• Broad experience in all aspects of nephrology (patient care, diagnostic techniques,

teaching and research), as well as having achieved excellence in at least one specific area of nephrology

• A high level of clinical competence in nephrology

• Knowledge of the latest advances in clinical nephrology

• Proven professional leadership qualities and capacity for executive administrative

responsibilities

• A record of excellence in research, teaching and academic leadership in nephrology

• Success in supervising higher degree students

• Energy, vision and proven commitment to excellence in clinical management, research and medical education

• Very high-level communication skills and the ability to liaise well with other clinicians

• Experience in successful operational management and a track record of leadership

Appointment Period

78The appointment will be for a period of 5 years. Subject to performance and other criteria, a further term would be negotiable.

79Performance Management The performance of the Professor and Director of Nephrology will be assessed by Southern Health’s Specialty Medicine Program Director and Monash University’s Southern Clinical School Head, based on established, agreed performance goals. The level of attainment of performance goals will be formally reviewed by the Specialty Medicine Program Director and the head-of-school at least annually and in accordance with Southern Health and Monash University performance management programs. Further information Confidential enquiries regarding the position may be made with Dr John Stanway, Executive Director, Clayton Site, Southern Health, telephone +61 3 9594 2730, e-mail [email protected]; Professor Julian Smith, Specialty Medicine Program Director, Southern Health, telephone +61 3 9594 5500, e-mail [email protected] or Professor Stephen Holdsworth, Head of Southern Clinical School, Monash University, telephone +61 3 9594 5525, e-mail [email protected] JAS/SRH/amr 21/09/05 C:\SCS\Pos\NephrologyProf-PD.doc

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Professor and Director of Women’s & Children’s Adolescent Health Services

Department of Obstetrics & Gynaecology

Southern Clinical School (In Conjunction with Peninsula Health)

Introduction

The attached documentation provides details of the position of Professor and Director of Women’s & Children’s Adolescent Health Services in the University Department of Obstetrics & Gynaecology, Southern Clinical School. Proposal

Approval of the Faculty Board of the Faculty of Medicine, Nursing & Health Sciences is sought to submit this proposal for University approval to advertise and fill the above position in conjunction with Peninsula Health. The person appointed will have a demonstrated record of leadership, and an appropriate level of academic achievement. It is expected that the Professor/Director will bring to Peninsula Health, an outstanding reputation in all aspects of Women’s & Children’s Adolescent Health Services, including teaching and research. The position is fully funded for five years by Peninsula Health. The successful applicant will be an employee of Peninsula Health and advertising will be arranged by Peninsula Health in conjunction with the Manager, Senior Appointments. Recommendation

The above proposal was approved by Faculty Executive on Monday 17 October 2005, and is submitted for approval by Faculty Board on 26 October 2005. The recommendation is for approval to advertise and fill the position of Professor and Director of Women’s & Children’s Adolescent Health Services, in the Department of Obstetrics and Gynaecology, Southern Clinical School, Faculty of Medicine, Nursing & Health Sciences, jointly with Peninsula Health. Professor Stephen Holdsworth Professor Ed Byrne Head Dean Southern Clinical School Faculty of Medicine, Nursing & Health Sciences

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Jkld\Staff\Prof’s\2005\Womens & Childrens Health, Prof – PD-1

MONASH UNIVERSITY

PROFESSOR/DIRECTOR

WOMEN’S & CHILDREN’S AND ADOLESCENT HEALTH SERVICES

MONASH UNIVERSITY AND PENINSULA HEALTH

POSITION DESCRIPTION

Position Accountability The appointee will be accountable to:

• Head of Monash University’s Southern Clinical School, Head of the Department of Obstetrics & Gynaecology, Faculty of Medicine, Nursing & Health Sciences for education and research program responsibilities and outcomes

• Peninsula Health Executive Director, Frankston Medical Services, for clinical services and

operational management Appointment The appointment will be for a period of 5 years; subject to performance and other criteria, a further term would be negotiable. A joint Monash University/Peninsula Health joint selection committee will consider candidates for the position. It is anticipated that the successful candidate will be appointed as a Senior Principal Specialist. Position Summary The appointee will be expected to:

• Provide leadership focus for all hospital sites within Peninsula Health for Women’s, Children’s and Adolescence Health

• Develop and co-ordinate integrated activities that will provide Peninsula Health with a high

excellence of care in all aspects of the practice of Women’s, Children’s and Adolescence Health including patient care, administration, staff development, affiliated public and privatised ambulatory services, research and teaching

• Conduct research in Women’s, Children’s and Adolescence Health; encourage and support

research excellence within Peninsula Health

• Be responsible for the co-ordination and development of the teaching of Women’s, Children’s and Adolescence Health within Peninsula Health

• Participate in strategic planning and management within Peninsula Health and the Monash

