the university of western australia - uwa...acct 613.75 4912 international 197.875 1583 local 415.75...

The University of Western Australia

MEMBERS OF FACULTY

UWA BUSINESS SCHOOL

The next meeting of the Faculty of the UWA Business School will be held on

Wednesday 11 December 2013 at 2.15pm

Ernst & Young Lecture Theatre

Part 1 of the agenda has items for communication to be dealt with en bloc. Part 2 of the

agenda is for decision to be dealt with en bloc by motion of the chair. Part 3 is for discussion

and decision.

A member may request the removal of an item from Parts 1 or 2 to Part 3.

This is a full Faculty meeting and therefore the Dean requests that members make every effort to attend.

Lisa Gorey

Faculty Administrative Officer

AGENDA

1. APOLOGIES

2. MINUTES - REF. F33964 Confirmation of the minutes of the Faculty meeting of 12 June 2013.

3. DECLARATIONS OF POTENTIAL OR PERCEIVED CONFLICTS OF INTEREST 4. ITEMS/BUSINESS FOR NOTING SINCE PREVIOUS MEETING

PART 1 – ITEMS FOR COMMUNICATION

5. The Dean will give a presentation of the full-time MBA program to be offered in 2015.

PART 2 – ITEMS FOR DECISION TO BE DEALT WITH EN BLOC

There are no items for decision to be dealt with en bloc.

PART 3 – ITEMS FOR DISCUSSION AND DECISION

6. A member of Faculty has requested a discussion on the negative impact of UWA’s Travel Policy and use of Trobexis. For discussion.

OTHER BUSINESS 7. REPORT TO FACULTY BY THE SUB DEAN – Ref. F4924 Attached to the agenda is a report from the Sub Dean (Attachment A), who will be pleased to respond to any questions regarding the report.

8. REPORT TO FACULTY BY THE ASSOCIATE DEAN, TEACHING AND LEARNING –

Ref. F4924 Attached to the agenda is a report from the Associate Dean, Teaching and Learning (Attachment B), who will be pleased to respond to any questions regarding the report. 9. REPORT TO FACULTY BY THE ASSOCIATE DEAN RESEARCH AND RESEARCH

TRAINING – Ref. 4924 Attached to the agenda is a report from the Associate Dean, Research and Research Training (Attachment C), who will be pleased to respond to any questions regarding the report. 10. REPORT TO FACULTY BY THE ASSOCIATE DEAN, INTERNATIONAL RELATIONS

– Ref. F4924 Attached to the agenda is a report from the Associate Dean, International Relations (Attachment D), who will be pleased to respond to any questions regarding the report. 11. REPORT TO FACULTY BY THE DIRECTOR, POSTGRADUATE PROGRAMS – Ref.

F4924 Attached to the agenda is a report from the Director, Postgraduate Programs (Attachment E), who will be pleased to respond to any questions regarding the report. 12. REPORT TO FACULTY BY THE DEAN – Ref. F4924 Attached to the agenda is a report from the Dean (Attachment F), who will be pleased to respond to any questions regarding the report. Included in the report are annual updates by the General Manager and the Director External Relations. 13. DATE AND TIME OF NEXT MEETING – REF. F33964 The next meeting of the Faculty will be held on Wednesday 12 June 2014 commencing at 2:15pm, venue to be confirmed.

SUB-DEAN’S REPORT TO FACULTY DECEMBER 2013

The 2013 academic year marks the last year in which students in pre-2012 undergraduate courses constitute the majority of our student cohort. Notwithstanding this turning point, students in the old courses will continue to be with us for a significant time period and in appreciable numbers. It has become clear that our undergraduate majors and units have achieved considerable success in attracting students from other courses. This represents an important change in the nature of our student cohort. I would like to thank all of our staff, the professional staff generally, all our academics and especially the staff in our two student centres in coping with our growing and changing student cohort. As is normal at this time of year I have a number of operational matters to bring to Faculty’s attention.

We have had a number of units this year where lecturers have departed from the

assessment outlines or tasks set out in the unit outline in the course of the teaching

period. It is essential that we bear in mind that the University regards the

assessment mechanism set out in the outline as a binding contract with the student.

Where absolute necessity compels a change, lecturers should contact the Sub-Dean for advice.

The Business School’s teaching and learning manual strongly encourages lecturers-

in-charge to set all assignment due dates by week 12 of semester (for semester

units) or earlier. This provision is designed to ensure that students receive feedback

on their work prior to sitting final examinations. I would urge lecturers to observe

this eminently sensible provision on all occasions. It is even more important that we

avoid any submission deadlines during the study break week or the exam period

itself.

From 2014 onwards students will only be able to enrol in units during the first two

weeks of semester. This represents a significant improvement over the prior

situation where students could join a unit until the end of the third week. Faculties

have been allowed discretion in regard to non-standard teaching periods such as

trimester, but I would urge that we adopt a similar two week interval (or shorter in

the case of intensively delivered units). I would also urge lecturers to avoid having

assessable work in the first two weeks of semester wherever possible.

I have included (overleaf) a summary of our unit enrolments in the 2013 academic year. Should faculty members wish to explore this data in greater detail I can supply an Excel Pivot Table upon request.

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UWA Business School Unit enrolments by Broad Area - 2013

ABUS 9.375 75

International 2.5 20

Local 6.875 55

ACCT 613.75 4912


Local 415.75 3328

Offshore 0.125 1

BUSN 5.5 44


Local 3 24

EBUS 7.625 61


Local 4.875 39

ECON 734.125 5769


Local 575.75 4590

Offshore 1 2

EMPL 130.875 1043


Local 96.625 769

Offshore 9.375 75

FINA 800.375 6386


Local 593.625 4736

Offshore 0.125 1

HRMT 104.75 838


Local 78 624

Offshore 0.125 1

INMT 63.375 434


Local 36 264

Offshore 0.125 1

MGMT 643.375 5025


Local 512.125 4030

Offshore 5.75 21

MKTG 467.875 3753


Local 347.625 2787

Offshore 0.125 1

Grand Total 3581 28340

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TEACHING AND LEARNING REPORT December 2013

The Teaching and Learning (T&L) Committee holds monthly meetings on the last Tuesday of the month and the notes of the meeting are available on the T&L section of the business schools’ web site. All faculty members are welcome at T&L meetings. The committee has held seven meetings in 2013. AACSB In 2013 the review of student performances as part of the assurance of learning requirements of AACSB were held for the MEc, MBIM, MBA, MCom and BCom (Marketing and double major in Economics). For more details of the reports and curriculum maps for all programs go to: http://www.business.uwa.edu.au/staff/teaching/assurance Workshops in 2013 In 2013 the following workshops were held:

14 February Live, classroom simulation - Andrew Patterson from Top Hat Monocle

1 March New Tutors Workshop

15 March Assessment of Oral Communication Skills – Phil Hancock

26 March Developing and Managing your Curriculum – Grady Venville

15 May HBP teaching and learning developments - David Klindienst

30 July PASS Leaders workshop

2 August New Tutors workshop

14 August New Staff workshop

20 August Teaching tips with Professor Lubos Pastor, Gary Stockport and Inga Kristoffersen

13 November Pebble pad training with Astrid Davine from CATL

21 November ePortfolios – Professor Mark Pegrum

6 December Teaching award submission - Phil Hancock

The attendance at all workshops was very good with an average of about 20 staff. The evaluations were also very positive and many staff commented that they were going to try one or two new ideas as a result of attending one of the workshops. Blended learning or flipped classroom Wade Jarvis has developed a blended learning approach to teaching the first year Marketing unit at the Crawley campus where there are about 800 students taking the unit. He has been granted a teaching fellowship of $20,000 to allow the piloting of a study to operationalise advanced blended learning or flipped classrooms for non-standard students. Non-standard students comprise students that can’t attend a face-to-face workshop (flipped classroom), such as those studying from a different campus (i.e. Albany) or those students who have special needs. The aim is to assess a model that is highly participatory in nature and, for example, includes replacing the existing one-way face-to-face lecture and putting such material online. The fellowship covers the researching of these ‘non-standard’ students and in one unit.

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http://www.business.uwa.edu.au/staff/teaching/assurance

Kerrie Unsworth has also experimented with a flipped classroom in the MHRER with great feedback from students. Phil Hancock flipped some classes in the MBA Accounting unit in Trimester 3 with very positive feedback from students. The in class time was used for other activities including cases and students participated in the Zodiac Board Game which is used by companies like Alcoa and Qantas. MyGuru In semester 2 we tested an online tutor arrangement developed by 2 UWA Engineering students in two units this semester. The trial is supported by the DVC Education and the DEAN OF Coursework Studies with some funding. The MyGuru online learning platform allows teaching staff to interact with students quickly and dynamically, complementing the learning experiences of both conventional lectures and Massive Open Online Course learning. The class tutor, or ‘Guru’, monitors the Q&A daily to ensure that questions are answered quickly and correctly. For the most popular questions the Guru creates a 3-5 minute video, going through an example or explaining the concept clearly. Using a simple upload procedure these videos are stored on the class channel in convenient playlists that open directly in the class channel. We are currently assessing the results of the trial. Self and Peer Assessment Resource Kit (SPARK) The use of SPARK continued in 2013 with some 20 units in the Business School now using SPARK. It is also being used in Engineering and in the new B. Phil degree. The use of peer evaluation is one way of assessing team work skills. Marks for a group assignment can be awarded for the task (which is not assessing team work skills) and the process (which is measuring team work skills). SPARK can also be used to moderate the marks of various markers, assess the ability to exercise judgement and a number of other applications. Additional resources for staff to assist in using SPARK are now available. For more information go to https://uwa.sparkplus.com.au/faq.php https://uwa.sparkplus.com.au/login.php Excellence in Teaching Awards The first and second rounds of nominations for 2013 have now closed and similar to last year there were about 180 nominations so students continue to be engaged with the awards scheme which is extremely pleasing. Peer Assisted Study Sessions (PASS) The program has continued in 2013 with enrolments down slightly but the feedback continues to be positive. I would like to thank Tundi Jeges, Tennille Trevaskis and Cath Vogel for their roles and support in the PASS program. Turnitin Also as you prepare your unit outline a reminder that the school subscribes to the software detection device Turnitin. Given the increased concern about referencing skills and the availability of various resources on the internet particularly through sites like facebook this is a good opportunity to remind staff that Turnitin is available should you wish to use it in your

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https://uwa.sparkplus.com.au/faq.php

https://uwa.sparkplus.com.au/login.php

unit. The faculty passed a rule which allows the use of Turnitin and the rule is quoted in the unit template. For further information on Turnitin go to: http://www.turnitin.com/static/index.html Tutor training program A reminder that the tutor training program will again be held in week one of semester one for all new tutors and we would appreciate if all team members can let Catherine Vogel have a list of all new tutors when this is finalised. Committee membership I would like to acknowledge the efforts of the committee in what has been a busy year for the committee. The members are Fang Liu, Elisa Birch, Leo Langa, Lydia Kilcullen, Gary Stockport, Ray Fells, Paul Crompton, Nick Letch, Paul Lloyd, Kaye Haddrill, Jenny Gamble, Jacinta Kotula and Kirk David. T&L staffing 2013 I would like to thank Cath Vogel, Kaye Haddrill, Tundi Jeges and Yvonne Button for their excellent contribution to teaching and learning in the School in 2013. Winthrop Professor Phil Hancock Associate Dean-T&L

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http://www.turnitin.com/static/index.html

Associate Dean Research and Research Training Report December 2013

The following overview of the activities undertaken by the Associate Dean Research and the Business School Research Office over the course of the past 12 months is presented under the headings: Researcher support and development, Initiatives & administration and HDR. Researcher Support & Development The research office provided support and feedback for applicants in the ARC Discovery, DECRA, and Future Fellowships in 2012. Budgetary support, reviews and technical support were provided for 12 Business school applications (and to a lesser extent, further externally submitted applications). The ADR provided academic peer reviews for almost all applications (7 ARC Discovery [including a DORA Fellowship application], 4 DECRA, 4 ARC Linkage). The Business School won one ARC Linage Grant in 2013. The research office also provided support for an ARC Centre of Excellence Expression of Interest. Centres of Excellence are a large scale, collaborative initiative with the potential to attract up to $28Million in ARC funds. The proposed ARC Centre of Excellence for Global Readiness is led by David Day and involves 22 institutional partners. The proposal did not proceed to full application stage. Additional support via tailored workshops was provided on ARC schemes. An intensive three week grant writing workshop with the Law School and Social Sciences was arranged to provide information and advice on various schemes. This initiative went ahead due to positive feedback from a similar workshop held in January 2012. A total of 10 Business School early and mid-career researchers registered for this year’s workshop. An additional ‘pitching session’, the aim of which is to encourage people to prepare themes and project teams early for later grant rounds. Applicants pitched their proposal to a panel of four experienced researchers: Ken Clements, Izan, Julie Lee, and Peter Robertson. Four researchers participated in these sessions. In addition to these grant-specific initiatives, discussions are being held with the Information Services Faculty Liaison Officer regarding possible workshops/presentations around navigating information services and providing information on various research tools. Discussions with Information Services are also underway regarding the research data store initiative. Provision of assistance and support, as well as communication of research opportunities is disseminated to researchers for a wide range of schemes throughout the year although the strong level of participation and complex nature of ARC applications renders it worthwhile developing tailored initiatives for those schemes. These events have been complemented with individual level support and encouragement. This has been most successful with early and mid-career researchers with new staff and those who are unfamiliar with the Australian research environment, particularly benefitting from guidance around local funding opportunities and advice around career development and the various ranking models popularly adopted. The Business School Research Development Awards funding scheme is also designed to be a development activity for early and mid-career researchers, with the Associate Dean

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Research providing detailed one-on-one feedback to successful and unsuccessful applicants on request. Initiatives & Administration The Research Office has developed and overseen a number of events at the Business School which have been broadly undertaken for the purpose of acknowledging research effort and successes on the part of our staff and elevating the visibility of research within the culture of the faculty. Events include:

- Staff orientation day - HDR student orientation - Research awards event for achievements in 2012 - First intake of the newly restructured DBA in 2013

Boards and Committees The Business School Research Committee The research committee comprises: Peter Robertson (Chair), Nic Groenewold, Richard Heaney, Julie Lee, Sharon Parker, Brett Smith (Early Career Researcher representative) Jill Sweeney (Geoff Soutar standing in during Jill’s period of leave), Marvin Wee, Stanley Yu (HDR representative). Kerrie Unsworth resigned from the Committee in early 2013 and was replaced by Gillian Yeo. Development of the workload model continued through the second half of 2013 which, as mentioned in previous reports, aims to recognise 40:40:20 in workloads and address concerns about the “long tail” of research inactivity, and define levels of research activity for the PAR process. Following feedback from earlier modelling presented at the May meeting the ADR has prepared a refined model for further consultation with Discipline groups. Presentations have been made to Marketing and Management & Organisations. Meetings for the Economics and Accounting & Finance groups have been scheduled in coming weeks. The Business School Regional Ethics Review Committee (RERC) The RERC membership remain unchanged in 2013 with Paul Gerrans, Chair; Committee members, Mark Edwards; Ray Fells; Inga Kristoffersen; Rob Lambert; Julie Lee; Michelle Roberts; Anu Rammohan; Steve McShane; Christine Soo. After discussions with Research Services, the Faculty Research Office, ADR and Paul Gerrans, we identified several unnecessary replications in the ethics approval process and we instituted changes that resulted in a much more streamlined process. Since then the current system has been working much more efficiently and no significant issues have arisen in the last year. The Board of Higher Degrees by Research The HDR Board meets bi-annually and Board membership remains Peter Robertson (Chair), Alan Dench (or nominee), Geoff Soutar, Sharon Parker, Richard Heaney, Jill Sweeney, Millicent Chang, Rob Lambert, Sam Tang. The Associate Dean Research has also attended several Graduate Research Coordinators meetings held by the Graduate Research Office.

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Higher Degrees by Research Doctor of Business Administration

A cohort of 19 students commenced the newly re-structured DBA program in February 2013. The intake includes 18 males, 1 female, and 1 international student. Occupations include management, directorships, engineering (mining, water), accounting, academia, farming, an economist, project management, entrepreneur/company start up and others

Significant interest continues to be shown in the DBA with 37 applications received for the 2014 intake.

HDR Commencements 12 new PhD students commenced in 2013 in addition to the 19 DBAs. 1 Higher Degree by Research (Preliminary) student commenced in Semester 2. This is a fairly strong enrolment and PhD commencements are anticipated to increase in 2014 as a result of recent successes in both international and domestic scholarship rounds and a growing volume of applications.

HDR Completions 11 PhD candidates have completed in 2013 thus far, and a further 9 are under examination. 2 DBA candidates also completed in 2013, with 1 candidate currently under examination. Scholarships 6 IPRS/SIRF scholarships and 7 APA/UPA scholarships were awarded in 2013 from the two main application rounds respectively. For each round Graduate Research Coordinators completed assessments for their disciplines before a final ranking meeting. This process has proven effective in attaining the best students for the Business School. The quality of local and international scholarship applications continues to increase over recent rounds.

The five year tenure of the BHP Billiton Postgraduate Research Scholarship came to an end in 2012 with an announcement that further scholarships would not be on offer for the time being. Also, the China scholarship round was cancelled for January. HDR Student Support and Events HDR Orientation and Morning Tea The Semester 1 HDR Student Orientation was held in April this year and for the first time involved a number of new DBA students as well as commencing PhD students. The Orientation was followed by a ‘Welcome’ morning tea. These regular Welcome morning teas, to socialise new students into the Business School and introduce them to students and staff, are always well attended by HDR students and by both academic and professional staff.

Student Forum Semester 1 Orientation was followed by a 30 minute Student Forum. This event was initiated by PhD students from the Management and Organisations Discipline keen to gage the level of interest in greater cross-Discipline interaction among other HDR students. A Committee of representatives from each Discipline was formed, and social events including a morning tea, quiz session and regular Friday afternoon drinks have been organised. An afternoon soccer match involving both HDR students and staff has also been scheduled.

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The Committee is committed to arranging inclusive activities that will be attractive to students across the spectrum of cultural, religious and ethnic backgrounds. The group has continued to expand its activities throughout the year with the soccer games in particular attracting participants from the Faculty of Science. A Christmas party was held on 6th December. Associate Dean, Research and Research Training Winthrop Professor Richard Heaney has been appointed Associate Dean, Research and Research Training in 2014.

Winthrop Professor Peter Robertson Associate Dean Research and Research Training

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International Relations Annual Report - 2013

Kerrie Unsworth, Associate Dean International Relations

The School’s internationalisation mission is to enable a mindset and activity unconstrained by geography, nation, race and culture. This is consistent with the School’s vision to become one of the

most influential Business Schools in Australia and Asia. There are three planks to the School’s strategy to achieve the above mission: (a) Build a strong international reputation;

(b) Enhance international research collaboration;

(c) Embrace an international mindset and outlook across all activities in the Business School with

guiding principles of: Quality, Diversity, Engagement.

