From the Vice-Chancellor - University of Adelaide · of e-learning. Our Compact, ... Delivering on our promise to make the University a beacon for learning and teaching requires that

From the Vice-Chancellor

In December 2012 the University adopted a Strategic Plan, Beacon of Enlightenment, after consultations with its staff, students and community. This decade-long plan described a vision for the kind of university we would like Adelaide to be as we approach its 150th anniversary in 2024.

The vision is being realised in three phases, via operational plans which set out to achieve the objectives of the Strategic Plan across shorter periods. The first phase was successfully completed in 2015, and the following pages set out specific strategies and targets for the second phase, 2016-2018. In 2018 there will be a comprehensive review of the Strategic Plan itself, before relaunching it with a final 5-year operational plan.

The targets presented in this plan represent the areas requiring our focus over the coming three-year span, and list the university officers accountable for performance against them. At the end is a summary of the Accountability Cycle we use to measure our success. The list of targets is necessarily concise, and is designed to cascade down to more detailed planning in the University’s individual portfolios. This Plan links University-wide strategy to the central portfolios that will contribute to its delivery: Research, Learning and Teaching, Enablers (through Services and Resources) and Supporters (through External Affairs). The targets are also intended to set parameters for Faculty and divisional business planning, and guide the setting of annual KPIs for individual staff, thus ensuring the integration of strategic and operational planning throughout the University.

Over the past three years our staff and supporters have already shown dedication in achieving the first phase of the Beacon implementation. Ultimately, when successful, the University will have recaptured the original vision of its founders, of a university truly in the company of the world’s finest.

Professor Warren Bebbington Vice-Chancellor and President

Beacon of Enlightenment: The University of Adelaide Operational Plan 2016-18 1

ContentsFrom the Vice-Chancellor ........................................................................................................Page 1

Beacon of Enlightenment ........................................................................................................Page 3

Strategic Plan 2013-2023

Key Targets for 2018 ...............................................................................................................Page 4

Learning and Teaching .............................................................................................................Page 5

Our Educational Proposition

The Union of Teaching and Research

Student Experience and Career Readiness

Global Citizenship and Intercultural Competence

Access and Participation

Research and Research Training ..............................................................................................Page 8

International Leadership

Intensive Collaboration

Enhanced Standing

Enablers and Supporters .......................................................................................................Page 12

Our People

Our Community

Our Assets and Infrastructure

Our Processes

Accountability Cycle ..............................................................................................................Page 16

2 Beacon of Enlightenment: The University of Adelaide Operational Plan 2016-18

Beacon of EnlightenmentStrategic Plan 2013-2023The title Beacon of Enlightenment is a reference to the University’s motto, Sub Cruce Lumen—Under the [Southern] Cross, Light: the University seeks to shine as a beacon of learning beneath the South Australian skies. The University was founded in 1874, and this Plan is intended to take the University through the decade approaching its 150th anniversary in 2024.

The Beacon Plan draws strength from the vision of the University’s founders, especially its first Vice-Chancellor Dr Augustus Short, who wanted to prepare young leaders for South Australia shaped by education rather than by birth or wealth—to create a University which reflected the progressive and democratic values of South Australia itself, a settlement free of Old World social and religious inequalities.

It follows a decade in which the University significantly improved its research performance, renewed some of its key buildings and facilities, and near doubled its student numbers. It covers a decade in which universities will be reshaped by globalisation and the digital revolution, as well as by domestic pressures from government intervention and economic fragility. To secure the University a unique positioning, the Plan places Small-Group Discovery at the centre of its vision—a return to the fundamentals of the research university, in which teaching and research combine in a search for truth, and in which small groups of students work at the discovery of new knowledge under expert guidance, as the centrepiece of the university experience.

Good progress was made in 2013-15 in realising the compelling, irresistible educational proposition—one in which small-group discovery is central, supported by a much enhanced use of e-learning. Our Compact, a student charter set out the kind of behaviour distinctive at Adelaide, and substantial access began to Study Abroad, to a Graduate Career Readiness Program, and to Experience Adelaide, an international student host program. Listening to employers, we created a new set of Graduate Attributes which all Adelaide graduates acquire.

