Master of Business Administration

Transcription

1
CONFIRMATION OF
MATERIALS RECEIVED
QUALITY ASSESSMENT REVIEW
- PUBLIC ORGANIZATIONS -
Subject:
Contact Person:
Professor John Hicks
Institution:
Charles Sturt University
Address:
Panorama Avenue, Bathurst, New South Wales
Country:
Australia
Postal Code:
2795
Confirmation of materials received by the Postsecondary Education
Quality Assessment Board
The Postsecondary Education Quality Assessment Board has received your application to the
Minister for Training, Colleges and Universities to offer a degree program or part thereof in the
Province of Ontario. As required under the Post-secondary Education Choice and Excellence
Act, the Board will assess this application in accordance with its guidelines and procedures
and forward its recommendations to the Minister for consideration.
Your application has been registered with the number
which should be used in all subsequent correspondence.
Yours faithfully,
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1.0
ORGANIZATION AND PROGRAM INFORMATION
1.1
Submission Title Page
Full Legal Name of Organization: Charles Sturt University
Operating Name of Organization: Charles Sturt University
Common Acronym of Organization: CSU
URL For Organization Homepage: www.csu.edu.au
Degree Level and Type to be awarded for program:
- Master Degree
Proposed Degree Nomenclature: Master of Business Administration
Date of Submission: 14 April, 2007
Contact Information:
Dean, Faculty of Business
Bathurst, New South Wales, 2795
Australia
+61 2 63 384234 phone
+61 2 63 384250 fax
[email protected]
Site Visit Coordinator:
Contact Information:
Dean, Faculty of Business
Bathurst, New South Wales, 2795
Australia
+61 2 63 384234 phone
+61 2 63 384250 fax
[email protected]
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Quality Assessment Panel Nominees
The Faculty of Business at Charles Sturt University is happy for the Board to appoint its own
Panel members for the Quality Assessment of the Application.
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1.2 TABLE OF CONTENTS
1
Title Page
1.1
1.2
Title Page
Table of Contents
2
Program Abstract
2.1
Executive Summary............................................................................................ 8
3
Program Synopsis
3.1
Program Abstract...............................................................................................13
4
Program Degree Level Standard
4.1
4.2
Program Degree Level Standard.......................................................................14
Samples of Student Work..................................................................................16
5
Admissions, Promotion, Graduation Standard
5.1.1
5.1.2
5.2.1
5.2.2
5.2.3
5.2.4
5.3
Admission Requirements Direct Entry...............................................................17
Admissions Policies and Procedures for Mature Students................................18
Credit Transfer/Recognition Policies and Procedures.......................................18
Advanced Placement Policies............................................................................19
Degree Completion Requirements.....................................................................19
Gap Analysis......................................................................................................19
Promotion and Graduation Requirements..........................................................20
6
Program Content Standard
6.1.1
6.1.2
6.2.1
6.2.2
6.3.1
6.3.2
6.3.3.1
6.3.3.2
6.3.3.3
6.4
6.5.1
6.5.2
6.5.3
Program Advisory Committee Membership.......................................................21
Program Development Advisory Committee Minutes........................................22
Professional/Accreditation or Other Requirements...........................................23
Letters of Support: Professional/Accreditation or other Requirements.............24
Program Level Learning Outcomes...................................................................24
Course Descriptions..........................................................................................25
Program Hour/Credit Conversion Justification..................................................26
(A and/or B) Undergraduate Academic Course Schedule (s) ..........................27
(A and/or B) Graduate Academic Course Schedule (s) ...................................28
Course Outlines................................................................................................30
Table: Course Outline.......................................................................................64
Support for Work Experience............................................................................64
Work Experience Outcomes and Evaluation.....................................................64
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Program Delivery Standard
7.1.1
7.1.2
7.1.3
7.2.1
7.2.2
Quality Assurance Policies...............................................................................64
Policy on Student Feedback.............................................................................65
Student Feedback Instruments.........................................................................68
On-Line Learning Policies and Practices..........................................................82
Academic Community Policies..........................................................................82
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8
Capacity to Deliver
8.1
8.2.1
8.2.2
8.2.3
8.3.1
8.3.2
8.4
8.5.1
8.5.2
8.5.3
8.5.4
8.6
8.7
8.8
8.9.1
8.9.2 A
8.9.2 B
Legal Characteristics........................................................................................83
Governance and Administrative Structure........................................................87
Responsibilities of Governing Bodies...............................................................88
Reporting Structure..........................................................................................91
Co-ordinated Business and Academic Plans...................................................94
Administrative Staff......................................................................................... 121
Participation in Academic Policies and Standards.......................................... 188
Library Resources........................................................................................... 171
Computer Access.............................................................................................184
Classroom Space.............................................................................................184
Laboratory/Equipment (where applicable)...................................................... 184
Resource Renewal and Upguiding..................................................................184
Support Services..............................................................................................184
Policies on Faculty...........................................................................................185
CV Release......................................................................................................207
Curriculum Vitae Exceptions........................................................................... 208
Curriculum Vitae for Faculty Responsible for Teaching and Curriculum for
DW Courses....................................................................................................208
DO and DL Courses........................................................................................209
Curriculum Vitae for Program Development Consultants................................290
Curriculum Vitae for On-Line Learning Professional and Professional
and Technical Staff.........................................................................................290
8.9.2 C
8.9.2.D
8.9.2 E
.......
9
Credential Recognition Standard
9.1
Program Design and Credential Recognition.................................................291
10
Regulation and Accreditation Standard
10.1.1
10.1.2
Current Regulatory or Licencing Requirements..............................................293
Letters of Support from Regulatory/Licencing Bodies.....................................294
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Program Evaluation Standard
11.1
Periodic Review Policy and Schedule.............................................................295
12
Academic Freedom and Integrity Standard
12.1.1
12.1.2
12.1.3
12.2
12.3
Academic Freedom Policy...............................................................................296
Academic Honesty Policy.................................................................................297
Academic Honesty Procedures........................................................................299
Policy on Intellectual Products.........................................................................300
Policy on Ethical Research Practices...............................................................308
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Student Protection Standard
13.1
13.2.1
13.2.2
13.2.3
Academic Calendar Information...................................................................... 313
Dispute Resolution.......................................................................................... 313
Fees and Charges...........................................................................................314
Student Dismissal............................................................................................319
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13.2.4
13.3.
Withdrawals and Refunds..............................................................................330
Student Protection Information......................................................................332
14
Optional Material
14.1
14.2.1
14.2.2
14.2.3
14.2.4
14.3.1
14.3.2
Student Transcript Protection........................................................................348
Plan for Record Management........................................................................352
Plan for 75 year Accessibility.........................................................................362
Plan for Weekly Record Back-up...................................................................363
Accuracy of e-records....................................................................................364
Third-Party Record Keeper............................................................................365
Verification of Agreement...............................................................................366
Appendix A: Web Addresses for sections referred
to in this application....................................................................................367
Appendix B: Charles Sturt University Annual Report
2005.............................................................................................................386
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2.1 Executive Summary
Proposed Credential Nomenclature:
MBA
Specify Discipline/Field of Study:
Business
Is a work experience/work placement term required for the degree completion? NO
Anticipated Program Start Date:
September 2007
Overview
Charles Sturt University (CSU) was established as Australia’s 26th University on 19 July 1989
by the Charles Sturt University Act (NSW) and is a statutory corporation. The Act brought
together the Mitchell College of Advanced Education located in the City of Bathurst, and the
Riverina-Murray Institute of Higher Education located in the Cities of Wagga Wagga and
Albury/Wodonga. The Act also required the University to establish a new campus in the City
of Dubbo, New South Wales.
The name of the University honours the Scottish explorer, soldier and public servant, Charles
Sturt, who undertook extensive exploration of areas of eastern Australia previously unknown to
European settlers. He was particularly associated with explorations of the Macquarie,
Lachlan, Murrumbidgee, Darling and Murray River Systems which flow to the west. These are
the principal rivers of the region which CSU was established to serve.
The University was originally created as a federated, network university with semi-independent
member campuses and a central administration. Amendments to the Act in 1998 now
encapsulate in the legislation a new structure of the University that evolved during the
University’s first ten years of operation.
The new structure may be described as an integrated, multi-campus structure in which the
major academic units, the Faculties, are represented on at least three campuses of the
University and the administrative divisions have University-wide rather than campus-specific
responsibilities.
As required by the Act, the University operates main campuses in the cities of AlburyWodonga, Bathurst, Dubbo and Wagga Wagga in the state of New South Wales. CSU also
operates from other locations in the state of New South Wales, including the City of Sydney,
Manly, Goulburn, Morpeth and Broken Hill and in the Australian Capital Territory (ACT) in the
City of Canberra. The University’s headquarters, the Chancellory, known as The Grange
which houses the Vice-Chancellor’s office, is located on the Bathurst Campus.
