RETENTION OPERATIONAL PLAN:Foundations for success

2019–2020

Griffith University will offer student-centred academic programs that are responsive to student needs and expectations, with the flexibility to study how and when it best suits them, with support and advice available to all students, anywhere and at any time, assisting students to stay at university and complete their studies (Goal 3: Academic Plan, 2017–2020).

Griffith University Retention Operational Plan: Foundations for Success

Griffith is an innovative university with a deep commitment to social justice, equity and inclusion. This Retention Operational Plan aims to ensure every student has an exceptional experience, completes their studies and is well prepared for the world of work.

Griffith’s Academic Plan 2017–2020 commits to the University ‘assisting students to stay at university and complete their studies’ (Academic Plan, 2017–2020:18). The Academic Plan is supported by a related suite of key, complementary planning documents (Figure 1), including the Retention Operational Plan.

The Retention Operational Plan is student-centric and program focused. It acknowledges that a wide range of staff have a role to play in ensuring our students face the future with confidence, competence and the knowledge and skills that will allow them to thrive in a rapidly changing world.

The Plan is scaffolded by the four stages of the student lifecycle (Figure 2) and recognises that students’ capabilities and needs evolve at different stages of their study journey (Lizzio, 2011). Future students Transition(ing) Towards Griffith will have access to detailed information about programs, career outcomes and support services. Commencing students Transitioning In will find flexible enrolment pathways and robust on-line and on-campus Orientation programmes. Continuing students in the Transition Through stage will participate in flexible, authentic programs focussed on providing skills required for career success, portable certifications and a comprehensive suite of data informed academic and support interventions and services specifically designed for targeted cohorts. Transitioning Up, Out & Back students will be encouraged to remain active, lifelong members of the Griffith community.

ACADEMIC PLAN

RETENTION OPERATIONAL

PLAN

STUDENT MENTAL HEALTH AND WELL BEING STRATEGY

EMPLOYABILITY ACTION PLAN

TRANSITION THROUGHContinuing students5. Working for early success

6. Building in success

TRANSITION INCommencing students3. Committing and preparing

4. Joining and engaging

TRANSITION TOWARDSFuture students1. Aspiring and exploring

2. Clarifying and choosing

TRANSITION UP, OUT AND BACKGraduates and alumni7. Focusing on future success

8. Partnering and continuing

Figure 1. Griffith University Plans

Figure 2. Student Lifecycle (Lizzio, 2011)

Retention Operational Plan 2019–2020 | 1

Our Response: Developing Foundations for Success

Griffith is committed to ‘Provid(ing) an excellent educational experience to attract and retain students who, regardless of their background, will succeed at University and become graduates of influence’ (Strategic Plan, 2017-2019). The success of our students is underpinned by the development of a range of factors including their sense of purpose, resourcefulness, connectedness and capability (Lizzio & Wilson, 2010). Students are more likely to build resilience, persistence and succeed if they are engaged in active learning and socially involved in campus life. Each of our students’ needs are different and their success will depend upon a variety of initiatives that cater for increasingly diverse cohorts at different stages of the student lifecycle.

Our Plan: Overarching Goal

Griffith’s overarching goal, set out in the Academic Plan, 2017-2020, is to exceed the national average for student retention by 2020. To achieve this goal, this student-centric, program-focused Retention Operational Plan generates a co-ordinated, whole of University approach that is guided by the Griffith Learning and Teaching Framework and designed to facilitate an exemplary student experience at each stage of the student lifecycle and promote student retention and success.

The Griffith Retention Plan

The Retention Plan has three Tiers (see Figure 3):Tier 1 proactively focuses on the entire student cohort with the objective to develop evidence-based strategies across the student lifecycle that facilitate a positive student learning experience and improve student retention and success.

Tier 2 proactively focuses on the student specific cohorts identified as having a higher risk of attrition, with the objective to develop cohort specific, evidence-based strategies across the student lifecycle that improve student retention and success.

Tier 3 proactively focuses on individual students identified as being at high risk of attrition with the objective to develop evidence-based strategies to support these students to remain at university and complete their degrees.