Progress was also made with the University’s capacity to attract international research leaders and first-rate research students, to adapt nimbly to face major societal issues in research, and enhance the University’s international ranking position. Now in the second phase, there will be greater emphasis on building research partnerships, local and globally, especially those contributing to the State’s economic recovery.

In an increasingly difficult financial environment, a focus will be on focussing our teaching and research on our strengths, on optimizing our management of people, processes, services and resources, and on mainstreaming our external partners as equal participants in the University. The University brand was relaunched anew as seek light, and its promotion and our outcomes will be measured more continuously.


We will know we are on track by 2018 if:

In Learning and Teaching—• All students have had an embedded small-group discovery experience within the past year;

• The Learning Management System (LMS) is actively used in all courses, in all Faculties;

• 20 AdelaideX MOOC/SPOC programs are available;

• Intensive or non-traditional teaching modes will have expanded in all Faculties;

• All students have access to an enhanced digital environment and digital learning tools;

• A final year capstone project is operating in all undergraduate programs;

• All programs include a career readiness option;

• 15% of graduates have had an international experience;

• 20% more staff and researchers will have participated in the ‘Aboriginal Cultural Awareness Induction module’;

• The number of Children’s University memberships will increase to 250 schools nationally;

• Indigenous enrolments and completions are progressing toward the 2023 2% parity target.

In Research and Research Training—• At least 7 new outstanding researchers have been appointed, including 2 new highly cited researchers;

• 15 Beacon International Scholarships are offered annually, with a steady state of around 50 Beacon scholars enrolled at any one time;

• At least 10 collaborative projects are underway with International Priority Partners;

• Three major Interdisciplinary Research Themes are established together with an annual competitive application round for seed funding of new projects;

• Over $1 million per annum is invested in research infrastructure;

• 80% of ERA fields are rated at 4 or above by 2020;

• The University is on course for a position in the top 150 on the 2020 ARWU ranking.

For Enablers and Supporters—• At least 30% of senior academic and professional roles are held by women;

• 90% of staff are participating in the PDR processes each year;

• An Infrastructure Strategy 2019 – 2023 has been approved by Council;

• A Revised Sustainability Plan and reduction targets are endorsed by the University community;

• $19 million cumulative savings have been made by 2018;

• Service quality standards are established;

• A Five-Year Financial Plan 2019-2023 has been approved by Council;

• We have raised $25 million between 2016 and 2018;

• 15% of all living, contactable graduates have an active relationship with the University;

• Our survey scores for external stakeholders perception will have improved on the 2014 baseline.

Progress against all these targets will be tracked through reporting each June and December.

Key Targets for 2018


Learning and TeachingDelivering on our promise to make the University a beacon for learning and teaching requires that we continue to focus on offering a compelling, irresistible educational proposition: recapturing the union of teaching and research; allowing small groups of students to discover new knowledge under expert guidance; supporting it with excellent e-learning; and inculcating an abiding sense of global citizenship in our students and staff. Strategies, activities, accountabilities and achievement targets to accomplish this requirement are as follows:

Strategies and Activities Accountability 2016 2017 2018 Target by 2018

1. Our Educational Proposition1.1 Creating small-group learning experiences for all students

Ensure all third year Bachelors students in all Faculties have at least one small group discovery experience as a key part of their learning

DVC(A) Q3• At least one small group discovery

experience for all students in each year of all three-year programs (undergraduate and Masters with later deadlines for longer programs) in all Faculties

Ensure all Honours and Masters students have at least one small group discovery experience as a key part of their learning

DVC(A) Q3

Initiate evaluation and staff development grants in small group discovery experience to broaden staff engagement

PVC(SL) Q2• At least 15 staff development

grants awarded in small group discovery and impact measured

1.2 Improving educational experiences through e-learning

Increase the number of courses with an actively used LMS (My Uni) site

PVC(SL)

