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PORTFOLIO PLANNING TEMPLATE2004-2006

Portfolio: RMIT Business

Date: March 2004

PLANNING TEMPLATE Page 2 of 61

CONTENTSSection of Planning

TemplateData Source Frequency Timeline Linkages to other Processes Resources available for assistance/Background

informationSection A: Executive Summary

PVC, based on SWOT analysis and review of other sections of plan, including workplan

Annually July/August Informs Portfolio Planning process (for academic portfolios)Informs development of University Strategic Plan and University Business PlanInforms Budget and workplanning activities

Planning Group staff to facilitate SWOT analysis and planning sessions

Environmental Scanning Guide (http://www2.rmit.edu.au/departments/planning/ircu/escan.php)

Industry Dossiers (available through http://www2.rmit.edu.au/departments/planning/ircu/industry.php (login required)

Internal Review outcomes (e.g. Faculty reviews, QART reviews, Schools Structure review)

AUQA report and Performance Portfolio (http://www.rmit.edu.au/auqa)

Section B: Profile by Fund Source (for academic portfolios)

OPIS Annually April Outcome of Profiles Process OPIS (http://www2.rmit.edu.au/departments/planning/planning.php)

Section C: Operating Budget

Business Warehouse Management Report

Annually October/ November

Outcome of Budget Process Available through Finance Officer

Section D: Scorecards T&L R&D Organisation and

Management

Refer to template for details

Annually Ongoing reporting

Updated July/August

Informs Profiles PlanningInforms Portfolio Planning processForms the basis of regular VCE reporting & EPSProvides linkage to Strategic Plan, Business Plan, T&L Strategy, R&I Strategy, etc.

Template for Annual ReportsProfessional Accreditation reports Student Feedback Top 10 Report

(http://www.rmit.edu.au/teachingandlearning/topten Profile Planning Guidelines (see

http://www2.rmit.edu.au/departments/planning/ircu/profiles.php login required)

Section E: Portfolio Workplan

Planning session/ facilitated input from portfolio staff

Annually September Used to inform PVC workplanning. Sections based on Profiles process template.

Budget processPlanning Group available to facilitate planning sessionsInformed by Portfolio planningRisk Management Strategy considered using AS4360

Section F: Risk Management Assessment

Internal AuditUniversity Risk Mngt Strategy

Updated Annually

August (forward to Internal Audit)

Used to inform University Risk Management strategy

Internal Audit Guidelines for AS/NZS Risk Management standard 4360 available at http://online.standards.com.au/online/autologin.asp

Section G: Workforce Profile

People ServicesSAP

Updated Annually(3 year forecast)

August Used to inform Portfolio/School/service group workplanning initiatives

People Services (Senior Consultants)Guidelines for workforce planning, available from http://www.rmit.edu.au/ps/workplanning

/tt/file_convert/5b3c38097f8b9a0e628d7524/document.doc

http://www.rmit.edu.au/ps/workplanning

http://online.standards.com.au/online/autologin.asp

http://www2.rmit.edu.au/departments/planning/ircu/profiles.php

http://www2.rmit.edu.au/departments/planning/ircu/profiles.php

http://www.rmit.edu.au/teachingandlearning/topten

http://www2.rmit.edu.au/departments/planning/planning.php

http://www.rmit.edu.au/auqa

http://www2.rmit.edu.au/departments/planning/ircu/industry.php

http://www2.rmit.edu.au/departments/planning/ircu/industry.php

http://www2.rmit.edu.au/departments/planning/ircu/escan.php

http://www2.rmit.edu.au/departments/planning/ircu/escan.php


Important Note for the Reader:

The following should be noted:

1. The most recent and shorter version of the Business plan template has been used as advised by the Planning Group. Similarly the School Business plan templates that accompany the Portfolio plan comprise the shorter version of the templates and that most recently provided by the Planning Group.

2. The following document has been prepared within a short timeline and before the official profile planning exercise and detailed workforce planning during the budget process. These major activities of budgetary forecasting and profiling have not yet occurred for 2005. Thus, what follows within this plan must be read within this context and the reader should expect that the details contained within this document and the accompanying school plans may vary as these vital planning activities inform our planning further. The 2005 Portfolio business plan will, therefore, be more detailed and more certain in terms of planning than the plan submitted in 2004. For instance, the portfolio’s share of the projected growth for research income is not realistic without careful strategic planning. If, for example, the research strategy was supported financially to allow for the appointment of innovation professors and/or other research only positions, then the projection might be more possible. One possibility might be that the SET portfolio, which has arguably greater capacity to meet the research income targets, could make more than a proportionate contribution to this goal for the university, while the Business Portfolio might take over, to a greater degree, the projections with respect to Internationalisation.



SECTION A: EXECUTIVE SUMMARY

1. PURPOSE AND DIRECTION OF THE PORTFOLIO

In keeping with the RMIT University Business Plan, our mission is to provide quality professional and vocational education and training to individuals and enterprises on a regional and international basis; quality outcome-related research and consultancy services that address real world issues.

In order to achieve this mission at Business we focus on students, enterprises and communities with respect to three broad areas namely, teaching and learning, research and innovation, and organisation and management.

2. MAIN PRIORITIES WITHIN THE PLAN

All the Portfolio’s priorities are informed by a consistent focus on Quality, Viability and Relevance 1

Teaching and Learning

1. Student choice: Models for “Business with everything” for TAFE and HE and a feasibility study of offering a single B Bus degree with multiple streams commencing in 2006.

2. Student capabilities: Outcomes oriented staff development targeted at improving teaching quality for capability and competence outcomes for students - 100% of core courses in HE specialist streams and competence based TAFE courses revised through action learning approach by 2005 (35% by end 2004).

3. Offshore Students - Integration of RMIT quality assurance and student feedback processes for all offshore offerings.

4. Student employability: Differentiate RMIT Business though its Work Integrated Learning (WIL) focus – plan to embed WIL explicitly in all Business programs, on and offshore, TAFE and HE, FT and PT, 40% by 2004, 100% by end 2005.

Research and Innovation

1. Grow external income and consultancy through expanded research activity via the targeting of a range of income streams (such as prestige grants, commercial research), increasing ‘research active’ staff and the development of industry partnerships.

2. Improve HD Completions within DEST funded time.3. Continue to improve the output of DEST weighted publications.

Organisation and Management

1. Student services: Improve quality of student services and integration as key support systems to enhance learning.

2. Offshore Students: Appropriate integration of RMIT student services, policies, practices and procedures for all offshore offerings.

3. Sessional staff capability: Develop sessional staff capability to support achievement of Portfolio vision for student learning.

4. Student transition: Develop strategies for student transition appropriate to all major student groups in RMIT Business.

5. Implement the new school of TAFE. 6. Establish a Graduate School of Business positioned strategically within the graduate

education market.7. EQUIS Accreditation: Complete the self assessment phase and apply for accreditation.

1 Based on the RMIT T&L Strategy: Five objectives for Learning and Teaching in 2003 – 2006, the University Business Plan Strategic initiatives for 2004, and the outcomes of the Portfolio’s T&L Planning Day 2004.



BACKGROUND AND OVERVIEW

Brief overview of operating environment of the Portfolio

RMIT Business is one of the largest Business “Schools” in Australia and is based at 239 Bourke Street in Melbourne’s Central Business District. Established in 1944 RMIT Business comprises approximately 500 staff working with approximately 18 600 students in Australia and overseas. RMIT Business earns almost three-quarters of its annual revenue from non-Government sources and is highly entrepreneurial and outward looking in its vision.

RMIT Business consists of six Schools, one Research Centre (Centre for Quality Management Research) and involvement in three CRC (CRC for Construction Innovation, CRC for Smart Internet Technology and the CRC Interactive Design) and the Office of the Pro Vice-Chancellor. Currently a Business Graduate School is being established.

The Schools are as follows:

School of Accounting and Law

School of Business Information Technology

School of Economics and Finance

School of Management

School of Marketing

Business TAFE School

The schools as a whole offer a comprehensive and seamless range of education and training from short courses and certificates through to research higher degrees. All courses, including Vocational Education and Training programs (VET), are available to Australian and International students, either in Victoria or at various overseas locations.

RMIT Business prides itself on its educational contribution to the global business community. Its Melbourne campus is a popular destination for international students and the Portfolio is involved in educational partnerships in a range of countries throughout South East Asia, including China, Hong Kong, Malaysia, Singapore Thailand and Vietnam. A wide range of offshore degree programs, including articulation arrangements, is offered in collaboration with local institutions.

RMIT Business aims to be accessible to a diverse range of communities, including those that are geographically isolated. To this end it has developed a number of new initiatives, including a new Bachelor of Commerce degree delivered entirely “On-Line”. Innovation and Entrepreneurship are at the forefront of the RMIT Business strategy for the future.

For further information, please also see: www.rmit.edu.au/bus

Note main stakeholders/clients and their expectations

The main stakeholders/clients for RMIT Business include students, industry clients, the professions, DEST and OTTE.

With respect to students, RMIT Business is one of the largest business “schools” in Australia, with approximately 12 300 higher education students and 6 300 TAFE students throughout Australia and the Asia Pacific Region. Approximately 13 000 students are studying in the heart of Melbourne's central business district while almost 5600 students undertake programs off-campus in Rural Victoria, China, Singapore, Malaysia and Hong Kong. RMIT Business has students studying in Melbourne from countries right around the world such as China, USA, The Netherlands, Malaysia, Indonesia, Vietnam, Hong Kong, Thailand, India, Papua New Guinea, Switzerland, and New Zealand.

