performance reporting & benchmarking

Performance Reporting & Benchmarking

Performance Reporting & Benchmarking ��

FinancialPerformance

The Financial Administration and Audit Act

1977 requires the University to maintain a Financial

Management Practice Manual (FMPM) to set out the

particulars of financial systems and the practices and

controls necessary to give effect to matters relative

to financial management contained in the prescribed

requirements of legislation.

The CQU Financial Management Practice Manual

states that the University shall establish systems to

obtain information about operational performance

to ensure that the Vice-Chancellor is informed on

whether the University is:

a. achieving its goals efficiently, effectively

and economically;

b. allocating its resources to produce best value

for money; and

c. delivering its outputs and meeting its output

performance measures as stated in its

operational plans.

The University has established systems for

obtaining information about financial performance to

enable the Vice-Chancellor to be informed on whether

the University is:

maximising the yield of revenue from its available

revenue base;

operating within its budget and achieving

reasonable value for money;

maximising the benefits arising from its

investments, including long and short term

investments;

maximising the use of, and the benefits

available from, its assets, including for example,

receivables, inventories and non-current physical

assets;

minimising its costs and risks in relation to its

liabilities and contingent liabilities; and

monitoring events or transactions that may have a

material impact on the agency’s operations.

The University has seen a significant turnaround

in its financial position since receiving the Phillips

Curran Financial Report in mid 2004, stating that ‘The

financial position of the University is such that it has

no option but to adopt a tough financial strategy as a

core element of its reform agenda. The objective is to

implement a financial strategy to bring the University

quickly into a position from which it can confidently

determine its own future and make the necessary

investments to achieve its goals’.

The Financial Strategy for the University in this first

year since the Report has been that of consolidation

and transition. The continued and substantial growth

of the Australian International Campuses with the

University’s joint venture partner C_Management

Services Pty Ltd has provided the University with the

financial opportunity to rethink its strategic direction in

relation to its Central Queensland operations in 2006.

A new strategic plan was approved by Council in

August 2005.

The University has made valuable investment in

the area of capital infrastructure and maintenance,

through the establishment of the 2005-2010 Capital

Works Infrastructure Plan, which was approved by the

University Council in 2005.

Overall, 2005 has been a year of preparation and

transition. The impending arrival of a new executive

team early in 2006 will provide the vehicle by

which Central Queensland University will continue

implementation of the progress that has been achieved

to this point, on its strategies, structures and operations.

CorporateSystemsThe upgrade of the University’s Financial

Management System to PeopleSoft Finance Version

8.8 was successfully completed in 2005. This was a

significant project that commenced in 2004 with go-

live taking place on the 26 April 2005. The upgraded


Performance Reporting & Benchmarking��

package delivered a number of improvements

upon the existing functionality and there are still

further improvements to be delivered in the future.

Enhancements included the introduction of requisition

processing and significant reduction in the number

of CQU customisations to the software, which had

been necessary in previous versions. Complementing

the systems enhancement, changes were made to the

University’s chart of accounts to allow for improved

reporting capabilities. In addition, version 8.8 is web

based and has delivered benefits by way of easier

maintenance of the system infrastructure.

During 2005 scoping began for the upgrade of the

PeopleSoft Student module. The upgraded version

is not likely to be available for use prior to the

commencement of 2007. The University also made

the decision to upgrade its existing payroll system to

Alesco Version 10. The upgrade will include a web

kiosk that allows staff members to check their leave

balances and submit timesheets and leave applications

on line. The University intends to enable the HR

modules of the Alesco Version 10 product as part

of the upgrade.

QualityPerformanceThe major activity for 2005 was the Australian

Universities Quality Agency (AUQA) audit of CQU.

AUQA is a national independent agency that conducts

audits of higher learning institutions to determine the

quality standard of activities in that organisation.

The Quality Working Party was formed in October

2004, chaired by the Registrar and Chief Compliance

Officer. The terms of reference of the Working Party

were to advise and assist the Quality Office in planning

and undertaking necessary activities during 2005 in

preparation of the AUQA audit of CQU.

The initial major preparation activity was the Self

Review which occurred in late 2004. The reports from

the Self Review informed the development of the Trial

Performance Portfolio, which was submitted to the

Trial Audit Panel.

The Trial Audit, which reflected the AUQA audit

processes, occurred in late March and early April 2005.

This was an important opportunity to assess the Trial

Performance Portfolio, and give staff and students a

rehearsal of the AUQA audit.

The report from the Trial Auditors provided

some valuable insight into the internal and external

impressions of the University, the adequacy of the

Trial Performance Portfolio and the logistics of

preparing for an audit. This report, together with other

organisational reports, and considerable input from

staff throughout the University, assisted the preparation

of the Performance Portfolio.