Q3• 25% increase in courses with

LMS site

Ensure all courses have an actively used LMS (My Uni) site and provide digital media content

Q4

• 100% of all courses in all Faculties with an LMS site, other than approved exceptions, including use of learning analytics in 5% of courses

Mainstream e-Submission and e-Marking for assessments

PVC(SL) / EDs Q4

• e-Submission in 100% of courses other than approved exceptions

• e-Marking adopted in 50% of courses

Expand AdelaideX MOOC/SPOC program and demonstrate its value for learning and teaching at the University

PVC(SL) Q4• 20 MOOCs/SPOCs

implemented and certificate fee protocol finalised

1.3 Revisit the feasibility of extended hours, intensive delivery and calendar innovations

Expand intensive or non-traditional teaching modes and explore calendar innovations in all Faculties

DVC(A) / PVC(SL) / EDs

Q4• 20% increase in intensive or

non-traditional mode teaching

1.4 Delivering an integrated Student eExperience (SeE)

Improve the suite of mobile apps and web services to enhance all common student interactions with the university in a convenient and simple-to-use offering

DVC(A) / CIO Q4• Enhanced digital environment

available to 100% of students

Develop digital learning tools or capabilities to support an enhanced student learning experience

DVC(A) / PVC(SL) / CIO

Q4• Enhanced digital learning tools

available to 100% of students



2. The Union of Teaching and Research2.1 Focussing on research in undergraduate courses

Align undergraduate research activities with research priorities in each Faculty

DVC(A) / EDs / PVC(RS)

Q4• Map alignment of undergraduate

research activities with research priorities in all Faculties

Establish opportunities for undergraduate multi/interdisciplinary student research projects in all Faculties

PVC(SL) / EDs/ PVC(RS)

Q1

• All Faculties offer 1 or more opportunities for students to undertake multi/interdisciplinary research

2.2 Encouraging scholarship of discovery in all students

Ensure embedding of final-year capstone projects in programs in all Faculties

PVC(SL) Q1• Final year research project

(capstone) operating in every undergraduate program

Establish a Conference of Undergraduate Research as an annual event

PVC(SL) Q3• Completion of annual

undergraduate research conference

2.3 Implementing pathways to postgraduate research

Revisit the Research Training Masters Pathway proposal on a smaller scale via the Doctoral program concept

PVC(RO) Q2• Research Training Masters

Pathway developed for at least one Doctoral program

3. Student Experience and Career Readiness3.1 Ensuring all graduates develop values and skills for employment

Embed Graduate Attributes in second, third years and Honours and Masters in each program, and introduce individual “Statements of Attributes Achieved”

DVC(A) Q1• Map Graduate Attributes for

all students and introduce a Statement of Attributes Achieved

Respond to employer demand for soft skills by regular review of the Graduate Attributes Statement

DVC(A) Q3• Update of Graduate Attributes

Statement completed

Within the Adelaide Graduate Centre, develop a new Career and Research Training Skills program for postgraduate research students in alignment with Graduate Attributes PVC(RO)

Q4 • At least 3 new skills courses completed

• 40% of commencing HDR students have completed e-portfolios

Introduce e-portfolios for commencing HDR students, assisting them to construct an informed career development plan

Q4

3.2 Developing Faculty-based career readiness programs

Ensure graduating students have completed one of work experience, Study Abroad or Experience Adelaide

DVC(A) / PVC(SL)

Q4

• 75% of graduating undergraduates have completed at least one of: work experience/career-mentoring; Study Abroad; Experience Adelaide program

Introduce work-integrated learning to increase community and business engagement in curriculum development

PVC(SL) Q3• Work-integrated learning is offered

in 100% of all undergraduate programs in all Faculties

Implement an Adelaide Civic Honours scheme to demonstrate student career readiness achievements

PVC(SL) / EDs Q1• Annual Civic Honours

Scheme implemented



4. Global Citizenship and Intercultural Competence4.1 Providing opportunities for students to engage internationally

Further develop the University’s strategic international alliances, increasing staff and student mobility between us and alliance partners