The delivery of RMIT Business programs caters for a variety of students ranging from secondary school leavers to business professionals working in the city. RMIT Business caters for a large enrolment in part time study, with


http://www.rmit.edu.au/bus


most part-time students attending classes at the Bourke Street campus, with over 50% of classes conducted after 5.30pm or on weekends.

Broadly RMIT Business stakeholders expect excellence, student and staff capability, employability, relevance, flexibility, on time deliverables, and clear communication channels. For instance, the Top Ten Report 2003 states that students across RMIT expect flexible, effective and accurate administrative systems; a clean, well resourced and appropriate learning environment; access to up to date reliable equipment that is well maintained; and a good library collection including current books and journals (p. 3). RMIT Business students also value committed academic/ teaching staff; the opportunity for Work Integrated Learning (WIL); opportunity to meet a diverse group of people; and the easy online access in the library. Students want more formative and summative feedback from staff, and advance notification of timetabling changes.

The School of Business Information Technology enjoys a strong association with the Australian Computer Society, the national accrediting body for Information Technology professionals. The undergraduate Bachelor of Business (Business Information Systems) is accredited with the ACS. The Head of School is a Fellow of the society, and one of the School’s senior lecturers is a member of the State Executive. Two of the School’s programs, the Bachelor of Business (Information and Knowledge Management) and the Graduate Diploma in Knowledge Management are accredited with the Australian Library and Information Association.

The School of Management has recently established a very successful undergraduate degree for young entrepreneurs, and is now totally revising and renewing its undergraduate degree in management.

The School of Accounting and Law has strong links with the professional accounting associations in Australia. Two of its degrees are accredited by the associations: completion of either the Bachelor of Business in Accountancy or the Master of Professional Accounting satisfies the academic requirements for membership. The Chair of the Australian Accounting Standards Board is an Adjunct Professor of the School.

The School of Marketing has industry links with all the various disciplines in the School. The five undergraduate programs in Marketing, Transport and Logistics Management, Hospitality, Tourism and International Business all foster industry connections and the co-op placement for students in these programs brings industry related and professional benefits to staff and students. The postgraduate programs in Marketing and in Logistics Management are designed for practising professionals and much of the research carried out in the School focuses on practical issues with real world relevance. The BRW Top 100 Fastest Growing Companies report for example is one of the better known research outputs from this School.

The School of Economics and Finance has developed strong links with the financial services sector. The undergraduate programs are accredited pathways for membership of the AIBF, the FPA and the professional accountancy bodies. The Master of Finance is recognised by the FTA and the Master of Financial Planning is a pathway for the CFP program as well as being recognised by ASIC as meeting PS146 requirements. Staff in the School hold official positions with industry bodies such as the FPA and the ASFE, as well as providing consulting services to a range of organisations. The School is well placed to contribute to the Victorian Government’s strategy of establishing Melbourne as the premier location in Australia for financial services education and training. The School of Economics and Finance has significant scholarship clusters in financial services, empirical finance and economic modelling. The research capability associated with these scholarship clusters has, over recent years, produced substantial research outputs across all DEST categories. Staff in the School also hold editorial positions with significant refereed journals in the accounting, finance and economics areas.

The Business TAFE School delivers programs in Accounting, Legal Studies, Financial Services, Real Estate, Marketing, Advertising, International Trade, Information Technology, Administration, Management, Conveyancing, and Foundation studies. Through traineeships, commercial activities, New Enterprise Workplace Activities and workplace student learning projects, the Business TAFE School has developed good industry links. The Business TAFE School is the only Registered Training Organisation offering a conveyancing specific program and the Program Coordinator presented at the industry state conference in March 2004. The Advertising program has a strong relationship with the Advertising Institute of Australia and the Business TAFE School is regarded by that industry as a leader in Advertising education and training. The internal and external research environment expects increased research income, timely successful research completions, and DEST approved publications, as well as increasing numbers of accredited research supervisors, research active staff and relevant student capabilities.



In addition to meeting profile targets, OTTE expects growth in commercial income, increased traineeship intakes, delivery designed to meet priority student targets, improved completion rates, adherence to AQTF standards, reduced invalid enrolment rates, quality improvement that aligns with client/student expectations, and programs and services configured to enhance community and industry partnerships.

Note challenges and opportunities from SWOT analysis undertaken as part of Portfolio’s planning process, and the main impacts on the Portfolio’s operations (provide details in attachments as appropriate)

The challenges as perceived through SWOT analysis include:

1. Financial sustainability;2. The alignment of facilities/ resource/processes with planned growth;3. Staff capacity and capability;4. Growth in commercial activity (HEd and TAFE; on and off shore);5. Re-assess, re-invigorate and market strengths vis-a vis competitors;6. Implementation challenges- consultation between the centre and the portfolio and the development of integrated

systems;7. Continuous improvement in quality of teaching;8. Improved research performance;9. Staff morale.

The opportunities as perceived through SWOT analysis include:

1. The use of the RMIT Business brand to leverage our local and our international reputation on/off shore;2. The establishment of a Graduate School of Business;3. Reinvigorate our strengths, such as work integrated learning, in terms of the market opportunities;4. Exploit and expand our industry linkages and grow our industry connectedness.

Comment on student numbers (and projections) (See Profile by fund source template at Section E)

Whilst student growth is not anticipated in the Business TAFE sector, the Higher Education sector has projected steady growth over the next 3 years, particularly in the international onshore and offshore undergraduate market.

Although the 2005 COG allocation is yet to be determined, the current tentative projection of the university indicates a reduction in COG Business places over the next few years. Yet VTAC demand for undergraduate business places remains high. In 2003 and 2004 Business had three of the top ten most popular programs (Accountancy, Marketing and Business Administration). With common first year core courses and updating of programs, the popularity of RMIT’s business programs is guaranteed with the undergraduate student market. This unmet demand will most probably be met by other institutions, not in an improvement in AFP take up rates.

Slow growth is predicted for the undergraduate AFP market, as the community needs to undertake a culture change to accept that education is on a “user pays basis”.

The predicted portfolio level growth in the Postgraduate AFP, International Onshore and Offshore markets may prove challenging to achieve as the Post graduate sector is becoming increasingly competitive. Additionally, recent DIMIA changes make the Business 18 month Masters programs less attractive to prospective international students. The Portfolio will need to respond to this market need.

Note: The figures in the attached profile planning templates are what was submitted to the University during the 2003 profile planning process, and may change when the 2005 – 2007 profile is reviewed during 2004.

Provide overview of resource context (Finance, Staff Capability, Facilities)

A major challenge exists in terms of the projected student growth that is in excess of our current capacity to service. Thus, the current resource context (finance, staff capability, facilities) will need to grow if such targets are to be realised. For instance, the facilities at Building 108, given the compressed time slot of most classes (evenings, weekends), are at full capacity. Our computer facilities are in high demand. For example, the room audit conducted by Property services in 2002 showed a 95% usage rate. Additional facilities, such



as medium to large classrooms, corporate/executive facilities, computer centres and space for examinations, are needed if we are to accommodate the intended development in student numbers. Further, we shall need to expand our staff capability, through ongoing professional development, the furthering of higher qualifications, and the enhancement of staff morale.

Provide overview of Portfolio’s contribution to relevant scholarship cluster (initiatives included in workforce profile and profile by funding source)

The planning surrounding scholarship clusters began early in 2004. In February the Portfolio executive held a planning day, of which one session was devoted to consideration of discipline or scholarship clusters. It is intended that further work will occur during 2004 and into 2005 as part of the overall university goal to better describe the distinctive features of the work that we do at RMIT. This planning session yielded a first draft in terms of nominating that which we believe to be areas of strength, those areas that are emerging and those that we need to consider further in terms of viability. From this work we will engage in further planning in the Portfolio in connection with the university project emanating from People Services. The plan will need to analyse academic areas within the Portfolio and map the discipline knowledge, qualifications and research capacity with respect to Academic staff.

The planning day yielded some initial thinking with respect to our current strengths, our emergent or potential areas of growth, and those areas that will need to be reviewed in terms of feasibility. While this initial thinking is presented below, it must be recognised that further developmental work and review is needed.

RMIT Business is internationally recognised as a key player in the world of business education, and aims to encompass the needs and demands of the information society in a lifelong learning context. The Portfolio aims to produce graduates who have the capabilities to operate confidently and effectively in a technological global environment.

The Business Portfolio is currently known for the quality of its educational programs in the following areas: Accounting People Management Marketing Financial Markets

The following areas are deemed as emergent or growing scholarship clusters within Business: Entrepreneurship Strategic Management Transport and Logistics Supply Chain Management Business Analysts Development Economics

The Portfolio has developed significant research capability and reputation within the areas of: Organisational accountability E-Commerce and Knowledge Management Financial Markets Practice Led Research Health Services Management Entrepreneurship and Innovation Enterprise Learning Frameworks

The following areas were deemed as possible areas for development but in need of review in terms of feasibility: Hospitality Tourism Development Economics

In 2003 scholarship triangles were developed for the School of Management, the School of Marketing and in the area of financial markets (refer to attachment). Such work will be continued across all schools as part of the on-going work related to scholarship cluster planning and review.



It should be noted that the current operating budget will determine the ways in which we can contribute further to scholarship cluster development. The plans noted in section E of this document will be constrained by the budget. Ongoing plans will be maintained and any surplus will be devoted to key strategic goals such as the development of capability-driven curriculum, and the growth of research income.