The Performance Portfolio is a document which

each University is required to submit to AUQA prior

to its audit. It outlines the University’s objectives,

plans, strategies, activities, measures and results. It

also includes some analysis and evaluation of activities

and identifies processes which may be particularly

efficient or deficient as well as improvements and

future challenges.

The Portfolio formed the basis for the Audit

visit, where its validity was checked and verified by

the panel through interviews with stakeholders or

requesting further written evidence or documentation

where necessary. The CQU Performance Portfolio was

submitted to AUQA in early July 2005.

AUQA Audits are a systematic and independent

examination to determine whether activities and related

results of CQU comply with planned arrangements. In

addition, whether these arrangements are implemented

effectively and are suitable to meet the University’s

objectives.

The Audit occurred in September and October

2005. The auditors conducted on-campus interviews

which encompassed offshore sites Hong Kong,

Shanghai and Singapore, the Fiji, Sydney and

Melbourne international campuses, and Mackay and

Rockhampton regional campuses.



During the Audit visits to CQU’s campuses, the

auditors conducted approximately 75 interviews,

involving in excess of 350 students, staff, external

partners and community representatives.

During the audit process, AUQA examined

the objectives, plans, actions and outcomes of the

University, and will report a finding on whether

these objectives are being achieved. The audit report

will be a public document and the outcomes will

influence the standing of the University nationally

and internationally. Therefore, the importance to CQU

of achieving a constructive audit outcome cannot be

underestimated. CQU anticipates that the University

will receive the audit report during the first quarter

of 2006.

Learning outcomes from the preparation

activities undertaken for the AUQA audit regarding

the efficiency and effectiveness of the University

to carry out its operations encompassed the

planning framework, partnership management and

organisational structure.

The AUQA audit was welcomed and timely for

CQU. The self review and contributions from the audit

will further inform the University’s thinking on the

significant change process currently underway, and

influence the ongoing tasks of restructuring CQU

and assuring quality across the University.

ResearchPerformanceCQU uses three generic performance indicators

to establish a broad view of its success in research

each calendar year. Those indicators, which are also

used by DEST in measuring performance, are income,

award completions in research higher degrees and

publications generated by the University as audited by

DEST.

In 2005, total candidate enrolments comprised

171.5 Equivalent Full Time Student Load (EFTSL)

which represents a modest decrease on 2004 in overall

research student load. The number of DEST certified

publications generated by CQU increased by more

than 93 full points, representing significant growth in

publishing activity by CQU researchers. Total research

external income increased in 2005 by approximately $2

million.

Improved performance in those key indicators

demonstrates a successful and continued effort to

develop the University’s research reputation and to

enable regionally relevant and globally significant

research activity.


Performance Reporting & Benchmarking��

BenchmarkingVarious elements of CQU participated in formal

benchmarking exercises. At the faculty/division level,

examples of benchmarking included the participation

of the University Library in the Council of Australian

University Libraries survey, the participation of the

Division of Facilities Management in the annual

benchmarking exercise run by the Australasian

Association of Higher Education Facilities Officers and

The Faculty of Arts Health Sciences benchmarking of

Psychology projects.

FacilitiesManagementCQU again participated in the Tertiary Education

Facilities Management Association Annual

Benchmarking survey. In the 2004 survey 58

institutions participated reporting on 74 campuses and

comparing information in many categories. Three key

areas benchmarked were Strategic Asset Management,

Space Management and Environmentally Sustainable

Development.

CQU was rated in the ‘average practice’ range

for Strategic Asset Management and ‘below average

practice’ for Space Management, highlighting the

need to allocate additional resources to these areas in

future. CQU received a rating of ‘poor practice’ for

Environmentally Sustainable Development highlighting

the need for the university to make a commitment to

address environmental management issues. A goal of

the Division of Facilities Management Strategic Plan is

to achieve ‘good practice’ in all categories.

ProcessBenchmarkingThe Registrar and Chief Compliance Officer again

led the University to participate in the Association of

Commonwealth Universities Process Benchmarking

exercise which culminated in a workshop for

participants from across the Commonwealth to

Bloemfontein, South Africa in September 2005.

Processes benchmarked in 2005 were Branding;

Strategic Planning; and Recruitment and Retention of

Key Staff.

CQULibraryThe Library undertook its 3rd biennial Library

Client Survey in 2005. This survey is facilitated by

Rodski Survey Research and is benchmarked against

other Australian and New Zealand university libraries.

Overall, clients appear to be generally satisfied

with the Central Queensland University Library. In

particular, 49% percent of respondents identified their

level of satisfaction as extremely high, with a further

30% giving a rating of 5. Only 4% indicated their level

of satisfaction as extremely low (rating of 1 or 2).