PVC(I)

Q4• A 25% increase in staff

and student mobility with priority partners

Continue to enhance broader student participation in Study Abroad programs

Q4• 15% of graduating students

to have completed Study Abroad program

Expand study Abroad Travel grants to match Study Abroad participation

Q3• Grants available to all

outbound students

Assess and review University’s involvement in offshore campus operations, existing and planned

Q3 • One review conducted annually

4.2 Enriching the international student experience of Australian life and people

Further expand the Experience Adelaide program, and develop it as an umbrella for international student cultural engagement activities

PVC(I) / Vice President External Affairs

Q3

• Double the number of students with Experience Adelaide hosts

• All international students to have access to a diverse range of suitable Australian cultural experiences

4.3 Provide the opportunity for all teaching staff to develop Indigenous cultural competencies

Increase staff and researcher participation in the online ‘Aboriginal Cultural Awareness Induction module’

D(IE) / EDs Q1

• A 20% increase in the number of staff completing the Aboriginal Cultural Awareness Induction module

5. Access and Participation5.1 Further expand access and participation for disadvantaged students

Maintain and expand Children’s University initiative to stimulate aspiration for university study in disadvantaged primary schools

DVC(A)

Q4• Children’s University national

school membership will increase to 250

Through the Compass Children’s University program continue to expand preparation and mentoring for university study in disadvantaged secondary schools

Q3

• A 46% increase in the number of category 1-3 DECD schools participating in the Compass Children’s University program

Continue to expand entry scholarships for disadvantaged students

Vice President External Affairs /

DVC(A)Q4

• Increase the number of externally funded entry scholarships for disadvantaged students by 50%

5.2 Improving participation and retention of Aboriginal and Torres Strait Islander (ATSI) students

Provide Indigenous undergraduate students who are potential HDR candidates with research mentoring and information about HDR pathways

D(IE) / EDs Q2• A 20% Increase in Indigenous

student participation in HDR studies

Achieve Tarrkarri Tirrka student enrolment and retention targets

D(IE) / EDs Q4• Achievement of Tarrkarri Tirrka

targets


Research and Research TrainingMaking the University a beacon for research and research training requires that we continue to build our capacity to attract international researchers; nimbly adapting to major new research challenges; and, recruiting and retaining the next generation of research leaders. Increasingly that means working with a network of partners, locally and globally. Developing partnerships with business and global universities is a particular focus now. Strategies, activities, accountabilities and achievement targets to accomplish this requirement are as follows:


1. International Leadership1.1 Attracting exceptional research leaders in areas of world-class strength

Identify potential hi-citation appointments

DVC(R) / EDs

Q4• At least 2 more new high-citation

professors and 2 new professorial research leaders appointed

Appoint and retain exceptional research leaders Q4

Support collaboration through short-term international visiting researchers

Q1-4 Q1-4 Q1-4

1.2 Enhancing researcher interaction with students

Ensure all undergraduate students interact with one of the Faculties’ leading researchers each year

DVC(A) / EDs / PVC(RS)

Q4• 80% of leading researchers

contributing to undergraduate learning and teaching

2. Intensive Collaboration2.1 Facilitating collaboration with industry and government

Support projects that align our research activities and capabilities with state and national priorities

DVC(R) Q4 Q4 Q4• At least 3 new large scale projects

commenced that support SA economic development

Fund additional international collaborative projects with International Priority Partners

PVC(RS) / PVC(I)

Q4 Q4 Q4• At least 3 new IPP research

collaboration projects per annum

Pursue opportunities for shared infrastructure and joint appointments with other research organisations in SA

PVC(RO) / DVCR

Q4 • One new joint appointment per annum in high priority strategic areas

• Shared animal house established with SAHMRI

Q2

Increase promotion and awareness of successful research collaborations with industry and the public sector

MD(ARI)