SECTION B: PROFILE BY FUND SOURCE 2004-2006 (for Academic Portfolios only)

VET PROFILE

P Profile L Profile

2003 2003 2004 2005 2006 2003 2003 2004 2005 2006

Enrolled* Perf Agt Profile Profile Profile Enrolled* Perf Agt Profile Profile Profile

VET Programs (SCH) 1,084,112 953,388 969,388 969,388 969,388 92,908 79,337 85,923 85,923 85,923

Foundation Studies (EFTSU)

Fee for Service ($)

Australian Fee Paying International Onshore

2003 2003 2004 2005 2006 2003 2003 2004 2005 2006

Enrolled* Perf Agt Profile Profile Profile Enrolled* Perf Agt Profile Profile Profile

VET Programs (SCH) 170,504 116,400 238,826 240,426 196,926 297,113 344,000 284,000 242,000 247,000

VET Programs (EFTSU) 237 162 332 334 274 413 478 394 336 343

Foundation Studies (EFTSU) 215 369 330 330 330

Fee for Service ($)



VET PROFILE (cont’d)

International Offshore Other Funds TOTAL

2003 2003 2004 2005 2006 2003 2003 2004 2005 2006 2003 2003 2004 2005 2006

Enrolled* Perf Agt Profile Profile Profile Enrolled* Perf Agt Profile Profile Profile Enrolled* Perf Agt Profile Profile Profile

VET Programs (SCH) 242,690 355,000 227,000 240,000 265,000 9,355 0 1,896,682 1,848,125 1,805,137 1,777,7371,764,237

VET Programs (EFTSU) 337 493 315 333 368 13 2,634 2567 2,507 2,469 2,450

Foundation Studies (EFTSU) 215 369 330 330 330

Fee for Service ($)

* Enrolment figure as at Feb 2004 = Confirmed

Source: OPIS



HIGHER EDUCATION PROFILE

Commonwealth Operating Grant Australian Fee Paying International Onshore

2003 2003 2004 2005 2006 2003 2003 2004 2005 2006 2003 2003 2004 2005 2006

Actual* Profile Profile Profile Profile Actual Profile Profile Profile Profile Actual* Profile Profile Profile Profile

PG Res 66.2 75.5 37.4 19.2 10.0 30.5 29.9 23.1 26.2 29.0 22.0 22.9 20.1 31.8 44.7

PG CWK 24.0 14.3 6.8 2.2 0.7 721.3 745.7 673.1 753.8 791.6 330.4 408.2 358.7 407.5 432.5

UG 2708.1 2783.9 2,515.9 2,430.9 2,399.2 211.6 154.5 147.8 161.4 185.2 1,435.2 1498.3 1,585.5 1,687.7 1,830.4

Total 2,796.3 2873.6 2,560.1 2,452.3 2,409.9 963.5 930.0 844.0 941.4 1,005.8 1,787.6 1929.3 1,964.3 2,127.0 2,307.6

International Offshore Other Total

2003 2003 2004 2005 2006 2003 2003 2004 2005 2006 2003 2003 2004 2005 2006

Actual* Profile Profile Profile Profile Actual Profile Profile Profile Profile Actual* Profile Profile Profile Profile

PG Res 3.8 11.0 3.3 2.9 2.8 14.0 0 10.3 6.0 10.0 134.5 139.2 94.1 86.2 96.5

PG CWK 299.9 281.2 283.6 333.3 331.1 0.3 0 78.0 107.4 116.2 1,375.8 1449.3 1,400.2 1,604.2 1,672.2

UG 2751.6 2881.1 3,100.2 3,358.6 3,532.2 153.3 208.8 284.6 373.6 395.8 7,259.5 7529.5 7,634.2 8,012.1 8,342.7

Total 3055.2 3176.4 3,387.1 3,694.8 3,866.1 167.3 208.8 372.9 487.0 522.0 8,769.8 9118.1 9,128.5 9,702.5 10,111.4

Source: OPIS

Note that the above tables show the consolidated profile context incorporating the schools within Business as well as the figures within the Office of the PVC: Business. The figures from the Office of the PVC: Business are attached separately, as are the Business plans for the six schools.



SECTION C: OPERATING BUDGET 2004-2006



Notes on Financials

The Hybrid Model:Care must be taken when comparing the financials from 2003 to 2004 as a change in the University’s methodology occurred in 2004. In 2003 the model was profit centre accounting whereby all the gross revenue was distributed to profit centres and University overheads were all charged as an expense below the gross contribution line. In 2004 this has changed to a hybrid model whereby some University overheads and capital expenditure are funded off the top and some other overheads are charged as expenses below the gross contribution line. This has resulted in reduced revenue distributed to profit centres, which has lead to diminished operating results. The comparison from 2004 on is more meaningful.

Assumptions used for 2005 and 2006:

The financials have been generated based on a status quo approach using currently available student profile data. Tuition fee revenue forecasts has been aligned to the student profile movements; salaries and on-costs have been increased by the proposed EB amounts, 4% in 2003 and 5% in 2004; and expenses have been increased by 3% per annum to reflect CPI increases. This simplistic approach has been used as program reviews; student profile targets; and detailed workforce planning are works in progress. The financial projections for 2005 and 2006 are only a first cut snapshot and are subject to change.

Business TAFE School

The Business TAFE School’s financial projections show a decline in revenue due to the impact of the profile for 2005 and 2006, which was developed in 2003. The profile contains significant reductions in student contact hours from the phasing out of old programs. These delivery reductions have yet to be reflected against the expenses. The TAFE Schools financials are in the formation stage and therefore cannot be relied on to give an accurate indication of projected performance.



SECTION D: SCORECARDS

LEARNING AND TEACHING SCORECARD

In consultation with other members of VCE, as appropriate, PVCs to select relevant indicators from Learning and Teaching, Regional and Community and International (refer to Section 7) and develop targets, which will be agreed to by the Vice-Chancellor

Indicators in Strategic Plan Measured by: Data Source Portfolio Performance 2003

Portfolio Target2004



Status(Exceeding, On target, unlikely

to meet)Teaching Quality CEQ good

teaching agreement (HE)

CEQ

Program Leaders’ AR (These reports have not been submitted to the PVC)

38.9% 39% 41% Above national average of 46%

Given the lagging nature of CEQ as an indicator it is unlikely that the efforts of the Portfolio in 2004 will result in significant improvement in CEQ data until 2006 at the earliest

SOS good teaching instruction (VET)

SOS

Program Leaders’ AR (These reports have not been submitted to the PVC)

69.5% 70% 72% Above state average of 73.2%

Completion Rates Student Load Progress Rate (HE)

Planning Group

2002 Only:87.9%

88 90 92% -5% over the national average: 87% (2001)

On target

Module Load Planning 80.2% 81 82 81% - 5% over Exceeding








to meet)Completion Rate (VET)

Group the state average:76.1% (2002)

Retention rates year to year

Unknown At or above national average within relevant FoS

Given the absence of information on current performance it may be difficult to achieve 2006 target until the scale of the gap is addressed

Students “at risk” identified and supported

Schools Unknown 65% 80% 95% TBD

% of Graduates Securing Employment

% HE graduates in full-time employment

GDS and SOS-Planning Group

91% 91% 91% 91% - 5% over the national average:86%

On target

% VET graduates employed


77% 79% 80% 82% - 5% over the state average:77%

On target

% of Graduates Involved in Enterprise Formation

% HE graduates in self-employment


3% 3% 8% 13% - 5% over the national average:8%

Unlikely to be met as this is not something we have focussed on in the design of our programs

% VET graduates in self-employment


3% 7% 11% 5% over the state average:11%

Unlikely to be met as this is not something which is a major goal in the development of competences set








to meet)out in the National Training Packages

Graduate Capability

% of programs implementing a capability driven curriculum (HE)

Program approval process

20% 35% 70%

100% of core courses

90% of programs

On target

% of programs implementing a competency based curriculum (VET)

Program approval process

40% 60% 80% 80% of programs

On target for those awards offered by Business TAFE which are competency based



BUSINESS PORTFOLIO TEACHING AND LEARNING SCORECARD

T&L Priorities in Business Portfolio Plan Measured by: Data Source Portfolio Performance

2003





to meet)Student choice: Models for “Business with everything” for TAFE and HE

Enrolments of students from other portfolios in Business competences and courses

Collaborative teaching with Business staff involved in delivery with staff of other portfolios

AMS

Planning Unit

Common stem and stream architecture for all Business degrees but all run as separate programs

Common core of business competences for TAFE programs

Plans for a single B Bus degree with multiple streams to commence in 2006

Models for “Business with everything” for TAFE and HE

Cross portfolio delivery with Business involvement in teaching up 10% on 2003

Cross portfolio delivery with Business involvement up 50% on 2003

On target

Student capabilities: Outcomes oriented staff development

Participation of staff in workshops to re-design course guides and improve teaching quality delivering capability and competence outcomes for students

SIM

Schools and Academic Development Unit statistics on course guide renewals and staff participation rates

Two undergraduate degrees and two postgraduate degrees fully renewed

Majority of TAFE awards with Training Package Implementation plans developed

35% of core courses in HE specialist streams and competence based TAFE courses revised through action learning approach

100% of core courses in HE specialist streams and competence based TAFE courses revised through action learning approach

100% of programs renewed to have a capability/ competence focus

On target

Offshore Students - Quality assurance and student feedback

Student feedbackPartner feedback

Audit reports and student and partner feedback

Patchy; characterised by ad hoc approaches at program level; no consistency across all offerings

Development of prioritised action plan and commence implementation

Complete implementation; evaluate effectiveness

On target

Student employability: RMIT Business and Work Integrated Learning (WIL)

WIL related course enrolments

AMS WIL much talked about; co-op in almost all undergrad degrees for

Plan to embed WIL explicitly in all Business

100% by end 2005

100% On target



BUSINESS PORTFOLIO TEACHING AND LEARNING SCORECARD

T&L Priorities in Business Portfolio Plan Measured by: Data Source Portfolio Performance

2003





to meet)onshore FT students, Professional Skills Program available onshore and FT only; offshore and PT equivalents to co-op and PSP variable and patchy; TAFE programs patchy and especially weak offshore

programs, on and offshore, TAFE and HE, FT and PT, 40% by 2004

* * Status: ● - Current performance is tracking well

▲ - Current performance is on target but requires attention

■ - Current performance indicates that urgent attention is required

RESEARCH AND DEVELOPMENT SCORECARD



In consultation with other members of VCE, as appropriate, PVCs to select relevant indicators from Research and Development, Regional and Community and International (refer to Section 7) and develop targets, which will be agreed to by the Vice-Chancellor

Indicator in Strategic Plan

Measured by: Data Source

Portfolio Performance 2003 Portfolio Target 2004 Portfolio Target 2005

Portfolio Target

2006

Status(Exceeding, On target, unlikely to

meet)DEST Reportable Research Income

DEST audited research income by category ($ and % mix)

R&IRDU DEST

Category$ %

Research Grant – State Govt

435,874 37.5

CRC Research Grants

12,500 1.1

Research Grants - Other Govt

196,119 17

Research Grant Non –Govt

323,736 27.8

Research Grant – International

23,578 2

Research Grant Non Govt Donations

35,993 3.1

Research Grants Non Govt S’ships

6,250 0.5

Research Grants Non Govt Coll.