In addition, four pillars underpin the three-tiered Retention Operational Plan. The four pillars align with the Griffith Academic Plan, 2017-2020 and place ‘students at the centre of everything we do, to ensure they have a remarkable experience and go on to succeed in their chosen career path’.

The Challenge

In a period of rapid socio-cultural and technological change, where the educational needs and expectations of students are significantly different from those of their predecessors, student retention continues to pose a challenge to universities around the globe. The Higher Education sector is impacted by digital disruption, the new economy, globalisation and the widening participation of under-represented student groups. In Australia, the implementation of Performance-Based Funding from 2020 will include a requirement for universities to progressively improve retention rates to fully access this funding pool.

Despite the continual efforts of Griffith and other universities around the nation, it has been predicted that more than 50,000 of the nearly a quarter of a million students who started a bachelor’s degree in 2018 will leave university before completing their program (Norton, Cherastidtham & Mackey, 2018). The reasons for early departure are multifaceted and complex (see Crosling et al., 2009; Devlin & McKay, 2017; Harvey et al., 2017; Long, Ferrier, & Heagney, 2006) and often unrelated to the university experience (e.g., financial, health, family responsibilities). However, unmet expectations, career prospects or boredom/lack of interest are also significant factors in students’ decisions to leave university. These factors (and others) shape and inform this Plan which is part of Griffith’s on-going commitment to provide students with a transformational learning experience that will inspire them today, tomorrow and into their future.

2 | Griffith University

FOUR PILLARS UNDERPINNING THE GRIFFITH RETENTION OPERATIONAL PLAN

Pillar 1 Pillar 2 Pillar 3 Pillar 4

Scaffolded by the student lifecycleWe will employ a student lifecycle approach that recognises that we must effectively manage each stage of the lifecycle to facilitate transformational learning outcomes for all our students, regardless of their background.

Program focused, engaging industry relevant curriculaWe will partner with our students and industry to design and deliver industry relevant programs that engage students in vibrant and agile, high-quality and engaging, industry informed curricula underpinned by the principles of the Griffith Learning and Teaching Framework.

Whole of institution approachWe will adopt a whole of institution approach to create a personalised, motivating and supportive environment to ensure all students persist with their studies and are well-connected with our inclusive, vibrant Griffith community.

Evidence-based strategiesWe will utilise data and learning analytics to design, implement and evaluate a university wide suite of evidence-based, targeted, strategies to support our students’ experiences and outcomes.

Tier 1 All studentsProactively focuses on the entire student cohort with the objective to develop evidence-based strategies across the student lifecycle that facilitate a positive student learning experience and improve student retention and success.

Tier 2 Specific high-risk cohortsProactively focuses on the student specific cohorts identified as having a higher risk of attrition, with the objective to develop cohort specific, evidence-based strategies across the student lifecycle that improve student retention and success.

Tier 3 Individual studentsProactively focuses on individual students identified as being at high risk of attrition with the objective to develop evidence-based strategies to support these students to remain at university and complete their degrees.

Figure 3. Griffith Retention Operational Plan Framework

Retention Operational Plan 2019–2020 | 3

The following Table 1 presents retention strategies designed to support the diverse range of students at Griffith. All retention strategies across the three tiers will be delivered in a personalised and timely manner to ensure our ‘students who have the capacity to succeed in higher education are given the best chance to complete their studies through the appropriate provision of academic and other support services...’ (Det, 2017).

4 | Griffith University

FOUR PILLARS UNDERPINNING THE GRIFFITH RETENTION OPERATIONAL PLAN

Pillar 1 Pillar 2 Pillar 3 Pillar 4

Scaffolded by the student lifecycle

Program focused, engaging industry relevant curricula

Whole of institution approach Evidence-based strategies

Tier 1: All students Proactively focuses on the entire student cohort with the objective to develop evidence-based strategies across the student lifecycle that facilitate a positive student learning experience and improve student retention and success.

Transition-towards strategies Targets Responsibility

Transition Towards strategies are aligned with the Recruitment Strategy, Mature Student Engagement Plan and Student Communications Strategy and are designed to enable students’ preparedness for university study.