The areas of highest importance to Central

Queensland University Library clients include the

friendliness, fairness and accuracy of library staff,

ease in accessing electronic databases, and usefulness

of information on the library web pages. Seven of the

variables overlap with the 2003 result, and importance

scores have remained generally stable since the

previous survey.

All of the highest performing areas, according

to library clients, relate to library staff. Specifically,

these areas include staff fairness, friendliness,

professionalism, clarity, concern, accuracy, response

times, and overall quality of service. The top 10

performance list contains even factors from the top

10 importance list which is a extremely good result as

these factors are shown to be both important to clients

as well as being performed well.

When the top performance variables are

benchmarked against the results of other libraries in

the database, above average results are evident with all

the variables sitting above the median. The University

is therefore performing in the top 50%. The top 10

performance list has nine variables in common with

the list from 2003, and the 2005 performance scores

have either dropped slightly or remained stable since

2003.

The Central Queensland University Library

performed highest on the category of Library Staff,

with a score of 84%. In a benchmarking sense, this



category is performing above the median. While

the lowest score was identified for Facilities and

Equipment at 70% (top 50%), this category is also

performing above the median (top 50%) when

benchmarked against other university libraries. The

remaining categories – Communication, Service

Quality and Service Delivery – are all sitting at 75-

80%. The overall score of 77% has dropped 2% since

the 2003 survey.

TheFacultyofArts,HealthandSciencesThe School of Psychology and Sociology in the

Faculty of Arts, Health and Sciences successfully

benchmarked its fourth year psychology projects with

the Australia National University, the University of

Sydney and the University of Queensland. Academics

from The University of Sydney, University of

Queensland, Australian National University, and

Queensland University of Technology marked a

number of CQU’s Bachelor of Psychology students in

2004. The markers commented on the high quality of

the writing and the diversity of topics being evaluated.

Benchmarking continued in 2005 with a number of

outside markers with the theses being once again

well received.

IDPBenchmarkingIDP benchmarking research for Australian

universities in Term 2, 2005 shows a continuation of

CQU’s excellent results from previous reports.

The research is based on CQU’s overall Term 2,

international student enrolment of 10 541. There were

9 273 full-time students of which 59% are postgraduate

and 41% undergraduate. It reports an enrolment of

9 479 onshore (within Australia) on-campus, which

represents 48% of CQU’s total enrolments.

The activity highlighted the following points:

• CQU is first in Queensland for the most

international full-degree students onshore and

second placed nationally (same placings as in

Term 1, 2005).

• CQU is first in Queensland for international

students on-campus at offshore locations and

13th nationally (up from 16th place in

Term 1 2005).

• CQU is first nationally for student numbers from

India, Bangladesh, Taiwan, Thailand, Pakistan,

Nepal, Russia, Slovakia, Czech R, Poland,

Hungary, Uzbekistan & Ukraine.

• All Australian universities’ international

enrolments increased overall by 4.8% whereas

CQU’s increased by 26.8% in all combined

categories (full degrees, study abroad, etc).

• For the category of full-degree international

students only, CQU’s increase was 31%

compared to the Australian increase of 5.2%.

• CQU has maintained its numbers in the ‘Flex’

enrolment category compared to a decrease of

25.6% Australia-wide.

• CQU growth for onshore on-campus includes

a 65.3% increase from India, a 45.3% increase

from China, a 32.5% increase from Bangladesh

and a 20.1% increase from Thailand. These are

our top four source countries.

�� Report �00�



StudentStatisticsStatistics including student numbers and load, gender, level of program, international participation and awards

conferred assist the University in gauging achievement toward our strategic goals. During 2005 there was a change

to the DEST reporting periods which means comparison to previous years may not be possible.

Total Student Load (EFTSL) by Funding Type

2005 Full Year Preliminary Data

Domestic International Total Student Load (EFTSL)DEST Funded Load 6622.9 0.0 6622.9Australian 757.3 0.0 757.3Overseas Fee Paying 0.0 11373.0 11373.0Australian Research (RTS or Regional Exempted) 147.0 0.0 147.0Total 7527.2 11373.0 18900.2

Student Load* by Funding Type, 1998-2004

Funding Type 1998 1999 2000 2001 2002 2003 2004Growth

01-02Growth

02-03Growth

03-04Government Funded 6700.7 6745.7 7071.7 7270.6 7222.7 7148.2 6655.8 -0.7% -1.0% -6.9%Australian Undergraduate Fee Paying