The Faculty of Business is one of the four Facuties of the University.
The Annual Report for the University for 2005 is attached to this application as Appendix B
The Mission
Charles Sturt University will be a bold and innovative leader in providing an accessible,
adaptable and challenging learning environment to develop graduates and research that
meet the needs of its regional, national and international communities (CSU Strategic
Planning, 2007-2011).
The University seeks to achieve this mission by committing itself to, and being accountable for:
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providing a student centred educational environment to develop highly employable
graduates who will be able to contribute to the economic, social and cultural life of their
University and wider communities and have the capacity for, and commitment to, continued
personal and professional development;
•
producing high quality research of significance to its regions and the professions, and of
national and international distinction;
•
undertaking dynamic and sustainable regional engagement; and
•
ensuring effective resource management and generation.
The key values relevant to Charles Sturt University achieving its mission are:
•
the discovery, preservation, refinement, and dissemination of knowledge through teaching,
research and scholarly inquiry, which draw strength from each other;
•
social justice - equity of opportunity, tolerance, ethical conduct, accountability;
•
intellectual independence and freedom of enquiry;
•
personal, regional, national and international enrichment;
•
economic, social and environmental sustainability; and
•
participation, cooperation and collaboration.
Summary of the MBA Program
This trimester structured two year, part-time graduate entry program has been highly
successful in developing managers in Australia and southern and eastern Asia. The program
has also been undertaken by a number of Canadians, primarily from Ontario, who have
participated directly by Distance Education.
The proposal to offer the program with a residential in Ontario is consistent with the
University’s mission and a key strategy of the Faculty of Business Strategic Plan 2007-2011 to
become a leading, high quality international provider of tertiary programs in business
education. Currently, CSU offers programs in higher education organizations in countries,
such as, China, Croatia, India, Malaysia, Pakistan, Singapore, Switzerland and to individual
students studying with the University directly by Distance Education in Canada, USA, South
Africa, Zimbabwe, UK, and countries of the Middle East.
The MBA curriculum is designed to cover the key areas necessary for management in
business for university graduates who may not have a business education background or for
graduates who need to enhance their undergraduate business education experiences in order
to fill management related positions in a wide range of contexts in public and private sectors in
small to large organizations. The program consists of 12 subjects each of which seeks to
enhance the capacity of students to develop knowledge and skills to be a competent executive
in a business context.
The strengths of the CSU MBA program include:
• its proven track record in producing high quality graduates sought after by business and
government in Australia and other countries referred to above;
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the flexibility in program completion which permits students to undertake one of more
subjects in an enrolment period to suit their work and other commitments;
a curriculum that develops students further in business related knowledge and skills which
can make a positive, ethical difference to organizational outcomes;
use of flexible modes of delivery such as print and online media; and
interaction between staff and students and among students through the online medium of
subject forums and local seminars.
The delivery of the program in Ontario is based on a multimedia model using online, print and
interactive media along with local seminars and consultation to complement the assistance
and mentoring from CSU based staff using e-mails, web forums, phone and facsimiles. The
students are required to attend for 120 hours over their course to present and experience
seminars, participate in interactive workshops and engage with their facilliators in a range of
other appropriate learning experiences through direct personal contact with program staff and
other students.
Offering the Charles Sturt University’s MBA program in Ontario is an extension of the program
already available throughout the world by Distance Education and available through partner
institutions in Asia, Europe, and Africa. As discussed earlier in the submission, a number of
Canadians have already undertaken the MBA program. The offering of the program in
Canada is entirely consistent with the Mission and Values of the University which seeks to
enhance its growing international reputation and be an active participant in the globalization of
higher education.
Program Recognition
The CSU MBA program is recognised by Commonwealth of Australian Department of
Education, Science and Training (DEST) and is subject to cross institutional evaluation in the
Australian University Quality Assurance Process (AUQA) process required of all publicly
funded Australian Universities.
Employment Prospects
The MBA program is designed primarily for students who are already in employment to meet
their needs for enhanced business skills and knowledge. Graduates of the MBA are well
equipped to meet the demands of more responsible management and related positions.
Capacity to Deliver
The Faculty of Business at CSU already delivers the program in Australia by distance
education and throughout the world directly and through partner organizations Subjects in the
program are well designed and have benefited from the constant review and upgrading as a
result of staff, student and professional feedback and comment. A detailed subject teaching
package containing guidance notes, instructional materials and a collection of readings along
with assignments and criteria for assessment, is provided to each student both as hard copy
and online. The packages include notes and Readings and all students are provided with the
prescribed textbook. Staff may also provide a CD ROM or DVD ROM version. Additional
materials may also be provided through the on-line Forum in each subject.
The CSU Sub-Dean, MBA, and staff coordinating each subject, will ensure, that information
technology and library facilities are appropriate for the cohort. Suitably qualified additional
staff will be recruited for the Burlington Campus of CSU on a sessional basis where required
as local tutors and mentors.
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The full administrative, information technology and financial services of CSU will be available
to support the program.
Overall, the program will be monitored by the Sub-Dean, CSU MBA Program, the CSU Faculty
of Business, the MBA Board of Studies, the MBA Advisory Board, the CSU Faculty of Business
Board and the Dean of the Faculty, Professor John Hicks.
Enrolment Patterns
This is a trimester based two year part-time graduate entry program available to graduates
wishing to enhance their management and related business knowledge, skills and capacities.
Projected student numbers in Canada are:
Year 1
20 students
1 FTE Faculty
Year 2
40 students
2 FTE Faculty
Year 3
60 students
3 FTE Faculty
Year 4
80 students
4 FTE Faculty
There have been a small number of enrolled MBA students who have undertaken the program
by Distance Education with Charles Sturt University from Ontario. A range of recruitment
strategies were used to attract these students and it is proposed to continue with similar
strategies to recruit students into the on-campus Distance Education program in Ontario.
Recruitment will be handled by the University directly through its world wide Website, by staff
from the CSU Campuses in Australia.
Recruitment to the program may include following techniques.
•
Dissemination of information on the MBA program in the media in Ontario.
- Advertisements in Ontario newspapers;
- Advertisements in student campus newspapers;
- Presentation and information sessions conducted by the Dean and staff of the Faculty
of Charles Sturt University at various locations across Ontario; and
- Maintenance by Charles Sturt University of web-based information about the
University, the Faculty and the MBA.
Financial Capacity
This program is offered with the approval and full financial support of the Charles Sturt
University Council, its Chancellor and Vice-Chancellor. The University is financially well
managed with an annual budget of AUD $150 million (2006) in surplus and is confident it can
deliver a high quality MBA program by Distance Education with the prescribed residential at
the CSU Campus in the Bay Area Learning Centre, Burlington, Ontario. It should be noted, of
course, that the program will be offered on a full fee-paying basis and the fee structure is
based on calculations by the Executive Director of Financial Services at CSU to ensure its
viability and commercial success. CSU, with extensive overseas operations, has been very
cautious and conservative in the establishment and management of its international programs.
However, the University is convinced that the MBA in Ontario will be highly successful. The
financial position of the university is appended.
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3. Program Synopsis
3.1 Program Abstract
The Master of Business Administration degree program is designed to develop and enhance
the capacity of students to work in managerial areas of business that require high level
analytical skills
The CSU MBA program is designed to develop and enhance the key cognitive and affective
areas necessary for management in business for university graduates who may not have a
business education background or for graduates who need to enhance their undergraduate
business education experiences in order to fill management related positions in a wide range
of contexts in public and private sectors in small to large organizations. The program consists
of 12 subjects each of which seeks to enhance the capacity of students to develop knowledge
and skills to be a competent executive in a business context.
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4.0 Program Degree Level Standard
4.1 Degree Level
4.1.1 Degree Level Summary
The MBA is a trimester based two year part-time academic program in the foundations of
management and business subjects for graduate students who are in, or aspire to, business
executive positions. It entails the enhancement of an understanding of business related
knowledge, a critical awareness of current business problems and new insights, and
communication and analytical skills; and an appreciation of business diversity needed for
business management in a wide variety of organisational contexts.
The program consists of 12 subjects comprising eight core subjects and four electives.
The subjects are indicated in the Table below.