87,412 7.5

ARC Large Grants

11,592 1

ARC Infrastructure Block Grant

30,000 2.5

TOTAL 1,163,054 100

DEST Category $ %CRC Research Grants

1,033,298 55.1

Research Grants - Other Govt

86,000 4.6

Research Grant Non –Govt

434,863 23.1

Research Grant – International

56,000 3.05

Research Grant Non Govt Donations

1,000 .05

Research Grants Non Govt Coll

30,000 1.6

ARC Large Grants

89,091 4.7

ARC Infrastructure Block Grant

77,221 4.1

ARC APA Industry

68,533 3.7

TOTAL $1,876,006 100

$2,400,000(100% increase on 2001 income: $1,522,136)

TOTAL: $3,044,272

Unlikely to meet target for 2006. 2001 income included TRC research income which was closed in 2002. Needs research investment strategy.






Portfolio Target 2006


meet)DEST Reportable Research Income

# of research only staff

RDU Schools to provide

data

300% increase on 2001 (2001 data is not available)

# of research active staff per grant application

Supervisor registration

1 application: 2 staff 3 applications: 5 staff 5 applications: 7 staff

200% increase on 2001:6 applications: 9 staff

On target

# of research active staff (using ATN definition)

Supervisor registration 75% of

academic workplans recognising research activity

100% of academic workplans taking into account research activity

On target


School #Marketing 3.6Economics & Finance

2

Management 7RDU 7CQM 1.5BIT 1Portfolio Office 1TOTAL 23.1

School #Marketing -Economics & Finance

2

Management 2RDU 9.5CQM 1.5BIT 2Portfolio Office

1

TOTAL 18

School #Accounting 14BIT 21Economics & Finance

16

Marketing 21Management 27Portfolio Office 12TOTAL 11160.9% academic staff

School #Accounting 13BIT 20Economics & Finance

15

Marketing 16Management 27Portfolio Office 14TOTAL 54.7% academic staff

105







meet)% of HDR completions within DEST funded time

R&IRDU

Not available – pending Research Master



100% completion within time


% of staff on academic supervisor register

Supervisor Register

Total academic staff March 2003 (FTE): 182.4

Total academic staff March 2004 (FTE): 191.7

50% of academic staff on supervisor register participating in supervision

50% of academic staff on supervisor register participating in supervision

On target

Research Publications

DEST Weighted R & IRDU

210 confirmed publications

(12 publications have been referred to the Expert Panel set up by R&I for review)

10% increase on previous year10% increase on previous year

At national average in terms of publications per research active staff

On target

% of academic staff generating publications

R & IRDU

47% academic staff

(86 staff plus 22 research students and 3 visiting fellows)

60% of academic workplans taking into account DEST research activity

75% of academic workplans recognising research activity

100% of academic workplans recognising research activity

On target


School # %Accounting 14 7.7BIT 21 11.5Economics & Finance

16 8.8

Marketing 21 11.5Management 27 14.8Portfolio Office

12 6.6

TOTAL 111 60.9

School # %Accounting 13 6.8BIT 20 10.4Economics & Finance

15 7.8

Marketing 16 8.3Management 27 14.1Portfolio Office

14 7.3

TOTAL 105 54.7


Indicator in Strategic Plan Measured by: Data Source Portfolio Performance

2003





to meet)Uptake of Research Outcomes Including Returns from Commercialisation

% return to RMIT from commercialisation

R & IRDU

$5,000 $15,000 $20,000 $0 2001 income included sales from VATS data. As data set ages it becomes less useful. DOI will be collecting own data in 2005.

Impact Through Partnerships % of research active staff engaging in research with industry/community/other universities/CRCs

CRC Linkage, ARC Industry funded projects (via SAP 1st category)

10.3%

11.5 research active staff.Total academic research active staff: 111

14.3%

15 research active staffTotal academic research active staff: 105

18.6% 75% increase 2001(2001 data not available)

2001 data not available

* * Status: ● - Current performance is tracking well





ORGANISATION AND MANAGEMENT SCORECARD

In consultation with other members of VCE, as appropriate, PVCs to select relevant indicators from Staffing and Resources (refer to Section 7) and develop targets, which will be agreed to by the Vice-Chancellor

Indicator in Strategic Plan Measured by: Data Source Performance 2003





to meet)Highly effective and responsive student support services

% and speed of resolution of formal student complaints

People Services Business: 82% overall resolved. (Details not kept on time frame of resolution)

85% resolved within 1 fortnight, remainder resolved within 1 month of submission

90% resolved within 1 fortnight, remainder resolved within 1 month of submission

95% resolved within 1 week, remainder resolved within 1 month of submission

Likely

% of Staff Initiated Turnover (not vdp’s)

Staff Initiated Turnover (not vdp’s)

People Services 12% 10% 10% Less than 10% p.a.

% of academic/ teaching staff with industry activity included within the workplan

To be consideredas part of the development of the staff profile in 2004

More than 80% TBD

Number of applicants who meet key selection criteria per position

Collected by People Services

Unknown 30% p.a. 30% p.a. 30% p.a. TBD

Return on Revenue To be determined

Data not held centrally

Unknown TBD TBD TBD TBD

Health and Safety Fully implemented OH & S strategy

Chair OH & S Committee: currently Damian Barry

Processes will be put in place

Date to be confirmed: consistent with People Services processes

TBD TBD TBD



BUSINESS PORTFOLIO ORGANISATION AND MANAGEMENT SCORECARD

Organisation and Management Priorities in

Business Portfolio PlanMeasured by:

Data Source Portfolio Performance 2003





meet)Student services: Improve quality of student services and integration as key support systems to enhance learning

Related improvements in CEQ scores over time

SSC to advise Unknown Metrics agreed and current levels of student satisfaction understood

3% improvement over 2004

5% improvement over 2004

TBD

Offshore Students: Appropriate integration of RMIT student services, policies, practices and procedures for all offshore offerings

Student feedback

Partner feedback

Annual program reports

Audit reports

Extremely varied and different from one program to another and one partner to another

TBD

Sessional staff capability: Develop sessional staff capability to support achievement of Portfolio vision for student learning

Participation of sessional staff in workshops

Student feedback

Records of participation

Virtually no PD for sessionals other than induction

PD designed and piloted

Participation by at least 40% of sessional staff teaching at least 10 hours

Participation by at least 80% of sessional staff teaching at least 10 hours

TBD

Student transition: Develop strategies for student transition appropriate to all major student groups in RMIT Business

Student completions – module and course and program

Student satisfaction


Increasing collaboration on Orientation under Student Services leadership

On target

Implement the new school of TAFE

TBD TBD TBD Complete implementation

Establish a Business Graduate School

TBD TBD TBD Complete planning phase

Application for EQUIS accreditation



BUSINESS PORTFOLIO ORGANISATION AND MANAGEMENT SCORECARD

completed * * Status: ● - Current performance is tracking well





SECTION E: PORTFOLIO WORKPLAN

The Portfolio workplan section should be structured using the following sections (as per the Strategic Plan)o Learning and Teachingo Research and Developmento Organisation and Management

Strategies should be categorised as per the Budget management processo 2004 Identified University Strategic Activitieso Change Activities (support a move from existing policy or practice to new policy/practice)o Core Operational Activities (support achievement of operational targets)

IMPLEMENTATION

Clear responsibilities, timeframes and resources should be allocated to the strategies within the workplan, which will inform individual staff workplans and performance reviews to ensure that staff are aware of their responsibilities. Key milestones and achievements should be reported and celebrated along the way.



1. LEARNING AND TEACHING

RMIT BUSINESS PRIORITY ACTION FOR 2004: To improve teaching quality and the relevance and viability of programs.