University Faculty of Medicine, Nursing and Health Sciences

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Specific Duties and Responsibilities 1. Leadership

• Take the primary leadership role for clinical and academic Obstetrics, Gynaecology and Paediatrics with responsibility for leading these disciplines towards the achievement of clinical operational research and teaching objectives

• Ensure performance of Peninsula’s Health, Women’s, Children’s & Adolescence Health at

world class standards and for the ongoing promotion of the service, both nationally and internationally

2. Management

• Effectively manage the Women’s, Children’s and Adolescence Health at Peninsula Health in accordance with Peninsula Health’s objectives and policies

• Establish defined objectives and goals of each clinical unit at Peninsula Health in Women’s,

Children’s and Adolescence Health

• Ensure a comprehensive, effective and efficient Women’s, Children’s and Adolescence Health service

• Develop and implement strategies to foster revenue and funding sources for Women’s,

Children’s and Adolescence Health

• Actively manage the finances of the Women’s, Children’s and Adolescence Health service with the appropriate Business Manager, taking responsibility for allocation of finances within the budgetary framework and for meeting budgetary targets for revenue and expenditure

• Oversee appropriate Women’s, Children’s and Adolescence Health staffing and service

provision across all sites of Peninsula Health

• Ensure a high quality and operationally successful Women’s, Children’s and Adolescence Health services, consistent with Victorian and National benchmarks

• Develop, recommend and implement initiatives to achieve optimal efficiency of Peninsula

Health’s Women’s, Children’s and Adolescence Health

• Foster and lead the acquisition of additional research funds from external grant allocating bodies (e.g. the National Health and Medical Research Council)

3. Clinical

• Direct and co-ordinate clinical service delivery for Women’s, Children’s and Adolescence Health to ensure the highest possible quality of health care delivery

• Assume ultimate responsibility for the management of all Women’s, Children’s and

Adolescence Health patients and ensure regular inpatient rounds that incorporate teaching, as well as the monitoring of patient care

• Review and improve admission and discharge procedures and policies relevant to

Women’s, Children’s and adolescence Health

• Develop and maintain effective service relationships with other hospital departments and services at all operational sites of Peninsula Health

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• Promote on-going responsibility, delegation and development of necessary clinical skills of

medical staff associated with Women’s, Children’s and Adolescence Health at Peninsula Health

• Provide a co-ordinated approach to the management and training of junior staff within the

Women’s, Children’s and Adolescence Health

• Ensure delivery of high quality clinical, teaching and outpatients/ambulatory services and provide specialist opinion to referring medical practitioners

• Ensure that adequate medical records are maintained by all Women’s, Children’s and

Adolescence Health service staff and ensure the timely completion of inpatient summaries and appropriate data collection

• Represent Peninsula Health on clinical matters relating to Women’s, Children’s and

Adolescence Health

• Encourage and be personally involved in professional review activities at service, unit, directorate and medical staff levels in Peninsula Health

4. Staffing

• Ensure the prompt and proper discharge of professional duties by all staff within the Women’s, Children’s and Adolescence Health service of Peninsula Health

• Ensure that the allocation of duties within Women’s, Children’s and Adolescence Health

units is based on equity, with a regard to the experience, expertise and status of members of the units

• Oversee leave management and ensure the satisfactory function of the Women’s,

Children’s and Adolescence Health service during periods of leave

• Actively promote and implement Peninsula Health’s performance management system within the Women’s, Children’s and Adolescence Health Department and promote Peninsula Health values and policies

5. Quality Improvement

• Encourage and support staff in the pursuit of excellence

• Promote commitment to the provision of services that are responsive to patient needs and are patient-centred

• Develop and oversee an effective quality improvement plan, including data collection on

appropriate performance indicators

• Monitor and report on the performance of the Women’s, Children’s and Adolescence Health Department in relation to quality improvement activities

• Ensure that staff participate actively, in Women’s, Children’s and Adolescence Health

improvement activities

• Ensure that equipment and facilities are of, and maintained at, an appropriate standards

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6. Research, Teaching and Training

• Take overall responsibility for the academic development of the Women’s, Children’s and Adolescence Health discipline within Peninsula Health and the maintenance of the highest international, academic standards in cardiology within the school

• Provide research leadership in the discipline of Women’s, Children’s and Adolescence

Health with the development of a national reputation for research excellence in the Department

• Develop a research culture in the Department with development of research expertise in

other staff members

• Obtain competitive research funding to support the Department’s research endeavours

• Supervise under-graduate and post-graduate education and research in Women’s, Children’s and Adolescence Health and the development of professional staff in the discipline

• Through research, advance knowledge and extend the knowledge base necessary for

therapeutic developments in Women’s, Children’s and Adolescence Health

• Represent the Women’s, Children’s and Adolescence Health discipline in the formulation of health service, university and professional college policy at local, state and national levels