T1.S1

Ensure information for prospective students includes career advice to ensure students make informed choices about programs to study to achieve their goals.

Programs and Course websites reviewed regularly; marketing collateral will include careers advice.

OMC

T1.S2 Increase opportunities for students from targeted high schools to participate in quality programs that prepare students for tertiary study (i.e., Griffith University Early Start to Tertiary Studies). Evaluate the impact of these programs on student retention and success.

20% increase in delivery of initiatives to targeted schools by 2021. Effective programs are scaled.

OMC, SS

T1.S3Increase opportunities for mature learners to participate in quality programs that will prepare them for tertiary study (e.g., Griffith Tertiary Preparation, OUA single course of study).

10% increase year on year in GTP participants. Dean (LSO)

T1.S4Develop a suite of microcredentials that evidence preparedness of non-traditional students for study. Evaluate outcomes of students who enter university through these pathways to ensure students are retained.

Microcredentials developed and implemented by 2021.

Academic Registrar

Table 1. Griffith Retention Operational Plan Strategies

Retention Operational Plan 2019–2020 | 5

Transition-in strategies Targets Responsibility

Transition In strategies are aligned with the Academic Plan and Student Communications Strategy and are designed to provide a welcome that develops a sense of connectedness and provides appropriate advice to students about learning activities, support services and key milestones.

T1.S5 All commencing students will have the opportunity to participate in a co-ordinated, Online & On Campus Orientation which welcomes and connects students to the Griffith community while providing guidance and support, including peer mentoring, for commencing study at Griffith.

All Groups will participate in a co-ordinated Online/On Campus Orientation program by Tri 1 2019.

SS, Deans (L&T), PDs

T1.S6 Delivery of Library and Learning Services will include online resources, workshops and consultations to support students to effectively find, select, evaluate and use information. Guidance is provided to aid students’ understanding of referencing principles, managing bibliographies and academic integrity.

5% increase in the utilisation of Library and Learning Services year on year.

Dir LLS.

T1.S7All commencing students will have access to study plan assistance to ensure they effectively self-manage their study and graduate in a timely manner.

All Program Teams will have dedicated study plan assistance operational by Tri 1 2020.

SL, Academic Groups, PDs

T1. S8All programs will develop and deliver an integrated, seamless First Year Experience across Griffith (Kift, 2009) which focuses on increasing the engagement of first year cohorts through targeted, early intervention and support activities.

All first-year courses will be reviewed and redeveloped according to the Program Standards by Tri 1 2021.

Deans (L&T), PDs

T1.S9Continuously upskill course convenors, program directors and program support officers to use learning analytics at the course and program level to facilitate early identification of students at risk and implement evidence-based interventions.

All Program Teams will be trained to use learning analytics at the course and program level by Tri 1, 2020.

SDVC, Deans (L&T), Dean (LF)

T1.S10All Academic Groups will implement First Year Risk Markers in foundation year courses, and by utilising learning analytics, identify students at risk and provide those students with necessary support and academic assistance during their first six weeks of commencing tertiary study at Griffith.

All Academic Groups will implement and report on First Year Risk Markers each Trimester.

PDs, Course Convenors

T1.S11All courses include opportunities for students to collaborate (either online or face to face) and establish peer networks to support learning and the development of a sense of belonging.

By 2020 and ongoing. PDs, Course Convenors

T1.S12 Implement the Student Mental Health and Well Being Strategy during 2019.Strategy roll out will be completed by December 2019.

Academic Registrar, SDVC

T1.S13 Simplify and personalise student communications in order to improve the student experience.Communications strategy roll out will be completed by December 2020.

Academic Registrar, Dean (LSO)

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Transition-through strategies Targets Responsibility

Transition-through strategies are aligned with the Academic Plan, Learning and Teaching Framework, Employability Action Plan, Digital Campus Plan and Student Communications Strategy and are designed to enhance student engagement with their learning, build a sense of community, increase opportunities for engagement and promote health and wellbeing amongst the student community.