(developed in August 2010 by participants at School-wide strategy meeting) Staff Changes

Ray Da Silva Rosa stepped down as Associate Dean, International Relations in November 2012. I would like to thank Ray for the work that he has done in this area so far, and for being such a great help during the transition.

In January 2013, I took over as Associate Dean in an interim capacity while I am on sabbatical. I came on-board properly from late July 2013.

Bev Partridge the International Development Coordinator.

Wade Jarvis is the Deputy Associate Dean, International Relations.

I would also like to heartily acknowledge the work done by members of the International Committee.

Build Strong International Reputation

We are being courted by some of the best universities in the world. Over 2013, we have

talked with Manchester Business School, Leeds University and Bath University (UK),

University of Tübingen (Germany), University of Strasbourg (France), University of

International Business and Economics, Zhejiang University, Chinese Agricultural University

(China) and Colorado State University (US) amongst others, who all want to engage with us

at a deeper level than just Study Abroad exchanges. This is a fantastic acknowledgement of

the work of the academics (in terms of our academic reputation), our teaching staff and

tutors (in terms of our teaching quality) and our marketing team (in terms of getting our

name out there).

One of our key strategies over the coming years will be to create meaningful relationships

with a few universities. These will involve collaboration and connections across not only

Study Abroad but double-degrees, team teaching, and research ties. In 2014, we will be

coming to discipline meetings to identify the best universities for you – who would you like

to work with in both teaching and research?

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Enhance International Research Collaboration

In 2013, the School trialled a new program directly aimed at increasing international

collaboration through long-stay visitors. This program was an Early Career Visiting Fellowship

and was designed to attract ‘rising research stars’ to the School and to create ongoing

collaborative relationships.

Fellowship applications were sought in the Management and Organisations discipline and there was a very good response with 20 high quality applications received from around the world. Due to the quality of the applicants, the School decided to fund two applicants who were to stay at UWA for 4-6 weeks. The successful Fellow from Canada, James Beck, has recently completed his stay and it was a resounding success. At least three papers are currently being written by James and School faculty, a number of collaborative projects have been devised, and James willingly spent a lot of time helping our PhD students.

Embrace an International Mindset

Teaching for diversity and to diversity

o The UWABS Teaching and Learning Committee and CATL have run a number of talks and

provided a variety of information in 2013 on internationalising the curriculum and

teaching international students.

Double-degrees and articulation arrangements o A proposal for funding from the Australian government (EU-AU scheme) for a double-

degree across Europe and Australia was successful. UWA will receive $250,000 to help implement this new Masters structure. Students do one year at their home university in Europe (University of Strasbourg (France), Ca’ Foscari (Venice), or Corvinus University (Budapest)) and a year at either UWA or UAdelaide (or vice versa); they then receive a degree from both universities. This will begin in 2014.

o An articulation arrangement is being discussed with Shandong University (China). This agreement would be sanctioned by the Chinese Ministry of Education, ensuring high quality students, and the students would have pastoral care from an agency while in Australia. The agreement is for up to 120 students to study 2 years at Shandong (for which they get 1 year’s credit at UWA) and enter our BCom (Finance) in second year.

o We are discussing the potential for other 2+2 agreements and a Masters in

International Management double-degree.

Study abroad exchange agreements completed during 2013: o Loughborough University - undergraduate exchange.

o Bath University – undergraduate exchange.

o Coppead Graduate School – MBA exchange.

o UCLA – students will study 2 units at UCLA and gain credit of 12 points into UWA

bachelor.

o University of Manchester (Manchester Business School) – undergraduate exchange.

UWA Business School International Committee

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Discussion Paper

Kerrie Unsworth

Associate Dean, International Relations

July, 2013

Contents

Summary of Proposals .......................................................................................................................... 15

UWA Business School Vision ................................................................................................................. 15

International Relations Vision ............................................................................................................... 16

University and External Environments & Background to the White Paper .......................................... 17

Build a Strong International Reputation ............................................................................................... 18

Enhance International Research Collaboration .................................................................................... 19

Embrace an International Mindset: Student Competencies ................................................................ 22

Study Abroad & Internships .............................................................................................................. 22

Double Degrees & Articulation Agreements ..................................................................................... 22

Diverse Student Experience at UWA ................................................................................................. 23

Personal/professional development ................................................................................................. 24

International curriculum ................................................................................................................... 24

Going Forward ...................................................................................................................................... 26

Building the Strategic Plan .................................................................................................................... 26

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Summary of Proposals

We increase the number of applications and number of successful applications for

Research Collaboration Awards.

Create a map of existing and wish-list research collaborations.

Work with the Disciplines to identify a short-list from this map.

Continuously promote information and opportunities about the research partners to

Disciplines and support research collaboration with those partners.

All going well, we broaden the ECR/Post-doc Fellowship Scheme to all four disciplines.

A sub-committee work with the External Relations team to examine how we can best

make use of the Ambassadorial Council from an academic perspective.

Work with the External Relations team to examine how we can best promote information

about the implications of our research.

We build an expectation that every undergraduate student will study at least one semester

overseas at some point in their degree.

We continue to work with the International Centre to identify barriers to students’

engagement in Study Abroad.

We work towards identifying a sustainable method for implementing double-degrees.

We identify our ideal profile of student backgrounds in the undergraduate and

postgraduate cohorts.

We work with the Teaching and Learning Committee to raise awareness of opportunities

to incorporate international experiences into the units.

Professional support be provided to help with the additional administrative burden of

having international experiences within units.

We set up a personal and professional development feedback process for undergraduate

students, focused initially on cross-cultural competencies.

We work with the Teaching and Learning Committee to identify ways we can facilitate the

internationalisation of the curriculum.

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UWA Business School Vision The University of Western Australia Business School will become one of the most influential business education institutions across Asia and Australia. In achieving this aim, the school will:

Inspire and propel some of the most talented students from around the world to become

the respected and innovative academic, community and business leaders of tomorrow.

Provide an energising culture of international excellence in research, teaching and learning.

Promote an ethical and entrepreneurial spirit.

Be a strong positive influence for alumni, business, industry, government and the

professions.

International Relations Vision The School’s internationalisation mission is to enable a mindset and activity unconstrained by geography, nation, race and culture. This is consistent with the School’s vision to become one of the most influential Business Schools in Australia and Asia. There are three planks to the School’s strategy to achieve the above mission: (a) Build a strong international reputation; (b) Enhance international research collaboration; (c) Embrace an international mindset and outlook across all activities in the Business School with guiding principles of: Quality, Diversity, Engagement.

(developed in August 2010 by participants at School-wide strategy meeting)

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University and External Environments & Background to the White Paper It sounds trite but the world is a much smaller place now that it has ever been in the past. Perth is physically the most remote capital city in the world; however we cannot afford to make ourselves remote. Research success needs to take advantage of different skills, funding opportunities and dissemination outlets available across multiple countries. Employers of UWA Business School graduates within Perth are often multinational corporations who expect their new employees to be able to work with people from other cultures and often to live in other countries. Finally, the financial sustainability of the University may depend on the number of full-fee paying students enrolled given decreasing federal government funding over the years. For all these reasons, it is imperative that we engage in the international arena, exposing both ourselves and our students to international experiences and international collaborations. In the past six months, I have had the opportunity to talk with all of the members of the International Committee as well as significant stakeholders. I have drawn on all the information provided to me during those months to create this discussion paper. The aim of this paper is to get a dialogue started around what we want to accomplish as a School, but more particularly, as an International Committee. The recommendations listed in this paper are merely some ideas: They do not represent every possibility and they are certainly to be seen as a starting point only, not a finishing line.

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Build a Strong International Reputation A great deal of work has already been done in building UWA’s international reputation. We have Ambassadorial Councils in a number of countries, the Early Career Fellowship is a success, our research is published internationally, many of our academics are reviewers or Editors on international journals, and so forth. However, UWA Business School is still a small school and as such, we need to keep working on our international reputation. From the perspective of the International Committee, we can best help by focusing on the academic side of the reputation coin. The Ambassadorial Council has been set up in Australia, Singapore, London and New York and is working towards improving our reputation in these regions. These Councils have acted as conduits for seminars for alumni and as information-gathering exercises to ensure we are aware of the external environment in these regions. There is room, however, for more to be done with these Councils, particularly from the academic perspective. The remit of the Ambassadorial Council overlaps between the International Committee and the External Relations team. I suggest that we create a sub-committee of the International Committee that works with the External Relations team directly to look at how we can best make use of the Ambassadorial Council from an academic perspective. Recommendation: A sub-committee work with the External Relations team to examine how we can best make use of the Ambassadorial Council from an academic perspective. Our research output is world-class. We had an exceptionally good ERA performance in a number of disciplines. We have the largest and most successful Organisational Behaviour groups in the southern hemisphere (and arguably one of the best such groups in the world). And at an individual level we have academics that are doing interesting, exciting and impactful research which have implications not only for other academics but for policy and practice. We need to shout about our research from the roof-tops! Discussions with Suellen Tapsall suggested that the local market for Executive Education is not aware of the breadth and depth of our talent within the Business School which suggests that this information is not getting out either locally or internationally. I suggest that we work with the External Relations team to identify the best ways we could get this information out. For example, we could have “talking heads” interviews on the website with both our own academics and with visiting academics; or we could create a research news magazine that discusses our research findings (akin to, for example, New Scientist, Harvard Business Review) and which shows how our research is valuable, useful and credible to industry. To make such things work we need buy-in from academics that need to be able to fit such alternative disseminations into their already busy schedule. As such, I suggest that this again requires collaboration across both the International Committee and the External Relations team. Recommendation: Work with the External Relations team to examine how we can best promote information about the implications of our research.

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Enhance International Research Collaboration We are a very strong research group here at UWA Business School. In the latest round of Excellence in Research for Australia ratings we had many of our disciplines rated as above world standard or well above world standard. For a small university, we have excellent, hard-working research and teaching staff who are producing excellent outputs. In the realm of International Relations, research collaboration across countries is a necessity. According to a Royal Society paper, “Australian authors triple the standard impact of publications when collaborating with Spain and more than quadruple when collaborating with Brazil” (Knowledge, Networks and Nations: Global scientific collaboration in the 21st Century, Royal Society, 2011; cited in communication with Judy Berman, UWA International Research Office). Alan Robson noted in the past that “At UWA, 36% of research papers published have an international co-author…. if a paper has a co-author from either the UK or the US it is likely to be cited twice as often, and if it has co-authors from both the UK and the US it is likely to be cited eight times more often”. A number of UWA Business School academics already collaborate internationally, but it is likely that we can do more to improve the number of academics who collaborate internationally and the number of international collaborators per academic. General recommendation: Increase research collaboration amongst UWA Business School academics and other institutions. It is very easy to say that we should increase research collaboration, however there are a number of barriers to doing so. The first is funding. It is difficult to collaborate internationally when you do not see the other partner or have to work only via skype; particularly at the start of a research collaboration. And it is difficult to find the money to engage in international travel through regular funding sources such as ARC grants. However, UWA is currently in two international networks: World Universities Network (WUN) and Matariki Network. Research collaboration with colleagues in these universities is encouraged and widely supported with funding. The universities in the WUN network are:

University of Alberta

University of Bergen

Nanjing University

Zhejiang University

University of York

University of Bristol

University of Southampton

University of Sheffield

University of Leeds

University of Cape Town

University of Auckland

Pennsylvania State University

University of Rochester

University of Wisconsin, Madison

Chinese University of Hong Kong

State University of Campinas

Maastricht University

Within the Matariki Network the partners are:

Dartmouth College

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Durham University

University of Otago

Queens University

University of Tübingen

University of Uppsala

There is funding available at UWA for building research collaborations, particularly with colleagues from the above institutions. Personally, I was awarded some of this money and have benefitted substantially from it having built up a solid collaboration that has led to joint papers, joint projects and joint teaching. However, discussions with the UWA Research Office have revealed that there is apparently a lack of applications from the UWA Business School. I therefore recommend that we support our academics in applying (and successfully applying) for these Research Collaboration Awards. To do so, we will need to work with our own research team, mainly Melina Wood and Peter Robertson, as well as with the UWA International Networks Coordinator, Judy Berman. Recommendation: We increase the number of applications and number of successful applications for Research Collaboration Awards. As noted earlier, our academic staff will already be collaborating with a number of international colleagues. For these individual staff, the collaborations work well but if considered as a whole across the School they are most likely scattered across the world across multiple institutions. In an ideal world, however, we would be able to create a greater effect by having multiple staff collaborating with academics from the same institution. There are a number of reasons why having broad institutional partnerships is beneficial for the School and for the individual academic. First, at a School level, these partnerships will increase our international reputation by making a few “big splashes” rather than a number of “small drops”. Second, a stronger institutional relationship allows us access to increased funding for researcher mobility, increased teaching collaboration, and so forth. Finally, having stronger institutional relationships helps early career or less confident academics to meet with potential collaborators. It is often quite daunting to “cold call” a potential collaborator, however these institutional partnerships will minimise barriers and make the process a lot easier to start. Ideally, then we would like to create strong research-based institutional relationships with a number of key universities across the world. One way of approaching this is to do it in a top-down way: the School identifies universities which it believes would make good partners and we then hope that academics agree. An alternative is a more bottom-up approach. In this case, we identify the existing individual collaborations that academics in our School already have and we build on them. I believe the latter approach is the most fruitful way in the long-term. To make this bottom-up approach successful, we will require a “map” of both existing and wish-list collaborations so we can identify universities with whom academics are currently already working or who academics want to work with. We will then gather information about each of these potential university partners and circulate that information to all staff in their Discipline meetings. From these meetings we will create a short-list of potential university partners. We will provide information to our academics about the faculty at these universities and will encourage and support relationship-building with them. For example, if we know from our “map” that Queens University is a potential partner, we will go to the Discipline meetings and provide information to that discipline about who is at Queens (in the relevant area) and what research the people in that field are currently doing. We will facilitate building relationships between the specific UWA academics and the Queens’ academics and we will help the academics to get funding to support the new collaboration. In this way, we hope to create a broader set of research collaborations across a number of key institutions that will allow us to build a stronger institutional relationship.

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This is not to say, though, that we will discourage research collaborations outside of these broader partnerships; these individual-level collaborations will always occur and we will always support any international collaboration regardless of whether or not they are with our partners. However, we see opportunities in creating broader partnerships that cannot occur with the more ad hoc collaborations. Recommendation: Create a map of existing and wish-list research collaborations. Recommendation: Work with the Disciplines to identify a short-list from this map. Recommendation: Continuously promote information and opportunities about the research partners to Disciplines and support research collaboration with those partners. Finally, the Early Career Researcher Fellowship developed by the International Committee in 2012 and being trialled in 2013 appears to be successful so far. We had an incredible group of applicants from around the world – many of whom were stellar academics already in their career. If all goes well when the ECRs come to UWA (September-November) then I suggest that we broaden the program to all four disciplines. Recommendation: All going well, we broaden the ECR/Post-doc Fellowship Scheme to all four disciplines.

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Embrace an International Mindset: Student Competencies It is imperative that our students leave the UWA Business School with cross-cultural competencies. As noted earlier, employers are asking for these and the University requires graduates to have knowledge and skills in the global arena. To this end, I have identified four key areas that the International Committee could potentially address: 1) Increasing Study Abroad and domestic students’ experiences of living and working internationally; 2) Having a diverse student experience at UWA; 3) Developing student’s personal and professional cross-cultural competencies; and 4) Increasing students’ knowledge of global issues.

Study Abroad & Internships One of the most vivid experiences a person can have is living in a different country. We should be encouraging all of our domestic students to take advantage of this opportunity during their studies. We have agreements with over 130 universities so there are a variety of places where Business School students can study for a semester overseas as well as an increasing number of internship opportunities. At the moment, there are only a handful of Business School students who take up this opportunity every year. While this number is increasing, I would like to suggest that we ultimately make it an expectation that every undergraduate student studies or works overseas at some point during their degree. Of course, I do not expect that 100% engagement in Study Abroad is a feasible target, however if we set the expectation for students high then we can work to change the culture and can significantly increase the number of students who do engage in Study Abroad. At that point, we will need to investigate other factors that are discouraging students from engaging in Study Abroad Recommendation: We build an expectation that every undergraduate student will study at least one semester overseas at some point in their degree. Recommendation: We continue to work with the International Centre to identify barriers to students’ engagement in Study Abroad.

Double Degrees & Articulation Agreements A new phenomenon in the Australian context is the Double Degree (DD). This structure evolved in the European Union as a way of encouraging student mobility. It has since spread across the world and we are seeing the benefits also here at UWA. It operates predominantly for postgraduate coursework degrees. Essentially, a student enrolled in a DD is enrolled in two universities and obtains a degree from both universities – they study half the units at one university then study the other half of the units at the other university. The benefits to the student are that they get an international experience for a significant period of time, they are exposed to content that they might not receive at their home institution, and they receive degrees from two universities. The benefits to UWA are that we are increasing our profile and reputation, and broadening the diversity of the students who study with us (the majority of DDs to date involve European rather than universities in South-East Asia) while still increasing our overall international recruitment numbers. To date, we are currently working with University of Strasbourg (France), Ca’Foscari (Italy), Corvinus University (Hungary) and the University of Adelaide in working towards a DD in our Master of Commerce (Advanced). Ray Da Silva Rosa helped to put together a funding application for an EU-AU grant opportunity (the Industrialized Countries Instrument – Education Cooperation Programme). The full bid was for 350,000 Euros to cover student and staff mobility as well as administrative costs. In addition, we have had a request from the University of Tübingen (Germany) to create a DD with them. The University of Tübingen is one of the oldest European universities and is a highly prestigious university, as well as being a co-partner in the Matariki network. Finally, we have been approached by a group working with Shandong University (China) to work on a 2+2 undergraduate

D11

articulation agreement. It is likely that such DDs and articulation agreements will be the way of the future and this is an opportunity we probably should not miss. However, the implementation of the DD as it stands will cause us some problems with the current rules for the MCom. If we decide to go ahead with DDs then we need to work out the best way of structuring this degree. For example, we might decide that the best approach is to set up a new two-year Masters of International Business that allows for two blocks of credit (1 semester’s worth each) to be allocated to it. Of course, we do not want to increase the teaching resources so it must be able to be resourced from our current teaching. Recommendation: We work towards identifying a sustainable method for implementing double-degrees.