• Conduct public and community education in Women’s, Children’s and Adolescence Health

in areas of community importance, interest or concern

• Provide service to external agencies, as a representative of and spokesperson for Women’s, Children’s and Adolescence Health

• Through the university’s Southern Clinical School Head and the Dean of the Faculty of

Medicine, Nursing and Health Sciences, participate in the faculty’s Women’s, Children’s and Adolescence Health research, curriculum planning, clinical teaching, academic committees, and relevant examination processes

Key Selection Criteria Qualifications The appointee must:

• Be a fully registered Medical Practitioner in the State of Victoria or hold a fully registrable qualification

• Hold a Fellowship of the Royal Australian & New Zealand College of Obstetricians &

Gynaecologists or equivalent qualification

• A post-graduate research degree or an equivalent record in research as demonstrated by published work and research grant success

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Experience, Skills and Qualities The appointee must be able to demonstrate:

• Clinical skills and experience commensurate with the standards required by Peninsula Health for Senior Medical Staff of five-year status

• Broad experience in all aspects of Women’s, Children’s and Adolescence Health (patient

care, diagnostic techniques, teaching and research), as well as having achieved excellence in at least one specific area of Women’s, children’s and Adolescence Health

• A high level of clinical competence in Women’s, children’s and Adolescence Health

• Knowledge of the latest advances in Women’s, children’s and Adolescence Health

• Proven professional leadership qualities and capacity for executive administrative

responsibilities

• A record of excellence in research, teaching and academic leadership in Women’s, children’s and Adolescence Health

• Success in supervising higher degree students

• Energy, vision and proven commitment to excellence in clinical management, research and

medical education

• Very high-level communication skills and the ability to liaise well with other clinicians

• Experience in successful operational management and a track record of leadership Appointment Period The appointment will be for a period of 5 years. Subject to performance and other criteria, a further term would be negotiable. Performance Management The performance of the Professor and Director of Women’s, Children’s and Adolescence Health will be assessed by Peninsula Health’s Director and Monash University’s Southern Clinical School Head of Obstetrics & Gynaecology, based on established, agreed performance goals. The level of attainment of performance goals will be formally reviewed by the Program Director and the head-of-school at least annually and in accordance with Peninsula Health and Monash University performance management programs. Further information Confidential enquiries regarding the position may be made with Dr Peter Bradford, Executive Director, Peninsula Health, telephone +61 3 97847777, email: [email protected] or Professor David Healy, Head of Monash University’s Department of Obstetrics & Gynaecology, telephone +61 3 9594 5374, email: [email protected] DLH/amr 29/09/05 C:\MyDocuments\SCS\Positions\Womens&ChildrensHealth, Prof-PD


Faculty Academic Progress Committee - Membership Pool

School/Department Representative 86Faculty A/Professor Tony Luff (Chair)

A/Professor Margot Story U/GDr Louise McCall P/G

Nursing Ms Meredith McIntyreDr Jenny NewtonMs Jenny Oates

Radiography & Medical Imaging A/Professor Marilyn Baird

Biochemistry Dr Marie-Paul Van Damme

General Practice Dr Carol Lawson

Pharmacology A/Professor Roger King A/Professor Wayne Hodgson

Paramedic Studies Mr Mark Chilton

Social Work Dr Philip Mendes Ms Rosemary Sheehan

Nutrition & Dietetics Ms Julie Woods A/Professor Malcolm Riley

Obstetrics & Gynaecology Professor Robert Burrows

Psychology Dr Max Jory

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MONASH UNIVERSITY FACULTY OF MEDICINE, NURSING AND HEALTH SCIENCES

AWARDS OF DEGREE Graduate Certificate in Animal Welfare (3430) PHILLIPS Laurie Maree Mrs WHINFIELD Brian William Mr LEHMANN Warren Peter Mr STANDFAST Noel Francis Mr ROSSER Helen Teresa Ms HILL Amanda Jane Ms PATON Michael Wayne Dr Graduate Certificate in Evidence-Based Practice (3419) KOTHARI Alka Dr Graduate Certificate in General Practice Psychiatry (2077) MORAES Paulo Dr Graduate Certificate in Health Professional Education (3413) WILKINSON Stephen Mr Alternative exit into the Graduate Certificate in Health Services Management (2870) CURTIN Cathryn Margaret Mary Ms LYNCH Rod Mr Graduate Certificate in Medical Acupuncture (2678) MAHLER Anthony Dr ZHENG Michael Shao-Shan Dr GROUNDS Jennifer Elizabeth Dr WONG Bo Sang Dr WANG Jodie Nawangna Dr CHHABRA Pradeep Kumar Dr CHAN Casey Dr CHONG Khek Nyen Dr AHMAD Yousef Haroon Dr CHOONG Thomas Dr LEW Charles Dr WASEF Maher Dr Graduate Certificate of Nursing (Critical Care) (3555) CLARK Angela Ms Graduate Certificate of Nursing (High Dependency) (2923) MOREY Narelle Miss Graduate Diploma of Emergency Health (MICA Paramedic) FAIRALL Glenn Andrew Mr