T1.S14Implement the Learning and Teaching Framework to include active, authentic, collaborative learning that enhances the student experience, better engages students and facilitates the development of work-ready skills.

Framework fully implemented by 2021.SDVC, Deans (L&T), PDs

T1.S15Implement the Employability Plan to improve student employability outcomes and increase students’ opportunities for participating in authentic, real world experiences.

Begin roll out of the Employability Action Plan by December 2019.

Deans (L&T)

T1.S16Continue to expand the suite of flexible programs to allow students to determine the study intensity and mode of delivery that best suits their needs and allows them to manage study and personal priorities.

Ongoing. Deans (L&T), Dir GO

T1. S17Build opportunities for students to develop interdisciplinary skills through double degrees, majors, minors and microcredentials, reinforcing students’ sense of purpose and preparedness for work.

From 2020 and ongoing. SDVC, Deans (L&T)

T1.S18Continuously improve the Virtual Learning Environment to facilitate students’ access to high quality learning resources, anywhere, anytime.

Ongoing. Dean, LF, CDO

T1.S19Continue to deliver and evaluate PASS, including online PASS, in targeted courses across the University to improve student outcomes in identified ‘problematic’ courses.

Ongoing. Deans (L&T)

T1.S20Ensure all staff and students develop competency in working with First Peoples and are able to ensure a culturally safe environment for First Peoples students.

Ongoing.SDVC, Deans (L&T), Dir GUMURRII

T1.S21Streamline and personalise administrative communications to students via the Student Enquiry Management Framework.

Finalise report on evaluation of efficiency and effectiveness of Student Enquiry Management Framework by December 2020.

Academic Registrar, Dean (LSO)

T1.S22Continuously review student-facing policies and procedures, including management of complaints to ensure a simplified student-centred approach with student well-being a key consideration.

Ongoing.Academic Registrar, SDVC

T1.S23Maintain the profile of the Griffith Honours College across all Programs to ensure high achieving students reach their full potential.

Ongoing. Mgr., GHC

T1.S24Embed Griffith Graduates of Influence (GGoI) and the PLUS employability programs (BusinessPLUS and SciencePLUS) into identified undergraduate Programs to enhance students’ employability skills.

By December 2020, at least 50% of undergraduate programs will be participating in GGoI or PLUS.

Deans (L&T), PDs

Retention Operational Plan 2019–2020 | 7

T1.S25Through program teams, ensure the effective integration of Careers and Employment Services, Library learning advisors, Student Services, Disability Services and Student Financial Aid with the program and therefore seamless provision of all student-facing services to students in need.

By 2020 and ongoing.Deans (L&T), Academic Registrar, Dir LLS, PDs

T1. S26Ensure ongoing implementation of Safe Campuses initiatives to provide a safe environment and respectful culture for all students and staff.

Ongoing. SDVC

Transition out, up and back strategies Targets Responsibility

T1.S27Ensure every student has the opportunity to undertake a capstone experience, including WIL, placement, research project or overseas study experience to prepare them for employment.

By 2021. Deans (L&T), PDs

T1.S28Increase the opportunity for students to engage in an industry relevant, co-curricular or extra-curricular entrepreneurship experience.

Ongoing. Deans (L&T), SDVC

T1.S29Expand eCareer Coach to connect current students with alumni and industry professionals and receive valuable industry advice.

20% increase in eCareer Coach by June 2020. Dean (LSO)

T1. S30Undertake exit surveys with dropped students each Trimester to provide a more nuanced understanding of why students leave Griffith and how better, to support students who leave.

Report on exit survey results no later than 2 months after Trimester completion.

Dir SS

T1. S31 Implement Non-Linear Pathways plan to support students who take leave of absence to return to Griffith. By June 2020. Dir SS

T1. S32Increase engagement with Alumni to promote post-graduate education opportunities including microcredentials for life-long learning.

Ongoing.Dir D&A, Academic Registrar

Tier 2: Specific high-risk cohortsProactively focuses on the student specific cohorts identified as having a higher risk of attrition, with the objective to develop cohort specific, evidence-based strategies across the student lifecycle that improve student retention and success.