Q4 Q4 Q4• One new major promotional

document annually

Extend collaboration on commercialisation (in conjunction with the Department of State Development and commercial arms of other SA universities) to include additional State and Federal research partners, and peak industry associations

Q4 • 3 additional partners per annum



2.2 Promoting Interdisciplinary Research to meet society’s major challenges

Conduct an annual competitive seed funding round for interdisciplinary research projects and ensure linkage to research priority themes

PVC(RS)

Q1 Q1 Q1• Conduct an annual round of

seed funding for interdisciplinary projects

Promote engagement by all Faculties and develop new interdisciplinary research priority themes or larger scale projects

Q4• At least 3 new interdisciplinary

research themes under development

Extend the services provided by the Bioinformatics Hub

DVC(R) Q4

• Expanded activities and increase engagement with Bioinformatics Hub Services

• 10 research groups engaging

• At least 25 co-authored publications

2.3 Facilitating partnerships and/or networks

Boost innovation and collaboration at the Waite Precinct

DVC(R) / PVC(RS) /

Dean(Waite)

Q4 Q4 Q4• New barley commercialisation

model

Q4• Australia China Centre

strengthened with external funding secured

Q1 • New SA Genomics Hub

Q4• Sustainable Business Model

for ACPFG

Boost innovation and collaboration at the SA Health & Biomedical Precinct

DVC(R) / PVC(RS)

Q2• Updated agreement re: WCHRI

in place to recognize increased SAHMRI involvement

Q2• Develop University linkages with

Chair in Childhood Disability and SAHMRI Theme

Q4

• Agree with other precinct partners the feasibility of an Adelaide node of the EMBL Bioinformatics Resource Australia initiative to increase bioinformatics capability in SA

Q4

• Expanded Traditional Chinese Medicine initiative to involve Health Sciences and additional groups in Sciences

Q4• Develop stem cell research

concentration and secure external funding

Review international priority partner outcomes PVC(I) / DVCR Q2• 25% growth in activity and

research/education outcomes with priority partners

Develop a framework and implement a program for increasing joint research and teaching activities with three additional top-ranked (top 100) universities

PVC(I) Q3 Q4 Q4• Establishment of new research

and teaching activities with at least 3 top-ranked (top 100) universities

Secure multidisciplinary grant funding in key areas from international sources, e.g. EU Horizons

PVC(RS) / EDs Q4• 3 new, major international grants

secured in key areas



2.4 Supporting the recruitment of international HDR students in areas of world-class strength

Award commencing international HDR scholarships in areas of strength and align a proportion of the international scholarships with Priority Partnerships

PVC(RO)

Q2 Q2 Q2

• 15 new, commencing international HDR Beacon-funded scholarships offered per annum. At least 30% with Priority Partners

Implement University response to changes in federal funding arrangements for research training

Q2• Implementation Plan completed to

address impact on the University of Federal policy changes

Phase-in aligning the supervisor register index with the scholarship selection process and candidate placement

Q2• Supervisor quality a new factor in

placement of HDR students

3. Enhanced Standing3.1 Enhancing research quality

Prepare for next ERA submission. Conduct an analysis of ERA 2015 strengths and weaknesses and establish a data resource PVC(RS)

Q1• Significant progress toward target

of 80% of research fields ranked 4 or 5 in the ERA by 2020

Ensure ERA reporting systems are in place to meet 2018 submission deadlines

Q4 • System upgrades completed

3.2 Developing research impact and translation

Implement recommendations of the Review of ARI Pty Ltd

DVC(R) / MD(ARI)

Q2 Q2• Actions in the Review

Implementation Plan completed

Raise the profile of University research impact internationally

DVC(R) / PVC(RS) / EDs

Q1 Q1 Q1• Measurements of impact

developed and applied

Increase the University’s portfolio of projects ready for commercial translation by lifting proof-of-concept funding and IP protection and appointing a new venture manager

DVC(R) / MD( ARI)