O:\public\Jobdesk\uploads\59366\course completions.doc

88

Graduate Diploma in Forensic Medicine (2279) SUNGAILA Angela Dr Graduate Diploma in Family Medicine (1759) SZE Hon Ho Dr PANG Kai-Yuen Dr LI Yu Chi Dr LEE Tak Sum Dr LEE Chi Bun Dr KUMAR Sarita Dr CHAU Kai Man Dr CHAN Yiu Tong Dr CHAN Tung Ning Dr CHAN Kwok Ying Dr AU YEUNG Kwok Leung Dr CHAN Jonathan Chung Kuen Dr FOGARTY Nicole Louise Dr KONG Chun Yuk Dr ZAILINAWATI Abu Hassan Dr LAM Tat Yan Dr WONG Wai Man Dr TANG Wai Tat Dr NADAN Keshwan Dr Graduate Diploma in Medical Ultrasound (3402) NOY Leesa Ann Miss McDONALD Bernadette Ms BECK Amy Alexandra Mrs CALDWELL Justyn Marcus Mr NELSON Peter Mr DOWNIE Rowena Ms COCHRANE Emma Mary Ms McDONALD Emily Renee Ms SABLYAK Igor Mr TOD Katherine Joy Miss ARMSTRONG Heather June Mrs Graduate Diploma of Nursing (Critical Care) (1243) MONTGOMERY Annette Catherine Mrs Graduate Diploma of Nursing (Mental Health) (1752) ORCHARD Debra Christine Ms Postgraduate Diploma of Psychology (3509) BARBER Tamzin Ms FLAHERTY Shane Mr Postgraduate Diploma of Psychology (External)(3508) JONKERS Kyla Louise Ms


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Master of Family Medicine (0099) SAEED Manal Dr Master of Family Medicine (Clinical) (2677) POON Shun Bong Anthony Dr NG Siu Pan Dr NG Peter Tze King Dr LAI Wing Yiu Dr CHAN Fu Wai Dr SOO Lesley Dr MONCK Lorin Dr CHAN Siu Chung Dr CHAN Yuet Sim Dr LEUNG Wai Suen Dr Master of General Practice Psychiatry (Clinical) (2679) VINCK Lieve Dr Master of Nursing (1250) KEENE Lorraine Joy Mrs KEP Julie Ms MD DAUD Wan Rusliah Ms YIM Shun Yee Miss Master of Nursing (2908) YIU Chui Han Ms YIU Yin Yee Ms Master of Organisational Psychology (0495) CHEA Sithat Joseph Mr LEE Fiona Elizabeth Ms HART Michelle Miss Master of Public Health (0046) HALL Martin James Dr BROWNSCOMBE Jeffrey John Dr LAI Hoi Yi Ariel Ms Master of Psychological Medicine (0045) Master of Social Work (0019) EVANS Jennette Ms McCONNELL Ann Ms BUNFIELD Jacinta Ms BAKER Gail Ms


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MONASH UNIVERSITY


Draft Council Minutes Meeting 6/2005 held on 26 September 2005

9.7.2 Centre for Occupational and Environmental Health

Council approved the establishment of the Centre for Occupational and Environmental Health.

11 October 2005 R:\facbd\c\cmin 605

91

MONASH UNIVERSITY


Extracts from Draft Minutes of Academic Board Meeting 5/2005 held on 17 August 2005

10. DISESTABLISHMENT OF THE STANDING COMMITTEE ON ANIMAL

SERVICES

The management and responsibility for Animal Services had been transferred from the central university to a Strategic Advisory Committee managed by the Faculty of Medicine, Nursing and Health Sciences. The Chair of the Standing Committee on Animal Services had recommended disestablishing this committee. The Academic Board disestablished the Standing Committee on Animal Services as a committee of Academic Board.

11. PROPOSAL TO ESTABLISH THE CENTRE FOR OCCUPATIONAL AND ENVIRONMENTAL HEALTH

The Academic Board endorsed for transmission to Council, the proposal, submitted by the Deputy Vice-Chancellor (Research), of the Board of the Faculty of Medicine, Nursing and Health Sciences, to establish the centre for Occupational and Environmental Health in the School of Applied Clinical and Public Health sciences.

20. PROPOSAL TO ESTABLISH AND FILL THE POSITION OF PROFESSOR OF OCCUPATIONAL AND ENVIRONMENTAL HEALTH

The Academic Board endorsed for transmission to the Vice-Chancellor, the proposal, submitted by the Senior Deputy Vice-Chancellor, of the Board of the Faculty of Medicine, Nursing and Health Sciences, to establish and fill the position of Professor of Occupational and Environmental Health, in the Department of Epidemiology and Preventive Medicine, Central and Eastern Clinical School.