Diverse Student Experience at UWA Working with people from other cultures is a necessity in today’s employees and therefore is a graduate attribute required by our accrediting bodies and the university. One way through which this can be accomplished is through the double-degrees highlighted earlier. The more standard approach though is through having a stable international student body. At the moment our international student numbers are sitting around 26%. The university would like us to bring this up to the Go8 average of around 30-40%. I am certainly not advocating that we increase our international student numbers simply to reach a benchmark set by other universities; however, I believe that an on-campus student experience should involve daily interactions with people from other cultures. To this end, I recommend that we aim to increase our international student intake to a number determined by discussions in the International Committee and the Faculty Board. Nonetheless, we should be proactive and strategic in our approach to increasing international student numbers. The easiest and cheapest option is to simply increase the number of Chinese undergraduates that we enrol. However, I believe that a diverse student experience should be that – it should contain daily interactions with people from a variety of different cultures. As such, I suggest that we develop our ideal profile of undergraduate student backgrounds. What percentage of our students do we want to be domestic? What percentage from Singapore, Malaysia, China, South America, Indonesia and so on? Bev Partridge has a great deal of information about the possibility of getting these students and I recommend that we work with her to develop our “ideal profile” of the undergraduate and postgraduate cohorts. Recommendation: We identify our ideal profile of student backgrounds in the undergraduate and postgraduate cohorts. In increasing the diversity of the student cohort, we are also increasing the demands on our teaching academics. As you all know, it is more difficult to teach international students than to teach domestic students, just as it is more effortful to communicate while travelling in a foreign country than in your own country. But just as travelling in a foreign country can be more fulfilling, teaching international students can be as well. To ensure that our academics are able to take advantage of the benefits of the diverse student cohort they are teaching, we need to support them. There are a number of ways in which this support could take place ranging from reduced class sizes when there is a higher proportion of international students to providing awareness of good practices and teaching tips for teaching international students. At the very minimum, academics who teach high proportions of international students should be acknowledged for the additional effort they are making and valued for doing so. The Teaching and Learning Committee is already working on tips to help academics teach international students. Recommendation: We work with the T&L committee to identify ways in which we can provide practical support for academics teaching international students.

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Finally, with new technology we can provide students with an international experience without them ever leaving Perth. This might involve guest lectures from overseas or international projects. I am currently trialling international student teams where UWA students are working virtually with students in the UK (and possibly the US) to create wikipedia pages. I am sure that other academics within the Business School are also likely to be teaching in creative ways across international borders. It is not for every unit nor every unit coordinator, however increasing the number of international experiences within our degrees overall will be useful for students. I believe there are two key hurdles to international experiences within units. The first is an awareness of possibilities that exist. I suggest that we work with Phil Hancock and the Teaching and Learning Committee to increase awareness of ways in which international experiences can be incorporated into units. The second is the increased administrative work involved with such teaching. I suggest that this be taken into account when considering the administrative support provided to the unit coordinators by the Disciplines and/or potentially by the International Committee. Recommendation: We work with the Teaching and Learning Committee to raise awareness of opportunities to incorporate international experiences into the units. Recommendation: Professional support be provided to help with the additional administrative burden of having international experiences within units.

Personal/professional development If we wish students to have cross-cultural competencies when they leave UWA Business School then we should provide them with feedback as to how they are going along the way. This will also enable us to evaluate our strategies and determine whether or not they are working. I suggest that all undergraduate students participate in a (not for credit) personal and professional development feedback process whereby they check their competencies throughout their degree. This information can be incorporated into their overall learning portfolio and can be tied into units as and where possible. In addition, this kind of personal and professional development could be added to in the future to incorporate feedback on other important professional development areas such as leadership skills. I believe students will find such feedback very useful both from a learning perspective but also from a “selling” perspective when they are on the job-market. From a Business School perspective this personal and professional development is a strong differentiator to our competitors and ties into a more personalised, career-development-oriented approach that will make the student experience different to a MOOC. From a strategic perspective it also fits neatly in with the Launch program for the MBA students in that covers similar personal and professional development (albeit less advanced). The key to making such a feedback process feasible is having expertise readily available to design the surveys and creating automated reports for the students. Cristina Gibson and Pat Dunlop (in M&O) are working on a study of cross-cultural competencies and therefore have the obvious expertise to design the survey. Creating a system to deliver automated reports would be able to be created for a small one-off fee (probably around $7,000-$10,000) although this would have to be investigated more fully. Recommendation: We set up a personal and professional development feedback process for undergraduate students, focused initially on cross-cultural competencies.

International curriculum Knowledge of how “business” works globally is obviously important for our graduates. This is a key aspect of our accreditation with both EQUIS and AACSB as well as being a foundation for the New

D13

Courses structure at UWA. To that end, I suggest that the International Committee work with the Teaching and Learning Committee to discuss ways in which our committee can help the internationalisation of our curriculum. For example, perhaps we can facilitate the creation of a library of international experts providing short “lecture” topics and how they play out in their own country. Recommendation: We work with the Teaching and Learning Committee to identify ways we can facilitate the internationalisation of the curriculum.

D14

Going Forward As noted at the start of this paper, these recommendations are put forward only as suggestions. We now need to determine what we wish to work towards and how we do that. There are obviously resourcing implications that arise from each of these recommendations and we will need to determine key responsibilities and timeframes. The role of the International Committee is to decide upon the strategies and work to implement them. More specifically: “The role of the International Committee is to advise the Dean and the Faculty on:

development of the Faculty's internationalisation strategy;

implementation of University and Faculty internationalisation strategy and plans;

development of relationships with international universities and business schools of interest,

exchange programs and international linkages;

matters relating to establishment, delivery and marketing of transnational courses;

other issues referred by the Dean.”

I am keen to make sure that we do not simply have a committee which is “all talk”. We have come a long way with Internationalisation but the world keeps moving forward and we need to keep moving forward as well.

Building the Strategic Plan

Priority RECOMMENDATION Resource Implications

Implementation Responsibility

Timeframe

Increase research collaboration amongst UWA Business School academics and other institutions

INCREASE RESEARCH

COLLABORATION AMONGST

UWA BUSINESS SCHOOL

ACADEMICS AND OTHER

INSTITUTIONS

Work with AD Research and the Research Committee

WE INCREASE THE NUMBER

OF APPLICATIONS AND

NUMBER OF SUCCESSFUL

APPLICATIONS FOR

RESEARCH COLLABORATION

AWARDS

Work with AD Research and the Research Committee

CREATE A MAP OF EXISTING

AND WISH-LIST RESEARCH

COLLABORATIONS

Discipline support; require professional support

WORK WITH THE

DISCIPLINES TO IDENTIFY A

SHORT-LIST FROM THIS MAP

Discipline support

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CONTINUOUSLY PROMOTE

INFORMATION AND

OPPORTUNITIES ABOUT THE

RESEARCH PARTNERS TO

DISCIPLINES AND SUPPORT

RESEARCH COLLABORATION

WITH THOSE PARTNERS.

Professional support

ALL GOING WELL, WE

BROADEN THE ECR/POST-DOC FELLOWSHIP SCHEME

TO ALL FOUR DISCIPLINES.

Financial implications for funding the Fellowship

International Reputation

A SUB-COMMITTEE WORK

WITH THE EXTERNAL

RELATIONS TEAM TO

EXAMINE HOW WE CAN

BEST MAKE USE OF THE

AMBASSADORIAL COUNCIL

FROM AN ACADEMIC

PERSPECTIVE

External Relations support

WORK WITH THE EXTERNAL

RELATIONS TEAM TO

EXAMINE HOW WE CAN

BEST PROMOTE

INFORMATION ABOUT THE

IMPLICATIONS OF OUR

RESEARCH

Discipline support; External Relations support

Study Abroad WE BUILD AN EXPECTATION

THAT EVERY

UNDERGRADUATE STUDENT

WILL STUDY AT LEAST ONE

SEMESTER OVERSEAS AT

SOME POINT IN THEIR

DEGREE

Work with AD Teaching, Director of UG Programs, International Centre; professional support

WE CONTINUE TO WORK

WITH THE INTERNATIONAL

CENTRE TO IDENTIFY

BARRIERS TO STUDENTS’ ENGAGEMENT IN STUDY

ABROAD

Work with International Centre

Student Personal/Professional Development

WE SET UP A PERSONAL

AND PROFESSIONAL

DEVELOPMENT FEEDBACK

PROCESS FOR

UNDERGRADUATE

STUDENTS, FOCUSED

INITIALLY ON CROSS-CULTURAL COMPETENCIES

Academic support; financial support to build reports; professional support

Diverse Student Experience

WE WORK TOWARDS

IDENTIFYING A

SUSTAINABLE METHOD FOR

IMPLEMENTING DOUBLE-DEGREES

Work with Registrar, Sub-Dean, Director of PG Programs, PG Team; professional

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support

WE IDENTIFY OUR IDEAL

PROFILE OF STUDENT

BACKGROUNDS IN THE

UNDERGRADUATE AND

POSTGRADUATE COHORTS


WE WORK WITH THE

TEACHING AND LEARNING

COMMITTEE TO RAISE

AWARENESS OF

OPPORTUNITIES TO

INCORPORATE

INTERNATIONAL

EXPERIENCES INTO THE

UNITS

Work with AD Teaching; professional support

PROFESSIONAL SUPPORT BE

PROVIDED TO HELP WITH

THE ADDITIONAL

ADMINISTRATIVE BURDEN

OF HAVING INTERNATIONAL

EXPERIENCES WITHIN UNITS


International Curriculum

WE WORK WITH THE

TEACHING AND LEARNING

COMMITTEE TO IDENTIFY

WAYS WE CAN FACILITATE

THE

INTERNATIONALISATION OF

THE CURRICULUM

Work with AD Teaching

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Postgraduate Programs

Annual Report to Faculty December 2013

A number of developments occurred in 2014 within the postgraduate programs space of the Business School. One of the most important was the decision to introduce a new full-time cohort-based MBA program, commencing in 2015. At this time the Business School will run two distinct MBA programs: Full-time MBA and Flexible MBA, where the second program is the current part-time program. Full-time MBA During 2013, the development of a new 12-month full-time MBA program commenced. The program will be cohort based, with a target enrolment of 40 students. Students will commence in January and finish in December, upon completion of the capstone Business Advisory Project unit which will require students to work in teams, along with a sponsoring corporate partner, to complete an applied business project on an issue of particular interest to the partner organisation. A key feature of the full-time MBA will be extensive industry involvement and professional and personal development through the new Leadership Development Program that complements the program coursework. Phase 1 and 2 documentation for the new program has been completed and approved by Faculty Board. It is anticipated that the new full-time program will be officially launched in around April/May 2015. Graduate Certificate in Business (GCB) From 2014, the GCB will be used as an entry point into the MBA program for applicants wishing to pursue an MBA and having at least eight years of work experience, but without an undergraduate degree. The EMBA program will cease to be offered in 2014 as a result of this alternate pathway. The GCB requires the completion of four units: (i) ACCT5602 Accounting; (ii) ECON5503 Economic Management and Strategy; (iii) MGMT5501 Organisational Behaviour; (iv) MKTG5550 Marketing Principles. Discussions are underway with the School of Pharmacy at UWA and representatives of the Australian Medical Association to make the GCB available to practicing pharmacists and doctors, while allowing the substitution of MGMT5601 Small Business Management for ECON5503 Economic Management and Strategy. Volume of Learning for Masters Programs In late 2013, a review of all Master’s programs offered by the Business School commenced to ensure that they meet the volume of learning requirements of the AQF. Under these new requirements, a student entering a Master’s degree offered by the Business School who has an undergraduate degree in a non-cognate area will be required to complete a 96-point program, whereas a student with an undergraduate degree in a cognate area will be required to complete a 72-point program. The new volume of learning requirement will affect all Master’s degrees offered by the Business School apart from the MBA (the work experience requirement for entry into the MBA program permits a volume of learning of 72 points for all applicants). This review is scheduled to conclude in February 2014, with the changes to the program to take effect in 2015.

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MBA Strategy Month 2013 Strategy Month was a new initiative introduced within the MBA program in 2013. The concept was designed to allow the School’s MBA students to interact with some of Australia’s most respected business leaders and outstanding business strategists. The various events attracted between 60–90 attendees and excellent feedback was received from the students who attended the events.

Speaker(s) Title

Sept 19 John Barrington/Michael Chaney Strategic planning using the Argenti System

Sept 24 Tracey Horton Strategic thinking: Lessons from the trenches

Oct 1 Peter Coleman Woodside’s growth strategy: Sustaining success in an evolving industry

Oct 22 Richard Goyder The Coles acquisition: why, how and where to from here

Oct 29 Jimmy Wilson Strategy formation and delivery of improved outcomes in a resources business

Strategy Month 2014 will be run in October. Potential speakers are currently being identified. MBA Career Services Pilot Program A pilot program of seminars was run in late 2013 designed to enhance the ability of the Business School’s MBA students to transition into new careers or to accelerate their current career path. The program of seminars was run primarily by representatives of the Business School’s corporate partners. The 24 students who volunteered to be part of the pilot program found the sessions to be extremely valuable, and this pilot program will be used to develop an extended series of careers-related seminars for 2014.

Date Topic Speaker

Sept 3

Program Introduction 6.00-6.30pm Managing your Own Career: Part 1 6.30-7.00pm

Paul Crompton (Director of Postgraduate Programs, UWABS) Michael McAnearney (Chief Executive International, Gerard Daniels)

Sept 20

E&Y Charisma College presents: “Networking” 6.00–7.30pm

Nicole Cooper (Senior Consultant, E&Y) Ben Brearley (Senior Consultant, E&Y)

Sept 26

Elements of a Career Plan 5.00-6.15pm Managing your own Career: Part 2 6.30-7.45pm

Erica Anderton (Career Development Consultant, UWA Careers Centre) Michael McAnearney (Chief Executive International, Gerard Daniels)

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Oct 15

Professional Resumes, Job Applications and Cover Letters 5.00–6.15pm Professional Review of your CV 6.30-7.45pm

Erica Anderton (Career Development Consultant, UWA Careers Centre) Catherine Choate (Partner, E&Y) Claire Hickie (E&Y)

Oct 17 E&Y Careers Breakfast 7.00–8.30am

Nathan Roost (Partner, E&Y) Irshaad Songerwala (Partner, E&Y) Other Partners TBC

Oct 18 Case Study Interview Naveen Unni Diane Smith-Gander Phil Dolan

Nov 1 E&Y Mock Interviews 4.30-6.30pm Interviews video recorded

Nathan Roost (Partner, E&Y) Michael Rundus (Partner, E&Y) Irshaad Songerwala (Partner, E&Y) Other Partners TBC

Nov 15

Program Debrief and Feedback session 6.00-7.00pm

Paul Crompton (Director of Postgraduate Programs, UWABS)

MBA LAUNCH Program

The LAUNCH program was introduced in 2013 and is now available to all incoming MBA

students on a voluntary basis. The program, designed by Winthrop Professor Sharon Parker,

focuses on a range of personal and leadership development issues to increase the ability of

the Business School’s MBA students to compete in today’s competitive job market. The

LAUNCH program is run over three days and is available to students from their second

trimester of study. More than 50% of incoming MBA students have elected to undertake

this program.

The Year Ahead

In 2014, the development of the new full-time MBA program will continue in preparation for

the first cohort of commencing students in January 2015. Three issues in particular will

require considerable attention prior to the launch of the new program: (i) integration of the

core units; (ii) development of the Leadership Development Program; and (iii) establishment

of a career services function to support students in the program.

Paul Crompton

Director of Postgraduate Programs

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BUSINESS SCHOOL

END OF YEAR UPDATE 2013

SUMMARY OF BUSINESS SCHOOL PERFORMANCE

F

http://www.uniprint.uwa.edu.au/identity/logos?sq_content_src=+dXJsPWh0dHAlM0ElMkYlMkZpbWFnZXMucHVibGlzaGluZy51d2EuZWR1LmF1JTJGdXdhJTJGbG9nb3MlMkZ3ZWxjb21lMi5hc3AlM0ZjaG9vc2UxJTNEQmxvY2slMjZjaG9vc2UyJTNETm9ybWFsJTI2Y2hvb3NlMyUzRFBNUyZhbGw9MQ==

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END OF YEAR UPDATE 2013

SUMMARY OF BUSINESS SCHOOL PERFORMANCE

Contents

1. OVERVIEW: OPERATIONAL PRIORITIES AND STRATEGIES .............................................. 5

1.1 Business School Vision and Mission ......................................................................... 5

1.2 Priorities and Strategies........................................................................................... 5

2. SCHOOL ACCREDITATION................................................................................................ 7

3. TEACHING: STUDENT LOAD ............................................................................................ 8

3.1 Undergraduate Programs ........................................................................................ 8

3.2 Postgraduate Programs ......................................................................................... 10

3.3 Trends in Postgraduate Enrolment ........................................................................ 11

3.4 Summary of 2013 Enrolments ............................................................................... 13

3.5 Mean and Median ATAR scores ............................................................................. 15

4. SCHOOL INCOME AND RESOURCES .............................................................................. 15

4.1 Income ................................................................................................................... 15

4.2 Student Fees........................................................................................................... 17

4.3 Resources ............................................................................................................... 17

5. TEACHING EFFECTIVENESS ............................................................................................ 18

6. RESEARCH PERFORMANCE ........................................................................................... 21

6.1 Higher Degree by Research Students .................................................................... 21

6.2 Research Grant Income ......................................................................................... 22

6.2.1 Research Grants Award .......................................................................................... 22

6.3 Research Publications ............................................................................................ 23

6.4 Public Lectures and Conferences ........................................................................... 24

6.5 CIRCLE (Creating an Inter-disciplinary Research Culture & Ecology) Events ........ 25

6.6 2013 Best Paper Awards ........................................................................................ 25

6.7 2013 Ahern Family Research Awards .................................................................... 26

7. EXECUTIVE PROGRAMS ................................................................................................. 26

7.1 Financial Performance ........................................................................................... 27

7.2 New Open Programs Strategy ............................................................................... 27

7.3 Customised Programs ............................................................................................ 28

7.4 New Government Contracts .................................................................................. 29

7.5 International activity and partnerships ................................................................. 30

7.6 Key changes to Operations .................................................................................... 31

8. EXTERNAL RELATIONS ................................................................................................... 31

3

8.1 Domestic and International Rankings and Surveys ............................................... 32

8.2 Ambassadorial Council & GMA .............................................................................. 32

8.3 Industry Partnerships and Industry Engagement .................................................. 33

8.4 Alumni and Dean’s Awards Program ..................................................................... 36

8.5 International Engagement ..................................................................................... 36

8.6 Sponsorships .......................................................................................................... 37

8.7 Students, Industry and Community Events ............................................................ 38

9. STAFF NEWS .................................................................................................................. 42

9.1 New Appointments ................................................................................................ 42

9.2 Promotions and Tenure ......................................................................................... 43

9.3 Resignations and Retirement ................................................................................ 43

9.5 2012 Faculty Teaching Awards .............................................................................. 45

9.6 Staff Appointments and Achievements ................................................................. 45

10. STUDENT NEWS ......................................................................................................... 46

10. PAUL W. MILLER AT UWA – A TRIBUTE ..................................................................... 47

Table 1: Aggregate Total Enrolments (Headcount) by Course Level, 31/10/13 ........................ 8

Table 2: UWABS Undergraduate Enrolments (Headcount) by Course at 31/10/13 .................. 9

Table 3: Cross Institutional Enrolments (Headcount), 31/10/13............................................. 10

Table 4: UWA Postgraduate Enrolments at 31/10/13 ............................................................. 10

Table 5: Count of Full-Year Enrolment, 2009-2013 ................................................................. 12

Table 6: Postgraduate Programs, Commencements, 2010-2013 ............................................ 13

Table 7: Summary of Full-Year Load by Course and Student Type, 26 Aug 2013 ................... 14

Table 8: Composition of Business School EFTSL Enrolments Compared, 26/8/13 .................. 14

Table 9: Mean and Median ATAR Scores, Bachelor of Commerce .......................................... 15

Table 10: ATAR Bands, 2012 and 2013 .................................................................................... 15

Table 11: Income from student fees, 2009-2013 ($m) ............................................................ 16

Table 12: Operating Budget ..................................................................................................... 16

Table 13: Additional Load and Monies Owed, 2013 ................................................................ 16

Table 14: Staff Numbers in Business School 2009-2013.......................................................... 18

Table 15: UWA Business School Student Evaluation of Units ................................................. 19

Table 16: Course Experience Questionnaire 2009-2012 ......................................................... 20

Table 17: Doctoral Enrolments, Load and Completions 2010-2013 ........................................ 21

Table 18: Postgraduate Research Experience Questionnaire 2010-2012 ............................... 21

Table 19: Research Grant Income, 2011-2013 ........................................................................ 22

Table 20: Unweighted Publications by Type, 2010-2012 ........................................................ 23

Table 21: Research Publications, 2010-2012 ........................................................................... 24

Table 22: Alumni and Dean's Award Recipients 2013 ............................................................. 36

Figure 1: UWA Student Fee Comparison 2013 ........................................................................ 17

4

This is report has been prepared by W/Professor Alison Preston, Deputy Dean with

contributions from W/Professor Izan (outgoing Deputy Dean), the General Manager,

External Relations Team, Executive Education, the Research Office, the Postgraduate Centre,

the Undergraduate Student Centre and Mrs Lynne Brown. Appreciation and thanks is

extended to all who contributed.

