Growing Esteem Discussion Paper for UMPA Council, May 2006

The Growing Esteem strategy was adopted by University Council in December 2005, and will be implemented in stages from next year. The three areas that are discussed in the Growing Esteem strategy are:

• Research
• Teaching and learning
• Knowledge transfer

These represent the key strategic directions of the University, which interact with the requirements of the RQF and the University's involvement with the NCRIS.

The proposal for course delivery, referred to as the Melbourne Model, is based on the Bologna Declaration. It involves restructuring courses into generalist three year undergraduate degrees that feed into two year graduate programs. One of the aims is to increase the proportion of the postgraduate student cohort. Some graduate programs shall be introduced from 2007, with undergraduate courses planned for introduction in 2008.

This strategy has been developed in response to a reduction in public funding to the tertiary sector, and to an anticipated increase in competitiveness in the global education market. Part of the intention is to increase the revenue attained from students' fees through increased demand and a different course structure. The Melbourne Model is being promoted as offering qualifications that will be more congruent with US and European standards. The aim is to improve international job opportunities, accessibility to overseas' universities and increase the profile for the international student market.

Improving the international research rankings of the University is one of the main intentions of Growing Esteem. This aims to boost the marketable image of the University as well as compete for research funding. Similarly, the focus on ‘knowledge transfer' may also have funding implications through the development of industry and government partnerships and links in coursework, research and research training.

The University will review its programs on a three year cycle, beginning with 2006. The University has established six taskforces to oversee the development, implementation and review of Growing Esteem:

• Curriculum Commission
• Research Quality Taskforce
• Cross-Disciplinary Research Working Group
• Knowledge Transfer Taskforce
• Policy and Advocacy Taskforce
• Shared Service Review Implementation Taskforce

Two of these taskforces may be of particular interest in terms of UMPA providing feedback into this process. The Curriculum Commission is facilitating feedback about the course content and delivery of the Melbourne Model, including the potential effects on students. The Policy and Advocacy Taskforce has been established to advocate for CSP for postgraduate students and to develop policy options that will ensure equitable access for eligible students excluded from places due to financial or other difficulties. This taskforce will provide ongoing advice about selection and access issues.

Potential Equity Issues for Postgraduate Students Arising from Growing Esteem

• Increased cost of course fees

The Melbourne Model substantially increases the duration of many courses and therefore the cost of accredited qualifications. The Melbourne Model, under the current Commonwealth Government policy, forces students to pay full fees for some qualifications that are currently attainable through a CSP. Also, Growing Esteem aims to increase revenue from students; fees will potentially be prohibitive and unregulated. The Policy and Advocacy Taskforce is considering these issues through a range of options. UMPA may want to have input into the development of these policies and provide feedback about the perceived solutions, such as challenging the assumption that the provision of scholarships will ensure equitable access for students considered to be disadvantaged and/or otherwise excluded from a place at the University.

• Increased living expenses and incidental costs

The requirements for student income are significantly inflated through the adoption of the Melbourne Model due to the increased duration of courses and a related increase of incidental costs, such as child care, books, computers, etc. Additionally, the introduction of specialist graduate programs is currently problematic for the receipt of student allowances and scholarships. The Policy and Advocacy Taskforce is considering student income initiatives and government policy, however it may not consider incidental costs.

• Increased time to achieve qualifications

The time that students invest in education has hidden costs that are difficult to quantify. Study affects, and is vulnerable to, a range of external factors including family commitments, family/partner support and health (including mental health). It also represents potential loss of earnings and superannuation, and may affect international students' ability or willingness to study abroad for a range of reasons. The increase in duration of requisite study time may also decrease completion rates based on the notion that more time spent studying may increase vulnerability to external stressors.

• Increased need for postgraduate student support

The shift to a higher proportion of postgraduate students indicates a proportionally greater requirement for infrastructure, resources and support. It also represents a shift in the future demographic profile of the University, as currently there are significant demographic differences between the undergraduate and postgraduate cohort. This is an opportunity for UMPA to market itself as the student association specializing in postgraduate support.

• Potential conflict of interest through increased commercialization

The development of mutually beneficial partnerships as part of the ‘knowledge transfer' strategy may also increase the risk of institutional conflict of interest in research and research training. The development of research priorities as a form of revenue may impact upon the educational direction of the University and may impose restrictions upon HDR students.

• Potential lack of consideration of student feedback mechanisms and complaints procedures in Growing Esteem

Growing Esteem refers to the University as a ‘public-spirited' university. As an institution serving the interests of the community, it should ensure that it has procedurally fair and advertised processes to handle student complaints and allegations. Currently there are significant problems regarding the University's handling of allegations, progress issues, assessment disputes, confirmation processes and other issues that have an adverse effect upon students' lives. Compliance with administrative law requires that natural justice principles should apply to any decision making process that may result in an adverse affect to a person, such as recommendations of termination of enrolment. UMPA could use the development of the Growing Esteem strategy to advocate for improved decision making processes for students and advertised appeal mechanisms for notifications of decisions. Additionally, it could represent the importance of the facilitation and evaluation of student feedback of the Melbourne Experience through the implementation of Growing Esteem.

• Potential for disadvantages/problems regarding articulation or RPL for students with qualifications prior to the Melbourne Model

The adoption of the Melbourne Model may affect the recognition of the credentials of graduates prior to the new system both in selection processes and in the workplace. Consideration of articulation issues may also necessitate labour intensive evaluations of credentials for postgraduate admissions. Representation of graduate students with selection problems may be a consideration for UMPA.

• Increased focus on research training, cross-disciplinary research and collaborative research may conflate existing problems

Growing Esteem aims to increase the focus upon research training. It is important that this also entails strategies to improve supervision, staff and student training regarding the research conduct and the development of mechanisms to handle collaborative research disputes, such as authorship and intellectual property issues. Currently the University has inadequate or non-existent processes for handling such disputes. The Joint NHMRC/AVCC Statement and Guidelines on Research Practice prescribes that:

... each institution should ... set up codes of conduct which are seen as a framework for sound research procedures and for the protection of individual researchers from possible misunderstandings (http://www.nhmrc.gov.au/funding/policy/researchprac.htm).

If the University intends to increase both the size of the research student cohort and improve the international reputation as a research training institution then it should develop policies and procedures to prevent misunderstanding and resolve disputes.

This is not an exhaustive list of issues, but represents a starting point for the discussion of UMPA's position regarding the Growing Esteem strategy.