21. PROPOSAL TO ESTABLISH AND FILL THE POSITION OF PROFESSOR AND DIRECTOR, CENTRE FOR MULTIDISCIPLINARY STUDIES, SCHOOL OF RURAL HEATLH

The Academic Board endorsed for transmission to the Vice-Chancellor, the proposal submitted by the Senior Deputy Vice-Chancellor, of the Board of the Faculty of Medicine, Nursing and Health Sciences, to establish and fill the position of Professor and Director, Centre for Multidisciplinary Studies, School of Rural Health.

22. PROPOSAL TO ESTABLISH AND FILL THE POSITION OF PROFESSOR AND HEAD OF HEALTH SCIENCES, PENINSULA CAMPUS, SCHOOL OF PRIMARY HEALTH CARE

The Academic Board endorsed for transmission to the Vice-Chancellor, the proposal, submitted by the Senior Deputy Vice-Chancellor, of the Board of the Faculty of Medicine,

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Nursing and Health Sciences, to establish and fill the position of Professor and Head of Health Sciences, Peninsula Campus, School of Primary Health Care.

23. PROPOSAL TO ESTABLISH AND FILL THE POSITION OF PROFESSOR OF INTERNATIONAL EDUCATION DEVELOPMENT

The Academic Board endorsed for transmission to the Vice-Chancellor, the proposal, submitted by the Senior Deputy Vice-Chancellor, of the Board of the Faculty of Medicine, Nursing and Health Sciences, to establish and fill the position of Professor of International Education Development, Centre for Medical and Health Sciences Education in the Faculty of Medicine.

26.2 Nominations to fill vacancies on the Steering Committee of Academic Board

Academic Board approved the following appointments to fill casual vacancies on the Steering Committee of Academic Board: Dr. Louise McCall non-professorial alternate until 31/8/06

3 October 2005 R:\facbd\ab\min 505

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Key dates for Visit of Dr Elizabeth Blackburn & Dr John Sedat Monash University Faculty of Medicine Nursing and Health Sciences and the School of Biomedical Sciences will host a visit by Dr Elizabeth Blackburn and Dr John Sedat in November 2005. Dr Elizabeth Blackburn is the Morris Herzstein Professor of Biology and Physiology in the Department of Biochemistry and Biophysics at the University of California, San Francisco. She is a graduate of the University of Melbourne. She discovered the ribonucleopreotein telomerase and is a leader in the area of telomere and telomerase research. She has broad experience in the different aspects of telomere function and biology and her group is a leading laboratory in manipulating telomerase activity in cells. Dr Blackburn and her team are working with a variety of organisms and human cancer cells, with the goal of understanding telomerase and telomere biology. Dr Blackburn will be appointed as the Louis Matheson Distinguished Visiting Professor. Dr John Sedat is Professor of Biochemistry & Biophysics at the University of California, San Francisco. He has made many distinguished contributions to our understanding of the chromosome structure and function. Working with Drosophila chromosomes, he studies the defined, three-dimensional folding patterns and possible changes in this architecture as a function of development. His work also analyses the fine structure of interphase diploid and polytene chromosomes. In order to resolve these fundamental questions in genetics, he has developed many new advanced light and electron microscopy techniques, especially tailored for three-dimensional structure, which coupled with computer image processing methods, give new insights into the structure of the nucleus at high resolution. Dr Sedat will be appointed as a Monash Visiting Professor. His work will also be of great interest in other Monash Faculties such as Engineering, Science and IT. Dr Blackburn and Dr Sedat have generously agreed to visit individual laboratory groups and speak to postdoctoral and postgraduate students. They have also agreed to deliver the following addresses: Invited Seminar at Monash (Followed by sandwiches) Tues 1st November 12:00 South 1 lecture theatre (Building 64, Clayton Campus) Dr Elizabeth Blackburn - (title to be confirmed) Invited Seminar at Monash Thurs 3rd November 12:00 M2 lecture theatre (Building 13A, Clayton Campus) Dr John Sedat - (title to be confirmed) Public Lecture (with The State Government of Victoria) (followed by light catering) Tuesday 8th November 6:30 pm Cinema 2, Australian Centre for the Moving Image, Federation Square Dr Elizabeth Blackburn - (Chomosome Ends, Life, Death & Cancer) A full itinerary of events is scheduled with relevant departments/interest groups during their stay (31st of October – 19th November). Additional arrangements and contact with Elizabeth and John can be organised through Jordan Kane from the School of Biomedical Sciences on 9905 5165 or [email protected] Please publicise this widely and encourage research staff, academics and students to make the most of this great opportunity Monash has secured. Prof. Warwick Anderson, School of Biomedical Sciences


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Boost for mental health projects

24 August 2005

Monash researchers have been awarded more than $700,000 in grants for their depression research in the beyondblue Victorian Centre of Excellence Research Grants.