Q4

• Growth in commercialisation revenue and activity, including 5 new spinouts, 50% increase in technology licensing activity; 30% increase in projects in commercial translation pipeline

Address key issues arising from ATSE Research Engagement Trial

PVC(RS) Q4• University Strategy for optimising

engagement reporting in place

Implement agreed recommendations from the 2015 ACPFG Business Plan

DVC(R) Q2 Q2 Q2• Agreed ACPFG Business Plan

recommendations implemented



3.3 Supporting a high quality research environment

Map current and future infrastructure needs and leverage against current and new research priorities

PVC(RS) / EDs Q4 Q4 Q4

• Framework completed for leveraging and aligning infrastructure investment with research priorities and 2 new partnerships established

Progressively implement recommendations of the 2015 research equipment review

DVC(R) / EDs Q4 Q4 Q4

• Increased investment in research equipment and facilities, with major needs met in 2 research priority areas

New Research Master systems implemented DVC(R)

Q1• Implement new RM Animal

Ethics system and e-forms

Q3• Implement new RM Research

Grants system

Q2• Implement new RM

Publications module

Establish targeted mentorship or induction programs to accelerate development of high potential staff

EDs Q1 • At least one program per Faculty

Assess development needs of early and mid-career researchers, and develop a suite of programs for on-going career advancement

PVC(RO) / PVC(RS)

Q1• Plan developed and 2 programs

under development by 2017

3.4 Improving our international ranking

Review the DVC(R) Nature and Science financial incentive program

PVC(RS) Q3 Q3• Substantial improvement in

ranking position consistent with achieving an international ranking better than 150 in the AWRU ranking tables by 2020

Implement new guidelines on author by-lining to maximise the benefit to the University

DVC(R) Q1

Implement strategies to boost social sciences index publication numbers

PVC(RS) / Relevant EDs

Q2

3.5 Ensuring research compliance

Incorporate research compliance programs and modules into education processes for staff and students

DVC(R) / DVC(A)

Q2

• Embed the Research Integrity online module in University induction and professional development processes

Implement the revised version of the Australian Code for the Responsible Conduct of Research, once available

DVC(R) Q2-4• Continued compliance with

requirements of the revised Australian Code for the Responsible Conduct of Research, and the Defence Trade Controls Act

Ensure compliance with the requirements of the Defence Trade Controls Act, accompanied by annual rolling audits and monitoring

DVC(R) / (Mgr) Research Integrity

Q1

With second release of the RM Animal Ethics software, provide for “single institution” application and approval

PVC(RO) Q3


Enablers and SupportersEnabling and supporting our Learning and Teaching agenda and Research and Research Training agenda requires of our people an understanding that change is now constant in our processes, infrastructure and community engagement. Strategies, activities, accountabilities and achievement targets to accomplish this requirement are as follows:


1. Our People1.1 Inspiring and developing high performing staff

Lift participation in the annual Planning Development and Review process, and in actively setting Key Performance Indicators for all staff

(Dir)HR Q4• 90% of staff participating in PDR

processes each year

Establish Adelaide Education Specialist roles, strengthening the recognition and career path for teaching

DVC(A) Q3

• 100 Education Specialist roles established

• Student led Learning and Teaching Award introduced

Refine tools and systems supporting the Academic Role Statements

(Dir)HR Q4• Adelaide Academic Role

Statements integral part of the PDR process

1.2 Improving leadership and management capacity

Continue to expand development programs to build leadership and management capacity amongst deans, heads and managers

(Dir)HR Q4• 90% of Head of Schools

completed Finance and People Management (FPM) masterclasses

1.3 Refining teaching and research work allocation

Implement Workload Allocation models in all Schools and apply them in staff PDRs to set objectives

DVC(A) / EDs Q4• 100% of Schools with active

Workload Allocation model

1.4 Ensuring a safe and healthy environment

Achieve a five-year renewal with Return to Work SA (Dir)HR Q3 • Five-year renewal achieved