COURSE STRUCTURE MBA (On Campus, Distance learning and Off-Shore)
(PROPOSED COURSE)
96 POINTS
• MBA501 Management, People and Organizations
• MBA502 Business and Economic Environment
• MBA503 Marketing for Managers
• MBA504 Accounting and Financial Management
• MBA505 Managing Business Information
• MBA506 Foundations of Operations Management
• MBA507 Business Project Methods
• MBA508 Business Strategy
• Elective
• Elective
• Elective
• Elective
Master of Business Administration (96 points)
Note: Completion of any four of the core subjects leads to the award of
Graduate Certificate in Business Administration. Completion of eight subjects, of
which at least six are from the core subjects, leads to the award of Graduate
Diploma in Business Administration. The subject MBA 508 Business Strategy is
the ‘capstone’ subject and must be completed in the final session of study.
Summary of Core Subjects
MBA501 Management, People and Organizations (8)
Prerequisite: Nil
Management competence is a critical success factor in any organization and for
any person in that organization. The management task is complex and dynamic,
involving legal, ethical, social, economic and technological issues that span
local and global environments. This subject provides an advanced foundation
for understanding the management task faced by the individual manager in an
organization. The subject will cover: the nature and context of management;
organization theory and behaviour relating to the key functions of management;
HRM issues, change leadership and management, and management
evaluation.
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MBA502 Business and Economic Environment (8)
Prerequisite: Nil
This subject describes the business and economic environment as it relates to
business managers. The subject discusses and outlines the international,
macroeconomic, market and firm environments. The subject focuses upon the
development and use of economic principles and tools which will equip
business managers to effectively operate in the environment they face.
MBA503 Marketing for Managers (8)
Prerequisite: Nil
The aim of this subject is to provide a thorough understanding of the theories,
concepts and techniques of marketing. Marketing Management is concerned
with identifying, entering, and developing markets. The aim of marketing is to
develop long-term profitable relationships with customers. Central to this is the
development of a market-oriented approach to the conduct of its entire
business.
MBA504 Accounting & Financial Management (8)
Prerequisite: Nil
Introduces students to the accounting and finance disciplines in an integrated
manner dealing with financial accounting, management accounting, finance and
business decision making using quantitative information technology and
communication skills. Students will gain an understanding of the accounting
principles underlying the accounting process and the uses and limitations of
financial statements published by business entities. Accounting and finance
issues faced by management and some of the techniques used by managers in
decision making will also be addressed
MBA505 Managing Business Information (8)
Prerequisite: Nil
This subject aims to provide an introduction to the use and management of
information systems (IS), with an emphasis on business implications of
developments in information technology. Students will have the opportunity to
develop their knowledge and understanding of the role of IS in organizations,
examine information technology components of IS and review the means by
which organizations acquire, deploy and evaluate information systems for
managing information and driving organizational performance. Current research
and practice in the field of management information systems is analysed
incorporating ethical practices related to the development, use and governance
of these systems. The subject will include practical activities involving the usage
of business IS and tools germane to the area
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MBA506 Foundations of Operations Management (8)
Prerequisite: Nil
This subject is designed to equip students with a keen appreciation of
operations management – the “real work” of the enterprise or organization. It
extends into understanding how we can improve the efficiency and
effectiveness of our service and manufacturing operations in the global
business environment, and detail some of the strategic elements related to the
field, such as site selection, quality management, and environmental
considerations. This course will focus on delivering a variety of tools and
techniques to the students that will enable them to analyse a manufacturing or
service operation and to recommend a variety of actions.
MBA507 Business Project Methods (8)
Prerequisite: Nil
This subject will introduce the principles of undertaking a business project in
business. The aim of the subject is to give some of the experience, confidence
and skills needed in order to undertake a business research project. The
subject examines how to plan and organise a research project. The subject
provides an opportunity to learn the basics of two broad approaches to
research: quantitative and qualitative research methods. Ethics in research and
writing a research report are also examined
MBA508 Business Strategy (8)
Prerequisite: MBA507
This subject introduces the key practical and theoretical aspects of strategic
management. An overview of the key forces and debates that gave rise to, and
have influenced the ongoing development of, strategic management is
provided. The potential benefits and limitations of strategic management will be
also addressed. This approach allows for the development of knowledge and
skills in the areas of strategic analysis, strategic choice and strategic
implementation. To successfully complete this subject, students must undertake
a major project.
4.2 Samples of Student Work
CSU has on file and available on request samples of student work in compliance with the
requirements of Appendix 4.1.2
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5. Admissions, Promotion, Graduation Standard
5.1 Direct Entry Admission
5.1.1 Admission Requirements Direct Entry
Program Admission Requirements
Academic
Applicants must hold a prior Bachelor degree award in
any subject area, or furnish documentary evidence which
demonstrates, to the satisfaction of the Sub-Dean, CSU
MBA Program, Faculty of Business, that equivalent
requirements have been met.
Related Work/Volunteer
Experience
N/A
Other (eg portfolio,
specialised testing, interview,
G.R.E., etc)
N/A
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5.1.2 Admission Policies and Procedures for Mature Students
To be admitted into the program must have
•
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•
An undergraduate degree from a recognised tertiary institution and/or an equivalent
professional qualification.
A minimum of three years work experience. Students with less than three years
work experience may be admitted, if they can demonstrate high levels of academic
attainment, motivation and maturity. Applicants with less than two years work
experience may be required to undertake the Graduate Management Admissions
Test (GMAT). For those applicants required to undertake the GMAT, a minimum
score of 500 or higher is required.
Students for whom English is not a first language will need to demonstrate a
minimum IELTS score of 6.0 in each category with no less than 5.5 in each of the
skill areas, or other comparable evidence of English language ability, which is
acceptable to the University.
Students without a tertiary qualification may be admitted to the Graduate Certificate
in Commerce if they can demonstrate they have a minimum of 7 years appropriate
professional/managerial work experience.
Upon successful completion of the
Graduate Certificate in Commerce, students may apply to articulate onto the MBA.
Applicants must hold a Bachelor degree award in any area, or furnish documentary evidence
which demonstrates, to the satisfaction of the Sub-Dean, CSU MBA Program, Faculty of
Business, that equivalent requirements have been met.
Other than the provisions indicated above, there is no entrance examination for admission to
the Master of Business Administration program.
Charles Sturt University has a comprehensive Admissions Policy for its range of courses.
Details can be found in the CSU Undergraduate and Postgraduate Handbook – Admission
Regulations.
As the Master of Business Administration degree program requires applicants to hold a
Bachelor degree, all students entering the program are mature students.
5.2 Advanced Standing
5.2.1 Credit Transfer/Recognition Policies and Procedures
Students must satisfactorily complete all 12 subjects required for the degree. Credit may be
granted for equivalent subjects completed at the postgraduate level at a recognised tertiary
institution, or those judged by the Director, CSU MBA program, as equivalent in content scope
and depth, level of study, assessment and outcomes.
The maximum credit for similar or higher level subjects completed outside of CSU is 50 per
cent of the MBA course.
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5.2.2 Advanced Placement Policies
There is no entrance examination and there is no preference given for students who have
credit for prior learning.
5.2.3 Degree Completion Requirements
Not Applicable
5.2.4 Gap Analysis
Not Applicable
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5.2.5 Bridging Courses
Not Applicable
5.3 Promotion and Graduation Requirements
Program Requirement
Level of Achievement
Promotion
Graduation
Courses in Disciplines Outside the Main
Field(s) of Study
N/A
N/A
Courses in Disciplines Within the Main
Field(s) of Study
Minimum of Pass
Minimum of Pass
Other, please specify (eg work
placement/internship)
N/A
N/A
Other, please specify (eg thesis)
N/A
N/A
Other, please specify (eg research paper)
N/A
N/A
Other, please specify (eg laboratories, etc)
N/A
N/A
Overall Achievement
Minimum of Pass
Minimum of Pass
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6.0 Program Content Standard
6.1 Program Advisory Committee
6.1.1 Program Advisory Committee Membership
The CSU MBA has been developed and adapted over a period of 15 years. Currently, the
main management and governance structures are the Sub-Dean, CSU MBA Program, the
MBA Board of Studies, the MBA Advisory Board, the CSU Faculty of Business Board and the
Dean of the Faculty. Each subject has a co-ordinator. As indicated earlier, the program is
being successfully delivered by Distance Education in Australia to domestic and to offshore
students throughout the world, and in partner organizations in countries in Europe, eastern and
southern Asia
The planning and advice for the delivery of the program in Ontario has been primarily with the
Dean and senior staff of the Faculty of Business at CSU. A Program Development Advisory
Group is to be established to monitor and review the Ontario offering of the MBA. It will
consist of the following:
•
•
•
•
•
•
Dean, Faculty of Business, CSU (Chair);
Sub-Dean, MBA Program, CSU;
One Representative from an Industry/Organisation Employing MBA Graduates in Canada;
A Staff member from the Faculty of Business who teaches a core subject in the program;
A member of the Community in the Ontario region with knowledge and understanding of
Canada and its systems of government; and
One currently enrolled student from Ontario, Canada
The mandate of the Committee includes the following.