Transition-towards strategies Targets Responsibility

Transition Towards strategies are aligned with the Reconciliation Action Plan, Mature Student Engagement Plan, HEPPP Implementation Plan, Student Mental Health and Well Being Strategy and Student Communications Strategy and are designed to enable students’ preparedness for university study.

T2.S1Implement Student Success outbound call campaign to ensure disadvantaged students are welcomed and are aware of the support services available to them.

Review and report on call campaign by June 2020.

Dir SS

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T2.S2Extend Uni-Reach and other HEPPP funded programs to engage more partner schools with low SES student cohorts. Include online resources to engage more effectively with students living in rural and regional areas.

By Tri 1 2020 and ongoing. Dir SS

T2.S3Extend engagement with First Peoples’ school students through GUMURRII community engagement programs.

By Tri 1 2020 and ongoing. Dir GUMURRII

T2.S4Expand the Griffith suite of alternate admission pathways to increase participation options for study at Griffith by disadvantaged students (i.e., Griffith Tertiary Preparation, Griffith Personal Statement, First Peoples Student Survey).

5% increase in non-traditional entry students by December 2020.

Academic Registrar

T2.S5Undertake an evaluation of existing Preparation Programs for diverse students and make evidenced-based decisions to determine which are most effective at identifying students with the potential to succeed at university.

By December 2020, Dean (LSO)

T2.S6Develop and implement Study Preparation Programs, including microcredentials, to increase opportunity for participation in tertiary study by disadvantaged students (i.e., Math and English top up program).

Programs implemented by December 2020. Deans (L&T)

T2.S7 Develop nuanced, audience specific, pre-entry advice and engagement initiatives for disadvantaged students.Commence implementation of pre-entry advice in January 2020.

SDVC, OMC

T2.S8Review and align scholarships, including HEPPP funded scholarships, for disadvantaged students to increase access opportunity to tertiary education. Include Finance Officer as part of program team to align with student needs.

By January 2020. Dir SS

T2. S9 Ensure students studying online have access to equivalent academic and personal support services. By January 2020 Dir GO, SS

Transition-in strategies Targets Responsibility

Transition In strategies are aligned with the Reconciliation Action Plan, Mature Student Engagement Plan, HEPPP Implementation Plan, Student Mental Health and Well Being Strategy and Student Communications Strategy and are designed to provide a welcome that develops a sense of connectedness and provides appropriate advice to students about learning activities, support services and key milestones.

T2.S9Review the effectiveness of the Orientation Call campaign and utilise data-based evidence to target disadvantaged students to determine whether students are receiving the most effective advice and support to transition into university.

Review report completed by Tri 2 2020. Dir SS

T2.S10Library and Learning Services will collaborate with GUMURRII and Student Success to deliver cohort specific academic skills workshops for disadvantaged students.

Dedicated academic sills workshops will be operational by Tri 2 2020.

Dir LLS

Retention Operational Plan 2019–2020 | 9

T2.S11Re-establish the Hands Up! Tertiary Preparation Program to ensure commencing First Peoples students enrolled at Griffith University have adequate support and academic assistance during their transition into tertiary study.

By Tri 1 2020. Dir GUMURRII

T2.S12Increase disadvantaged student participation in clubs, associations and campus activities to increase social connectedness and involvement.

Ongoing. Dir CL

Transition-through strategies Targets Responsibility

Transition Through strategies are aligned with the Academic Plan, Employability Action Plan, Digital Campus Plan and Student Communications Strategy and are designed to enhance student engagement with their learning, build a sense of community, increase opportunities for engagement and promote health and wellbeing amongst the student community.

T2. S13 Integrate program focused, data-based risk analytics in target programs by Tri 1 2020.Targeted programs in each Group will report each Trimester on risk analytics commencing Tri 1 2020.

Dean (LF) Deans (L&T), PDs

T2.S14Evaluate the efficiency and effectiveness of all HEPPP initiatives to ensure they are improving retention and success of target cohorts.

Completed by August 2021. Dean (LSO)

T2.S15Review and revise the Aboriginal and Torres Strait Islander Tutorial Assistance Program to ensure it is more effectively supporting First Peoples student academic success and retention.