0.0

29.5

32.1

58.8

239.3

191.8

195.0

307.1%

-19.9%

1.7%

Australian Postgraduate Fee Paying

136.0

147.5

169.5

264.8

435.4

500.4

476.8

64.4%

14.9

-4.7%

International Fee Paying 1250.5 1439.9 1891.2 4441.3 7143.1 6817.9 7793.4 60.8% -4.6% 14.3%Non Award# 7.1 12.8 3.1 7.8 35.9 17.7 14.2 358.2% -50.6% -19.8%

All Student Types 8094.3 8375.9 9167.6 12043.4 15076.4 14676.0 15135.2 25.2% -2.7% 3.1%

* Measured in terms of Equivalent Full Time Student Units (EFTSU)

# Consistent with DEST reporting, Australian cross institutional students have been included as Non Award

��Report �00�Performance Reporting & Benchmarking ��


International Student Numbers by Campus


International StudentsBrisbane 1190Bundaberg 6Distance Education 325Emerald 0Fiji 502Gladstone 0Gold Coast 632Hong Kong 149Mackay 11Melbourne 4218Noosa Hub Delivery Site 2Rockhampton 333Shanghai 56Singapore 635Sydney 6444Uni Sunshine Cost Delivery Site 0Total 14 214

Note: The sum of the category total will not necessarily match the total count. This is due to students changing their enrolment during the year and appearing in more

than one category.

International Student Numbers by Campus, 1998-2004

Campus 1998 1999 2000 2001 2002 2003 2004Growth

01-02Growth

02-03Growth

03-04Growth

98-04Central Queensland CampusesRockhampton# 329 325 319 326 361 443 564 10.7% 22.7% 27.3% 71.4%Other Central Queensland Campuses

1

6

3

4

12

17

19

200.0%

41.7%

11.8%

1800.0%

Subtotal 330 331 322 330 373 460 583 13.0% 23.3% 26.7% 76.7%Australian International CampusesBrisbane 0 188 301 518 568 808 901 9.7% 42.3% 11.5%Gold Coast 0 0 0 71 237 424 476 233.8% 78.9% 12.3%Melbourne 410 646 954 1608 2153 2336 2899 33.9% 8.5% 24.1% 607.1%Sydney* 832 923 1326 2057 2762 3545 4513 34.3% 28.3% 27.3% 442.4%

Subtotal 1242 1757 2581 4254 5720 7113 8789 34.5% 24.4% 23.6% 607.6%Overseas LocationsChengdu** 8Dubai 22 29 0 0 0 0 0 -100.0%Fiji 37 79 347 735 837 948 526 13.9% 13.3% -44.5% 1321.6%Hong Kong 125 264 295 329 308 309 243 -6.4% 0.3% -21.4% 94.4%Japan 0 0 36 31 28 0 0 -9.7%Malaysia 0 0 0 37 17 18 1 -54.1% 5.9% -94.4%Singapore 153 131 123 356 394 482 579 10.7% 22.3% 20.1% 278.4%

Subtotal 337 503 801 1488 1584 1757 1349 6.5% 10.9% -230.2% 300.3%All Campuses 1909 2591 3704 6072 7677 9330 10721 26.4% 21.5% 14.9% 461.6%

*Data prior to 2001 include students enrolled through Billy Blue Group Pty Ltd

# Includes students enrolled in the external mode of study

**New Campus




Total Student Load (EFTSL) by Mode of Attendance and Type of Attendance


Domestic International Total Student Load (EFTSL)International Full Time 2746.2 10470.6 13216.9

Part Time 231.4 724.7 956.1Total 2977.7 11195.3 14173.0

External Full Time 1062.1 25.5 1087.6Part Time 1610.4 45.9 1656.3Total 2672.5 71.3 2743.9

Multi Modal Full Time 1669.0 94.2 1763.1Part Time 208.0 12.3 220.2Total 1877.0 106.4 1983.4

University Total Full Time 5477.3 10590.2 16067.6Part Time 2049.8 782.8 2832.6Total 7527.2 11373.0 18900.2

Student Numbers and Load by Attendance Mode, 1999-2004

Mode of Attendance1999 2000 2001 2002 2002 2003 2004

EFTSU Students EFTSU Students EFTSU Student EFTSU StudentsFull Year Students

EFTU Students EFTSU Students

Internal & Multi Modal*Full Time 4553.0 4712 4516.5 4583 7460.9 7423 11241.5 10953 11401 10363.6 12098 9252.3 8776#

Part-Time 1220.6 2829 1915.0 4335 1758.7 3997 835.4 2046 3093 663.8 1992 3039.7 6755#

Total Internal/Multi Modal 5773.6 7541 6431.4 8918 9219.6 11420 12076.9 12999 14494 11027.4 14090 12292.0 15531

External 2602.3 5736 2736.2 5855 2823.8 6119 2999.5 6406 7257 3648.6 7261 2972.5 6821Total 8375.9 13277 9167.6 14773 12043.4 17539 15076.4 19405 21751 14676.0 21351 15264.5 22352

* Internal and external load for multi modal students are combined and reported as a single figure. # Prior to 2004 Full/Part-Time (type of attendance) was extracted from the Enrolment Files Submitted to DEST. From 2004 Type Of Attendance is generated from the

sum of the load studied by the student. A student studying 75% or more of 1 EFTSL is classified as Full-Time while less than 75% is classified as Part-Time as per

DEST requirements.