Please forward any updates on staff news and achievements to W/Professor Alison Preston

([email protected]).

mailto:[email protected]

5

1. OVERVIEW: OPERATIONAL PRIORITIES AND STRATEGIES 1.1 Business School Vision and Mission The Business School (BS) vision is “To be one of the most influential Business School’s in Australia and Asia”. Its Mission is:

To inspire and propel some of the most talented students from around the world to become the respected and innovative academic, community and business leaders of tomorrow;

To provide an energising culture of international excellence in research, teaching and learning;

To promote an ethical and entrepreneurial spirit; and

To be a strong positive influence for alumni, business, industry, government and professionals.

Amongst students and stakeholders the Business School is positioned as a school which attracts high quality students and delivers sought after graduates. It supports this via the provision of a high quality student experience, attraction and retention of high quality academic faculty and professional staff responsive to business needs, support for a vibrant alumni network and through external engagement with industry leaders who are passionate about making a difference. 1.2 Priorities and Strategies During 2012 the Vice-Chancellor released a “UWA Futures” white paper aimed at generating discussion and engagement within and across various areas of the University as to how the University might best respond to key challenges facing the sector (eg. regulation, technology, and commercialisation). In November 2012 the Business School responded to the paper. The response focused on four key proposals that were deemed by the School to have the highest priority: Education; Research; Community; and Internal Operations.

Education: In brief, the Business School supported the Vice-Chancellor’s view that there should be a review of pedagogy, particularly given technology advances and stakeholder expectations. The Business School was also supportive of recommendations to consider how teaching facilities are used (for example, the adoption of more intensive delivery modes in some units / courses). A key concern for the Business School was the fall-off in attendance following the introduction of online recording across most units. As a result, a key priority for the Business School was, and is, ensuring that there remains sufficient face to face contact with students throughout their course to enable the development of important personal attributes such as trust, reliability and confidence.

Research: Under research the Business School noted a proposal to concentrate research efforts in areas of recognised national and international excellence and welcomed the emergence of cross-discipline Research Institutes across the University.

6

Community: The Business School strongly supported proposals to encourage further research engagement with business and to review scholarship schemes. The Business School noted its particular success with respect to corporate engagement and corporate connections (citing the high commendation the Business School had been given by international accreditors for its particular success in this area). The Business School did, however, caution against any move to centralise external relations given the potential to jeopardise the current highly successful operations.

Internal operations: The Business School was strongly supportive of ‘proposal 9’ in the UWA Futures document – “That the University review the interplay of organisational structure and budget principles in order to promote effective action and co-operation across the University in the delivery of teaching and research programs”. In its submission the Business School noted the significant growth in international onshore student income and the withholding of significant income (around $2m in 2012 and $1.5m in 2013) associated with these increased enrolments. Plans for reinvestment (to further grow the programs) were contingent on receiving expected income flows. The withholding of the income has led (and continues to lead) to an element of disillusionment and frustration within the Faculty where they are continually being asked to do more with less. This is fuelled by a perception that other Faculties are able to continue to run budget deficits without any impact or consequence.

Based on the 2012 Strategy Planning Process and matters raised in the response to the Vice-Chancellor’s white paper, the Business School’s 2013 key priorities and strategies were:

Developing a new world-class full-time, cohort based, MBA program to be offered from January 2015. The goals of the new program are several and include that of reputation raising, recognising that many in business place significant weight on MBA rankings when assessing the quality of the BS;

Reviewing postgraduate (cycle 2 and cycle 3 courses) to ensure alignment with the Australian Qualifications Framework (AQF) by 2015;

Reviewing and finalising new international exchange and partnership agreements;

Reviewing ways to substantially improve the Business School’s research output; and

Continuing to strengthen the Business School’s links to industry and engagement with community as part of its strategy to enhance the student experience, grow the Business School’s reputation and build research linkages.

As noted, the development of the 2014-2017 Operational Priorities Plan is underway and the annual offsite strategic planning retreat will take place on the Friday 22 November 2013 at the Esplanade Hotel, Fremantle. In this cycle of planning, the School has adopted the Argenti Strategic Planning System and engaged Barrington Consulting Group – the Australasian agents for Argenti. We look forward to receiving input from Dr Michael Chaney, the UWA Chancellor. Dr Chaney has had extensive experience with the Argenti system at Wesfarmers and has accepted an invitation to attend the Strategy Planning retreat.

7

2. SCHOOL ACCREDITATION This year, there have been a number of activities under the banner of Accreditation: 2.1 Reporting EQUIS (European Quality Information System) The EQUIS reaccreditation visit has been confirmed and will occur between 20 and 22 May, 2014. Preparation for the visit is well underway, with the current focus being on the Self-Assessment Report which is due in early 2014. EQUIS is based around quality standards and this Self-Assessment Report presents an evaluation of the extent to which we have met those standards, and includes detailed examples and indicators of actions, processes and activities that demonstrate a commitment to quality in our:

programs,

students,

faculty,

research,

executive education, and

administration and management of resources.

EQUIS standards also look at our approach and activities in the areas of internationalisation, ethics, sustainability, community engagement, as well as our corporate connections. Once the report is finalised, the focus will turn to preparing the School for the EQUIS visit. AACSB (Association to Advance Collegiate Schools of Business) During the year, we submitted an annual report for AACSB. A maintenance review application is due on 1 July 2014. Work on this more detailed report will commence in the New Year. The School is continuing to implement its Assurance of Learning (AoL) program with the evaluation of student learning and the effectiveness of the teaching and learning activities conducted for the following undergraduate majors and postgraduate courses in 2013:

Bachelor of Commerce – Marketing and Economics double major

Master of Marketing

Master of Economics

Master of Business Information Management

Master of Commerce

MBA

In 2012, the processes around Assurance of Learning process were reviewed and in 2013, it has been rewarding to see that processes are working effectively. It is worthwhile to remember that the key objective around the Assurance of Learning program is to ensure each Course we deliver meets the goals and objectives set by the School, and that our students have the opportunity to receive the skills and knowledge we designed the Courses to provide.

8

EQUIS and AACSB have signed a strategic alliance agreement “to improve the effectiveness and efficiency of the accreditation process for schools holding both AACSB and EFMD's EQUIS accreditation”. At this stage, little is known about the implications for a school, such as ours, with both EQUIS and AACSB accreditation. 2.2 Development of policies and processes around quality assurance including the

collection, storage and use of information A focus of the Associate Director (Accreditation), and Marketing Officer (Ranking and Accreditation) during 2013 has been to review how we collect, store and use information within the Business School. This is important for the School – not just for Accreditation – but for other information requirements including rankings, communications and marketing, and external relations. A number of projects around simplifying or streamlining how we manage information have been identified. We collect much of the information about the Business School from other areas within the University. Given the University-wide review of functions, it is important that we clearly understand our information needs and are engaged in articulating the impact to the Business School of potential changes in reporting by other functions. The first is systemising the collection and use of information about Academic staff including how we keep staff Web Profiles current, how we can streamline requests for information from staff and how we can implement an approach of ‘collect once, use often’.

3. TEACHING: STUDENT LOAD In this section data on student enrolments (headcount and equivalent full-time student load (EFTSL) are presented for undergraduate and postgraduate programs. The data are drawn from several databases, including Callista and the Executive Information Services (EIS)

database maintained by University Planning Services. There are slight inconsistencies in the data generated by the various databases reflecting, amongst other things, dates when reports are run as well as definitional considerations. 3.1 Undergraduate Programs As at 31st October 2013, based on student records in Callista, there were 4972 students (headcount) enrolled in Business School programs, of which 4070 or 82% were undergraduate programs (see Table 1). Of the 4070 undergraduate students more than half (56%) were enrolled in pre-2012 courses

Table 1: Aggregate Total Enrolments (Headcount) by Course Level, 31/10/13

Total Undergraduate (new courses) 1803

Total Undergraduate (pre-2012 courses) 2267

Total Cross Institutional Exchange 9

Total Postgraduate 893

Total All Coursework Students 4972

Source: Callista.

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Table 2 provides a more disaggregated picture of undergraduate headcount enrolments, particularly across the old course structures. The most common program was (and is) the Bachelor of Commerce.

Table 2: UWABS Undergraduate Enrolments (Headcount) by Course at 31/10/13

Course Total

Undergraduate - New Courses 1,803

Bachelor of Commerce 1,803

Undergraduate - Pre 2012 2,267

Bachelor of Arts (Asian Studies) and Bachelor of Commerce 3

Bachelor of Arts (Communication Studies) and Bachelor of Commerce 68

Bachelor of Arts (Communication Studies) and Bachelor of Economics 3

Bachelor of Arts (European Studies) and Bachelor of Economics 1

Bachelor of Arts and Bachelor of Commerce 85

Bachelor of Arts and Bachelor of Economics 25

Bachelor of Commerce 791

Bachelor of Commerce (Honours) 29

Bachelor of Commerce and Bachelor of Fine Arts 1

Bachelor of Commerce and Bachelor of Music 2

Bachelor of Computer Science and Bachelor of Commerce 13

Bachelor of Computer Science and Bachelor of Economics 1

Bachelor of Computer and Mathematical Sciences and Bachelor of Commerce 4

Bachelor of Computer and Mathematical Sciences and Bachelor of Economics 1

Bachelor of Economics 74

Bachelor of Economics (Honours) 14

Bachelor of Economics and Bachelor of Commerce

249

Bachelor of Economics and Bachelor of Education

2

Bachelor of Engineering and Bachelor of Commerce 352

Bachelor of Engineering and Bachelor of Economics 30

Bachelor of Health Science and Bachelor of Commerce 9

Bachelor of Health Science and Bachelor of Economics 3

Bachelor of Laws and Bachelor of Commerce 338

Bachelor of Laws and Bachelor of Economics 68

Bachelor of Science and Bachelor of Commerce 86

Bachelor of Science and Bachelor of Economics 14

Bachelor of Science and Bachelor of Economics or Commerce

1

Source: Reports generated from Callista by Paul Lloyd, Sub-Dean.

10

Table 3: Cross Institutional Enrolments (Headcount), 31/10/13

Cross-Institutional 9

Cross Institutional (Economics & Commerce) Postgraduate 2

Cross Institutional (Economics & Commerce) Undergraduate 7

Notes: see note to Table 2.

3.2 Postgraduate Programs Table 4 shows postgraduate enrolments (net of PhD) in Business School programs. As at 31st October 2013 there were 893 students (headcount), with the MBA and Executive MBA together accounting for 53% of all enrolments. The Master of Commerce was the second largest program with 119 enrolments (or 13% of postgraduate enrolments) followed by the Master of Professional Accounting or MPA with 77 enrolments (or 8.5%) across the two 72 point and 96 point (advanced) courses. Whilst the various postgraduate programs would share similar units, the relatively low enrolment in some specialist masters reinforces the need to prioritise a review of postgraduate studies in 2014.

Table 4: UWA Postgraduate Enrolments at 31/10/13

Postgraduate 893

(Callista) 983 (EIS)

Graduate Certificate Social Impact 30

Doctor of Business Administration 33

Executive Master of Business Administration 114 109

Graduate Diploma in Economics 7 6

Higher Degree by Research Preliminary

4

Master of Business Administration (Advanced) - Coursework 13 13

Master of Business Administration - Coursework 357 400

Master of Business Information Management - Coursework 15 17

Master of Commerce (Advanced) - Coursework 59 69

Master of Commerce - Coursework 119 151

Master of Commerce - Research 1

Master of Economics - Coursework 21 21

Master of Human Resources and Employment Relations - Coursework 37 41

Master of Logistic Engineering and Management 3 0

Master of Marketing - Coursework 16 21

Master of Professional Accounting (Advanced) - Coursework 32 48

Master of Professional Accounting - Coursework 45 56

Note: Callista is based on student records. EIS data capture full year enrolments (see Table 5 below).

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3.3 Trends in Postgraduate Enrolment Table 5 shows trends in postgraduate enrolment at UWABS. Based on EIS data, between 2009 and 2013 there has been a 17% fall in postgraduate (coursework) enrolments at the Business School. The appreciation in the AUD, the closure of off-shore programs and the higher IELTS requirement are key contributing factors to a decline in overall enrolments and the share of international on-shore students by course. The second set of figures show the share of international on-shore enrolments as a percentage of total course enrolments (including any off-shore enrolments). Since 2009, with the exception of the Professional Master of Accounting program, all other programs experienced either no change or a decline in their share of international on-shore programs.

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Table 5: Count of Full-Year Enrolment, 2009-2013

Total International on-shore share (%)

Course Name 2009 2010 2011 2012 2013 2009 2010 2011 2012 2013

Executive Master of Business Administration 39 75 70 102 109 3 0 0 0 0

Master of Business Administration - Coursework 631 542 499 431 400 9 9 7 6 5

Master of Business Administration (Advanced) - Coursework 40 23 23 19 13 50 35 13 32 15

Master of Business Administration (International) - Coursework 15 11 2 1 0 40 45 0 0

Master of Business Information Management - Coursework 10 15 13 14 17 90 80 77 71 29

Master of Commerce - Coursework 116 142 147 135 151 64 67 68 65 56

Master of Commerce (Advanced) - Coursework 6 23 46 55 69 100 96 76 67 67

Master of Economics - Coursework 6 6 11 18 21 50 33 36 50 43

Master of Human Resources and Employment Relations – Coursework 35 58 71 49 41 37 45 48 43 22

Master of Logistic Engineering and Management 69 78 53 40 0 0 0 0 0

Master of Marketing - Coursework 36 50 42 31 21 58 66 62 61 38

Master of Professional Accounting - Coursework 28 64 61 59 56 32 52 49 42 39

Master of Professional Accounting (Advanced) - Coursework 31 68 94 68 48 100 99 95 93 98

Graduate Certificate in Social Impact 0 0 16 20 30 0 0 3

Graduate Diploma in Business 123 63 18 5 1 0 0 0 0 0

Graduate Diploma in Economics 3 7 7 4 6 0 14 29 25 0

1,188 1,225 1,173 1,051 983 21 29 31 29 26

(Source: EIS full year enrolments by 11 Oct 2013, downloaded by 23 Oct 2013)

13

In the Master of Marketing program, for example, 58% of the 36 students at 2009 were

international on-shore students. By 2013 only 38% of the 21 students were international on-

shore students. Similarly, in the Master of Commerce program, at 2009 64% of the 116

students were international on-shore students. By 2013 this share had fallen to 56%.

Table 6 shows trends in postgraduate (headcount) commencements over the period 2010-

2013. As might be expected, there has been strong growth in some and weaker growth in

other areas. Between 2010 and 2013 annual commencements in the MBA increased by 12.1%

and 10% in the Master of Commerce. Consistent with the narrative above (about falling

international enrolments as a result of the strong AUD and higher IELTS) commencements in

the Master of Professional Accounting and Master of Marketing have taken a significant hit,

with declines in excess of 40%. The Master of Human Resources and Employment Relations

also performed poorly (particularly in 2012 when commencements fell to as low as 12) and

other programs such as the Master of Economics and Master of International Business have

never seemed to attract more than 10 commencing students in a year.

Table 6: Postgraduate Programs, Commencements, 2010-2013

2010 2011 2012 2013

Grad. Dip in Social Impact 0 17 20 16

Grad. Dip Econs 6 3 2 2

EMBA 52 39 52 46

MBA 140 147 140 157

MBA (Advanced) 5 11 5 4

MBIM 9 6 9 10

MCom 79 68 70 87

MCom (Adv) 14 19 22 33

MEcons 3 8 9 7

MHR&ER 31 34 12 24

MMKTG 19 21 6 11

MPA 45 14 20 32

MPA (Adv) 33 38 12 19

Total 436 425 379 448 Source: PG Centre PG commencing data 2010-2013; OASYs 2013

3.4 Summary of 2013 Enrolments Table 7 summarises the Business School’s full-year student load enrolments by student type. Undergraduate students make up around 85% of total full-year enrolments. Within the undergraduate pool 22.5% are international on-shore students. Amongst postgraduate coursework students (which account for 13% of total enrolments), international students make up around 39% of total enrolments.

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Table 7: Summary of Full-Year Load by Course and Student Type, 26 Aug 2013

Full-Year Load % share

UG - C'wealth Supported 2408.4 65.8

UG - International on-shore 689.4 18.8

UG - International off-shore 9.3 0.3

PG - domestic fee paying 283.8 7.7

PG - international on-shore 182.4 5.0

PG - international off-shore 0.0 0.0

PG - C'wealth supported 2.0 0.1

HDR - domestic 44.1 1.2

HDR - international onshore 34.9 1.0

HDR - international off-shore 5.5 0.2

HDR - time limit & non award 3.3 0.1

Total 3662.9 100.0 Source: Full-Year Load by Source of Funds, Broad Course Type and Faculty as at 26 August 2013. Data provided by University Central.