Complete review by March 2020. Dir GUMURRII.

T2.S16Ensure Student Services including Disabilities, Welfare, Uni-temps, Financial Support, Equity, Health Services, Counselling and Chaplaincy are accessible to all students, including those from diverse backgrounds.

Ongoing. Academic Registrar

T2.S17Ensure First Peoples students are supported through a coordinated approach including Student Services, GUMURRII and academic programs.

From Tri 1 2020 and ongoing.Academic Registrar, Dir, GUMURRII, Deans (L&T)

T2.S18Provide appropriate resources and support for diverse student cohorts to be able to manage their mental health and well-being, and if necessary, have access to professional services including counselling.

Ongoing.SDVC, Academic Registrar

Transition out, up and back strategies Targets Responsibility

T2.S19Continuously monitor uptake of WIL and other capstone experiences by diverse student cohorts to ensure participation is not impeded by personal circumstances.

From Tri 1 2020 and ongoing. Dir SS

T2.S20Engage with Career Trackers to enhance opportunities for First Peoples students to find employment post-graduation.

Ongoing. Dir GUMURRII

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Tier 3: Individual studentsProactively focuses on individual students identified as being at high risk of attrition with the objective to develop evidence-based strategies to support these students to remain at university and complete their degrees.

Transition-in and through strategies Targets Responsibility

Transition -In strategies are aligned with the Academic Plan, Employability Action Plan, Digital Campus Plan Reconciliation Action Plan, Mature Student Engagement Plan, HEPPP Implementation Plan, Student Mental Health and Well Being Strategy and Student Communications Strategy and are designed to provide a welcome that develops a sense of connectedness and provides appropriate advice to students about learning activities, support services and key milestones.

T3.S1Through program teams, identify evidence-based opportunities to increase academic and socio-economic support for individual ‘at risk’ students.

Ongoing. Deans (L&T), PDs

Ensure better integration of central services with program teams to enable all elements to provide individual, timely and personalised support for students at risk, including financial aid, counselling, careers advice, chaplaincy, learning support.

From Tri 1 2020 and ongoing.Academic Registrar, Deans (L&T), PDs

T3.S3 Extend and evaluate the implementation of ‘Back on Academic Track’ (BOAT) intervention. Ongoing. Deans (L&T)

Develop a tailored Re-Orientation package for students returning from a Leave of Absence. Implement Re-Orientation package Tri 2 2020. Dir SS

Provide specialised training for First Year Co-ordinators (including the utilisation of data analytics) who will work with students identified as ‘at risk’ via First Year Risk markers strategies in Tier 1.

Complete training of First Year Co-ordinators by Tri 2 2020.

Dean (LF)

T3.S6Implement audience specific, data informed Outbound call campaign to students on Leave of Absence to re-engage with Griffith.

Review and report on call campaign by June 2020.

Dir (SS)

Retention Operational Plan 2019–2020 | 11

References

Department of Education and Training (DET), (2017). Final Report: Improving retention, completion and success in higher education. Higher Educations Standards Panel. Canberra: Commonwealth Government.

Devlin, M., & McKay, J. (2017). Facilitating Success for Students from Low Socioeconomic Status Backgrounds at Regional Universities. Victoria: Federation University Australia.

Harvey A, Szalkowicz, G, & Luckman, M. (2017). The re-recruitment of students who have withdrawn from Australian higher education. Victoria: La Trobe University.

Kift, S. (2009). Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education. Final Report for ALTC Senior Fellowship Program. Sydney, Australia: Australian Learning and Teaching Council. Retrieved from http://fyhe.com.au/wp-content/uploads/2012/10/Kift-Sally-ALTC-Senior-Fellowship-Report-Sep-092.pdf

Lizzio, A. (2011). The student lifecycle: An integrative framework for guiding practice. Retrieved from http://app.griffith.edu.au/assessment-matters/pdfs/student-lifecycle-framework.pdf

Lizzio, A., & Wilson, K. (2010). Strengthening commencing students; sense of purpose: Integrating theory and practice. Retrieved from http://www.fyhe.com.au/past_papers/papers10/content/pdf/12D.pdf

Long, M., Ferrier, F., & Heagney, M. (2006). Stay, play or give it away? Students continuing, changing or leaving university study in first year. Clayton, Victoria: ACER Centre for the Economics of Education and Training, Monash University. http://monash.edu/education/non-cms/centres/ceet/docs/2006stayplayorgiveitaway.pdf

Norton, A., Cherastidtham, I., & Mackey, W. (2018). Dropping out: The benefits and costs of trying university. Grattan Institute.

