 |
2009 University Plan |
 |
|
Priority A: Fully embed a high performance culture | Instil an expectation of high achievement in students and staff, and provide the means for this high achievement. |
| | | 1 | Strengthen high-achiever programs and pathways to attract and support the top echelon of local, national and international undergraduate and postgraduate students.
| | |
| | | 2 | Optimise the range of support programs for prospective and current students.
| | |
| | | 3 | Review and enhance UTAS' human resources policies and programs to provide the framework and resources to develop, recruit and retain excellent staff.
| | |
| | | 4 | Develop a broad-based visiting fellowship program.
| | |
| | | 5 | Improve implementation of the UTAS performance management system for staff.
| | |
| | | 6 | Strengthen and increase participation in organisational professional development programs that support a high-performance culture.
| | |
| | | 7 | Ensure that recognition and reward systems encourage and celebrate excellence at both the individual and group levels.
| | |
Priority B: Create and implement a distinctive UTAS teaching and learning model | Develop a UTAS student experience, learning outcomes and graduate profile that ensure contemporary knowledge and skills, generic capabilities and an experience of place, environment and community that is distinctly Tasmanian. |
| | | 8 | Develop the UTAS College model, in partnership with the State Government, to provide an integrated year 11 to PhD educational framework for Tasmania.
| | |
| | | 9 | Review and strengthen tertiary preparation programs and entry pathways to support a broader range of students.
| | |
| | | 10 | Investigate the potential to develop a college offering enabling and foundation programs and entry pathways primarily for international students.
| | |
| | | 11 | Ensure that on-campus amenities are available at appropriate times to support more flexible learning and research practices.
| | |
| | | 12 | Ensure that academic, personal and administrative support services are responsive to student needs.
| | |
| | | 13 | Restructure and streamline the course profile to provide: common course structures, multidisciplinary and interdisciplinary learning opportunities; and flexible delivery options that are responsive to students' needs and the University's academic strategic priorities.
| | |
| | | 14 | Introduce UTAS Island Units that are nationally distinctive and capture the island educational experience.
| | |
| | | 15 | Develop/revamp off-campus fieldwork and placement facilities, particularly for UTAS Island Units.
| | |
| | | 16 | Expand postgraduate coursework programs specifically aimed at continuing professional development and career start-up.
| | |
| | | 17 | Provide a high quality, distinctive and energising student experience that develops life-long learning skills, generic graduate attributes and a global perspective that lead to satisfying and rewarding employment, career and personal development outcomes for students.
| | |
Priority C: Further strengthen existing UTAS institutes, centres and groups and identify new flagship opportunities | Reassess and renew the focus of UTAS' research strengths and opportunities; Develop the opportunities that arise as a result of the integration of UTAS and the Australian Maritime College. |
| | | 18 | Develop current and identify new areas of research strength.
| | |
| | | 19 | Develop key areas of strength in the AMC institute as part of completing the integration process.
| | |
| | | 20 | Develop a next-generation marine and Antarctic institute.
| | |
| | | 21 | Investigate the development of a Tasman Institute of Health Education in Sydney.
| | |
| | | 22 | Increase the scale and focus of research to achieve critical mass by clustering activity into groups, centres and institutes.
| | |
| | | 23 | Investigate the development of an International Business Centre, offering co-location of the Faculties of Business and Law, International Services, English Language Centre, Transnational Education Unit and commercial partners.
| | |
Priority D: Strengthen relationships with UTAS' communities, including the Tasmanian State Government| Further develop relationships with the Tasmanian State Government and UTAS' communities of interest; Seek collaborations that enhance UTAS' distinctiveness and provide unique opportunities for all stakeholders. |
| | | 24 | Renew major partnerships with State Government and industry and develop new partnerships with the private sector.
| | |
| | | 25 | Undertake biennial review of UTAS' economic impact on Tasmania and widely communicate the results.
| | |
| | | 26 | Work with local communities to further develop the University's northern campuses.
| | |
| | | 27 | Continue to support and reward staff in their efforts to engage with UTAS' communities of interest.
| | |
| | | 28 | Review the opportunities for new, distinctive collaborative activities and provide appropriate resources to pursue them.
| | |
| | | 29 | Explore the opportunities for additional national and international collaborations in areas of excellence and distinctiveness.
| | |
Priority E: Maximise support for core activities by aligning resources and improving business services| Optimise financial resources and physical infrastructure to support core activities and strategic priorities; Optimise human resources and support systems and staff infrastructure to support core activities and strategic priorities; Achieve efficiency gains and the best use of strategic and operational resources. |
| | | 30 | Review and reform business processes to achieve efficiency and effectiveness.
| | |
| | | 31 | Review and broaden UTAS' use of the Internet to ensure that it supports the University's academic and business objectives.
| | |
| | | 32 | Review budget allocation models to ensure that they complement and reinforce UTAS' academic and business objectives.
| | |
| | | 33 | Maintain a coherent business planning system that supports this strategic plan and area-specific strategic and operational plans.
| | |
| | | 34 | Plan and implement a high-quality shared services model.
| | |
| | | 35 | Introduce a suite of customer service assessments of all administrative and support services.
| | |
| | | 36 | Further diversify funding sources, particularly from the non-government sector.
| | |
| | | 37 | Prioritise special project funding according to UTAS' strategic priorities.
| | |
| | | 38 | Plan and implement major capital projects in line with the UTAS Master Plan.
| | |
| | | 39 | Review timetabling of teaching and learning activities.
| | |
| | | 40 | Review and refine UTAS' approach to, and systems for, the flexible delivery of coursework programs.
| | |
| | | 41 | Implement and evaluate projects to reduce UTAS' carbon footprint and energy expenditure.
| | |
|
|
 |
|
 |