Beyondblue is a national, not-for-profit organisation working to address issues associated with depression, anxiety and related substance misuse disorders in Australia.

The Monash grants were dedicated to the memory of former professor of primary care research at Monash Jeffrey Richards, who died in April this year.

Dr Litza Kiropoulos and her team from the Department of General Practice were awarded $220,000 to examine depression literacy in Greek and Italian people aged over 45 and to develop and evaluate a depression-specific IT resource to help improve depression literacy and decrease stigma.

Dr Teresa Iacono and her team from the Centre for Developmental Disability Health Victoria at Monash, with researchers from Deakin University, received $150,000 to investigate depression in people with intellectual disability.

Professor Bruce Tonge, head of psychological medicine, and Associate Professor Neville King, from the Faculty of Education, received two grants, for projects being undertaken with the Frankston Child and Adolescent Mental Health Services.

Dr Teresa Iacono and her team have received $150,000 in the beyondblue grants to investigate depression in people with intellectual disability.

One of the projects is a follow-up study to assess the long-term effectiveness of psychological treatments, antidepressant drug therapy and a combination of the two treatments for depressed adolescents.

The other project will compare the effectiveness of cognitive behaviour therapy treatment on its own and augmented with anti-depressant medication in the treatment of children aged six to 13 who have an anxiety disorder and refuse to go to school.

The project will also investigate longer-term outcomes to determine whether the treatment of school refusal can prevent depressive disorders later in life.

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Associate Professor David Clarke and his team in the Department of Psychological Medicine have been awarded $100,000 for their project testing an intervention for people with depression and cardiac failure.

Minister for Health, Ms Bronwyn Pike (left) and beyondblue chief executive officer Ms Leonie Young with Professor Bruce Tonge who received two grants in the recent funding announcement.

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Grant helps researchers, GPs and participants breathe easy

24 August 2005

Monash researchers are part of a group that has been awarded almost $500,000 to study the use of spirometry -- the measurement of air entering the lungs -- in managing chronic respiratory diseases.

Professor Michael Abramson (pictured), Associate Professor Frank Thien and Dr Rosalie Aroni, from Monash; Dr Nabil Sulaiman from the University of Melbourne, and Ms Nory Side from mobile spirometry service Pulmetrics, received $487,427 in the federal government's Department of Health and Ageing Primary Health Care Research Evaluation and Development grants.

Their three-year study will investigate why spirometry is rarely used in GP clinics and how the technique could help better manage chronic respiratory diseases.

Spirometry is regularly used by respiratory specialists to measure the function of lungs during breathing, but is rarely used in general practice.

The technique, which uses a hot wire and turbine or another form of flow transducer device that people blow into, can be used to test whether a person has asthma or chronic obstructive pulmonary disease.

Professor Abramson said people with chronic obstructive pulmonary disease were often misdiagnosed, or not diagnosed at all.

"With treatment, symptoms of chronic obstructive pulmonary disease or asthma can be controlled, but if these illnesses are misdiagnosed, correct treatment can not be administered and people suffer needlessly," he said.

The study is intended to change the culture of diagnosing and treating respiratory illnesses in general practice and primary health care clinics across Australia.

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Rural students get a feel for health sciences at Monash

24 August 2005

One hundred Year 12 students from across rural Victoria gained an insight into health sciences at Monash during the school mid-semester break.

First year medical student and Wildfire member Ged Dalgleish, far right, tells year 12 students what to expect studying medicine at Monash.

The students visited the Faculty of Medicine, Nursing and Health Sciences at the Clayton campus to learn about the courses on offer and student life at university.

Members of the Monash Rural Health Club, Wildfire, led small groups of students on a tour of the campus that included the faculty's anatomy museum.

The program was funded by the Victorian Universities Rural Health Consortium. Students also visited three other universities during their Melbourne visit.

Ms Heather Kelly, project coordinator of the consortium and project officer with Monash's School of Rural Health, said the students were particularly interested in new developments in physiotherapy, occupational therapy and social work at the Peninsula campus.

Another 25 students considering medicine as a career visited Monash in early July for a medicine workshop.

The workshop included tours of the university, particularly the medicine department, and students had the chance to speak to staff and current students about study options.

This program was jointly funded by Monash and the University of Melbourne.

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Cancer expert to direct Monash Institute of Medical Research

31 August 2005

One of the most accomplished cancer experts in the US, Professor Bryan Williams, will take up the directorship of the Monash Institute of Medical Research from January 2006.

Professor Williams (pictured) is chairman of the Department of Cancer Biology at the Lerner Research Institute of the Cleveland Clinic Foundation in Cleveland, a position he has held since 1991.