In Table 8 the distribution or composition of full-year load enrolments at August 2013 in the Business School are compared with other large faculties within UWA. The per cent columns for the select Faculties reported show the share of each student category. For example, at August 2013 the Business School had 906.6 International On-Shore full-time equivalent students. Across the university international on-shore (EFTSL) students accounted for 17.3% of total student load. Of the total international on-shore students (EFTSL) at UWA, 25.1% were in the Business School, a further 22% in Science and a further 23.1% in Engineering, Computing and Mathematics. Table 8 also shows that, when compared to the University distribution, the Business School has a below average share of Higher Degree by Research (HDR) students (i.e. student funded through the Research Training Scheme (RTS)), a lower share of Commonwealth Supported students and a significantly higher share of Domestic Fee Paying Students. Indeed, the data here suggests that nearly half (43.8%) of all domestic fee paying students at UWA are enrolled through the Business School. Table 8: Composition of Business School EFTSL Enrolments Compared, 26/8/13

Business School

Business School

Business School

Science Engineering, Computing & Mathematics

Total UWA

EFTSL Column % Row % Row % Row % Column %

Domestic - RTS 44.1 1.2 4.6 39.3 10.2 4.6

Domestic - C'wealth Supported

2410.4 65.8 16.1 24.0 15.5 71.5

Domestic - Fee-Paying 283.8 7.7 43.8 19.5 1.2 3.1

Domestic - Time Limit & Non Award

3.3 0.1 4.2 39.0 12.1 0.4

International - On-shore 906.6 24.8 25.1 22.0 23.1 17.3

International - Off-shore 14.8 0.4 2.2 58.1 0.7 3.2

International - Total 921.4 25.2 21.5 27.6 19.6 20.5

Grand Total 3662.9 100.0 17.5 25.3 15.6 100.0

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3.5 Mean and Median ATAR scores The Business School admits students into its undergraduate programs primarily from high school and admission is based on meeting the criteria based on their Australian Tertiary Admission Rank (ATAR) score. The minimum ATAR score for admission to each of the four degree programs offered by UWA is 80 and for the BPhil the minimum is 98. The Business School has been able to attract some of the best students in the state as reflected by the mean and median ATAR scores. Table 9 shows the ATAR for the Bachelor of Commerce over the last two years post the introduction of the new courses of study in 2012.

Table 9: Mean and Median ATAR Scores, Bachelor of Commerce

2012 2013

Mean 90.31 90.15

Median 90.68 90.80

More detailed information is given at Table 10. Each year around 22% of students enter without an ATAR (eg. perhaps due to international status) and a further 6.5% enter under equity schemes. Of the approximate 70% of students who enter with an ATAR score of 80 or more, the proportion with a score of 90 or more was equal to 60% in 2012 and 60% in 2013. When Equity Access students are included this share drops to 55% in both years.

Table 10: ATAR Bands, 2012 and 2013

2012 2013 2012 2013

Count Count % %

>=95 674.3 705.9 22.4 22.9

90 < 95 594.6 622.9 19.8 20.2

85 < 90 501.4 520 16.7 16.8

80 < 85 325.3 373.8 10.8 12.1

Equity Schemes

191.4 200.2 6.4 6.5

No ATAR 716.6 666.4 23.9 21.6

Total 3003.6 3089.2 100.0 100.0

4. SCHOOL INCOME AND RESOURCES

4.1 Income The Business School generates income from students in the following ways:

DEST operating grant via the Faculty Funding Model (FFM)

Full-Fee Paying International Students (onshore)

International Students (Off-shore)

Postgraduate Coursework (local)

Higher Degree Research Training and Completions (via the FFM)

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Table 11 demonstrates the significance of international fees as sources of income to the Business School. The closure of the off-shore programs has seen a loss of over $2m in revenue from this source alone over the period 2009-2013.

This is set alongside stagnant growth in funds for commonwealth student places (which flows to the Business School via the faculty funding model), notwithstanding a growth in student enrolments in this load group.

Table 11: Income from student fees, 2009-2013 ($m)

2009 2010 2011 2012

2013 –revised with adjustments

and Reforecast

% change 2009-2013

Research Training 0.948 0.937 0.828 0.912 0.800 -15.6

International off-shore fee paying

2.852 1.856 1.106 0.333 0.059 -97.9

International on-shore full fee paying

6.685 6.685 10.993 11.207 11.564 73.0

Full fee paying domestic students (postgraduate coursework)

3.801 4.117 3.729 4.389 5.047 32.8

Commonwealth supported places (via the Faculty funding model)

7.800 7.409 7.597 8.874 8.871 13.7

Total 22.086 21.004 24.253 25.715 26.341 19.3

Source: Report prepared by the BS General Manager for the 2014-2017 Strategy Planning Process, 1-3 October

2013 Workshops.

Table 12: Operating Budget

2009 2010 2011 2012

2013 Reforecast

$M $M $M $M $M

Total Operating Income 26.015 29.068 30.04 30.074 29.496

Total Operating Expenses 26.609 26.903 27.66 28.434 30.161

Net Operating Result -0.594 2.165 2.38 1.64 -0.665

Carried Over Funds(a) 1.411 0.449 0.683 0.672 0.740

Underlying Net Operating Result 0.817 2.614 3.063 2.312 0.075

Notes: (a) Funds received in previous periods but expended in current year.

Table 13: Additional Load and Monies Owed, 2013

Additional

EFTSL

Avg Net Fee Income ($K)

/EFTSL

Total Net Income ($K)

Domestic Full Fee Paying Students 30 $18 $540

International Full Fee Paying Students 70 $10 $700

Commonwealth Supported Places 39 $3 $117

Total $1,357

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4.2 Student Fees The price of program fees clearly also affects the income generated from student enrolments. Figure 1 below compares UWA Business School fees against rates charged by other Group of Eight (Go8) Universities. Comparisons with Curtin University are also provided. The data are presented in relative terms and show that, when compared to Sydney and Melbourne, the fees set by UWA are lower.1 The University of Queensland (UQ) provides a useful comparison and against UQ we see that the UWA rates are typically around 5% lower. The exception to this is the Master of Professional Accounting (MPA) where the UWA fees are 7% higher. When benchmarked against ANU the UWA B.Com is 2% more expensive and the MPA 10% more expensive.

Figure 1: UWA Student Fee Comparison 2013

4.3 Resources Table 14 shows the number of staff within the Business School over the last five years. Whilst the total number of staff in teaching and research and teaching only roles has remained fairly constant, there has been a growth in academics holding research only positions and a decline in those holding teaching only position. There has also been a growth in professional staff and a steady increase in the Student / Staff Ratio.

1 Note, the MBA program fee comparisons are slightly harder as some programs (eg. Melbourne) include study

tour fees as part of the program. At UWA additional costs associated with such trips are levied separately.

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Table 14: Staff Numbers in Business School 2009-2013

2009 2010 2011 2012 2013

Teaching and Research Academics

94.8 98 91.4 92.9 94.3

Teaching Only 0.2 2 4.3 1.8

Research Only 7.4 5.4 5.4 14.3 11

Total Academics 102.4 103.4 98.8 111.5 107.1

Professional 59.2 66.1 67.8 72 72

Total Staff (Academic & Professional)

161.6 169.5 166.6 183.5 179.1

EFTSL 3254 3364 3404 3588 3630

Student / Staff (T&R and T) Ratio 34.2 34.3 36.4 36.9 37.8 Source: EIS

5. TEACHING EFFECTIVENESS Student Unit Reflective Feedback (SURF) scores over the most recent semesters (2010 to 2013) are reported in Table 15 below. The average score for the undergraduate units is about 3 (out of a maximum of 4) and for postgraduate units between 3.2 and 3.4. The performance in postgraduate units is typically better relative to undergraduate units and consistently better than the University average. Table 16 reports data from the Course Experience Questionnaire (CEQ) and Postgraduate Research Experience Questionnaire (PREQ). Go8 University data are included for comparison. At the undergraduate level the overall satisfaction index has significantly improved since 2009 along with agreement with the Generic Skills Scale and Graduate Qualities Scale. The 50.5% agreement with the Good Teaching Scale suggests that there is still some room for improvement. In the postgraduate area overall satisfaction is at 90.9% and the level of agreement with the Good Teaching Scale is equal to 69.7%. The level of agreement against this scale fell between 2011 and 2012, although the change may not necessarily have been statistically significant. When compared to the Go8 the UWA Business School performed above average on the overall satisfaction index and (based on 2011 data) below average on the good teaching scale.

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Table 15: UWA Business School Student Evaluation of Units

Average of Responses (4 point scale):1- strongly disagree; 4 - strongly agree

Q1 Q2 Q3 Q4 Q5 Q6

Semester 1, 2010 Undergraduate units 2.9 3.0 3.0 3.0 2.9 3.0 Postgraduate units 3.2 3.3 3.3 3.2 3.2 3.3 University Average 3.0 3.1 3.2 3.1 3.0 3.1 Semester 2, 2010 Undergraduate units 3.0 3.1 3.1 3.0 3.0 3.0 Postgraduate units 3.2 3.3 3.3 3.2 3.2 3.3 University Average 3.0 3.1 3.1 3.0 3.0 3.1 Semester 1, 2011 Undergraduate units 3.0 3.1 3.2 3.0 3.0 3.1 Postgraduate units 3.3 3.4 3.4 3.3 3.3 3.4 University Average 3.0 3.1 3.2 3.0 3.0 3.1 Semester 2, 2011 Undergraduate units 3.0 3.0 3.0 3.0 3.0 3.0 Postgraduate units 3.3 3.3 3.3 3.3 3.3 3.3 University Average 3.1 3.1 3.2 3.1 3.0 3.1 Semester 1, 2012 Undergraduate units 3.0 3.0 3.0 3.0 3.0 3.0 Postgraduate units 3.3 3.3 3.3 3.3 3.3 3.3 University Average

3.1 3.2 3.2 3.1 3.0 3.1

Semester 2, 2012 Undergraduate units 3.0 3.1 3.1 3.0 3.0 3.0 Postgraduate units 3.2 3.3 3.3 3.2 3.2 3.3 University Average 3.1 3.1 3.2 3.1 3.0 3.1 Semester 1, 2013 Undergraduate units 3.1 3.1 3.2 3.1 3.0 3.1 Postgraduate units 3.2 3.2 3.3 3.2 3.2 3.3 University Average 3.1 3.2 3.2 3.1 3.1 3.1

Q1. It was clear what I was expected to learn from this unit Q2. The assessment requirements were clearly stated Q3. The assessment tasks were closely linked to the unit objectives Q4. The unit was well organised Q5. The learning resources (handouts, text, web resources, etc) were adequate for my study in the unit Q6. Overall, this unit was a good educational experience

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Table 16: Course Experience Questionnaire 2009-2012

2009 2010 2011 2012

Undergraduate CEQ % Agreement

Number of OSI Responses 562 632 642 635

Overall Satisfaction Index 69.4% 81.3% 81.5% 82.4%

Good Teaching Scale 43.8% 51.1% 50.9% 50.5%

Generic Skills Scale 63.4% 74.0% 72.9% 71.9%

Graduate Qualities Scale 64.2% 76.1% 73.1% 74.2%

Learning Community Scale 46.8% 56.1% 56.5% 52.0%

Postgraduate Coursework CEQ % Agreement







School CEQ % Agreement







Go8 Similar FOEs CEQ % Agreement

Number of OSI Responses 8,628 8,822 10,402 n/a

Overall Satisfaction Index 66.8% 78.0% 81.3% n/a

Good Teaching Scale 46.3% 54.5% 58.7% n/a

Generic Skills Scale 62.1% 73.2% 75.5% n/a

Graduate Qualities Scale 63.1% 72.8% 76.6% n/a

Learning Community Scale 48.7% 58.0% 60.2% n/a

Above/ Below Group of Eight Average CEQ % Agreement

Overall Satisfaction Index 6.7% 5.0% 2.2% n/a

Good Teaching Scale 3.9% 1.5% -2.2% n/a

Generic Skills Scale 6.1% 2.4% 0.0% n/a

Graduate Qualities Scale 6.7% 6.3% -0.2% n/a

Learning Community Scale 4.4% 2.0% 0.3% n/a

% Bachelor's Graduates

In Desired Mode of Employment 76.8% 72.6% 74.6% 73.2%

In Full-Time Study 15.0% 22.2% 14.9% 14.7%

Go8 % Bachelor's Graduates

In Desired Mode of Employment 75.3% 70.1% 70.3% n/a

In Full-Time Study 22.8% 23.6% 28.9% n/a

Source: EIS Teaching & Learning Indicator Part 1 2013, and Selected School Indicators March 2013.

Undergraduate includes undergraduate pass and honour.

Postgraduate includes Graduate Diplomas, Graduate Certificates and Masters by Coursework.

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6. RESEARCH PERFORMANCE

6.1 Higher Degree by Research Students HDR enrolments, load and completions are shown in Table 17.

Table 17: Doctoral Enrolments, Load and Completions 2010-2013

2010 2011 2012 2013

HDR enrolments (PhD & DBA) 110 114 105 124

DBA 12 10 2 34

PhD 98 104 103 90

HDR load (PhD & DBA) 78.4 76.3 70.5 83.9

DBA 7.8 5.3 2 16

PhD 70.5 71 68.5 67.9

Doctoral completions 21 15 19 na

Average time to completion- Doctorate by research

Business School 3.96 4.09 4.38 na

University 4.14 4.15 4.13 na

Source: EIS

Table 18 reports data from the Postgraduate Research Experience Questionnaire. The survey gathers information on supervision quality, skill development etc. Unfortunately there were only seven respondents to the 2012 survey, making inferences impossible. Perhaps the significant non-response rate is, in itself, an indicator of engagement. Of those who did respond there was a high degree of satisfaction.

Table 18: Postgraduate Research Experience Questionnaire 2010-2012

2010 2011 2012

Business School

Number of OSI Responses 9 13 7

% Agreement Overall Satisfaction Index 100.0% 76.9% 85.7%

% Agreement Supervision 90.7% 89.3% 95.2%

% Agreement Skill Development 91.1% 97.1% 100.0%

% Agreement Intellectual Climate 53.8% 55.7% 61.8%

% Agreement Infrastructure 73.0% 71.7% 68.6%

% Agreement Thesis Examination 96.3% 85.7% 81.0%

% Agreement Goals & Expectations 100.0% 100.0% 100.0%

% Graduates in Desired Mode of Employment 100.0% 100.0% 83.3%

University-wide

Number of OSI Responses 195 173 197

% Agreement Overall Satisfaction Index 88.2% 83.8% 89.3%

% Agreement Supervision 77.2% 78.5% 79.6%

% Agreement Skill Development 91.7% 94.1% 94.4%

% Agreement Intellectual Climate 64.2% 64.2% 70.3%

% Agreement Infrastructure 76.8% 78.0% 79.8%

% Agreement Thesis Examination 83.7% 81.8% 82.4%

% Agreement Goals & Expectations 95.4% 95.6% 94.4%

% Graduates in Desired Mode of Employment 84.8% 83.4% 86.0% Source: EIS

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6.2 Research Grant Income Table 19 shows income from research grants. The data for 2013 are estimates only as final data are not available until 2013 year end. Nevertheless, on the basis of these estimates it would appear that there has been a significant fall off in grants from industry.

Table 19: Research Grant Income, 2011-2013

2011 2012 2013(a)

Australian Competitive Research Grants $1,984,037 $1,954,493 $1,659,968

Other Public Sector Research Funding $218,742 $19,719 $221,153

Industry & Other Research Funding $2,118,585 $1,543,018 $289,870

Cooperative Research Centre Funding 0 $299,267 0

Total $4,322,165 $3,186,498 $2,170,991

Source: EIS Research Income – UWA by Faculty (up to 2012). Note: (a) full-year figures are not available until after 2013 year-end. Figures to 15 Nov 2013 are estimated.

6.2.1 Research Grants Award Funding body Investigators Project title Amount

Australian Research Council (ARC) Linkage Grant with AMWU the industry partner. Funding over 4 years

From UWA: Rob Lambert and Trish Todd. Other CIs include Professor A. Rainnie, Professor B. Ellem, Professor A. Herron, Mr G. Thompson

Engineering Service Work, Global Production Networks and Employment Relations in Australian Mining

$42,867.5 $84,461.0 $84,554.5 $42,961.0

Australian Centre of Excellence for Local Government

Jacquie Hutchinson, Elizabeth Walker, Fiona McKenzie

Factors Affecting the Appointment of CEOs in Local Government

$10,000

Australian Housing & Urban Research Institute (over 3 years)

Paul Flatau, Farida Fozdar, Paul Maginn

Refugees, Housing and Social Inclusion in Australia

$37,004 $18,502 $74,008

Australian Housing & Urban Research Institute (over 3 years)

Paul Flatau, Kaylene Zaretsky, Lisa Wood, Sarah Foster

The Cost effectiveness of sustaining tenancies of formerly homeless clients with high needs

$69,220 $44,220 $88,440

City of Subiaco Amy Tian Performance Management in the Western Australian Public Service

$52,363

Colonial First State Paul Gerrans, Ray Da Silva Rosa, Richard Heaney

Equity Preference in Australian Managed Funds Flows

$42,450

Defence Science & Technology Organisation (DSTO)

Kerrie Unsworth Mapping Communication Patterns in Submarine Command Teams

$60,000

ERGT Australia Gillian Yeo, Mark Griffin, David Day, Karina Jorritsma, Shayne Loft

Evaluation of ERGTs Delivery of the Common Safety Training Program CSTP

$20,000

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Institute of Chartered Accountants in Australia

Paul Gerrans Advising Self Managed Superannuation Fund Trustees – the Role of Cognitive Functioning

$15,703

CSIRO Flagship Collaboration Fund (over 3 years)

Paul Gerrans Flagship – Digital Productivity & Services Flagship – Superannuation Cluster

$41,000 $42,000 $44,000

Swimming Australia Michele Roberts Management Leadership & Culture in High Performance Swimming

$5,000

Swinburne Institute for Social Research

Paul Flatau A cost-benefit argument based on Output and Outcomes data from the Geelong Project (stage 1)

$34,000

The University of Western Australia Research Collaboration Awards (UWA internal grant)

Keith Godfrey Merger Forensics: empirical investigation of anonymous paired security trading around company mergers and acquisitions

$10,000

WA Disability Services Commission

Mark Edwards, Christine Soo

Analysis of the systemic issues involved in the adoption of the Positive Behaviour Framework in Western Australia

$149,511

WA Small Business Development Corporation

Paul Flatau, Kaylene Zaretsky

Scoping Study: Small business alternative dispute resolution service

$10,140

Perth USAsia Centre Seed Funding Research Grant program

Rod Tyers, Peter Hartley, Ken Clements & external partners

Economic interdependency between Asia, the US and Australia

$10,000

Perth USAsia Centre Seed Funding Research Grant program

Yanrui Wu Australia – China – US Economic Triangle: Complementarity and Competitiveness

$10,000

6.3 Research Publications Tables 20 and 21 shows volume and quality of publications, respectively. Of the outputs recorded, the dominant form is in peer reviewed journal publications. In 2012 journal articles accounted for 59% of total output. These papers are, in turn, ranked or classified according to journal lists. The Australian Business Dean’s Council (ABDC) list has recently been revised and based on the draft list (as at October 2013) 45% of publications in 2012 were A or A* (indicating high regard). This compares to 39% in 2011 and 35% in 2011 (see Table 21). It suggests a trend towards increased quality by researchers within the Business School.