Key Result Area

Outcome Strategies Timeframe Overall Responsibility

Resources Required

Identified University Strategic and Change ActivitiesAcademic linkage and co-coordination

Relates to Business T&L Priority

Student choice: Models for “Business with everything” for TAFE and HE



Build and enhance connections between Business portfolio and other portfolios, and interpret and translate policies and strategic directions to staff

Models for “Business with everything” for TAFE and HE (Also see below - Plan for a single B Bus degree with multiple streams to commence in 2006)

Develop strategic paper setting out issues and approaches leading to adoption by Business and other Academic Portfolios Portfolio of an agreed action plan by November 2004

PVCDean AcHoS

Assistance from other portfolios:AcademicT&LStudents

Program Quality and Relevance


Student capabilities: Outcomes oriented staff development

Participation of staff in workshops to re-design course guides and improve teaching quality delivering capability and competence outcomes for students

Program renewal and Training Package implementation planning in selected areas

Staff development on capability / competence (through workshops on revising their course guides) - Course redevelopment in all specialist streams and core competences to redevelop assessment and revise course guides to embed capability / competence focus through educational design and assessment

Continue work on common core and linkages to B Bus suite of programs and to improve TAFE articulation

List approved by Programs committee completed for delivery in 2005

35% of HE and TAFE courses developed/ renewed by end 2004, 100% by end 2005

60% of academic staff

PVCDean AcHoS

Assistance from other portfolios:AcademicT&L (especially CID Group)Students (especially Registrar’s Office)Planning and Quality Unit



Key Result Area


Resources Required

trained in 2004, remainder by end 2005



Key Result Area


Resources Required

Viability: Common Architecture





Explore optimising economies of scale by offering one undergraduate degree for whole Portfolio with multiple streams

Develop an open architecture approach for TAFE and HE awards to enable students to integrate “Business with everything”

Plan with key milestones and deadlines by November 2004

Relevant University approvals for approval for single degree by key dates in 2005 (eg VTAC)

PVCDean AcHoS

Assistance from other portfolios:AcademicT&LStudents



Key Result Area


Resources Required

Work Integrated Learning

Relates to Business T&L Priority:

Student employability: RMIT Business and Work Integrated Learning (WIL)

WIL related course enrolments

Work integrated learning focus in priority programs for both FT and PT students

Run a one-day conference for co-op students (in School of Marketing) to present their reflections on their placements to employers, year 2 students about to commence co-op, and academic staff. Conference to be organised professionally eg call for papers, selections of abstracts, poster sessions etc

Investigate potential to implement peer review procedures to increase linkages to practice based research industry focussed outcomes

WIL component in all B Bus degrees, on and offshore, and FT and PT, by end 2004

Pilot Co-op conference in September

PVCStaff in OPVCDean AcDean R&I Ho S MarketingSchool of MarketingADU / WIL Unit

Support and advice required from OPVC, WIL Unit and advice also required from relevant staff in other Schools

Support from Marketing Unit for use of web site for promotion and from WIL Unit for generic brochure



Key Result Area


Resources Required

Proposed cross-disciplinary initiatives (double degrees, dual awards, service teaching, course sharing)





Cross portfolio project with Engineering on double degree development, delivery and academic service delivery – aiming to develop - Streamlined pathways for double degree options- Evolution of minor specialist streams in Business for rapid inclusion on other

degrees - Ways to make the double degree experience more coherent and integrated eg shared

projects, a capstone course, etc. and ways which provide students with the sense they are welcome in both Portfolios

- Single set of rules governing for example the award of a faculty pass- Ways to address practical difficulties for students - logistics of schedules and

students' convenience to be considered - School of Management and relevant SET schools to work together on course

revisions to have assessments of business related capabilities embedded into engineering design projects and assessed jointly by Business and Engineering staff

Some shared projects and cross SET – Business teaching and assessment in existing double degrees in Semester 2 2004

Issues paper by August 2004

PVC: BusinessDean AcHead of School of Management HoS

Assistance from other portfolios:Academic especially SETT&LStudents (student Services and Registrar’s office)Property Services (re timetabling)



Key Result Area


Resources Required

Flexible delivery initiatives


Student choice: Models for “Business with everything” for TAFE and HE andOffshore Students - Quality assurance and student feedback



Student feedback

Partner feedback

Completion of electronic resources for flexible delivery of MBA into Vietnam, China and other offshore locations, with content available to be incorporated as support for local offerings and industry short courses.

Review of electronic flexible resources exiting for common core courses in both Diploma of Business and Bachelor of Commerce, with a view to increasing usage across all offerings.

The development of online resources for the following in Vietnam: the Bachelor of Finance, the Bachelor of Marketing and the Bachelor of Logistics.

Alberton Management College:Implementation of an improvement strategy of issues identified in the AUQA report

End of 2004

2004

Completion by end of 2004

Business Online T&L HoS Management HoS TAFEADU

TBD Likely ADU

PVC:BusinessDean Ac

Assistance from other Portfolios:IECDT&L

Some initial resources have been designated.Further resources will need to be sought.

Dissolving the Boundaries





Systematic approach to granting and evaluating advanced standing

Clearly documented articulation pathways between TAFE and HEAnalyse and address problems with advanced standing

Develop a record of current articulation arrangements for Melbourne, RIUV and Singapore

Plan to develop associate degrees for offshore delivery in 2005

Assoc Deans InternationalHo S TAFEHoS HEDean Ac

Assistance from other portfolios:IECDStudents



Key Result Area


Resources Required

Regional and International Activity

Business Development

Hong Kong Role of Transport & Logistics at HKMA Implementation of travel cost project at HKMA Proposal to articulate an HKMA Assoc Degree into RMIT fulltime programs. Property Specialisation at HKMA Investigate role in PRC with HKMA

China Implementation of articulation arrangements at China partners. Consolidate operations at South China Normal University Decision on WUST diploma pathway. Investigate Master of Commerce at SCNU and/or WUST with IELTS of 6.0 or REW

pathway with 4 courses in China and 8 courses at RMIT. Develop list of target universities in line with China strategy. Implement the SUFE Master by Research project from China and elsewhere.

Singapore Clear articulation pathway to SIM and English language entrance requirements. All undergraduate programs contracts expire in December 2004. There is a need to

review and introduce changes. Implementation of travel costs project BB (Marketing) scheduled to start in January 2005 at SIM

Business development at Informatics:Bachelor of Education in Early Childhood EducationDiploma in FashionExpansion of current program to Hong Kong and to Karachi

Malaysia Review RMIT Business in Malaysia strategy

IndonesiaPossible implementation of SUPRA diploma pathway for articulation to SIFT, SIM or Melbourne

2004

2005

2004

June 20042004

2004

2004

2004

Assoc Deans International

Within existing resources



Key Result Area


Resources Required

Strengthen current procedure

General Exchange rate risk management approach by RMIT as part of broader business risk

management strategy. Insurance issues to be looked at by People Services Improve connectivity to RMIT infrastructure Operations manual International study experience (student exchange, study tours, offshore students

studying in Melbourne comprising over 500 students): consolidation

2004

Regional and International Activity

Strengthen current procedures

CommercialStrategy

Moderation manuals English language entrance requirements to be further clarified and communicated Assistance to partners in areas of articulation including visits to sources of students Offshore teaching improvements projects

- conditions for offshore teachers- service teaching costs project- pay rates for offshore teaching

Portfolio role in co-ordinating RMIT and Portfolio study tours

Developing Partnerships Make an assessment of current relationship building rather than focus on tenders Create a steering committee for commercial relationships in the Portfolio including

Schools, Business Direct and Centres, and so on. Focus on using the most appropriate people to meet the needs of the client rather than an internal focus

Develop a university commitment to partnerships and rewards for staff. Seek to develop links, alliances, etc

Reputation Use the launch of the Graduate School of Business to reinvigorate marketing

including the website and to provide a focus point for the outside world on RMIT Business

Carry out perceptions survey using Alumni, Post Graduate Programs, Program Advisory Committees and corporate clients

Infrastructure Develop new career paths at RMIT recognising research, teaching and commercial

activity plus an associated performance management system Improve contract processing time – appoint a Portfolio Manager for contracts

2004

2004

Assoc Deans International

PVC: BusinessHOSAssociate Deans




Key Result Area


Resources Required

Begin process of developing 2 or 3 areas of cross business/industry expertise (curriculum, research and practice) supported by 15-20 active business people working in these areas as part time staff, on joint appointments and RMIT staff in positions in Business



2. RESEARCH AND DEVELOPMENT Key Result Area

(Dot points provide example issues for consideration)

Outcome (Relevant KPI

from Scorecard)

Strategies (What)(Broad actions to achieve the

outcomes)

Timeframe(By When)

Overall Responsibility

(Who)(note where others

involved)

Resources Required(Note whether Additional or Within

existing Budget and Staff resources)

Identified University Strategic ActivitiesAUQA R&D recommendations

Monitoring of research supervision: quality

Ongoing Dean (R&I)Portfolio Research Committee

Within existing RDU Budget

Nelson Review To be determined

Await decision re. Nelson.Contribute to discussions.Consider models.The allocation of resources and other actions are subject to decision.

TBD Dean (R&I)Portfolio Research Committee


Change ActivitiesResearch Growth New Grants (domestic,

international) Commercialisation initiatives Research consultancies

DEST Reportable research income

Mentoring ARC grant applicationsReview the positioning of CRCs in terms of the portfolio, and the engagement of CRCs in partnerships

Ongoing 2005 Dean (R&I)Portfolio Research Committee


Core Operational ActivitiesResearch Management Research completions Supervisor training HDR support Progress Internal reviews

HDR completions within DEST funded time

Student facilityStudent support fundSupervisor registrationSupervisor training & development



Research Income Grants Management Publications Income generation

DEST Reportable incomeResearch publications

Mentoring ARC grant applicationsPositioning in CRCsPublications auditStaff workplans



Teaching/Research Nexus Research into teaching and

learning

TBD A plan for the development of links between teaching and learning as well as research and innovation will be developed.Research seminars.Opportunities for scholarship on teaching and learning/research will be sought.

Plan developed 2004

Dean (R&I)Portfolio Research Committee

Implementation of the plan will depend on budget.Seminars can occur within budget.Conferences and other major events will be constrained by budget.