The Monash Institute of Medical Research is an initiative of Monash University and Southern Health. The institute's acting director, Professor Adrian Walker, said Professor Williams was a well-credentialled researcher who would be an exceptional leader and advocate for the institute.

"Bryan's outstanding abilities will enhance the institute's growth and prominence in research," Professor Walker said.

"His extensive skills will aid our partners in the Monash health research precinct and the university to achieve goals in both medical and biotechnology research. He is a worthy successor to the outgoing director and institute founder, Professor David de Kretser."

Professor Williams has a distinguished history in cancer research. He has worked in New Zealand, England, Canada and America, specialising in the molecular biology of tumour suppression, and focusing on the role tumour suppressor genes may play in regulating cell growth, cell maturation and programmed cell death.

He is internationally recognised for his research on Wilms Tumour -- a cancer of the kidney that primarily affects children -- and for studies on the protein kinase R, an important cellular signalling molecule.

Monash dean of Medicine, Nursing and Health Sciences, Professor Edward Byrne, said Professor Williams' appointment was an exciting development for Monash and Victoria.

"Professor Williams is one of the most outstanding scientists to be recruited to Australia in recent times," Professor Byrne said.

"This institute is already well positioned on the world stage in a number of areas, including reproductive biology. As well as providing outstanding leadership for the institute overall, Professor Williams will bring a new research strength in the field of

99

cancer biology. Undoubtedly, under his direction MIMR will continue to go from strength to strength."

Professor Williams said he was honoured to accept the directorship.

"The institute already has an enviable world-ranking in research, and I will be privileged to work with the staff to take it forward to the next phase," he said.

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Panic disorder research rewarded

7 September 2005

Monash research fellow Dr Marlies Alvarenga has won the Young Scientist of the Year award at the Eighth Congress of Biological Psychiatry in Vienna, for her research into panic disorder.

Dr Alvarenga (pictured), from the Department of General Practice at Monash and the Baker Heart Research Institute, found noradrenaline uptake -- a natural process in human hearts -- was dysfunctional in people with panic disorder (a mental illness in which people experience panic attacks).

Her study also found that panic sufferers released higher levels of an enzyme called neuropeptide Y, which leads to cardiac spasm causing chest pain.

She said cardiac symptoms were among the most frightening symptoms for people with panic disorder.

"Many people having a panic attack often wrongly think they are having a heart attack, and most people who present at hospital emergency departments for heart complications are actually experiencing panic attacks," Dr Alvarenga said.

She said it was a great honour to receive the award from an international committee.

"It is a great privilege -- not only does it recognise the work I've been doing, but it also recognises the efforts of Monash and the Baker Heart Research Institute in this field of study."

Dr Alvarenga is now looking at the use of cognitive behaviour therapy and anti-depressants in treating the physical symptoms of panic disorder and depression to improve the quality of life for people with panic disorders, depression and heart disease.

"If these therapies are an effective treatment for the physical symptoms, they may constitute preventive treatment for the development of cardiovascular disease," she said.

Anyone suffering panic attacks or depression without an existing heart condition or diabetes and who wants to be part of the study should call +61 3 9342 8946 or email [email protected].


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$1.2 million awarded for cancer vaccine studies

21 September 2005

Monash and Melbourne University researchers have received $1.2million for a research project that could lead to the development of a cancer vaccine.

Associate Professor Mibel Aguilar and Dr Patrick Perlmutter, from Monash, and Dr Tony Purcell from the University of Melbourne, received the funding from Circadian Technologies Ltd, in an agreement arranged by Monash Commercial.

The funding will help advance the researchers' work in developing a synthetic peptide (protein) that accurately mimics naturally occurring peptides in the body.

During infection or the transformation of cells into tumor cells, viral or tumor-specific peptides are presented on the surface of cells. T cells (white blood cells that help fight infection) are able to recognise these peptides and eradicate the dangerous cells.

In the past, immunologists have used synthetic peptides to stimulate immunity to viruses and cancers. However, many of these peptides have been unstable and have degraded in the blood and peripheral tissues.

Associate Professor Mibel Aguilar.

Dr Aguilar, Dr Perlmutter and Dr Purcell have developed technology that stabilises synthetic peptides, increases their ability to reach the target area and improves the immune response.

The technology has been tested in mouse models and will soon be tested with peptides designed to target immune responses towards human melanoma cancer cells.

The two-year funding will be used for further testing and to develop a vaccine using the synthetic peptides.

The researchers said the vaccine could be applicable to a range of cancers including melanoma, breast, ovarian and bladder cancer and may have implications for chronic viral diseases including HIV and hepatitis.

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Improving health outcomes for people with disabilities

5 October 2005

Monash's Centre for Developmental Disability Health Victoria last week hosted an international conference to discuss issues involved in caring for people with disabilities.