Table 20: Unweighted Publications by Type, 2010-2012

2010 2011 2012

Books - Authored Research 3 - 1

Book Chapters 11.75 26.7 22.91

Articles in Scholarly refereed journals 66.3 65.37 66.14

Full refereed conference papers 25.69 29.95 22.6

Total Output 106.74 122.02 112.65

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Table 21: Research Publications, 2010-2012

2010 2011 2012

ERA ABDC ERA ABDC ERA ABDC

# % # % # % # % # % # %

A* 11 10.1 10 9.2 17 16.0 16 15.1 9 7.3 15 12.1

A 22 20.2 28 25.7 32 30.2 41 38.7 39 31.5 41 33.1

B 35 32.1 28 25.7 33 31.1 21 19.8 43 34.7 26 21.0

C 23 21.1 16 14.7 11 10.4 10 9.4 16 12.9 4 3.2

Not listed

18 16.5 27 24.8 13 12.3 18 17.0 17 13.7 38 30.6

Total 109 100 109 100 106 100 106 100 124 100 124 100

ERA – Excellence in Research for Australia journal ranking used in ERA 2010; ABDC – Australian Business Deans Council ranking (based on latest list, available 18 November 2013).

6.4 Public Lectures and Conferences The Business School hosted a number of public lectures and forum which were open to the businesses, public and our alumni community. These forums included:

The 27th AIRAANZ (Association of Industrial Relations Academics, Australia and New Zealand) which was held in Fremantle on the 6-8th of February. The conference was co-hosted by UWA and Curtin, with Professor Trish Todd from UWA the Chair of the Organising Committee.

Public Lecture with Visiting Professor David Yermack – “Identifying and profiting from the vacation schedules of major company CEO’s” on 27 March 2013.

The History of Economic Thought Society of Australia (HESTA), held 4-6 July. In its 26th occurrence, the conference consisted of a variety of thought sessions as well as a conference dinner, and provided an opportunity for HETSA members and other global HET Societies to convene at UWA and share their insights on the History of Economic Thought.

Co-hosted Public Lecture with The Centre for Independent Studies – “Tough Times Ahead? Responsible Government after the Boom” on 16 July 2013. Panel of presenters included The Honourable Christian Porter and Simon Cowan, Jeremy Sammut and Greg Lindsay from The Centre for Independent Studies.

The 3rd Corporate Control Forum on the Mergers and Acquisition was held on 6 September 2013. This Forum provided a platform for the business community to learn of the latest development and research around mergers and acquisitions. The Forum was led by industry experts and UWA Business School professors. Presenting at the Forum included Adjunct Professor Robert Elstone, Anthony Sweetman, Mark Paganin, Andrew Lumsden, Justin Mannolini and Winthrop Professor Ray da Silva Rosa. This Forum was a great success and generated good exposure for the Business School with over 140 guests in attendance.

The 52nd Shann Memorial Lecture was held on the 11th of November 2013 and was delivered by Professor Dr Boediono, Vice-President of the Republic of Indonesia and an economics graduate of the UWA Business School.

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In conjunction with the Institute of Advanced Studies the Business School hosted a two day form on ‘Labour, Geography and Alternatives to Crisis’ on the 21st of November. From the Business School, Associate Professor Michael Gillan was a key organiser. The forum attracted international world-renowned speakers in the field.

The Chinese Economy workshop held 2-3 April 2013 was hosted by the Business School. Rod Tyers, Yanrui Wu, Nic Groenewold and Peter Robertson presented papers and chaired sessions.

6.5 CIRCLE (Creating an Inter-disciplinary Research Culture & Ecology) Events The following speakers have presented on the UWA Business School CIRCLE series.

Event Date Speakers

13 March Ann Tarca – Accfin, Uta Bindl – M&O, Abu Siddique – Economics

18 April Cristina Gibson – M&), Yanrui Wu – Economics, Greg Brush – Marketing

13 May Keith Godfrey – Accfin, Nick Letch – M&O, Tim Daly – Marketing

13 June Millie Chang – Accfin, Anu Rammohan – Economics, Kerrie Unsworth – M&O

16 August Millie Chang – Accfin, Trish Todd – M&O

16 September James Key – Economics, Christine Soo – M&O, Donella Caspersz and Doina Olaru (Joint) – M&O

21 October Peter Robertson – Economics, Michele Roberts – Marketing, Joey Yang – Accfin

6.6 2013 Best Paper Awards A total of 11 submissions were considered and three best paper awards made:

Atkins, P.W.B., Parker, S.K. (2012) ‘Understanding Individual Compassion in Organizations: The Role of Appraisals and Psychological Flexibility’, Academy Of Management Review, Vol. 37(4): 524-546.

Clements, K.W., Gao, G. (2012) ‘Quality, Quantity, Spending and Prices’, European Economic Review, Vol. 56(7): 1376-1391.

Robb, A.M., Watson, J. (2012) ‘Gender Differences in Firm Performance: Evidence from New Ventures in the United States’ Journal of Business Venturing, Vol.27(5): 544-558.

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6.7 2013 Ahern Family Research Awards The Ahern Family Awards have been set up to promote and encourage excellent scholarship among Early Career Researchers in the UWA Business School. Early Career Researcher (ECR) means a researcher who is no more than 5 years post-award of their PhD. If a researcher does not satisfy this criterion but considers him or herself to have equivalent research degree or duration of experience and wishes to be identified and nominated as having ECR status, a case must be presented within the Proposal. Career interruptions such as illness, family and carer responsibilities will be taken into account. Two alternative schemes are proposed, and both awards can be held concurrently. The first is the Ahern Research Portfolio Award and the second is The Ahern Grant Applications Incentive. In 2013 the UWABS was delighted to announce Dr Jamie Tong, an Assistant Professor in the Accounting and Finance discipline the winner of the ‘Ahern Research Portfolio Award’.

7. EXECUTIVE PROGRAMS The AIM WA – UWA Business School Executive Education joint venture has continued to perform strongly in the past 18 months. Specific achievements in 2012/13 include:

increased engagement of core faculty in Executive Programs to 30%;

at least 10 new Business School faculty staff engaging with Executive Education for the first time;

piloted model of UWABS Faculty member undertaking Executive Education work “on load” (as part of their core teaching responsibilities for the School). This model to be extended in 2014;

increased linkages across UWA, between UWABS and other University centres/schools and/or Faculties (including Engineering, Law and Arts);

accepted as full member of UNICON and increased participation in UNICON events and activities;

major new program delivering to Chinese nationals in Australia;

developed and implemented new Open Programs strategy based on 2011/12 market research into our offer;

maintained steady and profitable performance, despite severe market constraints; and

increased our presence nationally, with demonstrated success in competitive tenders/panel requests for the Australian Federal Government.

Several of these achievements are discussed in more detail below.

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7.1 Financial Performance Executive Education continued to perform strongly in terms of its bottom line contribution to the Business School. As anticipated, AIM’s performance in terms of revenue in 2012 and 2013 has again been grossly impacted by a renewed level of economic constraint and loss of business confidence in general (many or AIM’s key clients have slashed their training budgets), as well as the triple challenge of heavily contested State, Federal and Local Government elections. As more than 50% of their business is generated from the Public Sector, the impact of elections and impending elections cannot be understated. In all cases, the 2013 elections were impacted by long caretaker periods (when government decisions cannot be made), accompanied by postponements and/or cancellation of significant amounts of training and development (including that already scheduled and budgeted for), and followed by substantial cuts in government budgets. The work they have put into growing the profitability of their offerings has, however, offset the impact of this downturn in spending to a significant extent. As a result the 2012 surplus result finished above-budget, and the forecast outcome for 2013 is a surplus which makes, or again slightly exceeds, budget. The renewed Open programs offerings and strategy in 2014 is designed to address their belief that the suite was not strong enough to rise above the tightening of the custom market in 2012-13. The split between revenue from Open and Custom business has remained around 30/70% (with Custom the larger of the two), however they remain committed to bringing these two into closer alignment in 2014 and beyond. 7.2 New Open Programs Strategy In 2012/2013 Executive Education reviewed its Open Programs offerings, following on from a significant market research into market demands and perceptions of the pre-existing suite of programs. As a result, in 2013 the JV Board endorsed a new strategy for Open Programs, to take effect from 2014. The suite is being radically updated, with just a small number of flagship programs carrying forward, and with a phased introduction of a small set of more focused ‘heavyweight” offerings.

The strategy incorporates new criteria which focus on market differentiation and development and delivery of high-value, high quality Open Programs reflecting Executive Education’s unique ability to leverage People, Place and Partnership. The new suite is divided into two series of programs; the Signature Series and the Mastery Series. The Signature Series of programs includes generic and industry/sector-specific leadership programs, including (but not limited to):

Senior Executive Forum (existing), offers strategy, leadership and peer review with

world class academics;

Advanced Management Program (existing but revised and refreshed), covers applied

management and personal leadership skills development;

Authentic Leadership Program (existing) includes experiential leadership skills and

personalised coaching;

Public (and Health) Sector Leadership Programs;

Leading Co-Operative Mutual Enterprise;

Leading in the Field (Oil, Gas, Mining, Resources); and

“In the Zone” Global leadership program.

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The Mastery Series is designed to provide intensive insight/learning in a particular topic, knowledge or skill area and are likely to include (but not be limited to):

Building an Anti-Bullying Culture and practice;

Asset Management for Managers Program (existing), strengthens participants’ skills in

managing risk and maximising investment in assets and infrastructure;

Thinking and Planning Strategically (existing);

Negotiation; and

Communicating with Influence (existing).

7.3 Customised Programs Executive Education has continued to perform strongly in the development and delivery of Customised Programs, although there has still not been a return to the absolutely frenzied nature of the market pre the 2008 Global Financial Crisis. The majority of offerings are leadership programs, which build on AIM’s interactive and experiential learning-based focus on leading self and leading others, with broader leadership and management topics incorporated within each. Common additional modules include strategy, finance and HR. Other programs capitalise on their specific strengths in partnering with expert faculty from within the University and internationally. For example, they continue to experience demand for their Asset Management programs (delivered in conjunction with faculty from Engineering), and for AIM’s continuous improvement/service improvement programs in the Health sector (delivered in conjunction with experts from the Eastern States of Australia). The following provides a brief example of the diversity of client and projects in AIM’s custom portfolio: Western Australian Health Department (WA Health): Executive Education continued to run the Delivering the Future Leadership Program and the Emerging Leaders and Leading for Improvement Programs. These programs have been successfully running for more than five years. Additionally they have added programs for senior health clinical leaders and allied health professionals to their portfolio. Executive Education has also continued to be utilised extensively by WA Health for a number of smaller scale projects in a range of areas, for example, strategic planning, workshops and facilitation processes. Defence Materiel Organisation (DMO): Several projects have been undertaken in 2012-13 for this Commonwealth organisation, using Executive Education specialist expertise in asset management and consulting, including:

The design and delivery of an Asset Management for Managers Program. A pilot program was run in early 2012, followed by three intakes of the program in 2012-13.

A major new initiative was undertaken in September and October 2012 at very short notice. Consultants conducted a major development exercise for DMO. This required extensive interviews with senior leaders of DMO, development of an induction program agenda, briefing of Executive team speakers, development of presentation packs and program facilitation. The two-day module was delivered immediately following their second DMO Asset Management Program. It has now been adopted as part of the schedule of offerings.

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Both these programs are contracted to potentially run for several more years. Western Australian Public Sector Commission (PSC): Executive Education continued to deliver the Pathways of, and Foundations to, Leadership Programs through to 2013. These whole of sector leadership programs have been extremely successful. When the 2013 programs were postponed due to the impending election, more than 80 potential participants were on a waiting list for the next intakes. Western Australian Department of Housing: Executive Education continued to run the Department’s core leadership program through to the end of 2012, as well as implementing a whole-of-organisation Professional Development Program and subsequent performance management program. The PDP was delivered across the State to more than one thousand participants in more than 30 separate intakes. 7.4 New Government Contracts Over the past 18 months Executive Education has worked to translate its success in supporting the State-based public sector into the Federal sphere, with increased success in competitive tenders and panels for the Australia Commonwealth Government. Major panel successes include:

Learning and Development Panel for the Commonwealth Department of Finance and Deregulation:

o the membership of this Panel extends until the middle of 2015;

o potential opportunities arising from this panel include the design and delivery of

training programs in a range of content areas, for example leadership development, communication, emotional intelligence, interpersonal skills;

o the training would be delivered to all staff working within the context of the Members

of Parliament (MOPs) Act;

o training can be potentially delivered Australia wide;

o in late October 2013, AIM were awarded five short-courses to be delivered nationally in 2014, arising from this panel.

Leadership Development Solutions Panel for the Commonwealth Government agency Comcare:

o the membership of this Panel extends until November 2015;

o potential opportunities arising from this panel may include the design and delivery of

training and / or the development and implementation of leadership development programs;

o Comcare is a national organisation.

Training and Development Services Panel for the Australian Securities Investment Commission:

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This panel was awarded late 2013 and opportunities arising will include the delivery of a broad range of training and development initiatives across the whole of Australia.

7.5 International activity and partnerships In April 2013, UWA Business School was accepted into full membership of the international association of leading university-based executive education providers UNICON. Our application for membership had been peer-reviewed in 2011, resulting into our acceptance as Associate members for the following two years, and subsequent review for acceptance into full-membership. We are currently exploring possible partnerships in executive education projects with institutions including University of California – Berkley, Simon Fraser University and Cranfield University’s School of Management. For the first time, in 2012/2013, international revenue exceeded 10% of the budget – a considerable achievement given WA’s isolated geographical location. Given our strong performance in public sector development, and the significant opportunities presented by the Australian Government’s outreach agency, AusAID, we have continued to work towards a stronger presence in this space. Accordingly, we undertook a major initiative to compete for AusAID’s prestigious multi-year, multi-million dollar leadership development program, which involves mature-age Australian government scholarship recipients (who are undertaking graduate degrees in Australia). These recipients are typically current and future leaders from developing countries and the program is an important aspect of the Australian Government’s commitment to the UN’s Millennium Development Goals. We were delighted to be shortlisted for this project in early 2013 – one of just four providers in final contention. Unfortunately, the impending Federal election saw the decision on the recommended provider delayed for several months, before the Government withdrew the project altogether. In mid-2013, we were awarded a contract to support the Australia International Mining for Development Centre (IM4DC) in the delivery of some of its training and development programs. IM4DC is a multi-institution centre, with UWA and the University of Queensland as partners. A parallel centre has been established in Canada by the Canadian government. IM4DC seeks to build capacity and capability in many developing countries, in particular leveraging Australia’s expertise in mining and resources. In late October 2013 we managed our first program, with participants in-bound to UWA from a range of countries including Peru, Nigeria, Mongolia, the Philippines, Indonesia, Malawi, Rwanda, Ethopia and Zambia. We will participate in more programs in 2014, with two already scheduled for Q1 2014, one another inbound program to Australia, and the other to be delivered in Zambia. Major international custom projects have included:

China National Offshore Oil Corporation (CNOOC) Delivered for the first time in 2013, (in partnership with Pricewaterhouse Coopers), the CNOOC Executive Education Program (full-time consecutive 16 week program delivered in Perth) involved 21 Chinese finance and accounting executives from CNOOC travelling to Perth to complete the intensive program. The program provided participants with a unique opportunity to explore and increase their understanding of issues related to management, strategy and leadership, accounting and finance in the Australian and

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global oil and gas context. The teaching program features a national panel of oil and gas experts, along with leading Faculty in Finance, Accounting, Audit, Tax, Strategy and Leadership from the School. Participant and faculty feedback highlighted the outstanding success of the program which was a major commitment from both participants and CNOOC. Plans are underway for the next two intakes to occur in 2014-2015. More than 10 UWA Business School Faculty participated in the program – many for the first time.

Sime Darby -- Core Leadership Programme 3 (CEP3) In 2012-2013 we continued to deliver leadership programs for Sime Darby, a significant Malaysian conglomerate, in Kuala Lumpur, Malaysia. The program is non-residential delivered over five days. Prior to March 2013, it was delivered in a residential format. Since the program started in 2011, over 250 participants have attended the program.

Higher Education Leadership Academy (AKEPT): In 2012, UWA Business School Faculty again participated in short course programs for the Malaysian organisation for leaders of higher education institutions, AKEPT on a leadership program in 2011-12. Program delivery occurred in Kuala Lumpur.

7.6 Key changes to Operations On 18 December 2013, Executive Education will complete a physical shift from usage of the UWA Business School ground floor Pilbara wing as the primary operational site of delivery, back to the Floreat site of our JV partner AIM WA. As a joint venture, Executive Education has always operated across two primary partner sites: the UWA Business School, and AIM WA Floreat campus. Additionally, Executive Education delivers in-company, on site, in hotels and at other commercial premises/function venues. It also uses other UWA locations, including residential colleges and the UWA University Club, to deliver programs. Staff have maintained offices in both the Business School and AIMWA locations, with the centre of operational functions rotating across the two primary JV partner sites; initially being housed at AIMWA, them moving to UWA Business School for five years (although operating as a remote site to AIMWA). In 2014, most staff will be housed at AIM WA, allowing Executive Education to capitalise on new purpose-built facilities developed there, and creating additional space for the full-time MBA cohort on the UWA Business School Crawley site. Executive Education will also continue to use The University of Western Australia Club and other off-site venues to conduct programs. Venues are selected according to their fitness for program, client and purpose.

8. EXTERNAL RELATIONS The External Relations Operational Planning Priorities for the 2013 calendar year included three major priorities as follows:

Develop the reputation of the UWA Business School as a highly respected and leading

provider of business Education – domestic and international.

Raise the profile of the UWA Business School providing thought leadership for

industry, government and the broader community – domestic and international.

Increase and diversify funding sources to support and benefit students, staff, research,

alumni and the broader community.

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8.1 Domestic and International Rankings and Surveys Following the evaluation last year of the various rankings and surveys available world-wide, we continued to participate in the following:

Hobson Good Universities Guide – receiving 5 stars overall rating from GMAA (Graduate Management Association of Australia) and a 5 star rating for graduate outcomes; corporate links; size of management faculty and academic qualifications. These rankings gave us the most 5 star ratings of any Business School in the Group of Eight or in Western Australia.