3. ORGANISATION AND MANAGEMENT



Key Result Area


Outcome (Relevant KPI from Scorecard)


outcomes)

Timeframe(By When)



involved)

Resources Required(Note whether Additional or

Within existing Budget and Staff resources)

Identified University Strategic and Change ActivitiesAcademic Portfolio Implementation

Establishment of a TAFE school

Establishment of a Graduate school

Business Direct

School of Marketing

The merging of TAFE staff from five schools into one separate school is currently being managed by the Associate Director Business TAFE.Refinement of the implementation. Project manager has been appointed.Monitor, review and project management cycle.

The Business Graduate School: consultative process/project is in action.New Head to begin in semester 1 who will manage the planning and implementation according to the findings of the project report (due end of May).A formal plan will then be constructed for implementation.Plan to be presented to VCE.

Implementation of review recommendations

Completion and implementation of review recommendations

2004

Planning completed by 2004

Implementation completed by the end of 2004

Implementation completed by the end of 2004

PVC: BusinessAssociate Director/HOS Business TAFE

PVC: BusinessHead of the Graduate School

PVC: Business

PVC: BusinessHoS: Marketing

The PVC: Business Office will identify needs and the adequacy of resources (both existing and planned) in order to meet these new initiatives.



Nelson – HE positioning & reform implementation

To Be Determined Await decision re. Nelson.Contribute to discussions.Consider models.The allocation of resources and other actions are subject to decision.

PVC: BusinessDirector of Academic Services



Key Result Area




outcomes)

Timeframe(By When)



involved)



Change ActivitiesStaff Capabilities Staff Development

initiatives (including upgrading qualifications)

Research/Teaching Appointments

Staff Planning (refer to Workforce Profile)

TBD A three year staff profile forecast and recruitment plan will be developed.

End 2004 The service integration project in conjunction with key managers in the Business portfolio

Revenue Growth Refer to research growth and

program development/ commercialisation initiatives

Meet targets in projected budgets

Actively seek to further develop industry research partners, consultancy opportunities, opportunities for commercialisation both locally and internationally

2004 PVC: Business Within existing resources

Capital Growth Major equipment purchases,

leases

Relocation of Business in 2006-2008

Planning towards the relocation of Business in 2006-2008

Prior to 2006 PVC: Business Within existing resources

Core Operational ActivitiesStaff Culture Effective

Communication

Growth in Team Work/ Collective Recognition

Bullying Awareness: training has begun. A program of input to staff will be developed.

Development of both informal and formal networks/ groups/seminars within Schools and centres

Modelling by PEG members

End of 2004

On-going

Ongoing

PVC: Business

Within schools and centres

PVC: BusinessPEG members





Key Result Area




outcomes)

Timeframe(By When)



involved)



IT and Infrastructure IT initiatives Laboratories, teaching

facilities, etc. maintenance

High student and staff satisfaction with level of service: student survey

High student and staff satisfaction with level of service: student survey

25% reduction in lease penalties

10 % savings in acquisition costs

Employ project-planning methodologies to ensure timely deployment of IT infrastructure in student laboratories. Also to assist all IT projects to be implemented on time and within budget.

Seek adequate technical resource from within the Portfolio to meet project objectives and timelines.

Document a process to monitor leased equipment returns to avoid penalties and duplication charges for staff & student pc’s

Prepare and have a policy ratified to have IT equipment purchases countersigned by the Portfolio IT Manager

June 2004

End 2004

July 2004

June 2004

Director IT:Tony Woolham

Note that prime responsibility for this is likely to be transferred out of the Portfolio in 2004 as part of the service integration project


Additional resources required





Key Result Area




outcomes)

Timeframe(By When)



involved)



Student Support (and Portfolio Implementation)

Relates to Business Organisation and Management Priority:

Student services: Improve quality of student services and integration as key support systems to enhance learning

Related improvements in CEQ scores over time

Implementation of the HUB at 108

Develop Service agreement with Student Services group to ensure student centred approach developed for delivery at local Portfolio level

Ensure that functions that require particularly localised student-centred approaches, e.g. pastoral care, specialist technical services, and some student administration are delivered at the School level.

Improve student-staff access to staff. Advise of action taken in response to feed back. Timetabling and room bookings Review to be initiated in conjunction with staff in Schools

More welcoming signage in Building 108:

- photos and consultation times with extension listings

- School names on doors from stairwell

- list of Schools/floors in lifts

Successful implementation in collaboration with PVC (students)Enhanced student services through the provision of another University- wide HUB [A]

Service agreement with Student Services by June 2004

Timetabling review report by August 2004

Signage in lifts and stair wells by August 2004

Photos of staff in each School Reception by August 2004

2004

End of May 2004

HoSPVCFacilities ManagerDean AcAssoc Deans International

PVC: BusinessPVC: Students

Assistance required from other Portfolios:StudentsIECD

Student Support and Services (Viability and quality)

Student feedback

Partner feedback

Assess costs and benefits to RMIT Business, offshore partners and the RMIT students of operating

Report by September 2004

Assoc Deans InternationalPVC

Assistance required from other Portfolios:Students including LSU and



Key Result Area




outcomes)

Timeframe(By When)



involved)




Offshore Students: Appropriate integration of RMIT student services, policies, practices and procedures for all offshore offerings

different academic calendars at the same partner and of operating different academic calendars at different partners in the same offshore location

Common operational manual to be developed to ensure consistency of RMIT policies and students administration across all programs and all partnerships. Priority areas to focus on implementation of University policies on assessment, appeals and complaints.

Develop a CD for RMIT students offshore to include: Instructions for accessing the RMIT Library, the DLS, the RMIT student email account, RMIT Business Writing Guidelines, DLS Online tutorial on referencing as part of educational element in the prevention of plagiarism

Operations manual first edition by October 2004

CD by October 2004

Dean Ac registrar’s OfficeT&L (especially Library)IECDFBS

Student Support and Services

Relates to Business Organisation and Management Priority:Sessional staff capability:Develop sessional staff capability to support achievement of Portfolio vision for student learning

PD designed and piloted to develop sessional staff capability to support achievement of Portfolio vision for student learning

Ensure sessional staff have e-mail, voicemail. Tell sessionals if they are expected to be available for consultation time; specify acceptable timeframe for them to

Pilot completed by Sept 2004

Improved services for sessional staff by Sept 2004

Dean AcHoS

Assistance from other PortfoliosT&L



Key Result Area




outcomes)

Timeframe(By When)



involved)



respond to student queries Student Support and Services


Student transition: Develop strategies for student transition appropriate to all major student groups in RMIT Business


Student satisfaction

Closer links to Orientation Planning coordinated by Student Services

Business Mentor Scheme being expanded based on successful earlier scheme in Accounting and Law

Peer Assisted Learning Scheme piloted in 2003 being integrated with enhanced Mentoring Program

Implementation of Student Leadership courses and opportunities in association with Student Services

Continued work on concurrent English support and development for students of non-English speaking background with REW and IECD

Ongoing in 2004 PVC: BusinessDean AcHoS

Assistance from other PortfoliosStudentsT&LIECD



Key Result Area




outcomes)

Timeframe(By When)



involved)



Budget Management Processes to monitor and

review budget

Meet budget targets Monitor monthly: intervene; seek alternate revenue resources; ensure achievement of budget targets

On-going PVC: Business Manager: Finance & Resources


Health and Safety1.Leadership/integration of Health & Safety into management structure & processes2. Systems for managing Health & Safety3. Safe equipment & safe facilities4. An active safety culture

All direct reports to be accountable for achieving this in their own work area

PVC accountable for achieving this in ‘portfolio office’

As per statistics forming part of quarterlyReport

Speed of taking corrective action where required

PVC: Business Within existing resources



SECTION F: RISK MANAGEMENT ASSESSMENT

Portfolio Risk ManagementDuring 2003 all PVCs were involved in developing the Enterprise Risk Management Strategy for RMIT.

The major risks identified as being critical for RMIT to manage over the period to 2008 are: Decentralised operations leading to major inefficiencies and high overheads Inability to respond to market demand in order to grow revenue and meet financial targets High level of dependence on South east Asia and China to achieve growth targets Inability to fund future infrastructure spending that will support growth Variability of teaching and research quality across RMIT Lack of financial, commercial and relationship management expertise within certain parts of

RMIT Costly and unsustainable enterprise IT systems which will not be supportable in the future Inability to attract, develop and retain the right people to achieve RMIT’s vision Inability to recover from a disaster in a timely manner Physical harm to students and staff.

In taking the RMIT’s risk management obligations forward, all Portfolios are now required to complete risk assessments as part of their business planning for 2004. The Portfolio risk assessment is to focus on the active identification and management of the risks that may prevent, or impede, the Portfolio from achieving its business goals. This will require the explicit monitoring, reporting and management of the Portfolio’s risk by the Portfolio.

ApproachRMIT have adopted AS/NZ4360:1999 as a base, and from that have developed a methodology which will be available through the RMIT website. It is crucial that this approach be adopted when completing the Portfolio risk assessment. A template for the Risk Register is contained in this section, together with criteria for categorising Likelihood and Consequences. Ensuring that all risk registers are formatted using this template will enable the integration of cross-portfolio risk management into an RMIT-wide risk assessment for Council.

The Role of Internal Audit & Risk ManagementInternal Audit staff are available to provide guidance on the process for effectively developing a risk management assessment for each portfolio, and are obliged to oversight the process to ensure that risk assessment is undertaken and that the outcomes meet the requirements of RMIT. If necessary, appropriate consultants can be identified, and assistance provided in engaging them to facilitate development of the risk assessment. It is crucial that the consultant be prepared to utilise the RMIT methodology and adopt the format of output.