Total Student Load (EFTSL) by Gender and Level of Program


Male Female TotalDoctorate by Research 72.0 61.3 133.3Masters by Research 20.0 18.0 38.0Doctorate by Coursework 14.5 11.3 25.8Masters by Coursework 4306.5 1531.7 5838.3Other Postgraduate 714.5 336.0 1050.5Bachelor 5403.4 5772.5 11175.9Other Undergraduate 74.0 25.9 99.9Non Award 119.8 121.7 241.4Enabling 78.4 218.8 297.1Total 10803.1 8097.1 18900.2

Student Numbers by Gender and Level of Program, 1999-2004

Level of Program

1999 2000 20012002

Submission 1 2002 Full Year 2003 Full Year 2004 Full YearFemale Male All Female Male All Female Male All Female Male All Female Male All Female Male All Female Male All

Higher Degree ResearchDoctoral 68 68 136 65 64 129 69 65 134 70 77 147 83 90 173 93 96 189 93 115 208Master’s 30 33 63 19 31 50 25 37 62 27 38 65 36 41 77 41 37 78 39 36 75

Subtotal 98 101 199 84 95 179 94 102 196 97 115 212 119 131 250 134 133 267 132 151 283Higher Degree CourseworkDoctoral 0 0 0 0 0 0 3 15 18 12 26 38 15 33 48 13 34 47 15 37 52Master’s 387 503 890 427 594 1021 529 894 1423 638 1080 1718 809 1540 2349 884 1327 2211 1180 2665 3845

Subtotal 387 503 890 427 594 1021 532 909 1441 650 1106 1756 824 1573 2397 897 1361 2258 1195 2702 3897Other Postgraduate

286 608 894 291 722 1013 384 1241 1625 560 1485 2045 675 1548 2223 692 1561 2253 594 1394 1988

Total Postgraduate

771 1212 1983 802 1411 2213 1010 2252 3262 1307 2706 4013 1618 3252 4870 1723 3055 4778 1921 4247 6168

Bachelor 5482 4879 10361 6098 5541 11639 6955 6413 13368 7261 7305 14566 7719 8102 15821 7805 7786 15591 7686 7406 15092Other Undergraduate

228 202 430 199 187 386 178 152 330 136 145 281 130 153 283 72 156 228 50 162 212

Total Undergraduate

5710 5081 10791 6297 5728 12025 7133 6565 13698 7397 7450 14847 7849 8255 16104 7877 7942 15819 7736 7568 15304

Enabling and Non AwardEnabling 272 71 343 292 78 370 272 93 365 296 81 377 440 129 569 473 129 602 481 159 640

Non Award* 91 69 160 96 69 165 125 89 214 89 79 168 118 90 208 83 69 152 135 105 240

Subtotal 363 140 503 388 147 535 397 182 579 385 160 545 558 219 777 556 198 754 616 264 880All Levels 6844 6433 13277 7487 7286 14773 8540 8999 17539 9089 10316 19405 10025 11726 21751 10156 11195 21351 10273 12079 22352

*Consistent with DEST reporting, Australian cross institutional students have been included as Non Award

�0 Report �00�


Performance Reporting & Benchmarking �0

Total Student Numbers by Level of Program


TotalDoctorate by Research 213Masters by Research 70Doctorate by Coursework 39Masters by Coursework 7266Other Postgraduate 2143Bachelor 15208Other Undergraduate 258Non Award 1084Enabling 571Total 26116

Note: The sum of the category total will not necessarily match the total count. This is due to students changing their enrolment during the year and appearing in more

than one category. The students are counted once for every category in which they appear during the year.