•
•
•
•
•
•
•
•
•
provide advice to the Sub-Dean, MBA, and to the Dean on any matters relating to the
efficient running of the program in Ontario;
to elicit student feedback on any aspect of the course;
to liaise with program tutors;
to liaise with employers of MBA graduates in Canada;
to liaise with graduates on the level of preparedness for managerial work;
to conduct periodic, systematic reviews of the program, initially at the end of the first year,
and then every 2-3 years;
maintain, monitor and develop the relationship with liaison staff in the Burlington Campus;
monitor the curriculum to ensure it best meets the needs of students already employed in
or planning to enter organizational management positions; and
provide an annual program report including any recommended program changes to the
CSU Faculty of Business Board.
The CSU Ontario Program Development Advisory Committee will meet formally at least three
times per year and will be formally constituted under CSU’s Faculty of Business governance
structure. It will have a central role in ensuring that the MBA offered in Ontario is of the
highest possible standard and is responsive to, and reflective of, the needs of the various key
stakeholders.
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6.1.2 Minutes of Program Advisory Committee
As the Ontario Program Advisory Committee will not start meeting until the course
commences, no minutes are available.
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6.2 Professional/Accreditation or Other Requirements Support
6.2.1 Professional/Accreditation or Other Requirements
The MBA is not accredited by any professional body. The MBA is registered with the
Commonwealth of Australia Department of Education, Science and Technology (DEST).
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6.2.2 Letter of Support: Professional/Accreditation or Other Requirements
Not Applicable
6.3 Program Content Summary Material
6.3.1 Program Level Learning Outcomes
The aim of the course is to equip graduates with knowledge regarding the fundamental
disciplines of business; to provide graduates with the theoretical frameworks and analytical
tools necessary to manage successfully a modern enterprise; to ensure that graduates are
equipped to act professionally and ethically in their chosen field; to ensure that graduates are
able to add significant value to their organization.
Courses, Course Segments or Workplace
Program Learning Level Outcomes
Upon completion of this course Requirements that contribute to this
graduates will have acquired a firm outcome
understanding of the major areas of
knowledge which underpin general
management, including:
1. an understanding of the concepts,
processes and institutions in the
production and marketing of goods and/or
services and the financing of business
enterprise or other forms of organization
2. an appreciation of the impact of
environmental forces on organizations,
including: ethical, social, economic, and
technological change issues; and the
effect of international developments
3 an enhanced capacity to respond to and
manage change
4. an understanding and appreciation of
the concepts and applications of
accounting and finance
5. an understanding and appreciation
management theory and HRM issues
6. an understanding and appreciation of
the processes and problems of general
management at the operational and
strategic level
7.an appreciation of the significance of
business strategy
8. and understanding and appreciation
business research methods
9. an enhanced capacity to undertake an
individual business project/dissertation
MBA501 Management, People and
Organizations
MBA502 Business and Economic Environment
MBA503 Marketing for Managers
MBA504 Accounting and Financial Management
MBA507 Business Project Methods
MBA508 Business Strategy
Electives 1-4
MBA505 Managing Business Information
Electives 1-4
Organizations
Organizations
MBA506 Foundations of Operations
Management
24
6.3.2 Course Descriptions
There is flexibility in the order of subjects chosen as long as students undertake the subject
MBA508 last.
The following is a suggested order.
Course Title
Year 1
Trimester 1
Trimester 2
Trimester3
Calendar Course Description
MBA501 Management,
People and
Organizations
Management competence is a critical success factor in any
organization and for any person in that organization. The
management task is complex and dynamic, involving legal,
ethical, social, economic and technological issues that span
local and global environments. This subject provides an
advanced foundation for understanding the management task
faced by the individual manager in an organization. The
subject will cover: the nature and context of management;
organization theory and behaviour relating to the key
functions of management; HRM issues, change leadership
and management, and management evaluation.
MBA502 Business and
Economic Environment
This subject describes the business and economic
environment as it relates to business managers. The subject
discusses and outlines the international, macroeconomic,
market and firm environments. The subject focuses upon the
development and use of economic principles and tools which
will equip business managers to effectively operate in the
environment they face.
MBA503 Marketing for
Managers
The aim of this subject is to provide a thorough
understanding of the theories, concepts and techniques of
marketing. Marketing Management is concerned with
identifying, entering, and developing markets. The aim of
marketing is to develop long-term profitable relationships with
customers. Central to this is the development of a marketoriented approach to the conduct of its entire business.
MBA504 Accounting &
Financial Management
Introduces students to the accounting and finance disciplines
in an integrated manner dealing with financial accounting,
management accounting, finance and business decision
making using quantitative information technology and
communication skills. Students will gain an understanding of
the accounting principles underlying the accounting process
and the uses and limitations of financial statements published
by business entities. Accounting and finance issues faced by
management and some of the techniques used by managers
in decision making will also be addressed
MBA505
Managing
Business Information
This subject aims to provide an introduction to the use and
management of information systems (IS), with an emphasis
on business implications of developments in information
technology. Students will have the opportunity to develop
their knowledge and understanding of the role of IS in
organizations, examine information technology components
of IS and review the means by which organizations acquire,
deploy and evaluate information systems for managing
information and driving organizational performance. Current
research and practice in the field of management information
systems is analysed incorporating ethical practices related to
the development, use and governance of these systems. The
subject will include practical activities involving the usage of
business IS and tools germane to the area
25
Elective 1
Trimester 4
Trimester 5
Trimester 6
From the Graduate Subject Availability List
MBA506 Foundations of
Operations Management
This subject is designed to equip students with a keen
appreciation of operations management – the “real work” of
the enterprise or organization. It extends into understanding
how we can improve the efficiency and effectiveness of our
service and manufacturing operations in the global business
environment, and detail some of the strategic elements
related to the field, such as site selection, quality
management, and environmental considerations. This course
will focus on delivering a variety of tools and techniques to
the students that will enable them to analyse a manufacturing
or service operation and to recommend a variety of actions.
MBA507 Business
Project Methods
This subject will introduce the principles of undertaking a
business project in business. The aim of the subject is to
give some of the experience, confidence and skills needed in
order to undertake a business research project. The subject
examines how to plan and organise a research project. The
subject provides an opportunity to learn the basics of two
broad approaches to research: quantitative and qualitative
research methods. Ethics in research and writing a research
report are also examined
Elective 2
Elective 3
Elective 4
MBA508 Business
Strategy
This subject introduces the key practical and theoretical
aspects of strategic management. An overview of the key
forces and debates that gave rise to, and have influenced the
ongoing development of, strategic management is provided.
The potential benefits and limitations of strategic
management will be also addressed. This approach allows
for the development of knowledge and skills in the areas of
strategic analysis, strategic choice and strategic
implementation. To successfully complete this subject,
students must undertake a major project.
6.3.3 Academic Course Schedule Information
6.3.3.1 Program Hour/Credit Conversion Justification
1) Does the program include laboratory components? NO
26
6.3.3.2 Undergraduate Academic Course Schedule
Does NOT apply – Graduate program
27
6.3.3.3 Graduate Academic Course Schedule
The CSU MBA is offered through Distance Education only on a part-time basis. The hours below are expressed as internal, non Distance
Education equivalent.