A risk assessment training program will be developed and made available through the Open Program. Staff involved in developing the risk assessment for your Portfolio should attend the training.

DeadlineThe RMIT-wide risk assessment will commence in September 2004. This means that all Portfolio risk assessment work must be made available to Internal Audit & Risk Management, in the specified format, during August 2004.

The Business PortfolioThe Portfolio of Business is planning to appoint a staff member within the Office of the PVC: Business to develop, manage and monitor an ongoing Risk Management strategy. The timing of the appointment is subject to budgetary constraints but the intention is that the appointment can occur within the first half of 2004 so that the abovementioned university timelines can be met..



RISK REGISTER

Risk Title

5.1 From a commercial and financial management perspective, RMIT operates under a silo mentality leading to major inefficiencies across the organization.

Risk Rating Extreme

Likelihood * Almost Certain Consequence * Major

Risk Treatment

Activity Responsibility Expected Completion Date

Status *

Dealt with through the establishment of the Major Change Group to simplify and standardise business processes across RMIT.

Major Change Group(Malcolm McCormick)

June 04

Post Treatment Risk Rating

Likelihood Consequence

* The risk assessment of ‘Likelihood’ and ‘Consequence’ from AS/NZ4360:1999 are described in the following pages



RISK ASSESSMENT CRITERIA

LIKELIHOODThe following definitions should be used to describe the likelihood of the risk occurring.

5. Almost Certain The event is expected to occur in most circumstancesRisk has more than a 75% chance of occurringWill occur within the next six months

4. Likely The event will probably occur in most circumstancesRisk has 50-74% chance of occurringWill occur within 18 months

3. Possible The event could occur at some timeRisk has 25-49% chance of occurringWill occur within 36 months

2. Unlikely The event is unlikely to occurRisk has less than 25% chance of occurringMay occur within 48 months

1. Rare The event may only occur in exceptional circumstancesNot likely to occur within next five years

To determine both the likelihood and consequence of each risk, consideration will be given to the current controls in place to minimise or manage risks.

CONSEQUENCESThe following definitions have been used to describe the consequences of a risk occurring



5. Catastrophic Financial impact exceeds $10 million where risk is covered by insurance (insurance cover up to $10 million)Very high client sensitivity Irreparable damage to University’s image and reputationCessation of business due to non-compliance with regulationsBusiness and Strategic objectives unable to be achievedFinancial impact exceeds $1.5 m where risk is not covered by insurance

4. Major Financial impact between $5 million to $10 million where risk is covered by insurance Significant client sensitivity Significant damage to University’s image and reputationRestriction of business due by regulatorsSignificant impact on Business and Strategic objectives Financial impact exceeds $1 m where risk is not covered by insurance

3. Moderate Financial impact between $2 million to $5 million where risk is covered by insurance Moderate client sensitivity Medium damage to University’s image and reputationFines and penalties by regulators (e.g. delay in payment to client)Moderate impact on Business and Strategic objectives Financial impact exceeds $500,000 where risk is not covered by insurance

2. Minor Financial impact less than $2 million where risk is covered by insurance Low impact on client sensitivity Minimal damage to University’s image and reputationCensure by regulators Minimal impact on Business and Strategic objectives Financial impact exceeds $250,000 where risk is not covered by insurance

1. Insignificant Risk consequences are dealt with by routine operations

SECTION G: WORKFORCE PLAN

To support implementation of the initiatives, a 3 year forecast workforce profile should be aligned to the directions of the plan. Workforce planning involves identifying future organisational demands and supplies of staff and planning the steps necessary to ensure that the right number and type of individuals are available at the right time to fulfil organisational needs. A workforce profile:

- identifies the skills and desired staffing profile required to achieve the school/area’s plan- provides an objective basis for planning staff development- assists in achieving an appropriate staffing mix- assists in maximising notice periods for not issuing further fixed-term contracts.

Guidelines for developing a staff profile are available from People Services. The University’s staff profile is at http://www.rmit.edu.au/ps/statistics

Changes in Business Objectives or Key Activities Planned

Strategies to address changing of workforce needsrecruitment, training & development, retraining, redeployment, relocation, replacement

Cost/Resources Target Completion Date


http://www.rmit.edu.au/ps/statistics


planning, restructuring, union negotiations, redundancy, career planning, change management

This work is to be completed in 2004.



SCHOLARSHIP TRIANGLES

Scholarship Triangle – Head - Graduate School of Business

The Head of the Graduate School could potentially be in any of the five identified current and emerging research concentration areas of the Portfolio:

E-commerce / Knowledge Management Financial Markets Health Services Management Organisational Accountability Entrepreneurship and Innovation

The Head of the Graduate School would enhance the number of research active scholars (band 2) in a particular triangle, the number of research students (band 5) in a particular triangle and the amount of research income earned (band 9) in a particular triangle. These accountabilities are described in the position description.

Thus by way of illustration, consider the following example of the Head of Graduate School being in the financial markets area, although it should be noted that a comparable analysis could be presented in other areas.

CURRENT FINANCIAL MARKETS SCHOLARSHIP TRIANGLE

The current scholarship triangle for the financial markets research concentration is shown on the following page. Following are comments on the triangle.

1) Industry & Community Need

The research output has been shown to be of national significance and there is significant national demand for research in financial markets.Ratio = 85%. 2) Research Active Scholars 7/12 = 58.3%.

Robert BrooksSinclair DavidsonTony NaughtonMichael McKenzieHeather MitchellTim FryRichard Henney

The research concentration currently has the following associations:

Academic journals: Accounting Research Journal, Accounting and Finance, Studies in Economics and Econometrics.Academic Association: Asia-Pacific Finance Association.Industry Links: JB Were, Capital Partners, Sigma Ltd, Institute of Banking and Finance, Commonwealth Bank, ANZ Bank, NAB, Westpac, Zurich Financial Services, AXA, Bio Diem.

At this time the research concentration is involved in various tenders and grants that will leverage these relationships into earned finance.



FINANCIAL MARKETS SCHOLARSHIP TRIANGLES

CURRENT 2003

3) Research Assistants/Post Doctorals = 3 = 100%

Required Ratio = 1 per three scholars. We have 7 scholars, we should have 2.33 Research Assistants.

4) Teaching Scholarship and Potential Research Active Scholars = 14. Desired ratio = 2 per scholar = 71.4%

Amalia di IorioTerry HallahanThomas JosevSveta RismanMagdy StephanStuart ThomasLisa YongHoa NguyenVikash RamiahMark Stewart

5) Research Students

Desired ratio = 6 EFTSU per scholarThe desired EFTSU = 42 EFTSU, Actual EFTSU =30


1 (85%)

2 (59%)

3 (100%)

4 (71%)

5 (71%)

6 (2%)

7 (100%)

8 (80%)

9 (77%)

10 (100%)


Ratio = 71%

6) UG students in the relevant courses engaged in the scholarship area and doing fieldwork contributing to research.

In principle all students over the period of their UG studies will be engaged in research activity. This, however, can only be quantified by examining the Co-operative education year where students are required to undertake a project. The project component comprises 20% of the year. There are 100 co-op students and this is measured as 20%*100 = 20. Total UG EFTSU = 690.79 + 201.64 = 892.43.Ratio = 20/892.43 = 2%.(If we include ALL students, both UG and PG) the ratio = 18%.

7) Undergraduate underpinning

University SchoolHE Academic Staff 963 31

HE Students* 25094.21 1063.16Staff/student 0.038375 0.029158Student/Staff 26.05837 34.29548

* = EFTSURatio = 100%.The concentration currently has 1063 EFTSU studying in the scholarship area at undergraduate level.

8) Facilities, Equipment and Research Infrastructure

The concentration has a deficiency in office space that places a physical constraint on appointments, especially at the associate professor and professor levels.Ratio = 80%.

9) Earned Finance

Time % Basic Salary Research AllocationRobert Brooks 10 97109 9710.9

Sinclair Davidson 67 77942 52221.14Michael McKenzie 60 68359 41015.4

Heather Mitchell 20 60693 12138.6Tim Fry 50 97109 48554.5

Richard Heany 50 97109 48554.5Tony Naughton 20 97109 19421.8

Average/Total 220000.0

Budgeted Earned Finance = $170,000Ratio = 170000/220,000 = 77%

10) Finances Allocated

The research concentration has substantial COG underpinning plus in excess of 20% FFP students.

POTENTIAL FINANCIAL MARKETS SCHOLARSHIP TRIANGLE

The current scholarship triangle reveals gaps at band 2 around the number of research active scholars and at band 9 around finances earned. These new appointment would help in this regard. In addition it is also expected that the position would help as regards research student recruitment (band 5 of the scholarship



triangle). Thus, this appointment could be expected to produce a new triangle, shown on the next page.

The following comments highlight the bands where changes will be made as a result of the new position.

2) Research Active Scholars 8/12 = 66%

FINANCIAL MARKETSSCHOLARSHIP TRIANGLES

NEW 2004


Desired ratio = 6 EFTSU per scholarThe desired EFTSU = 48 EFTSU, Actual EFTSU after recruitment due to appointments = 36Ratio = 75%

9) Earned Finance

Time % Basic Salary Research AllocationRobert Brooks 10 97109 9710.9

Sinclair Davidson 67 77942 52221.14Michael McKenzie 60 68359 41015.4

Heather Mitchell 20 60693 12138.6Tim Fry 50 97109 48554.5

Richard Heany 50 97109 48554.5Time % Basic Salary Research Allocation

Tony Naughton 20 97109 19421.8


1 (85%)

2 (66%)

3 (100%)

4 (100%)

5 (75%)

6 (2%)

7 (100%)

8 (80%)

9 (95%)

10 (100%)


Head, Graduate School 20 97109 19421Average/Total 240000.0

Budgeted Earned Finance = $240,000Ratio = 230,000/240,000 = 9567%Positions expected to earn research income. This is an illustrative example but the same type of effects are expected in all scholarship areas.