The conference combined the roundtable of the Health Issues and Mental Health Special Interest Research Groups of the International Association for the Scientific Study of Intellectual Disability and the annual conference of the Australian Association of Developmental Disability Medicine. It was the first time these events were held in the southern hemisphere.

The conference was opened by the Minister for Community Services, Ms Sheryl Garbutt. It attracted clinicians, health professionals, health service managers and policy makers from around the world.

Minister for Community Services, Ms Sheryl Garbutt.

Centre for Developmental Disability Health Victoria director Associate Professor Robert Davis said the conference aimed to address issues involved in caring for people with disabilities; these included nutrition, the latest advances in cerebral palsy, the health of families with children with disabilities, the diagnosis and management of psychiatric disorders, genetics, and problems associated with ageing.

"People with intellectual disabilities are nearly five times more likely to die than other people of the same age and those with severe degrees of intellectual disability have a 20-year lower life expectancy than the general population," Dr Davis said.

"Research has shown that most Australian GPs see themselves as responsible for the primary healthcare of people with disabilities, but most say they are inexperienced with this group.

Centre for Developmental Disability Health Victoria director Associate Professor Robert Davis.

"Therefore, education and training for generic and specialist health professionals is essential, as is debate into appropriate healthcare delivery."

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Monash wins $24million in NHMRC grants

19 October 2005

Monash researchers have been awarded more than $24 million in the latest round of National Health and Medical Research Council (NHMRC) Project Grants, announced last week.

The funding will support 35 projects, 14 research fellowships and four career development awards. It includes funding for Monash researchers to investigate factors that cause brain injury in sleep and establish how bacterial toxins cause the disease known as Buruli Ulcer.

Nationally, Monash was fourth behind the universities of Melbourne ($42,704,750), Sydney ($31,313,298) and Western Australia ($27,186,979).

Monash's deputy vice-chancellor (research), Professor Edwina Cornish, said she was pleased with the university's performance, which was an increase of almost $10 million on last year.

"There are some terrific success stories in these results," Professor Cornish said. "Our researchers are to be congratulated on their efforts."

A team led by Dr Lesley Day, a senior research fellow at the Monash University Accident Research Centre, received $869,450 to investigate whether exercise can delay the onset of disability in older people.

The project, which will start next year, will recruit 500 people over the age of 70 from retirement villages throughout Melbourne and randomly assign them to receive one of two exercise programs -- Tai Chi or a stretching and relaxation program -- for 48 weeks.

The groups will then be compared to determine if there is any difference in the development of disability as well as a range of functional outcomes such as strength, balance, depression, arthritic symptoms and falls.

Dr Karin Leder, from the Department of Epidemiology and Preventive Medicine, received $844,313 to determine whether drinking unboiled water from rainwater tanks posed a significant health risk.

"Current recommendations state that rainwater can be safely used for purposes other than drinking," Dr Leder said. "But because of potential contamination and limited evidence regarding safety, drinking unboiled rainwater or using it for purposes where inadvertent consumption may occur is not approved by state health departments.

"This study will provide a better understanding of the relationship between rainwater consumption and human health and will provide data regarding safe uses of this alternative water source."

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Professor Bruce Tonge, head of the Department of Psychological Medicine, is leading a team that received $962,250 to study the course of emotional and behavioural problems in young people with intellectual disability.

105

Bendigo school director takes helm at Sharjah medical school

19 October 2005

Professor Gordon Whyte will oversee the running of the new Monash medical course at the University of Sharjah in the United Arab Emirates, after being seconded to the university and appointed dean of the medical college.

Professor Whyte, who was previously director of the Monash Bendigo Regional Clinical School, started at Sharjah in September, the beginning of the academic school year.

In his new role, Professor Whyte will oversee the installation of the five-year medical course at Sharjah.

Monash signed an agreement with Sharjah in December 2004 to provide medicine and pharmacy degrees at the University of Sharjah.

University of Sharjah.

As part of the agreement, Monash is providing its medicine and pharmacy curriculum and course material, helping recruit senior staff, and designing and staffing a new teaching hospital.

The course has about 60 students enrolled, which is expected to grow to 120 next year.

Professor Whyte said the Sharjah University Medical College was one of a suite of initiatives by the Ruler of Sharjah, His Highness Sheikh Dr Sultan Bin Mohammed Al Qassimi, and the UAE to develop the Emirates as a centre for health and education as well as tourism and business.

"The opportunity for Monash is to build collaborative research programs to match the teaching programs going into place in medicine," Professor Whyte said.

"My role is to assist Sharjah to build a reputation for excellence in medical education and build local collaborations.

"This is also an opportunity to build lasting relationships between Monash and Sharjah and then into the Middle East and India and Pakistan. My role is to set the scene at this stage, then to create further opportunities between the two organisations."