Course Schedule
Total DW
Course
Semester
Hours
Total DO
Course
Semester
Hours
Total DL
Course
Semester
Hours
Course Preor Corequisites
Proposed
Instructor (or
indicate if faculty
is to be recruited)
Highest Qualification
earned (or required
of faculty to be hired)
and, only where
applicable, highest
qualification in
progress
Page
Reference to
CV
Professor Andy
Smith
Dr TillBrook
PhD (Human
Resource
Management)
251
Dr Yapa Bandara
Professor Mark
Farrell
Associate
Professor John
Williams and
Associate
Professor Jayne
Bisman
Professor Terry
Heazlewood
Ken Crofts
PhD (Economics)
PhD (Marketing)
243
210
Masters (Accounting)
282
PhD (Accounting)
(On Special program
Study till June 30,
3007)
Masters (Accounting)
Masters (Information
Technology)
222
Dr Padma Nathan
PhD (Operations
Management)
246
Professor Eddie
Oczkowski
Dr G O’Neill
PhD (Econometrics)
217
PhD (Strategic
Planning)
261
Year &
Trimester
Course Title
YEAR 1
Trimester 1
Organizations
45-60
N/A
N/A
N/A
MBA502 Business and Economic
Environment
45-60
N/A
N/A
N/A
45-60
N/A
N/A
N/A
MBA504 Accounting and Financial
Management
45-60
N/A
N/A
N/A
YEAR 1
Trimester 2
YEAR 1
Trimester 3
YEAR 2
Trimester 1
YEAR 2
Trimester 2
YEAR 2
Trimester 3
MBA505 Managing Business
Information
45-60
N/A
N/A
N/A
45-60
N/A
N/A
N/A
MBA506 Foundations of Operations
Management
Elective 1
45-60
N/A
N/A
N/A
Elective 2
Elective 3
45-60
45-60
N/A
N/A
N/A
N/A
N/A
N/A
Elective 3
45-60
45-60
N/A
N/A
N/A
N/A
N/A
N/A
45-60
N/A
N/A
N/A
Total Program Hours
% of program offered in DO & DL courses
% of breadth of courses offered in DO courses
% of breadth of courses offered in DL courses
405-540
N/A
N/A
N/A
286
282
259
28
29
6.4 Course Outlines
6.4.1 Course Outlines (Summary)
CHARLES STURT UNIVERSITY
1. Subject Code:
MBA501
2. Subject Title:
Management, People and Organizations
3. Subject Title
Abbreviation:
As per subject title
4. Abstract:
Management competence is a critical success factor in any
organization and for any person in that organization. The
management task is complex and dynamic, involving legal,
ethical, social, economic and technological issues that span
local and global environments. This subject provides an
advanced foundation for understanding the management task
faced by the individual manager in an organization. The subject
will cover: the nature and context of management; organization
theory and behaviour relating to the key functions of
management; HRM issues, change leadership and
management, and management evaluation.
5. Objectives:
Upon completion of the subject, students will be able to:

6. Syllabus:
understand the local and global environments of business
and analyse the way they shape the management task;
understand and critically examine the relevance and
practical application of organization theory and
organizational behaviour concepts to the individual
management task;
understand and critically examine the role of HRM, and
change leadership and management, in the broader
management context;
understand the application of business ethics in individual
management processes, and
critically analyse the effectiveness of individual management
practice.
The syllabus will cover the following topics:

The management task – the role and functions of managers
and theories of management
The environmental context of management – legal, ethical,
global, social, technological and economic issues
Planning and decision making by individual managers
Organizational behaviour – individual and group behaviour;
communication; organizational processes and dynamics
HRM – the role of HRM in organizational performance, HR
functions and strategies; emerging trends
Organizational change and innovation – the context of
change, the nature of change, approaches to change
Assessing management effectiveness
7. Residential School:
None
8. Grading System:
Graded HD/FL
30
9. Point Value:
8
10. Duration of Subject:
One session
11. Courses Served:
Master of Business Administration (Compulsory)
12. Enrolment
Restrictions:
MBA students only
13. Pre-requisite[s]:
Nil
14. Co-requisite[s]:
Nil
15. Relationship to
Existing Subjects:
Nil
16. Incompatible Subjects:
Nil
17. Subjects Replaced by
this Subject:
Nil
18. Year and Session of
First Offering:
Trimester 1, 2004
19. Subject Offering[s]:
Mode: Distance Education and Tutorial
Campus: Wagga Wagga, Bathurst, Albury
Session: Trimesters 1, 2 and 3
Teaching School Name: Asia Pacific Graduate School of
Management
AOU Code: 207
20. Convening School:
Asia Pacific Graduate School of Management
21. Faculty:
Commerce
22. Development Panel:
Chrys Gunasekara, Lecturer, School of Management
Maria Farrell, Courses Manager, International School of
Business
23. Contact:
Chrys Gunasekara
School of Management
Phone: 02 69 332697
Fax: 02 69 332930
Email: [email protected]
24. ASCED Field of
Education [FOE] Code
080301 Business Management
25. DEST Subject Content
Mix
100% Academic
0% Industry Experience
26. Faculty Board
Approval:
Faculty Standing Committee SCC 03/033, 19 August 2003
31
Attachment A: New Subject Profile - Additional information for approval of a new subject
1.
Body of Literature
Davidson, P and Griffin, R (2003) Management: An Australasian Perspective (2nd edn), Milton: John
Wiley & Sons
Samson, D. and Daft, R. (2003) Management: A Pacific Rim Edition, Southbank, Victoria: Thomson
Darwin, J., Johnson, P., McAuley, J. (2002) Developing Strategies for Change, Essex: Pearson
Educational
Graetz, F., Rimmer, M., Lawrence, A., Smith, A. (2002) Managing Organizational Change, Milton,
QLD:John Wiley & Sons
Noe, R., Hollenbewck, J., Gerhart, B. and Wright, P. (2003) Human Resource Management: Gaining a
Competitive Advantage, Boston:McGraw-Hill Irwin
French, W, Bell, C. and Zawacki, R.(2000) Organizational Development and Transformation,
Boston:Irwin McGraw-Hill
Goold, M. and Campbell, A. (2002) ‘Do you want a well designed organization”, Harvard Business
Review, March 2002 p117-124
Stevens, C., Guthrie, J., Ash, R. and Coate, C. (2003) Does personality predict preferred managerial
style? Evidence from New Zealand and the US, Asia Pacific Journal of Human Resources 40, 3, 322
Journals
Academy of Management Review
Academy of Management Executive
International Journal of Management Reviews
Asia Pacific Journal of Human Resources
Journal of Organizational Change Management
Organization Studies
Administrative Science Quarterly
Harvard Business Review
2.
Teaching Strategies
This subject encourages students to reflect on their own practice by engaging with a range of learning
experiences. There will be strong emphasis on the processes and problems of general management
faced by individual, including ethical dilemmas, managing individual and group processes and
evaluating management effectiveness.
On-Campus Students
Weekly contact of three hours in the form of seminars to facilitate discussion, the exchange of views and
debate.
Learning experiences to be imparted to on-campus students may include:
• seminar presentations;
• team work;
• undertaking case studies; and,
• debates.
Distance Education Students
Learning experiences to be imparted to distance education students may include:
• study guide and readings; and
• on line discussion forums.
32
3.
Assessment Strategies
For designated cohorts of students, either (I) assignments or (ii) assignments and examination – as
determined by the Faculty.
33
6.4.1.2 Course Outlines
1.Subject Code:
MBA502
2.Subject Title:
Business and Economic Environment
3.Subject Title
Abbreviation:
Nil
4.Abstract:
This subject describes the business and economic
environment as it relates to business managers. The
subject discusses and outlines the international,
macroeconomic, market and firm environments. The
subject focuses upon the development and use of
economic principles and tools which will equip business
managers to effectively operate in the environment they
face.
5.Objectives:
Upon completion of this subject, students will be able to:
•
•
•
•
•
•
6.Syllabus:
Appreciate the role that the international,
macroeconomic, market and firm environments play in
shaping managerial decisions;
Describe existing economic and market structures
which operate at the global, national and firm levels;
Understand basic international economics and
macroeconomics principles;
Comprehend the operation of markets under different
competitive structures;
Analyse demand and cost conditions as they pertain
to the firm;
Develop optimal production and pricing strategies
The subject will cover the following topics:
•
•
•
•
•
•
The international economic environment and
principles;
The macroeconomic environment and principles;
The operation of markets under alternative market
structures;
Demand in theory and practice;
Costs in theory and practice
Pricing in theory and practice;
7.Residential School:
None
8.Grading System:
Graded HD/FL
9.Point Value:
8
10.Duration of Subject:
One session
11.Courses Served:
12.Enrolment Restrictions:
MBA students only
34
13.Pre-requisite[s]:
Nil
14.Co-requisite[s]:
Nil
15.Relationship to Existing
Subjects:
Nil
16.Incompatible Subjects:
Nil
17.Subjects Replaced by
this Subject:
Nil
18.Year and Session of
First Offering:
Trimester 1, 2004
19.Subject Offering[s]:
Mode Distance Education. Tutorial, Internal
Campus Albury, Wagga Wagga, Offshore
Session Trimesters 1, 2 and 3
Teaching School Name Asia Pacific Graduate School of
Management
AOU Code 207
20.Convening School:
21.Faculty:
Commerce
22.Development Panel:
Prof Eddie Oczkowski, School of Commerce
Dr Kishor Sharma, School of Commerce
Dr Parikshit Basu, School of Marketing and Management
Dr Hailu Kidane, School of Commerce
Prof Mark Farrell, School of Commerce
23. Contact:
Prof Eddie Oczkowski
School of Commerce
Phone: 02 69332377
Fax: 02 69332930
24. ASCED Field of
091901 (Economics)
25.DEST Subject Content
Mix:
100% Academic
26.Faculty Board
Approval:
Faculty Standing Committee SCC 003/034, 19 August
2003
35
1.