Scholarship Triangle – School of Management

CURRENT ORGANISATIONAL ACCOUNTABILITY (SCHOOL OF MANAGEMENT) SCHOLARSHIP TRIANGLE

The current scholarship triangle for the organisational accountability research concentration is shown on the following page. Following are comments on the triangle.

1) Industry & Community Need

The research output has been shown to be of national significance and there is significant national demand for research in organisational accountability.Ratio = 85%. 2) Research Active Scholars 6/12 = 50%.

Carlene BoucherJames LathamDavid KimberChris SelvarajahJulie Wolfram-CoxIan Woodruff


Academic Association: Academy of Management (USA), Australian and New Zealand Academy of Management, Australian Business Ethics Network

Industry Links: St James Ethics Centre, Northern health network, Royal Melbourne Hospital, Western Hospital.

At this time the research concentration is involved in various tenders and grants that will leverage these relationships into earned finance.



FINANCIAL MARKETS SCHOLARSHIP TRIANGLES

CURRENT 2003

3) Research Assistants/Post Doctorals = 2 = 100%Required ratio = 1 per three scholars.

4) Teaching Scholarship and Potential Research Active Scholars = 8. Desired ratio = 2 per scholar = 75%

Paul GibsonTim O’ShannessyGeorgina CaillardMargaret HeffernanMarianne GloetMark RoseGrant WaltersElizabeth Creese


Desired ratio = 6 EFTSU per scholarThe desired EFTSU = 36 EFTSU, Actual EFTSU = 15

Ratio = 42%



1 (85%)

2 (50%)

3 (100%)

4 (75%)

5 (42%)

6 (2%)

7 (100%)

8 (100%)

9 (100%)

10 (100%)


7) Undergraduate underpinning

University SchoolHE Academic Staff 963 39

HE Students* 25094.21 2110.1Staff/student 0.038375 0.01848Student/Staff 26.05837 54.1051

* = EFTSURatio = 100%..

8) Facilities, Equipment and Research Infrastructure

None.Ratio = 100%.

9) Earned Finance

Time % Basic Salary Research AllocationCarlene Boucher 30 77942 23383James Latham 50 54485 27243David Kimber 20 77942 15588Chris Selvarajah 20 77942 15588Julie Wolfram-Cox 30 77942 23383Ian Woodruff 70 68359 47851

Total 153036

Budgeted Earned Finance = $180,000Ratio = 180000/153036 = 118%

10) Finances Allocated

The research concentration has substantial COG underpinning plus 10 FFP DBA students.




Scholarship Triangle – Schools of MarketingThe Head of the School of Marketing (HSoM) could potentially be in any current or emerging research concentration areas of the Portfolio, including E-commerce/ Knowledge Management, Financial Markets, Organisational Accountability, and Entrepreneurship and Innovation, however an argument exist for the HSoM to have a strong background in Marketing. This view was expressed quite clearly during the SoM Planning Day in December 2003.

The HSoM would enhance the number of research active scholars (band 2) in a particular triangle, the number of research students (band 4) in a particular triangle, and the amount of research income earned (band 9) in a particular triangle. These accountabilities are described in the position description.

MARKETING SCHOLARSHIP TRIANGLE The current scholarship triangle for the marketing-related research concentration is shown on the following page. Below, comments on the triangle are outlined.

1) Industry & Community NeedThe research output is of national significance and there is significant national demand for research. An international research presence is demonstrated in the family business area. A critical goal is to establish solid research relationships with Industry Partners, particularly in marketing, supply chain management, transport and logistics, and international business. Basically, only 2 established active research scholars are undertaking investigations with industry partners. Notwithstanding, a number of academics have established industry links (e.g., media), which have not been translated into research quantum.Ratio = 35%.

2) Research Active Scholars (8/27 = 29.6%)

1. Professor Kosmas Smyrnios (Marketing)Fast Growth Firms, Development of Marketing Tools, Family Business

2. Associate Professor Booi Kam (Logistics)Designing Liveable Suburbs, Melbourne’s Housing Market, Transport Sustainable Cities, Freeway Development and Travel Behavior

3. Dr Anthony Lowe (Marketing)The Effects of Culture and Cultural Value on Purchasing Behavior

4. Associate Professor Michael Schwartz (Marketing)Ethics in Organizations

5. Dr Hernan Riquelme (Marketing)Marketing on the Internet, and e-government

6. Dr Dave Wilson (Logistics)Geographic Analysis, Inventory Mgt, Transport & Logistics Systems Modeling

7. Associate Professor David Foster (Hosp & Tourism)Hospitality & Tourism

8. Dr Robert Inbakaran (Hosp & Tourism)Tourism



RESEARCH AREAS OF CONCENTRATION Electronic Marketing and Management of Service Organizations Family Business (Small-To-Medium Enterprises); Fast Growth Firms Housing Market Dynamics and Transport-Land Use Interactions Cross-Cultural and International Marketing of Food Macro Marketing: Marketing Ethics and Historiography Marketing Development, Opportunities and Strategy Within Professional Sport

Relationship Marketing Consumer Brand Equity, Brand Image, Brand Loyalty, Brand Personality, &

Brand Management Supply Chain Operations (e.g., in the Ports and Agricultural Sector)


Academic journals: Family Business Review, Academy of Management, Research in Ethical Issues in Organizations, Journal of Business Ethics.

Industry Links: In 2003, industry partners included: Boyd Partners, BDO Nelson, BRW, Australian Music Association, the Department of Natural Resources and Environment, and Australian Association for Professional & Applied Ethics.

The research concentration continues to be involved in grant applications [ARC (Discovery), ARC (Linkage), Industry-based] leveraging relationships into generating further funding and academic publications.

Emerging Researchers1. Dr Bill Callaghan (Marketing)2. Gill Stainforth (Marketing)3. Charles Lau (Logistics)4. Kate Westburg (Marketing)5. Con Stavros (Marketing)6. Shahadat Khan (Logistics)7. Brad Wilson (Logistics)8. Raju Mulye (Marketing)9. Kathy Griffith (Marketing)10. John Odgers (Logistics)

Potential Researchers1. Julie Mclaren (Marketing)2. Roger Oakden (Logistics) 3. Geoff Rigby (Logistics)4. Elsie Hooi (Logistics)5. Bernadette Harrison (Hosp & Tourism)6. Michael Bailey (Hosp & Tourism)7. Heather Mallinson (On Leave)8. Christopher Vaz (Hosp & Tourism)9. Margaret Melrose (Hosp & Tourism)



3) Research Assistants/Post Doctoral = 0.8 = 30%Required Ratio = 1 per three scholars. We have 8 scholars; therefore we should have 2.66 Research Assistants.

4) Teaching Scholarship and Emerging and Potential Research Active Scholars = 19. Desired ratio = 2 per scholar (i.e., 16) = 79%

5) Research Students Desired ratio = 6 EFTSU per scholar. The desired EFTSU = 48 EFTSU, Actual EFTSU =17 Ratio = 35%



SCHOOL OF MARKETING SCHOLARSHIP TRIANGLES

CURRENT 2003

1. Industry & Community Needs

2. Scholars

3. Research Assistants / Post Docs

4. Potential Scholars

5. Research Students

6. Senior UG Research / Fieldwork

7. UG underpinning

8. Facilities,Equipment

9. Finances(grants)

10. Finances(COG)


In principle all students over the period of their UG studies will be engaged in research activity. This, however, can only be quantified by examining the Co-operative education year where students are required to undertake a project. The project component comprises 20% of the year. There are 345 co-op students and this is measured as 20%*345 = 69. Total UG EFTSU = 2450Ratio = 69/2450= 2.8%. (If we include ALL students, both UG and PG) the ratio = 14%

7) Undergraduate underpinning University School

HE Academic Staff 963 27HE Students* 25094 2770Staff/student 0.04 .01Student/Staff 26.06 102.6

* = EFTSU; Ratio = 100%.The concentration currently has 2770 EFTSU studying in the scholarship area at undergraduate level.

8) Facilities, Equipment and Research InfrastructureThe concentration has a deficiency in office space that places a physical constraint on appointments, especially at the Associate Professor and Professor levels.Ratio = 50%.


1. (35%)

2. (30%)3. (30%)

4. (79%)

5. (35%)

6. (%)

7. (%)

8. (50%)

9. (60%)

10. (100%)


9) Earned FinanceAcademic Time % Basic Salary Research Allocation

Kosmas Smyrnios 50 97109 48554Booi Kam 20 88539 17707

Anthony Lowe 20 85813 17707Michael Schwartz 50 88539 44270Hernan Riquelme 50 76961 38480

Dave Wilson 41.6 76961 32016David Foster 50 88539 44270

Robert Inbakaran 52.7 64702 34097Average/Total 667163 277101

Budgeted Earned Finance for 2003 = $150,000Ratio = 90/150000 = 60%

10) Finances AllocatedThe research concentration has substantial COG underpinning.

ConclusionThe current scholarship triangle reveals gaps in all except band 10. There is a clear need to enhance deficiencies in the relevant bands, including international and national scholars, number of research active scholars, numbers of research assistants and postdoctoral fellows, number of research students, research partners and clients, and finances earned. This new professorial appointment would help in this regard.


portfolio planning template - rmit universitymams.rmit.edu.au/owvioyyoyvvj.doc · web viewinforms...

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