1.5 Increase Aboriginal and Torres Strait Islander (ATSI) staff numbers across the University

Continue to increase ATSI staff towards the parity target

D(IE) / EDs Q4• ATSI academic and professional

staff increased by 10 (total staff FTE) towards 2% 2023 target

Provide cadetship opportunities for Aboriginal and Torres Strait Islander students

D(IE) / EDs / COO

Q4• 3 funded cadetships in operation

per year

Establish an Indigenous Staff HDR Completion Program

Q3• 1 Indigenous staff HDR completion

every two years

1.6 Addressing gender, equity and diversity

Implement the Dornwell Gender Equity Framework initiatives to increase the percentage of women in senior staff roles and enhance the University’s standing as a gender equity employer

(Dir)HR Q4• At least 30% women in senior

academic and professional roles

Demonstrate compliance with the NHMRC’s Administering Institution Policy requirements to support the progression and retention of women in health and medical research

DVC(R) / (Dir)HR Q1• Comply with NHMRC’s

Administering Institution Policy



2. Our Community2.1 Enhancing Alumni participation

Design and deliver programs tailored to the age and stage of our alumni population

Vice President External Affairs

Q4

• 15% participation of all living contactable graduates (i.e. have an active relationship with the University)

Enhance the online engagement experience of our alumni community and the completeness of our alumni database records


Q4• 20% of all living contactable

graduates have business details captured in Raiser’s Edge

2.2 Increasing philanthropic support

Continue to build numbers of gifts using more diverse means of raising funds and acquiring donors


Q4

• Raise $25 million in philanthropic gifts between 2016 and 2018

• Double the number of unique donors from the 2012 baseline

Assess readiness for the public phase of a major philanthropic campaign


Q2• Fundraising strategy for

2016-2023 endorsed by Council

2.3 Enhancing engagement with government, industry and the community

Develop and implement annual Faculty and Executive stakeholder engagement plans


Q2 • Improved score on our stakeholder perceptions survey from 2014 baseline

• University volunteer satisfaction levels are maintained as measured against the 2015 volunteer survey

• Improved scores on key metrics from 2015 baseline

Implement the Community Relations Plan, updated on an annual basis

Q1 Q1 Q1

Coordinate the University Volunteer Program Q2 Q2 Q2

Further develop the online “gateway”: access to support and information for external stakeholders

Q4 Q4 Q4

2.4 Aligning brand and communications

Maintain a brand campaign aligned with the Strategic Plan

(Dir)M&C

Q4 Q4 Q4

• 65% brand campaign recall

• 65% brand campaign appeal maintained

• 70% association with brand attributes aligned with Beacon strategic themes

Maintain alignment of marketing and communications with the Strategic Plan

Q4 Q4 Q4

• 65% association with brand attributes aligned with the University’s distinct educational proposition

• 60% association with brand attributes aligned with the University’s research impact and reputation



3. Our Assets and Infrastructure3.1 Improving utilisation of facilities and technology

Continue the review of space standards and occupancy to free up campus space for teaching, learning & research

(Dir)Infrastructure

Q4

• Space guidelines adopted throughout University

• 5% improvement over 2016 baseline

• 15% reduction in offices over 2016 baseline

Refine the space charging model to incorporate utility and other charges

Q4

• Facility services included in space charge

• Timetabled space included in space charge

Continue implementation of the 5-year Infrastructure Strategy (2013-2017) and prepare 2019-23 Strategy

Q4

• Minimum facility condition rating of good for 45% space

• Infrastructure Strategy 2019 – 2023 approved by Council

Develop Master Plans for each campus, including plans for future student accommodation needs

Q2 Q2 Q2

• North Terrace plan completed by Q2 2016

• Waite plan completed by Q2 2017

• Roseworthy plan completed by Q2 2018

3.2 Delivering flexible teaching spaces and technology

Implement the Teaching Spaces Master Plan to provide quality, flexible learning and teaching space and technology across all campuses