Body of Literature
Required Text
Hornby, W., Gammie, B., and Wall, S. (2001) Business Economics, 2nd edn., Pearson Education:
United Kingdom
Recommended Readings
Adams, J., and Juleff, L. (2003) Managerial Economics for Decision Making, Palgrave Macmillan:
Basingstoke.
Baron, D.P. (2000) Business and its Environment, 3rd edn., Prentice Hall: Upper Saddle River.
Fraser, I., Gionea, and Fraser, S., (1999) Economics for Business, 2nd edn., McGraw-Hill: Sydney.
Layton, A., Robinson, T., and Tucker, I.B. (2002) Economics for Today, Thomson: Melbourne.
Meier, G.M. (1998) The International Environment of Business, Oxford University Press: New York.
Mulhearn, C., Vane, H.R., and Eden, J. (2001) Economics for Business, Palgrave Macmillan:
Basingstoke.
Oster, S.M. (1999) Modern Competitive Analysis, 3rd edn., Oxford University Press: Oxford.
Journals
The Australian Economic Review
Economic Papers
The Economist
The Far Eastern Economic Review
Reserve Bank of Australia: Bulletin.
2.
Teaching Strategies
Internal students will have 3 hours weekly contact (lectures, tutorials and/or workshops)
.
project and case study work;
.
team work;
.
seminar presentations;
.
group presentations;
.
computer work including software packages and Internet usage.
Support arrangements to assist on-campus students usually include:
.
consultation with teaching staff;
.
learning skills programs;
.
additional classes/tutorials for students in need;
.
computer and library support.
Distance education students will have access to study materials.
Telephone support with the lecturer.
Online support will provide:
Online version of the subject outline.
Forum access to discuss the subject material with the lecturer and other students.
Access to CSU Library.
Direct email to subject coordinator.
Feedback to students on assignments.
3.
36
37
1.
2. Subject Code:
3.
4. Subject Title:
5.
6. Subject Title
Abbreviation:
7.
8. Abstract:
9. Objectives:
MBA503
Marketing for Managers
Nil
The aim of this subject is to provide a thorough understanding of
the theories, concepts and techniques of marketing. Marketing
Management is concerned with identifying, entering, and
developing markets. The aim of marketing is to develop longterm profitable relationships with customers. Central to this is
the development of a market-oriented approach to the conduct
of managing a business.

10.
11. Syllabus:
Understand the importance of a market orientation.
Understand the value of developing long term relationships
with customers.
Analyse and evaluate marketing opportunities.
Develop effective marketing strategies.
Manage and deliver marketing programs.

Building customer satisfaction, value and retention
Market-oriented strategic planning
Gathering information and measuring market demand
The marketing environment
Analysing buying behaviour of consumers and businesses
Analysing competitors
Identifying market segments and selecting target markets
Positioning the marketing offer through the product life cycle
Developing new market offerings
Designing global market offerings
Developing product and brand strategies
Designing and managing services
Developing price strategies and programs
Managing marketing channels
Managing retailing, wholesaling and market logistics
Managing marketing communications and sales
No
13. Grading System:
Graded HD/FL
14. Point Value:
8
One session
16. Courses Served:
17. Enrolment
Restrictions:
MBA students only
38
Nil
Nil
20. Relationship to
Existing Subjects:
Nil
Nil
22. Subjects Replaced by
this Subject:
Nil
First Offering:
Trimester 1, 2004
Mode Distance Education, Internal
Campus Wagga Wagga, Bathurst, Albury, Offshore
Teaching School Name School of Commerce
AOU Code 207
School of Commerce
26. Faculty:
Commerce
Professor Mark Farrell, Sub-Dean, MBA Program
Associate Professor Felix Mavondo, Monash University
Professor W Schroder, Monash University
23. Contact:
Professor Mark Farrell
Phone: 02 69 332756
Fax: 02 69 332930
2. ASCED Field of
Education [FOE]
Code
080505 (Marketing)
3. DEST Subject
Content Mix
100% Academic
4. Faculty Board
Approval:
Faculty Standing Committee SCC03/35, 19 August 2003
39
1.
Body of Literature
Kotler, P., (203) Marketing Management, 11th edn., Prentice Hall.
Whitwell, G.., Lukas, B.A. and Doyle, P. (2003) Marketing Management: a strategic, value-based
approach, Milton, Qld, Australia: J. Wiley and Sons
Piercy, N. (2002) Market-led strategic change, Oxford, UK: Butterworth-Heinemann
Hoffman, K. et al (2003) Marketing: Best practices, South Western, USA:Thomson
Kohli, A. and Jaworski, B. (1990) Market Orientation: The Construct, Research Propositions, and
Managerial Implications, Journal of Marketing, 54, 1-18.
Jaworski, B. and Kohli, A. (1993) Market Orientation: Antecedents and Consequences, Journal of
Marketing, 57, 53-70.
Narver, J. and Slater, S. (1990) The effect of a market orientation on business profitability, Journal of
Marketing, 54, 20-35.
Day, G.S. (1994) The capabilities of market driven organizations, Journal of Marketing, 58, October, 3752.
Journals
Journal of Marketing
Journal of the Academy of Marketing Science
European Journal of Marketing
International Journal of Research in Marketing
Journal of Market Focused Management
Journal of Strategic Marketing
Journal of Business Research
Industrial Marketing Management
Journal of Marketing Management
2.
Teaching Strategies
On-Campus Students
debate.
• team work;
• debates.
Support arrangements to assist on-campus students may include:
• Contact with staff through weekly consultation out of class;
• e-mail and telephone contact;
• library support;
• supplementary seminars; and
• online forums
Students will need access to a computer and the internet for the purposes of participating in an online
learning environment and completing practical assessment tasks.
40
• online discussion forums
• Contact with staff through weekly consultation hours;
• supplementary seminars; and
• online forums
3.
41
1. Subject Code:
MBA504
2. Subject Title:
ACCOUNTING & FINANCIAL MANAGEMENT
3. Subject Title Abbreviation:
ACCTG & FINANCIAL MANAGEMENT
4. Abstract:
Introduces students to the accounting and finance disciplines
in an integrated manner dealing with financial accounting,
management accounting, international accounting, social and
environmental accounting, finance and business decision
making using quantitative information technology and
communication skills. Students will gain an understanding of
the accounting principles underlying the accounting process
and the uses and limitations of financial statements published
by business entities. Accounting and finance issues faced by
management and some of the techniques used by managers
in decision making will also be addressed.
5. Objectives:
Upon completion of this subject, students will have:
6. Syllabus:
-
an understanding of basic accounting and finance ideas
that underlie and limit the usefulness of accounting and
finance information;
-
an insight into the nature of, and measurement of assets,
equities, revenues, expenses and income;
-
an appreciation and application of some of the analytic
and interpretative techniques used in accounting and
finance;
-
an understanding of the concepts behind the
management decision making processes associated with
the efficient allocation of business resources;
-
familiarity with and experience in using information
technology, communication skills and quantitative data
for business decision making.
-
An introduction to financial accounting
Accounting applications of information technology
The nature and objectives of financial accounting
Analysis and interpretation of accounting reports
Cost of capital
Social and environmental disclosures
International accounting
Introduction to management accounting including
environmental management accounting
Cost-Volume-Profit (CVP) analysis
Relevant costs and special decisions
Budgeting
Capital budgeting
Sources of finance; analysis of debt financing and
leasing.
42
No
8. Grading System:
Graded HD/FL
9. Point Value:
8
One session
11. Courses Served:
12. Enrolment Restrictions:
Master of Business Students only
13. Prerequisite[s]:
Nil
14. Corequisite[s]:
Nil
15. Relationship to Existing
Subjects:
Nil
ACC501 Business Accounting & Finance
17. Subjects Replaced by this
Subject:
N/A
18. Year and Session of First
Offering:
Autumn 2004
Mode Distance education, internal
Campus Wagga Wagga
Session Session 2, Trimester 1, Trimester 2
Teaching School Name Financial Studies
AOU Code 203
School of Financial Studies
21. Faculty:
Commerce
Professor C T Heazlewood, International School of Business
Mr Neil McKenzie, Lecturer, School of Financial Studies
Associate Professor John Williams, School of Commerce Ms
Simone Carey, Lecturer, School of Commerce
Professor M Mathews, Head, School of Accounting
Dr Jayne Bisman, Senior Lecturer, School of Accounting
Professor Linda Kidwell, Lecturer, School of Commerce
23. Contact:
Associate Professor John Williams
Phone 02 6933 2090
02 6933 2790
Fax
Email [email protected]
24. 24. ASCED Field of
080101 Accounting
25. DEST Subject Content Mix
% Academic __100%_____
% Industry Experience __0%_____
26. Faculty Board Approval:
43
ATTACHMENT A:
New Subject Profile - Additional information for approval of a new subject
1.