AFR Boss – where we ranked 11th on the MBA program in Australia. We were the only WA based MBA program to be ranked.

Business Week Survey – profiled in Business Week online, this is a major international business school search engine.

8.2 Ambassadorial Council & GMA 8.2.1 Ambassadorial Council The Ambassadorial Council is an international network of UWA Business School alumni, business leaders and business academics that are committed to facilitating the growth and development of the UWA Business School’s connections with business, universities, government and the community. With current chapters in Australia, the United Kingdom, North America and most recently, the Singapore Chapter, the Ambassadorial Council helps to:

further strengthen the international profile of The University of Western Australia and the UWA Business School;

foster a strong international basis to the educational opportunities offered by UWA and the UWA Business School; and

create value for our alumni from the interactions and networks which are created around the world.

The Business School launched the Ambassadorial Council Singapore Chapter in 2012 with Business School alumnus Stephen Choo (Director and Regional Head of Insight (ASEAN), Hay Group) as Chair. The Singapore Chapter was launched with a Leaders’ Luncheon with Woodside Chair in Leadership and Management, Winthrop Professor David Day. The event was very well received and attended by business and community leaders and key alumni. Further events planned for 2013 include an alumni cocktail function and a panel discussion in conjunction with CPA Singapore on the topic “The Future of Banking in Asia”. In October 2013, the Business School Dean accompanied the Vice-Chancellor to United Kingdom and the United States for the following activities:

The West Coast UWA Alumni Reception in San Francisco and the Friends of UWA & Alumni event at the Australian Embassy in Washington with Kim Beazley, where the North American Chapter members were invited; and

The Alumni Reception for UK/Europe at Australia House in London, where the United Kingdom Chapter members were invited.

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8.2.2 The Graduate Management Association (GMA) Established in 1976, the GMA is the peak body representing alumni and current students from postgraduate courses at the UWA Business School. With more than 1,500 members, the GMA holds events throughout the year with an emphasis on networking, career/personal development and engagement with members and the business community. 8.3 Industry Partnerships and Industry Engagement Throughout 2013, we held a number of high profile functions to further strengthen our partnership and engagement with government, industry and businesses, our alumni and the wider community. These activities helped further develop our reputation as a highly respected and leading provider of business education in Western Australia and internationally. Key high profile and high impact functions that were organised in 2013 included Industry Leaders Event, special milestone celebrations and public lecture and forums. In addition, a special Alumni and Dean’s Awards Program was established in the Business School in 2013. 8.3.1 Industry Leader Events The UWA Business School organised an exclusive WA Business Leaders Cocktail function on Tuesday 19 November 2013. In its second year, this event was held at the private residence of Dr Mark Barnaba, Chair of the UWA Business School Board. The function provided an excellent opportunity for a list of high-profile Western Australian business and community leaders to network and engage with UWA and the Business School senior executives and staff. The UWA Chancellor, Dr Michael Chaney AO, and Vice-Chancellor, Professor Paul Johnson spoke on the achievements of the University in its centenary year and the University’s future direction.

8.3.2 Breakfast by the Bay Events The “Breakfast by the Bay” is a joint initiative between UWA Business School and The University Club of Western Australia. Held every 2-3 months, the event is designed to provide a forum for prominent leaders in business, UWA graduates and the wider community to share insights into the hot topics in corporate Australia. The Breakfast series attracts a broad audience of up to 250 people, showcasing relevant and interesting speakers and offering corporate networking opportunities for those in attendance. Five “Breakfast by the Bay” events were held in 2013. • The first, entitled “China’s economic performance: implications for the West”, was held

in April and featured Moderator Winthrop Professor Rod Tyers (Senior Economist, UWA Business School) – Moderator and Panellists Mr John Atkins, Chairman, WA - ANZ Banking Group (Perth); George Jones, Chairman, Gindalbie Metals Limited and Sundance Resources; Dr Guonan Ma, Hong Kong branch of the Bank for International Settlements; and Dr Xiaobo Zhang, International Food Policy Research Institute (Washington DC) and China Center for Economic Research (Peking University, Beijing). A lively debate ensued, focusing on what effect the transition to China’s next growth phase will have on trade and on the volume and role of Chinese investment in Western Australia.

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• The second held in June, entitled Western Australia’s Energy Market Future”, involved a

panel discussion featuring Mr Ky Cao, CEO, Perth Energy; Mr Steven Landry, Managing Director, ATCO Australia; The Honourable Mike Nahan, Minister for Energy, Finance, Citizenship and Multicultural Interests; and was moderated by Dr Mark Barnaba, Chairman, Western Australia, Macquarie Group and Chairman, Global Resources Group, Macquarie Capital. This Breakfast by the Bay considered how energy market reform can strike a balance between social responsibility and industry needs. The panelists also discussed the role the private sector and governments can play in meeting the energy needs of both businesses and residents of Western Australia.

• The third Breakfast by the Bay held in August dealt with “Seven Myths About Women

and Work” and was presented by award-winning journalist, author and public speaker Catherine Fox. Drawing on a wide range of research and a sharp eye for what’s really going on, Catherine systematically challenged seven big myths about women and work including the lack of ambition myth (women don’t want the top jobs); the motherhood myth (it’s those kids and broken careers that stop women) and the gender pay gap myth (it’s vastly exaggerated).

• The fourth Breakfast by the Bay, held in October, featured BHP Billiton Chair in the

Business of Resources at the UWA Business School, Winthrop Professor Peter Hartley. Peter’s topic focused on why stable, predictable and internationally competitive government policy is needed to secure continuing investment in Australia's multi-billion-dollar resources sector.

The fifth, and final Breakfast, “Celebrating Half a Century of Commerce” featured a distinguished panel of Business School Alumni as they reflected on the degree’s history, and considered how to continue delivering an innovative education as the demands of students and employers evolve. Co-moderated by Winthrop Professor Izan and Emeritus Professor Philip Brown, the panel incorporated Dr Mark Barnaba CitWA, Chairman, UWA Business School Board and Macquarie Group Limited; Ms Susan Richardson, Magistrate, Rockingham Court; The Honourable Richard Court AC, Chairman, Resource Investment Strategy Consultants and Mr Brad Rosser, Founder The BSF Group.

8.3.3 Leaders’ Luncheons The Leaders’ Luncheon series is another regular feature on the Business School calendar, designed to provide a forum for leaders in the business community to share insights into the hot topics in corporate Australia. The Business School was fortunate to have five prominent speakers present at the Leaders’ Luncheons throughout 2013. • 12 April 2013: “Which corporate directors are effective? Evidence from new research”

with Visiting Professor David Yermack, held at The University Club of WA. • 2 July 2013: “Leadership, Practice, and Human Potential” with Winthrop Professor David

Day (Woodside Chair in Leadership and Management), held in Karratha as part of the “UWA Gives Back to the Pilbara” project.

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• 5 July 2013: “Why is the Resource Sector Different?” with Winthrop Professor Peter

Hartley (BHP Billiton Chair in the Business of Resources), held in Port Hedland as part of the “UWA Gives Back to the Pilbara” project.

• 18 July 2013: A Leaders Luncheon with Nancy C. Southern, Chair, President and CEO,

ATCO Ltd, who shared her views on running one of Alberta’s leading energy companies and her perspective on the opportunities for the Western Australian market.

• 30 October 2013: The final Leaders Luncheon for 2013, and featuring Visiting Professor

Ralph Walkling, was on the topic “Shareholder Votes and the Boardroom”. 8.3.4 Special Business School Events in the University’s Centenary Year In addition to the Business School’s traditional calendar of events, the Business School organised a selection of “special events” in 2013 which further promoted and raised the profile of the School to the community we served. Special events that were held during the University’s Centenary year included: • The UWA Alumni Weekend, held in the Business School during February, incorporated

four special lectures, a luncheon for graduates and tours of the Business School Building. This event attended by past graduates of the Business School and staff provided the opportunities for graduates to reconnect with each other and members of the Business School, to learn of the School’s recent development and achievements and foster ways forward where alumni can continue to stay in touch with the each other and their alma mater. The UWA Alumni Weekend marked the start of the University’s Centenary Year.

• The Business School led the UWA Gives Back in the Pilbara (1-5 July 2013) where we

showcased UWA’s teaching, research and our executive education opportunities to the community within Karratha, Newman and Port Hedland. During the UWA Gives Back and together with Aspire UWA, we engaged with high school students, teachers and principals from Karratha Senior High School, St Luke’s College, Newman Senior High School and Hedland Senior High School promoting higher education access and executive education opportunities at UWA and the Business School. Together with BHP Billiton and Woodside, we co-hosted two thought leadership lunches in Karratha and Port Hedland around leadership and business of resources. These Leaders’ Luncheons were attended by government, business and community leaders. The UWA Gives Back week-long visit was generously supported by James McClements, BHP Billiton, Resource Capital Funds and Woodside. Our engagements with schools, communities and the people from the Pilbara were extensively featured in local media.

• The MBA 40th Year celebration held on 3 October 2013 celebrated the collective

achievements of our MBA graduates, staff and students over the past 40 years. Highlights of the positive impact to business, community and government by our MBA alumni were showcased. Emeritus Professor Philip Brown and Emeritus Professor Andre Morkel were acknowledged and recognised for their outstanding contribution to the Business School and the significant impact that they have had on teaching and research in Western Australia and internationally. Over 175 guests comprising of MBA alumni and staff attending this celebration.

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• A 100 Years of Economics was celebrated on 11 November 2013 which was held in

conjunction with the 52nd Shann Memorial Lecture. The Indonesian Vice-President Professor Dr Boediono (Economics graduate of the UWA Business School) was our guest presenter. This celebration showcased the positive contributions made by our staff, students and graduates from the Economics discipline both locally and international. The 100 Years of Economics also highlight the Business School’s significant impact in educating generations of students and the contribution to world-class research.

8.4 Alumni and Dean’s Awards Program In the University’s Centenary Year, we launched the Alumni Awards program which recognises the outstanding achievements of our alumni and supporters who have made significant contributions to the Business School. Recipients of the Alumni and Dean’s Awards in its inaugural year are listed in Table 22.

Table 22: Alumni and Dean's Award Recipients 2013

Recipients Award

Dr Mark Barnaba Alumni Award 2013 Awarded

Mr James McClements Alumni Award 2013 Awarded

Dr Richard Goyder Alumni Award 2013 Awarded

Mr Stan and Mrs Jean Perron Dean's Award 2013 Awarded

Winthrop Professor Izan Dean's Award 2013 Awarded

Dr Michael Chaney Alumni Award 2013 Awarded

Mr Don Voelte Dean's Award 2013 Awarded

Dr Trevor Eastwood Dean's Award 2013 Awarded

Adjunct Professor Jimmy Wilson Dean's Award 2013 Awarded

Professor Dr Boediono Alumni Award 2013 Awarded

Winthrop Professor David Plowman Dean's Award 2013 27 Nov 2013

Adjunct Professor John Willinge Alumni Award 2013 28 Nov 2013

Dr Tony Howarth Dean's Award 2013 28 Nov 2013

Adjunct Professor Diane Smith-Gander Alumni Award 2013 28 Nov 2013

Adjunct Professor Anne Nolan Alumni Award 2013 28 Nov 2013

Adjunct Professor Adrian Fini Alumni Award 2013 28 Nov 2013

Adjunct Professor Sue Murphy Dean's Award 2013 28 Nov 2013

Adjunct Professor Robert Elstone Alumni Award 2013 28 Nov 2013

Emeritus Professor Philip Brown Dean's Award 2013 4 Dec 2013

Emeritus Professor Tracey Horton Alumni Award 2013 6 Dec 2013

Sir Rod Eddington Dean's Award TBC

Mr John Poynton Alumni Award TBC

Mr John Akehurst Dean's Award TBC

Adjunct Professor Peter Coleman Dean's Award TBC

Winthrop Professor Fiona Wood Dean's Award TBC

8.5 International Engagement The International Development Coordinator in conjunction with the Associate Dean (International) and Director, External Relations are responsible for international engagement. The focus in 2013 has been increasing the activity around international engagement for students and academics, including;

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Increasing student exchange numbers (outgoing); in 2013 there were a total of 87 outgoing Business School students; 10 were from the MBA program.

Over the past year the Business School has worked closely with the University of Adelaide/University of Strasbourg/University of Ca’Foscari/University Corvinus on a bilateral agreement and a submission for EU AU funding for a joint degree program, which allows students to complete a master degree at their home university and a second master degree at the host university in 2 years (1 + 1). It was a competitive process and 43 applications from around the globe were submitted; our consortium’s submission was successful. There were 18 applications from Australia and 2 received funding; ours was ranked as number 1 and received the maximum funding. We will receive $500k from the Australian Government which will be equally divided between UWA Business School and University of Adelaide; the European partners will receive a similar amount from the EU to be shared equally between the European partners.

In 2013 new exchange agreements have been finalised with The University of Bath and The University of Manchester in the UK (undergraduate exchange) and another agreement with Coppead Graduate School of Management in Brazil (MBA exchange) has been approved and is waiting for final sign off. We are currently reviewing possible agreements with Peking University and Zhejiang University in China.

Work is in progress on a 2 + 2 agreement with Shandong University in China. This program has the approval of the Ministry of Education in China and allows students to complete the first 2 years of Bachelor (finance) degree at their home university followed by 2 years at the UWABS. More than 80 students per year are expected to undertake this program by 2015.

UCLA Study Abroad Program was introduced for the first time in 2013 – 25 students, including 6 from the Business School, have recently returned from an intensive short course program at UCLA; this program is open to local and international students.

An agreement was signed with the Perth USAsia Studies Centre which provides internships (Business Practicum) for 15 students per year in Washington, Los Angeles and New York. This program runs for 8 – 9 weeks and is open to local and international students

CRCC Asia is an organisation which provides internships in Shanghai and Beijing (Business Practicum unit) for local and international students currently enrolled at UWA. In 2012-2013, 36 UWA students undertook the programs with 8 more signed up for programs later in 2013. 26 of these students are studying Bachelor of Commerce or Economics.

8.6 Sponsorships In 2013, the Business School secured new sponsorships and gifts from our graduates and major corporate partners. These supports include:

$5m from BHP Billiton. Currently in the final stages of contract negotiation. Funding will support the BHP Billiton Scholarships, the BHP Billiton Distinguished Fellow and scholarships for the new full-time MBA program starting in 2015.

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Secured $300,000 for three years from UBS.

Secured support from Wesfarmers and Woodside to provide opportunity for selected employees to up-skill and to undertake a full-time MBA course at UWA Business School. These opportunities will form part of Wesfarmers and Woodside’s professional development and retention for its rising stars.

Established six new prizes and renewed three existing prizes in the Business School, valued in total of $50,000, including DW Oxnam Prize, Gerard Daniels Prizes, FTI Consulting (formerly Taylor Woodings Prize), Mrs Margaret Clough Prize, Productivity Commission Prize, Wesfarmers Business Development Prizes and the Western Australian Treasury Prize.

Secured a five year commitment and financial support from CPA Australia for the newly established CPA Australia – UWA Business School Future Leaders Lunch valued at $35,000.

Secured substantial in-kind and financial support from James McClements, BHP Billiton, Resource Capital Funds and Woodside to assist the Business School’s visit to the Pilbara as part of the UWA Gives Back – Pilbara. During the UWA Gives Back, the Business School showcased UWA’s teaching, research and executive education opportunities to the community and young people of Karratha, Newman and Port Hedland. Together with BHP Billiton and Woodside, co-hosted two Leaders’ Luncheons and visited four high schools including Karratha Senior High School, St Luke’s College, Newman Senior High School and Hedland Senior High School.

Secured a three year $75,000 sponsorship with Allens to fund thought leaderships events in the Business School.

Secured $30,000 gift from Mannkal Economic Education Foundation for studentships.

Secured industry support for the Business School Corporate Circle. Industry partners includes Australian Institute of Company Directors, Gerard Daniels and KPMG.

Secured financial and in-kind support from Akamai Management Group, ATCO Australia, BHP Billiton, Ernst & Young, FINSIA, McRae Investments, Resource Capital Funds and Woodside for key Business School’s forums and special celebrations

8.7 Students, Industry and Community Events The Business School has actively created opportunities for students to engage, learn and network with business leaders. These initiatives have raised the profile of the School as a destination of choice for prospective students by highlighting the rich student experience that they receive. These activities included:

Students Boardroom Lunches

Strategy Month

Faculty Awards Ceremony

MBA at UWA Celebration and Sponsors

Student society coordinated events

Career support events

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Student Boardroom Lunches Ten Student Boardroom Lunches were organised in 2013 with corporate hosts including Gerard Daniels, Macquarie Bank, Resource Capital Funds, Wesfarmers, ATCO Australia, Ernst & Young, BDO, BHP Billiton, Mitsui and Woodside. These Student Boardroom Lunches hosted by major companies and their CEOs, enable industry representatives to network with top performing students and to share their organisation’s business plans for the future, whilst establishing informal relationships with potential employees. Attending students gain the opportunity to share their interests and aspirations while deepening their appreciation of the opportunities and challenges facing the host organisation. These Students Boardroom Lunches have greatly enhanced the student experience of our undergraduate and postgraduate students. Commonwealth Bank Panorama Series

Sponsored by the Commonwealth Bank, this series of lectures is open to UWA students and

alumni only:

1st February 2013; Professor Ray Fells: “An update on successful negotiation”.

22nd February 2013: Professor David Yermack and Professor Albert Fingerhurt (visiting professor from New York University Stern School of Business: “The Michelle Markup”).

1st March 2013; James McClements, Managing Partner at Resource Capital Funds: “Investment Analysis and Decision Making in a Private Equity Environment”.

10th September 2013; Jon Burgess, Founder and Director Kwan International Consultancy: “The three minds: are you on mind, front of mind or top of mind?”

MBA Strategy Month Strategy Month was a new initiative in the Business School held exclusively for our MBA students and invited guests. During September and October, a series of five lectures featuring high profile executives associated with the Business School shared with students their high level strategy planning and execution. These events included:

Thursday 19 September 2013: “Strategic planning using the Argenti System”, with Dr Michael Chaney AO - Chairman, National Australia Bank and Woodside Energy, and Chancellor of UWA; and Mr John Barrington - Managing Director, Barrington Consulting Group.

Tuesday 24 September 2013: “Strategic thinking: Lessons from the trenches”, with Emeritus Professor Tracey Horton - Company Director and former Dean of the UWA Business School.

Tuesday 1 October: Group discussion with Adjunct Professor Peter Coleman - CEO and Managing Director, Woodside Energy.

Tuesday 22 October 2013: “The Coles acquisition: Why, how and where to from here”, with Dr Richard Goyder, AO - Managing Director, Wesfarmers.

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Tuesday 29 October 2013: “Strategy formation and delivery of improved outcomes in a resources business”, with Adjunct Professor Jimmy Wilson - President, BHP Billiton Iron Ore.