Student Numbers by Level of Program, 1998-2004

Program 1998 1999 2000 20012002

Submission 1

2002 Full Year

2003 Full Year

2004 Full Year

Growth 01-02

Submission 1

Growth 02-03

Full Year

Growth 03-04

Full YearHigher Degree ResearchDoctoral 129 125 129 134 147 173 189 208 9.7% 9.2% 10.1%Master’s 72 63 50 62 65 77 78 75 4.8% 1.3% -3.8%

Subtotal 201 188 179 196 212 250 267 283 8.2% 6.8% 6.0%Higher Degree CourseworkDoctoral 0 0 0 18 38 48 47 52 1.1% -2.1% 10.6%Master’s 814 890 1021 1423 1718 2349 2211 3845 20.7% -5.9% 73.9%

Subtotal 814 890 1021 1441 1756 2397 2258 3897 21.9% -5.8% 72.6%Other Postgraduate 1113 894 1013 1625 2045 2223 2253 1988 25.8% 1.3% -11.8%

Total Postgraduate 2128 1972 2213 3262 4013 4870 4778 6169 23.0% -1.9% 29.1%UndergraduateBachelor 9520 10361 11639 13368 14566 15821 15591 15092 9.1% -1.5% -3.2%Other Undergraduate 537 430 386 330 281 283 228 212 -14.8% -19.4% -7.0%

Total Undergraduate 10057 10791 12025 13698 14847 16104 15819 15303 8.4% -1.8% -3.3%Enabling and Non AwardEnabling 315 343 370 365 377 569 602 640 3.3% 5.8% 6.3%Non Award* 129 160 165 214 168 208 152 240 -21.5% -26.9% 57.9%

Subtotal 444 503 535 579 545 777 754 1188 -5.9% -3.0% 57.6%All Levels 12629 13266 14773 17539 19405 21751 21351 22352 10.6% -1.8% 4.7%

* Consistent with DEST reporting, Australian cross institutional students have been included as Non Award



ActivityinInternationalProgramsDuring 2005 CQU has continued to build on its

reputation in overseas markets for quality education

delivered in a student-friendly, accessible and modern

environment. CQU performed outstandingly, against

the national trend, with a total overall growth of 38.6%

in international student enrolments.

For the second time in five years, CQU was

honoured with the National Export Award for

Education, demonstrating the University’s leadership

in both onshore and trans-national education for

international students.

Going against the industry’s downward trend in

international enrolments, CQU has retained the first

in Queensland ranking for the most international full

degree students onshore and is now ranked second in

Australia in this category. CQU is also ranked first in

Queensland for the highest number of international

students on-campus at offshore locations.

This growth has also been matched by

benchmarked best practice for Australian universities

for low cost-per-commencement1. CQU has also

maintained its rating this year that CQU is among

the best universities in the nation for overall graduate

satisfaction and teaching quality2.

CQU is the destination of preference in Australia

for students from India, Bangladesh, Taiwan, Thailand,

Pakistan, Nepal, Russia, Slovakia, Czech Republic,

Hungary, Uzbekistan and Ukraine. In Queensland

CQU is the destination of preference for students from

33 countries3.

CQU’s strong growth in the face of declining trends

for the industry in Australia, combined with a low

‘cost per commencement’ benchmark was achieved

by:

• robust commercial partnership models;

• re-invigorated marketing and recruitment

activity, especially in-country market

development;

• superb customer service by strengthening

business systems that support students;

• innovative use of study pathways to CQU from

offshore partner institutions;

• targeted re-design and of products to meet niche

industry demand in offshore countries.

This year the University hosted several delegations

and visits from China, including a participant from

China in the Vice-Chancellor’s exchange program, and

discussions with Chinese Service Centre for Scholarly

Exchange, from the Chinese Ministry of Education.

Agents from India, Vietnam, Indonesia, Sweden and

Japan were also hosted to several campuses, as well

as Australian government state and federal officials.

A high level delegation from Raffles Education

Corporation, CQU’s main Asian partner, visited to

finalise the venture agreement in Shanghai.

The Singapore CQU - Hartford partnership,

now in its fifth year, saw considerable growth in all

programs offered. International student enrolment in

full time programs in Singapore showed significant

growth. The new venture with Raffle’s subsidiary

La Salle International Design College in Shanghai,

was successfully launched with strong initial

uptake in the final year of the Bachelor of Business

(Entrepreneurship). This program meets a niche market

demand identified in Shanghai.

CQU’s international student operations were closely

scrutinised through the AUQA audit process and while

final audit reports are pending, partners received

verbal praise for their level of compliance to quality

management processes.

1 Australian Universities International Directors Forum

2 Good Universities Guide 2005 Edition

3 IDP Australia Semester 2, 2005


AwardsConferredfrom1January2004to31December2004(asat6January2005)

Graduation

The University conducted graduation ceremonies throughout the year at Brisbane, Bundaberg, Fiji, Gladstone,

Hong Kong, Mackay, Melbourne, Noosa, Rockhampton, Singapore and Sydney. A total of 5339 Graduates were

conferred with awards, including 32 Doctoral awards.