(Dir)Infrastructure

/ CIOQ4

• Infrastructure Investment Plan aligned with Master Plan

3.3 Supporting delivery of distinctive student experience

Implement the outcomes of the Library of the Future review

University Librarian / CIO

Q4• Address objectives identified in

the plan

3.4 Developing a health sciences presence in the South Australian Health and Biomedical Precinct

Complete the Adelaide Medical, Nursing and Dental School building project

(Dir)Infrastructure

Q1• Completion of building on time

and on budget

Align capital plans for the Robinson Research Institute with plans for the Women’s and Children’s hospital

(Dir)Infrastructure

Q2

• Agreement with State Government over collaborative approach to relocate Robinson Research Institute

3.5 Encouraging sustainable practices

Review Sustainability Plan 2013-2020 to incorporate an investment plan to finance carbon reduction activities across all campuses

(Dir)Infrastructure

Q3• Revised Sustainability Plan and

reduction targets endorsed by the University community



4. Our Processes4.1 Improving administrative effectiveness

Optimise professional services by implementing the Professional Services Reform program

COO Q4• $19 million cumulative savings

(2013 baseline) by 2018

Further develop and implement strategic procurement priorities and savings

CFO Q4

• $15 million cumulative savings (2013 baseline) by 2018

• Complete transformation of the procurement function and processes by end of 2016

Improve process efficiency through forms automation and expanding the enterprise use of the Customer Relationship Management tool

CIO Q4• All common administrative forms

and common student processes available electronically by 2018

4.2 Enhancing measurement, reporting and benchmarking

Improve data quality for management decisions and implement more effective university wide data governance practices.

COO Q2

• Broad use of reliable decision tools for HR, Research/Tied Funds management, Budget and Financial planning

4.3 Optimising financial reporting and planning

Prepare a new 5 Year Financial Plan for the period 2019-2023

CFO Q4• Five-Year Financial Plan 2019-

2023 approved by Council

Review revenue-side measures to increase income from international students, online delivery and executive education

DVC(A) / CFO Q3• Complete review of revenue-side

measures by Q3 2016

Develop and implement a new budget model which progressively shifts investment into the University’s core business of teaching and research

COO / CFO Q1• Improve Staff Student ratios on

2016 baseline


Accountability CycleEach year, the University follows an accountability cycle, within which progress is reported against plans, consequent adjustments are considered, approval is sought, and implementation commences, before reporting progress once more. The cycle is summarised below.

IMPLEMENTATION—January to May• Public release of any major updates to the University Strategic Plan Beacon of Enlightenment

• Release of any revised University Operational Plan targets for the year, and Faculty and Divisional Business Plans

• Senior Management Leadership Retreat to discuss implementation of the University Operational Plan for the year

• Development and presentation to Council of the University Performance Report ( against financial KPIs) and Annual Report for the previous year

REPORTING AND FORECASTING—May to August• Development and distribution of annual Faculty Performance Reports and Scorecards for the previous year

and year-to-date

• Faculty and Divisional Performance and Strategy Review Meetings to review the performance reports and identify key forward planning issues

• Development of University and Faculty student load and revenue targets for the next 5 years

• Preliminary Faculty and Divisional business planning for the next 2 years

• Mid-year progress report on performance against the University Operational Plan to Council

ALIGNMENT—September to October• Preparation and finalisation of Annual Budget and Infrastructure Investment Plan for the next year

• Preparation of Faculty and Divisional Business Plans for the next 2 years

• Preparation of reports on performance against the University Operational Plan for the year and amendment to next year targets, if required

APPROVALS—November to December• Final approval of Faculty and Divisional Business Plans for the next 2 years by Planning and Budget Committee

• Final approval of revised University Operational Plan targets for the next year by Vice-Chancellor’s Executive

• End of year report on performance against the University Operational Plan to Council

• Final Approval of Annual Budget and Infrastructure Investment Plan by Council


Authorised by The Vice-Chancellor, The University of Adelaide, July 2015

CRICOS PROVIDER NUMBER 00123M © The University of Adelaide 2015. 2483-1

No part of this publication may be reproduced without written permission of The University.

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