Body of Literature
Suitable Texts
Horngren, C.T., Sundem, G.L. and Stratton, W.O. (latest edn). Introduction to management
accounting. Prentice Hall.
Carnegie, Norris, Jones, Wigg & Williams. (latest edition). Accounting – financial and
organizational decision making. McGraw Hill, Roseville.
Cooper, B.J., Leung, P., Mathews, C. & Carlson, P. (latest edition). Accounting and finance for
managers. John Wiley, Brisbane.
Cotesta P.V., Crosling G.M. and Murphy H.M. (latest edition). Writing for accounting students.
Butterworths.
CPA Australia and The Institute of Chartered Accountants in Australia. (latest edn). Accounting
and auditing handbooks. Prentice Hall.
Davies, M.R., Kreis, K.E., Nutting, J.B. and Trowe, K.E. (latest edition).
communicating. Latest edition. McGraw-Hill.
The business of
Devito, J. (latest edition). The interpersonal communication book. Harper & Row.
Gaffikin, M., Walgenbach, P.H., Dittrich, N.E. and Hanson, E.I. (latest edition).
accounting. Harcourt, Brace, Jovanovich.
Principles of
Horngren, C.T., Harrison, W.T. & Bamber, L.S. (2002) Accounting. 5th edn. Prentice-Hall.
Huseman, R.C., Lahiff, J.M. & Hatfield, J.D. (latest Aust. edn). Business communication –
strategies and skills. Holt, Rinehart & Winston.
Northcott, P.H. (latest edition). Ethics and the accountant: Case Studies.
Peirson, G., Brown, R., Easton, S. & Howard, P. (latest edition). Business finance. Sydney,
McGraw Hill.
Shelly, G.B., Cashman, T.J. & Quasney, J.S. (latest edition).
concepts and techniques. Course Technology.
Microsoft Excel Complete
Appropriate Journals
CPA Australia
CA Charter
Financial and business newspapers and magazines.
E-Resources
http://www.cpaaustralia.com/au
http://www.icaa.org.au
CD-Rom/Video.
2.
Teaching Strategies
On-Campus Students
Weekly contact of three hours in the form of seminars to facilitate discussion and the exchange
of views.
44
•
•
•
•
team tasks;
case studies
CD-Rom/Video.
•
•
•
•
•
•
contact with staff through weekly personal consultation;
e-mail and telephone contact;
library support;
supplementary seminars;
on line discussion forums; and
CD-Rom/Video.
Support arrangements to assist distance education students may include:
•
•
•
•
•
•
•
3.
study guide and readings;
contact with staff through weekly consultation hours;
e-mail and telephone contact;
library support;
supplementary seminars;
on line discussion forums; and
CD-Rom/Video.
Assessment will consist of a final examination, and continuous assessment which may include:
seminar presentations; essays; software applications; case studies; and group work.
45
1. Subject Code:
MBA505
2. Subject Title:
Managing Business Information
3. Subject Title
Abbreviation:
As for Subject Title
4. Abstract:
This subject aims to provide an introduction to the use and
management of information systems (IS), with an emphasis on
business implications of developments in information
technology. Students will have the opportunity to develop their
knowledge and understanding of the role of IS in organizations,
examine information technology components of IS and review
the means by which organizations acquire, deploy and evaluate
information systems for managing information and driving
organizational performance. Current research and practice in the
field of management information systems is analysed
incorporating ethical practices related to the development, use
and governance of these systems. The subject will include
practical activities involving the usage of business IS and tools
germane to the area.
5. Objectives:
Upon successful completion of this subject, students should:

6. Syllabus:
understand how and why management information systems
are essential to business;
advance their understanding of how information
technologies are used to process data into useful
information for problem solving, decision making and
creating new information products for strategic advantage;
recognise the functions of different types of information
systems and how different levels within an organization are
served by different information systems;
demonstrate an understanding of how to evaluate
management information systems and their role in
organizations;
understand the increasing use of inter-organizational
systems and international alliances in the drive to succeed in
a globalised economy;
recognise the growing impact of information systems on the
reorganization of businesses, including moves such as
outsourcing, right sizing and merging;
exercise critical and reflective judgement about ethical,
social and governance issues created by the widespread
use of management information systems.

The information age: Foundations of information systems in
business
Strategic and competitive opportunities with information
technology
Information technology infrastructure
E-business
Management and organizational support systems for
business
Developing and implementing business systems
Security, governance and ethical challenges
46

Managing international information systems
7. Residential
School:
No residential school
8. Grading System:
Graded HD/FL
9. Point Value:
8
10. Duration of
Subject:
One session
11. Courses Served:
12. Enrolment
Restrictions:
MBA students only
Nil
Nil
15. Relationship to
Existing Subjects:
Nil
16. Incompatible
Subjects:
Nil
17. Subjects Replaced
by this Subject:
Nil
18. Year and Session
of First Offering:
Trimester 2, 2004
19. Subject
Offering[s]:
Mode: Internal and Distance Education
Campuses: Wagga Wagga
Sessions: Trimesters 2 and 3
Teaching School Name: School of Commerce
AOU Code:
Asia-Pacific Graduate School of Management
21. Faculty:
Commerce
22. Development
Panel:
Ms Catherine Hardy, School of Commerce
Professor Mark Farrell, Sub-Dean, MBA Program
23. Contact:
Ms Catherine Hardy
Telephone: 69 332482
Fax: 69 332790
E-mail: [email protected]
24. ASCED Field of
Education [FOE]
Code
080301 Business and Management
25. DEST Subject
Content Mix
100% Academic
26. Faculty Board
Approval:
47
1.
Body of Literature
Suitable Texts
Haug, S., Cummings, M. and McCubbrey, D.J. Management Information Systems for the Information
Age, 4th edn, USA:Mc-Graw Hill
Laudon, K.C. and Laudon, J.P. (2004). Management Information Systems, 8th edn, USA:Prentice Hall
O’Brien, J.A. (2004). Management Information Systems, 6th edn, USA:McGraw-Hill
Chatterjee, D., Grewal, R. and Sambamurthy, V. (2002). Shaping up for e-commerce: Institutional
enablers of the organizational assimilation of web technologies, MIS Quarterly, 26(2), 65-89.
Dehning, B. and Stratopoulos, T. (2003). Determinants of a sustainable competitive advantage due to an
IT-enabled strategy, Journal of Strategic Information Systems, 12, 7-28.
Earl, M. and Feeny, D. (2000). How to be a CEO for the information age, Sloan Management Review,
Winter, 11-23.
Galliers, B. and J. Swan. (1999). Information Systems and Strategic Change. Currie, W. and Galliers, B.
(eds), Rethinking Management Information Systems, New York:Oxford University Press
Lederer, A.L., Mirchandani, D.A. and Sims, K. (2001). The search for strategic advantage from the
World Wide Web, International Journal of Electronic Commerce, 5(4), 117-133.
Pavlou, P.A. (2002). Institution-based trust in interorganizational exchange relationships: the role of
online B2B marketplaces on trust formation, Journal of Strategic Information Systems, 11(3-4), 215-243.
Romano, N.C.Jr. and Fjermestadet, J. (2002), Electronic Commerce Customer Relationship
Management: An Assessment of Research. International Journal of Electronic Commerce, 6(2), 61-113.
Schultze, U. and Leidner, D.E. (2002) Studying knowledge management in information systems
research: Discourses and theoretical assumptions, MIS Quarterly, 26(3), 213-242.
Journals
Accounting, Management and Information Technologies
Communications of the ACM
Decision Sciences
Decision Support Systems
European Journal of Information Systems
Information Systems Journal
Information Systems Research
International Journal of Electronic Commerce
Journal of Management Information Systems
Journal of Strategic Information Systems
MIS Quarterly
MIT Sloan Management Review
E-Resources
IT Governance Portal http://www.itgovernance.org/
Australian Computer Emergency Response Team http://www.auscert.org.au/
2.
Teaching Strategies
On-Campus Students
48
debate.
• team work;
• debates.
• Contact with staff through weekly consultation out of class;
• supplementary seminars; and,
• on line forums.
Learning experiences to be imparted to distance education students may include:
• on line discussion forums.
Support arrangements to assist off-campus students might include:
• contact with staff through weekly consultation hours;
• supplementary seminars; and,
• on line forums.
3.