Number of graduates by ceremony & Faculty

Confer DateArts, Health &

SciencesBusiness & Law

Education & Creative Arts

Informatics & Communication

Engineering & Physical Systems

University TOTAL

04/04/2005 77 432 103 399 19 12 1042

26/07/2005 110 791 113 622 86 15 1737

28/11/2005 372 935 432 730 86 5 2560

TOTAL 559 2158 648 1751 191 32 5339

Number of graduates by Faculty and year

Faculty 1998 1999 2000 2001 2002 2003 2004 2005Faculty of Arts, Health & Sciences 605 562 577 642 481 468 469 559Faculty of Business & Law 790 874 1019 1181 1629 1790 1781 2158Faculty of Education & Creative Arts 235 342 419 626 620 765 735 648Central Qld Conservatorium of Music (incl in ECA from 2000) 4 17Faculty of Informatics & Communication 277 314 442 1369 1992 1884 1602 1751James Goldston Faculty of Engineering & Physical Systems 169 241 220 195 268 244 226 191Interdisciplinary 8 6 8 30 45 41 -University 8 10 15 13 16 24 19 32

TOTAL 2096 2366 2700 4056 5051 5216 4832 5339





Honorary awards

Honorary degree of Doctor of the University

Ms Suellen Ohl, BBus CIAE, CA, CFP

26 February 2005

Honorary Bachelor of Business Administration

Cr Paul Bell AM

26 February 2005


Mr John Tait, BCom, BEc Qld, AAUQ, FCA

25 June 2005

Honorary Master of Applied Science

Mr Douglas William Wallace OAM

13 December 2005


Sir Frank Moore AO, Kt, HonDLitt James Cook,

HonDUni Griffith, FAIM, FAICD, HonFVLE(Val)

14 December 2005

University and Faculty Medals

University Medals are awarded to selected first

class honours degree graduates where the student’s

performance in the second, third and fourth (if

applicable) years of their related bachelor degree

studies is taken into account. The recipients were

Luke Damien McArthur

Bachelor of Science (Applied Physics)

with First Class Honours

Faculty Medals are awarded to the graduating

students with the highest academic achievement in

the bachelor degree programs in each Faculty. The

recipients were:

Faculty of Arts, Health and Sciences

Trisha Suzette Kelly

Bachelor of Biomedical Science with Distinction

Faculty of Business and Law

Michael James Robbins

Bachelor of Business Accounting with Distinction

Faculty of Education and Creative Arts

Kathryn Joan Blyde

Bachelor of Learning Management (Primary)

with Distinction

Faculty of Informatics and Communication

Steven McIlvenna

Bachelor of Information Technology

with Distinction

James Goldston Faculty of Engineering and

Physical Systems

Lyle Stephen Brown

Bachelor of Engineering (Co-op)

with First Class Honours

Companion of the University

Ms Helene Jones, OAM

26 February 2005

The Honourable Vince Patrick Lester OAM

18 May 2005

Mr Hiroyuki Yamamoto

1 October 2005




GraduateDestinationStatisticsAlmost 91% of CQU graduates with a bachelor

degree find full-time work within four months of

finishing university – well above the national average

of 80.9% (Graduate Careers Council of Australia).

Extract from the Graduate Careers Council of Australia’s Graduate Destination Survey. Figures show percentage of Australian citizen, permanent resident of Australia or New Zealand bachelor degree graduates gaining full-time employment within four months of completing their degree. Programs only those with 10 or more graduates have been used.

Employment rates (full-time)

Area of study National average CQU

Agriculture 70.5% 91.7%

Building 70.7% 82.4%

Humanities 70.7% 93.8%

Social Work 81.8% 88.9%

Business Studies 86.9% 89.7%

Accounting 77.9% 93.9%

Education 77.9% 93.9%

Engineering 86.9% 100%

Health 81.9% 78.9%

Nursing 96.2% 98.8%

Computer Science 73.7% 85.9%

Life Science 71.3% 71.4%

Breakdown of bachelor degree graduates available for full-time employment, 2005 (%) (Australian residents only)

In Full-Time Employment

Seeking Full-Time

Employment Not Working

Seeking Full-Time Employment, Working

Part-Time or Casual

Total Seeking Full-Time

Employment Total %† Total Cases

Males

National 81.4 8.2 10.4 18.6 100 17214

CQU 89.9 4.4 5.7 10.1 100 385

Females

National 80.5 6.1 13.4 19.5 100 27121

CQU 91.5 2.2 6.3 8.5 100 624

Persons

National 80.9 6.9 12.3 19.1 100 44347

CQU 90.9 3.1 6 9.1 100 1009

Total persons might not equal males plus females as some respondents did not identify sex.