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Table 2. Glossary

ACRONYM ROLE DEFINITION

SDVC Senior Deputy Vice Chancellor

The Senior Deputy Vice Chancellor is responsible for

y Learning, teaching and the student experience

y Student retention, graduate outcomes and student employability

y Online education

y Academic Plan and academic profile

y Academic, strategic and operational planning for learning and teaching

y Strategic direction of the curriculum and academic programs

y Academic staffing

y Academic policies

y Quality standards

y Safe campuses agenda

y Athena Swan

y Leadership of the University's Women in Leadership program.

Academic Registrar Academic Registrar

The Academic Registrar is responsible for

y Providing strategic advice and policy on a wide variety of academic-related matters.

y Leading and directing the operations of the Office to ensure:

y High quality outcomes in the recruitment, admission and retention of undergraduate and postgraduate coursework domestic students and the admission and administration of candidature of domestic and international HDR students.

y Excellence in the provision of administrative and support services to enrolled students.

y Effective collaboration and engagement with the academic community on academic and student-related policies, Procedures, services, evaluations and committee support.

y Administration of the University’s programs and courses.

y Administration of the University’s external compliance obligations as required.

Retention Operational Plan 2019–2020 | 13

Deans L&T Deans (Learning and Teaching)

The Dean (Learning and Teaching) provides

y Leadership in learning and teaching within one of four Griffith academic groups.

y Develops strategies to implement Group plans and achieve Group targets.

y Reports to the Pro Vice Chancellor of the Group and works closely with the Dean (Academic), the Dean (Research) and Heads of School/Department of the Group to integrate learning, research and staffing strategies in the Group

y Develops Group operational plans.

Dean (LF) Dean (Learning Futures)

The Dean (Learning Futures) provides

y Strategic and scholarly advice, consultancy and thought leadership, and practical assistance to University leaders and committees on best-practice in teaching and program quality, innovative pedagogies and technology-enhanced learning, student success and retention and national policy and practice matters in higher education.

y Collaboration with Deans (Learning & Teaching) to lead the development and implementation of a quality framework and common standards for learning and teaching across the University.

y A culture of innovation by systematically ‘linking and leveraging’ good practice and innovation across institutional boundaries and structures.

Dean (LSO)Dean (Learning and Student Outcomes)

The Dean (Learning and Student Outcomes) provides

y University-wide leadership and support to the Senior Deputy Vice Chancellor to implement the University’s learning and teaching strategies and plans for student retention, student success and student outcomes.

y Leadership in Orientation and transition, student experience, student retention and success, work integrated learning, including entrepreneurship, graduate outcomes, student equity and diversity.

Dir GO Director Griffith Online

Director Griffith online provides

y High level leadership to the Griffith Online initiative, ensuring the high quality development and coherent delivery of high quality online offerings.

y Leadership on the review and development of Griffith legacy online offerings (including OUA) into a cohesive suite of programs, optimising the effectiveness of their operation and return for the University.

y Leadership in the development of new Griffith online alliances and initiatives to ensure a premium suite of coherent, high quality offerings that reflect contemporary higher education best practice.

Dir LLS Director Library and Learning Services

Director Library and Learning Services

y Provides expert library and learning support services to our students in their learning and research, and our academics in their research and teaching.

y Provides leadership and management in the development and delivery of contemporary, effective and efficient library and learning services.