Faculty Awards Ceremony The UWA Business School Awards Ceremony was held on 28 May 2013. Prize and scholarship recipients were recognised for their outstanding achievements. 32 students received prize recognition and another 33 students were acknowledged as scholarship recipients. Sponsors and donors were invited, formally thanked and were seated with their prize and scholarship recipients. The MBA and EMBA Dux along with the eight Horton Scholars were recognised for their outstanding achievements. Our special guest presenters were Adjunct Professor Sue Murphy and Andrew Carey. MBA at UWA Celebration MBA at UWA Celebration is an annual event held in December to celebrate our MBA students’ achievements. All MBA students, recent MBA graduates along with industry supporters involved in the MBA program were invited to this annual event. In 2012, Azad Hessamodini (MBA Dux) and Michelle Simson (EMBA Dux) were recognised for the outstanding achievements amongst their peers. The MBA at UWA Celebration provided extensive networking opportunities for our MBA students, recent graduates, staff and industry partners. Student society coordinated events The Business School continue to support the activities of student related initiatives including Enactus, Finance Association of WA (FAWA), Economics and Commerce Society (ECOMS), Entrepreneurship and Computing Society (ECS) and the Graduate Management Association (GMA). Key student group lead events that the Business School have provided assistance in 2013 includes:

FAWA – Port Jackson Partners Presentation

ECOMS Careers Fair

FAWA and Azure BBQ

ECOMS Link Week

ECS and Momentum Partners’ Case Competition

FAWA and Credit Suisse Presentation

FAWA Business Breakfast

ECOMs Business Breakfast

FAWA and UBS’ Valuation Lecture

ECOMS Speed Interview Lecture

ECS Young Entrepreneurship Seminar

FAWA UBS Investment Banking

FAWA Interview Workshop

FAWA Mannkal Presentation

FAWA Macquarie Internship

FAWA BBQ

ECOMS Careers Cocktail

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FAWA Internship Q&A

ECOMS Women in Business

FAWA Women Corporate Cocktails

These events provide recruitment and networking opportunities between our students and industry guests, and are highly valued by all participants. Furthermore these activities help to enrich the student experience. Student/corporate engagement and recruitment In 2013, a number of student-corporate engagement and recruitment functions were organised for our students including:

Three MBA Information sessions were scheduled to coincide with the UWA Business School Board meetings so that Board members could speak at the Information session and participate in networking with potential MBA students.

In July, the UWA Business School hosted the Future Footprints Indigenous Students Careers Expo, which was sponsored by Woodside.

Our corporate partners joined the Business School promoting various career opportunities at the UWA Careers Expo 2013.

The Business School was involved in securing industry representatives who hosted booths at the UWA Open Day, advising students on career opportunities at the organisations based on their interest. The Business School secured industry representation from Ernst & Young, ATCO Australia, BDO and Woodside.

Career Services Workshops/seminars designed to improve students’ employability focusing on career services are offered in addition to what is already provided by the University’s Career Services Office, and are tailored to the specific requirements of the MBA students, most of whom are looking to transition into a new industry plus more general sessions for all postgraduate students. In 2013, some of career services seminars/workshops conducted for postgraduate Business School students included:

Managing your Own Career (Michael McAnearney, Chief Executive International,

Gerard Daniels);

E&Y Charisma College (Nicole Cooper, Senior Consultant, E&Y and Ben Brearley, Senior

Consultant, E&Y);

Professional Resumes, Job Applications and Cover Letters (Erica Anderton, Career

Development Consultant, UWA Careers Centre);

Professional Review of your CV (Catherine Choate, Partner, E&Y);

E&Y Mock Interviews (Nathan Roost, Partner, E&Y; Michael Rundus, Partner, E&Y;

Irshaad Songerwala, Partner, E&Y)

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During 2013 the UWA Business School also worked closely with the UWA Careers Centre on an ‘International Student’s Careers Week’ which was held in August. All sessions were well attended and the feedback was very positive. Workshops covering topics such as; Marketing yourself in Australia; What do recruiters look for?; Going Global; Leadership Skills; Know your rights; DIAC seminar; BBQ lunch. Deloitte Consulting Master Class Deloitte Consulting and the UWA Business School offer a Consulting Master Class to UWA MBA students. Designed to help inform students more about management consulting, the Master Class provides a taste of consulting skills such as structured problem solving using a hypothesis based approach and what the consulting lifecycle is. Master Class lectures provide theoretical information, supported by practical insights gained from consulting engagements. Ernst & Young Career in Consulting Breakfast This event is aimed at UWA students nearing the end of their MBA studies that may be contemplating a career in consulting and are keen to learn more. EY employees are on hand to give insights into the practice as well as current and future opportunities. The breakfast includes networking opportunities for the students and recruitment opportunities for EY. Building Networks A series of professional development workshops focusing on building students networking skills to maximise their potential in the workplace and accelerate their personal and professional success, are also offered to all postgraduate students. Notable speakers in 2013 included Ron Gibson, Managing Director, Go Networking and Steve Knight, Adjunct Professor, INSEAD, Senior Consultant and Program Leader, AIM WA. Mentoring The UWA Business School Postgraduate Business Mentoring Program gives postgraduate business students the opportunity to explore different career options and learn from the experience of industry professionals who have built successful careers in their chosen fields. The Postgraduate Business Mentoring Program is part of the UWA Careers Centre’s Career Mentor Link program.

9. STAFF NEWS 9.1 New Appointments The following new appointments were made in 2013: Accounting and Finance:

Ms Margaret Ritchie, Administrative Officer

Ms Tiffiny McCoy, Administrative Assistant

Mr Alinda Mondal, Programmer/Research Officer

Ms Collette Chesters, Lecturer

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Management & Organisations:

Asst Prof Jenny Liao, Research Assistant Professor

Mr Ramon Wenzel, Research Associate

Ms Kirsty Seitz, Administrative Officer

Economics:

Asst Prof James Key

BHP Billiton Chair Winthrop Professor Peter Hartley Marketing:

Ms Anne-Maree Wood-Gush, Administrative Assistant

Ms Tami Salim, Administrative Officer (Finance)

Ms Robyn Dunlop, Administrative Officer (Finance) Faculty Office:

Mr Shane Standley, Information Systems Officer

Ms Louise Kierath, Administrative Officer

Ms Shelley Jackson, Marketing Officer

Ms Anneke Forster, Events Co-ordinator

Winthrop Professor Alison Preston, Deputy Dean Postgraduate Centre

Michael Sutherland, Postgraduate Programs Manager

Ms Kym Nicholas, Administrative Officer

Mia Juritzen, Administrative Officer

Robyn Dunlop, Administrative Officer (moved to Marketing team Nov 2013)

9.2 Promotions and Tenure The following staff members were promoted during 2013 Accounting and Finance:

Paul Gerrans, Professor

Stijn Masschelein, Assistant Professor Economics:

Elisa Birch promoted to Level C (Associate Professor) Marketing:

Paul Harrigan, Associate Professor

Joanne Sneddon, Associate Professor

Maryann Evetts, Senior Administrative Officer (Finance)

Sandra Pasan Mayu, Administrative Officer

9.3 Resignations and Retirement Accounting and Finance: Resignations, Academic and Professional

Mrs Isabel Hoffman

Mr Ronny Hoffman

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Dr Frank Zhang

Mr James Strauss

E/Prof Philip Brown Management & Organisations: Resignations, Academic and Professional

Dr Yana Grushina, Research Assistant Professor

Mr Jon Heath, Research Associate

Ms Lydia Brazzale, Administrative Officer

Ms Alina Dmitrieva, Graduate Research Assistant

Asst Prof Uta Bindl, Assistant Professor

Asst Prof Barb Wood, Assistant Professor

Ms Sandra Pollock, Administrative Officer ( on LSL, officially retires in February 2014)

Marketing: Resignations and End of Contract, Academic and Professional

Asst Prof Ken Yap Retirements, Academic and Professional

Winthrop Professor Dick Mizerski Postgraduate Centre Resignations

Mr John Pougher, Administrative Officer Faculty Office Resignations

Mr Brett Tidy, Administrative Assistant

Mr Brendan Doran, Information Systems Officer

Ms Carene Wong, Faculty Development Officer

Retirement

Winthrop Professor Izan – Izan resigned from the Deputy Dean role on the 27th of September and is currently leading the school’s EQUIS re-accreditation preparation prior to formally retiring in 2014. Izan has been a major contributor to the Business School and has held the Deputy Dean role for 10 years. The UWABS would like to formally acknowledge the significant contribution that Izan has made both as an academic but also as a senior leader in the University.

9.4 Visitors The School hosted a number of visitors in 2013, these include:

Dr Andrew Ainsworth, University of Sydney

Professors Sue Ashford and Jim Walsh, University of Michigan

Dr James Beck, University of Waterloo, Canada

Dr Dongling Chen, Shanghai Municipal People’s Government

Professor Ali Dastmalchian, University of Victoria, Canada

Professor Bradon Ellem, University of Sydney

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Associate Professor Michele Ford, University of Sydney

Assistant Professor Dahai Fu, Central University of Finance and Economics, China

Dr Jennifer Gibbs, Rutgers University, USA

Dr Luis Izquierdo, University of Burgos, Spain

Professor Gary Johns, Concordia University, Canada

Dr Suntharee Lhaopadchan, Kasetart University, Thailand

Dr Jason Mitchell, World Bank, Washington, USA

Professor Juliana Ng, Australian National University

Professor Mustafa Ozbilgin, Brunei University, UK

Dr Baoyu Peng, Henan University, China

Dr David Pitt, Macquarie University

Dr John Rose, University of Sydney

Dr Rahul Sen, Auckland University of Technology

Dr Winny Shen, University of South Florida

Dr Aaron Schmidt, University of Minnesota

Professor Hesterina van Herk, VU University, Amsterdam

Professor Ralph Walkling, Drexel University, USA

Professor Terry Walter, University of Technology, Sydney

Professor David Yermack, New York University

Dr Siew Ling Yew, Monash University

9.5 2012 Faculty Teaching Awards In 2013 the following staff were recognised for their Excellence in Teaching in 2012:

Postgraduate Coursework: Assistant Professor Leo Langa Undergraduate Coursework-Large class: Associate Professor Andrew Williams Undergraduate Coursework-Small class: Assistant Professor Tim Daly Adjunct Lecturer: Ms Dee Roche Early Career: Assistant Professor Alex Luksyte Tutor (joint winners): Ms Amanda Tedjamulja and Ms Natalie Drew Tutor-Commendation: Mr Leigh Smith Service Award for Outstanding Contributions to Student Learning (joint winners): Ms

Marjory Harvey and Mr Michael Sutherland 9.6 Staff Appointments and Achievements

Winthrop Professor Ann Tarca appointed to the Australian Accounting Standards Board for an initial three year term from 1 January 2014.

Winthrop Professor Peter Robertson appointed as the incoming Head of the Economic Discipline for a three year term (1 January 2014 to 31 December 2016).

o The UWABS would like to acknowledge the excellent leadership provided by Winthrop Professor Ken Clements, outgoing Head of the Economics discipline group. Economics has been taught at UWA for 100 years and W/Professor Clements has been a major contributor for a significant portion of that time.

Winthrop Professor Richard Heaney appointed as the Associate Dean of Research and Research Training for a three year term (1 January 2014 to 31 December 2016).

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10. STUDENT NEWS 10.1 Scholarships 2013 BHP Billiton Social Impact (Not-for-Profit) Scholarship (awarded to students in the GCSI)

Ms Fadzi Mutambiranwa

Ms Kylie Hansen

Mr Tony Hagan

Mr James Boyd 2013 CSI National Scholarship (awarded to students in the GCSI)

Ms Jacqui Bell

Ms Alison Lawrie

Ms Vicki Barry 2013 BHP Billiton Accelerated MBA Trimester Scholarship

Mr Garrett Bray

Ms Gry Stene

Mr Matthew Pritchett

Ms Mary Lacson

Mr David Mehravari

Mr Lee Williams ATCO Australia Undergraduate Scholarship

Mr Adam Morris - BCom BDO Undergraduate Scholarship in the UWA Business School

Mr Patrick Davis - BPhil BHP Billiton Honours Scholarships in the UWA Business School – all 4 scholarships awarded

Mr John Boulter - BEc(Hons)

Mr Patrick Elliott - BCom(Hons)

Mr Edward Ting - BCom(Hons)

Ms Maryse Trainer – BCom(Hons) BHP Billiton Masters Scholarships in the UWA Business School

Not awarded C.A. Vargovic Memorial Scholarship Round 1

Mr Stephen Ingram – BEc(Hons)

Mr Patrick Vu – BCom(Hons), major Economics

Round 2

Mr David Sami – BEc(Hons)

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James McClements Scholarship in the UWA Business School

Ms Caitlin Boccamazzo – BCom

Jean Rogerson Honours Scholarships in the UWA Business School Not awarded John Willinge Scholarship in the UWA Business School

Mr Damien Boccamazzo – BCom Mining Leaders Scholarship

Mr Matthew Joyce – BE/BCom Sir Frank Ledger Scholarship in the UWA Business School

Mr Andy Truong – BCom Stan and Jean Perron Honours Scholarship

Mr Clayton Philippoz – BCom(Hons) Victor Raeburn Honours Scholarship

Mr Jagathis Silvaraja – BCom(Hons) 10.2 Schulich International Case Competition Congratulations to our MBA team – Ms Sara Curtin, Mr Chris Lewkowski, Ms Sevi Rich and Mr Matthew Wegg – for making it through to the grand final and coming fourth. The competition was held in Toronto at the end of October. Only 17 teams out of 32 made it through to the semi-final in Toronto, and only 4 of the 17 teams made it through to the Grand Final on Saturday. The final results of the competition were:

1st place - Cornell;

2nd place - Schulich;

3rd place - Schulich;

4th place - UWA!

11. PAUL W. MILLER AT UWA – A TRIBUTE Paul Miller combined a prodigious level of research productivity with long and much valued administrative and management service to the University of Western Australia, both as head of the Department of Economics and subsequently head of the School of Economics and Commerce. Sadly he passed away on 27 November 2013 while he was Professor in the School of Economics and Finance and the Centre for Research in Applied Economics at Curtin University, where he had spent three and a half busy years notwithstanding a long battle with illness.

His contributions to the University of Western Australia dominated his professional career. He completed his doctorate in economics at the Australian National University in 1982, after

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which he held post-doctoral and research positions at the University of Western Ontario, Brunel University and the Australian National University’s Research School of Social Sciences. Having already built up a substantial research record, he first joined the University of Western Australia as Senior Lecturer in 1987. Apart from an early one-year interlude at the University of Queensland, he remained with the University of Western Australia until 2010. His extraordinary research record saw him appointed as associate professor (Level D) in 1991 and as full professor (Level E) in 1996. At the time senior administrative positions were considered burdensome distractions from research but Paul showed preparedness to assume management roles. On a vote of his colleagues, he became head of the Department of Economics in 1994 and held the position until 2001. He was subsequently appointed head of the combined School of Economics and Commerce for the period 2003 to 2005, following which further major changes occurred in the faculty. Amongst these was an amalgamation between the School of Economics and Commerce and the then Graduate School of Management to establish the present UWA School of Business. In addition, the university had followed the Australia-wide trend toward the appointment of executive deans, culminating in the appointment of the new business school’s first executive dean, Tracey Horton. Paul had been active in the lead-up to these changes but his strong research record had secured an Australian Professorial Fellowship from the Australian Research Council in 2005. This research-focused appointment did not see him recede entirely into his own research, however. He became editor of Australia’s premier scholarly journal in economics, The Economic Record, a position he held until 2009. Paul is remembered by his colleagues as an approachable, if irascible, leader who was personally considerate and scrupulously fair in his management of their collective teaching burden. Debates and disagreements were resolved openly and publicly to the satisfaction of most and the department of economics achieved a high national ranking for its published research. Paul led by example, training numerous research assistants, honours students and doctoral candidates, to whom he granted co-authorship even where their contributions were modest compared with his own. Indeed, by the 2000s he was ranked in the top five Australian researchers by the RePEc organisation and three of the department’s professors were ranked in the top 30. Paul’s primary research interest was labour market performance and educational attainment, particularly as it depended on gender, ethnic and racial origin. He published extensively in both Australian and overseas journals, including The Economic Record, the American Economic Review, the Canadian Journal of Economics, the Economic Journal, Economica, the Journal of Human Resources, the Journal of Labor Economics, and the Industrial and Labor Relations Review. His recent research includes “Opportunity and educational outcomes in Australia” and “Attitudes towards economic risk and the gender pay gap”, with Anh Tram Le, Wendy Slutske and Nic Martin, published in The Economic Record and Labour Economics in 2012, “Changes over time in the return to education in urban China”, with Weiwei Ren, published in the China Economic Review in 2012, “Government versus non-government schools: a nation-wide assessment”, with Derby Voon, published in Australian Economic Papers in 2012, and “Negative and positive assimilation, skill transferability and linguistic distance”, with Barry Chiswick, published in the Journal of Human Capital in 2012.

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He is ranked by RePEc in the top five per cent of all economists globally, on the basis of his number of strong publications, the associated number of journal pages and the number of citations of his work. His most cited paper is "The Endogeneity between Language and Earnings: International Analyses," (with Barry Chiswick) which was published in the Journal of Labor Economics in 1995. He has been granted several honorary appointments the most prominent of which are his election to Fellow, Academy of the Social Sciences in Australia, in September 1997, his research fellowship at IZA (Institute for the Study of Labor), an internationally focused research institute established in 1998 in Bonn, Germany, which he has held since March 2004, and his appointment as Honorary Fellow of the Economic Society of Australia in 2011. Beyond this, Paul has won many prizes and awards, including the Economic Society of Australia prize for the best paper published in The Economic Record in 1993 for the paper “Youth Wages, Risk and Tertiary Finance Arrangements”, with P.A. Volker, and in 2003, for “Labour Market Flexibility and Immigrant Adjustment”, with L. Neo. He won the Curtin Business School Researcher of the Year Award for 2010, and was inducted into the Australian National University College of Business and Economics Distinguished Alumni Hall of Fame in 2010. As an academic, Paul was a master of difficult econometric technique but he was never showy about it. His focus was on understanding economic behaviour as it affected education and labour market performance and on issues relevant to economic policy. His writings are therefore accessible not only to economists in general but also to the lay person interested in education and labour market policies. The purpose and outcomes of his research were also therefore readily absorbed in the relevant government organisations and so they had high policy impact. It is for this reason that he was uniquely successful in winning research grants from the Australian Research Council and other research funding institutions. Indeed, at the time of his death he was managing a major research project funded by the Australian international aid agency, AUSAID. Paul’s passing is not only a tragic loss to his wife, Anh Tram Le and his young family. It is a major loss to WA’s and Australia’s research and policy institutions and to the many colleagues who worked closely with him. His kindness, generosity and sardonic wit will be remembered by all.

http://ideas.repec.org/a/ucp/jlabec/v13y1995i2p246-88.html

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