† Total % may not add to 100.0 due to rounding. * Base figure is that group in Full-Time employment



Staff profile 2005

Status Contract Classification GenderF F% M M% Total

Academic Staff Contract Academic Level A 11 85% 2 15% 13 Academic Level B 19 51% 18 49% 37 Academic Level C 9 100% 9 Academic Level D 1 100% 1 Academic Level E & Above 3 30% 7 70% 10 Deputy Vice Chancellor 3 100% 3 Research Officer 1 100% 1 Vice Chancellor 1 100% 1 Contract Total 33 44% 42 56% 75 Permanent Academic Level A 23 66% 12 34% 35 Academic Level B 64 55% 52 45% 116 Academic Level C 30 34% 58 66% 88 Academic Level D 2 6% 30 94% 32 Academic Level E & Above 3 18% 14 82% 17 Permanent Total 122 42% 166 58% 288Academic Staff Total 155 43% 208 57% 363General Staff Contract HEW Level 2 1 50% 1 50% 2 HEW Level 3 19 68% 9 32% 28 HEW Level 4 46 87% 7 13% 53 HEW Level 5 21 75% 7 25% 28 HEW Level 6 18 58% 13 42% 31 HEW Level 7 4 40% 6 60% 10 HEW Level 8 5 83% 1 17% 6 HEW Level 9 1 50% 1 50% 2 Senior HEW 10 & Above 7 35% 13 65% 20 Trainee Skill Level A Year 10 1 100% 0% 1 Contract Total 123 68% 58 32% 181 Permanent Academic Level D 1 100% 0% 1 HEW Level 2 0% 15 100% 15 HEW Level 3 40 75% 13 25% 53 HEW Level 4 89 85% 16 15% 105 HEW Level 5 69 70% 30 30% 99 HEW Level 6 70 65% 37 35% 107 HEW Level 7 60 68% 28 32% 88 HEW Level 8 29 58% 21 42% 50 HEW Level 9 12 38% 20 63% 32 Senior HEW 10 & Above 10 48% 11 52% 21 Permanent Total 380 67% 191 33% 571General Staff Total 503 67% 249 33% 752Research Staff Contract Post Doctoral Fellow 1 0% 1 100% 1 Research Fellow 0% 1 100% 1 Research Officer 9 36% 16 64% 25 Research Worker Level 3 1 33% 2 67% 3 Research Worker Level 4 3 75% 1 25% 4 Research Worker Level 5 3 50% 3 50% 6 Research Worker Level 6 5 45% 6 55% 11 Research Worker Level 7 1 50% 1 50% 2 Senior Research Fellow 1 25% 3 75% 4 Senior Research Officer Grade I 5 50% 5 50% 10 Contract Total 28 42% 39 58% 67 Permanent Research Worker Level 4 1 100% 0% 1 Research Worker Level 5 1 50% 1 50% 2 Senior Research Fellow 1 50% 1 50% 2 Permanent Total 3 60% 2 40% 5Research Staff Total 31 43% 41 57% 72Grand Total 689 58% 498 42% 1187




UniversityAwards

�00� Awards for Quality Teaching

The 2005 awards were updated to bring them into

line with the categories for the Australian Universities

Awards for Teaching.

The Vice-Chancellor’s Award for Teacher

of the Year was awarded to Mr Andrew Chiou on

23 September, in recognition of an outstanding

individual who has demonstrated exceptional teaching

skills and support for his students, and the creation

of an exciting and challenging environment that

stimulates student learning.

Andrew’s philosophy of teaching is based on the

view that a teacher must develop in students an intense

desire to learn and grow. This requires a teacher’s

passion for the subject taught and development

in learners of a desire to know the subject. He is

constantly looking for new ways and new ideas to

help students understand and learn. This driving force

is contagious, as it influences students as well as

colleagues.

His ability to enthuse, encourage and support his

students is reflected in the feedback from the formal

evaluations of his teaching and personal notes of

thanks from his students. Andrew has demonstrated

both excellence in teaching and a dedication and

enthusiasm for his work that makes him a highly

valued member of the University community.

The Vice-Chancellor’s Award for an Early

Career Academic was awarded to Ms Karen Becker.

This award is given in recognition of Karen’s

development as a leading university teacher.

Since joining CQU Karen has been heavily

involved in teaching innovation and research. She

was a member of a small team awarded a Teaching

and Learning research grant to explore student

perceptions and expectations of Flexible Learning and

Teaching, has been one of the early adopters of the

course management system (Blackboard) and uses

her considerable industry experience and contacts to

add a further dimension to her teaching. Feedback

from students has always emphasised her practical

application of associated theory and current thinking.

Karen’s enthusiasm and commitment to teaching

and her sensitivity to student needs were recognised

in 2004 when she received the Faculty Award for

Outstanding Performance in Undergraduate Teaching.

In her short career Karen has exhibited outstanding

teaching qualities and established herself as a

competent teacher whose opinion is readily

sought by others.

performance reporting & benchmarking

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