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Dir GUMURRII Director GUMURRII

Director of GUMURRII

y Is responsible for the development and implementation of strategic operational plans, KPIs and initiatives that achieve strategically-driven and evidence-based practices and approaches to First Peoples student life-cycles in accordance with the University’s Strategic, Academic and Engagement Plans.

y Leads strategically-driven and evidence-based student recruitment, outreach and engagement initiatives that achieve continuous growth and improvements in student attraction, retention, progression and success of First Peoples.

y Provide complex, strategically-driven and evidence-based advice to the senior executive in order to achieve objectives set out in the Strategic Plan and all associated plans that relate to First Peoples students, staff and communities (e.g., the Equity, Diversity and Inclusion Plan, and the Reconciliation Action Plan).

Dir CL Director, Campus Life

Director, Campus Life

y Leads and directs the overall operation of Campus Life to ensure all required buildings and associated services are provided on time, within budget and to an appropriate standard.

y Provides relevant community services to students and staff of the University.

y Ensures sport and recreational initiatives are created and maintained that:

y Improve sporting infrastructure on campus.

y Increase community usage of campus sporting facilities.

Dir SS Director, Student Services

Director, Student Services

y Leads and manages the strategic and operational work of Griffith University Student Services (Counselling & Wellbeing; Chaplaincy; Health & Medical Services; Welfare & Student Liaison Office; Student Diversity & Inclusion (outreach & educational partnerships; transition and support; disabilities support).

y Is responsible for the provision of professional advice to senior officers on matters relating to aspiration, wellbeing, welfare and development of current students to support the University’s agendas in student engagement, retention and success.

Dir D&A Director Development and Alumni

Director, Development and Alumni is responsible for

y Increasing philanthropic and sponsorship revenue into the University and for increasing interaction with University Alumni in support of the University.

y Fundraising and alumni relations and manager of the Development team.

y Identification and stewardship of University advocates, prospective donors and alumni, in support of the University’s strategic priorities.

Retention Operational Plan 2019–2020 | 15

CDO Chief Digital Officer

The Chief Digital Officer is responsible for

y Creation and execution of the University’s digital strategy.

y Ensuring the full range of high quality and effective information and technology services are provided in a timely and efficient manner to meet client expectations.

y Ensuring enterprise systems are protected and leveraged to maximum effect.

Mgr., GHC Manager Griffith Honours College

The Manager, Griffith Honours College

y Provides a unique college experience for high achieving students, under the provisions of the Griffith Honours College Policy.

y Leads the ongoing development, implementation and review of strategies, programs and procedures to achieve the goals of the Griffith Honours College.

OMC Chief Marketing Officer

The Office of Marketing and Communications is responsible for

y Marketing and managing the University’s brand, image and public profile locally, nationally and internationally.

y Managing communications and the University’s public and media presence.

y Developing and implementing strategies to recruit domestic undergraduate and postgraduate students to the University.

Academic Groups Academic GroupsThe formal academic structure of Griffith University is comprised of Academic Groups, schools or departments and research centres. The structures and governance of Academic Groups within the University are provided here.

SS Student Success

Student Success comprises the following areas

y Griffith Honours College

y Careers and Employment Services

y Student Financial Services

y Student Equity and Outreach

y Student Accessibility Services

y Digital Resources Enablement Team

y Orientation, Transition and Mentoring Support.

16 | Griffith University

SL Student Life

The Student Life mission is to facilitate a high quality student experience through the delivery of services that support and promote student admission, equity and access, transition, progression, retention, employability and personal and pastoral care.

Currently four business teams in Academic Administration deliver these services

y Academic Services

y Student Administration

y Student Services

y Student Success.

PDs Program Directors

The academic staff member (normally Level D or above), appointed by the Dean (Learning & Teaching) to provide curriculum leadership for and quality enhancement of one program or a Program Cluster while working collegially with the Head of School/ Deputy Head of School, academic and professional staff to ensure an effective and positive student learning experience. There shall only be one Program Director for a program. The Program Director may lead one or more program clusters.

CC Course ConvenorsThe academic staff member designated by the Head of School who is responsible for the management, conduct, teaching and assessment of a course (an individual unit of study).

Retention Operational Plan 2019–2020 | 17

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