49
1. Subject Code:
MBA506
2. Subject Title:
3. Subject Title
Abbreviation:
4. Abstract:
5. Objectives:
This subject is designed to equip students with a
keen appreciation of operations management – the
“real work” of the enterprise or organization. It
extends into understanding how we can improve
the efficiency and effectiveness of our service and
manufacturing operations in the global business
environment, and detail some of the strategic
elements related to the field, such as site selection,
quality management, and environmental
considerations. This course will focus on delivering
a variety of tools and techniques to the students
that will enable them to analyse a manufacturing or
service operation and to recommend a variety of
actions.
Upon completion of this subject, students will have:
•
•
•
•
a sound understanding of the what Operations
Managers do
an understanding of the primary topics in Operations
Management
an understanding of the technology which is now
employed in this sector
an understanding of the management problems which
arise from, and how they might be addressed
Upon completion of this subject students will be able to:

6. Syllabus:
formulate solutions to problems which can arise in the
manufacturing/service sector
analyse industry situations and make recommendations
to improve operations performance
apply decision models in a range of operational
situations
critically evaluate industry performance
set standards and develop controls applicable
to various industries

Operations Strategy
Products and services
Processes and Technology
Facilities design and location
Project Management
Managing the supply chain
Forecasting demand for products and services
Production planning and scheduling
Quality control
Generic Skills:
50
A contribution to the development of the following generic
skills will be part of this subject:
•
•
•
Use of modern technology to improve decision making
and analysis
The development of students as independent learners
in the evaluation of lengthy and complex case studies
The ability to communicate effectively with
professionals in the manufacturing/service industries
An appreciation of:
•
•
•
The impact of their future professional decisions on
themselves and the public
The importance of personal interaction in various
industries
The challenges facing an operations managers
Nil
8. Grading System:
Graded HD/FL
9. Point Value:
8
One session
11. Courses Served:
12. Enrolment
Restrictions:
MBA students only
Nil
Nil
15. Relationship to
Existing Subjects:
Nil
16. Incompatible
Subjects:
Nil
by this Subject:
Nil
First Offering:
Trimester 2, 2004
Mode Distance Education and Internal
Campus Wagga Wagga
Session Trimesters 2 and 3
Teaching School Name Asia Pacific Graduate
AOU Code 207
Asia-Pacific Graduate School of Management
21. Faculty:
Commerce
Dr R. Wickramasekera, Lecturer, School of
Management
51
Professor E. Oczkowski, School of Management
Associate Professor K. Sharma, Senior Lecturer,
23. Contact:
Dr Rumintha Wickramasekera
Phone: 02 69 332753
Fax: 02 69 332930
24. ASCED Field of
Education [FOE]
Code
080399 Business and Management not elsewhere
classified.
25. DEST Subject
Content Mix
100% academic
26. Faculty Board
Approval:
Faculty Standing Committee, SCC 03/038, 19 August 2003
52
1.
Body of Literature
Prescribed Text(s):
Russell, R.S. & Taylor, B.W. III (2003) Operations Management (4th edn), Pearson Education
International Prentice Hall. (ISBN: 0-13-078295-5)
Recommended Reading
Davis, M.M. & Heineke, J.(2003) Managing Services: Using technology to create value, New
York:McGraw Hill Irwin
Gaither, N. & Frazier, G. (2002) Operations Management (9th edn), United States:South-Western
Thomas Learning
Gaither, N. & Frazier, G. (1999) Production and Operations Management, USA:South-Western College
Publishing
Haksever, C., Render, B., Russell, R.S. & Murdick, R.G. (2000) Service Management and Operations
(2nd edn), Prentice Hall International, Inc.
Markland, R.E., Vickery, S.K. & Davis, R.A. (1998) Operations Management: Concepts in manufacturing
and services (2nd edn), USA:South-Western College Publishing
Waller, D.L. (2003) Operations Management: A supply chain approach (2nd edn), USA:Thomson
Fitzsimmons, J.A., & Fitzsimmons, M.J. (2000). Service Management Operations, Strategy and
Information Technology. 3rd edn. New York:McGraw-Hill
Journals
International Journal of Innovation Management
Academy of Management Executive
Academy of Management Journal
Strategic Management Journal
Journal of Marketing
Business Horizons
California Management Review
Journal of Operations Management
The International Journal of Technological Innovation, Entrepreneurship and Technology Management
(Technovation)
International Journal of Operations and Production Management.
Journal of Purchasing and Supply Management.
E-Resources
British Process Resource Centre (Reengineering studies) http://bprc.warwick.ac.uk
53
2.
Teaching Strategies
On-Campus Students
Lectures and tutorials (may include industry visits).
Support arrangements to assist on-campus students. These might include:
Nominated consultation times.
Support arrangements to assist distance education students. These might include:
Nominated consultation times including after normal business hours.
On-line teaching material
A self-paced package incorporating multi-media in the form of a CDROM
3.
54
1. Subject Code:
MBA507
2. Subject Title:
Business Project Methods
3. Subject Title
Abbreviation:
Nil
4. Abstract:
5. Objectives:
This subject will introduce the principles of undertaking a
business project in business. The aim of the subject is to
give some of the experience, confidence and skills
needed in order to undertake a business research
project. The subject examines how to plan and organise
a research project. The subject provides an opportunity
to learn the basics of two broad approaches to research:
quantitative and qualitative research methods. Ethics in
research and writing a research report are also
examined.
•
•
•
•
•
6. Syllabus:
Understand the research process.
Plan and design a research project.
Understand and be able to use the techniques
associated with quantitative business research
methodologies;
Understand and be able to use the techniques
associated with qualitative business research
methodologies;
Have the capacity to undertake and write up a
business research project.
•
•
•
•
•
•
•
•
•
Research Process, Planning and Design;
Qualitative and Quantitative Research
Methodologies;
Sampling Techniques;
Modes of Data Collection: Questionnaires and
Interviews;
Quantitative Data Analysis : Univariate and
Multivariate Statistical Methods;
Qualitative Data: Planning, Design, Collection and
Analysis ;
Combining Quantitative and Qualitative Research;
Ethics in business research;
Writing the Research Report.
7. Residential
School:
None
8. Grading System:
Graded HD/FL
9. Point Value:
8
55
10. Duration of
Subject:
One session
11. Courses Served:
12. Enrolment
Restrictions:
MBA students only
Nil
Nil
15. Relationship to
Existing Subjects:
Nil
16. Incompatible
Subjects:
Nil
by this Subject:
Nil
18. Year and Session
of First Offering:
Trimester 3, 2004
19. Subject
Offering[s]:
Mode Distance Education and Internal
Campus Albury, Wagga Wagga, Offshore
Commerce
AOU Code 207
21. Faculty:
Commerce
22. Development
Panel:
Prof Eddie Oczkowski, School of Management
Dr Robert Macklin, School of Business
Prof Mark Farrell, Asia Pacific Graduate School of
Management
23. Contact:
Prof Eddie Oczkowski
Phone: 02 69332377
Fax: 02 69332930
24. ASCED Field of
Education [FOE]
Code
091301 (Management)
25. DEST Subject
Content Mix:
100% Academic
26. Faculty Board
Approval:
Faculty Standing Committee SCC 03/39 19 August 2003
56
1.
Body of Literature
Required Text
Cooper, D.R. & Schindler, P.S. 2003, Business research methods. 8th edn., McGraw-Hill, Boston.
de Vaus, D.A. (2002) Surveys in social research, 5th edn., Allen and Unwin, Sydney.
Denzin N.K., and Lincoln Y.S.(eds.) 2000, Handbook of qualitative research, Sage Publications,
Thousand Oaks.
Glesne, C. & Peshkin, A. (1999) Becoming qualitative researchers: An introduction, 2nd edn., New
York:Longman Cheshire
Hair, J.F., Babin, A.H., Money, A.H., and Samouel, P. (2003) Essentials of Business Research Methods,
New York:John Wiley
Hughes, J.A. and Sharrock, W. (1998) The philosophy of social research, Longman
Lewins, F. 1993, Writing a thesis: A guide to its nature and organization, Canberra:ANU
Minichiello, V., Aroni, R., Timewell, E. & Alexander, L. (1995) In-depth interviewing: Principles,
techniques, analysis, 2nd edn., Melbourne:Longman.
Taylor, S.J. & Bogdan, R. (1998) Introduction to qualitative research methods: A guidebook and
resource, 3rd edn., New York:Wiley
Yin, R.K. (2002) Case study research: Design and methods, 3rd edn., London:Sage
Journals
Accounting and Business Research
Electronic Journal of Business Research Methods
Journal of Applied Business Research
2.
Teaching Strategies
Internal students will have 3 hours weekly contact (lectures, tutorials and/or workshops)
• Learning experiences to be imparted to on-campus students may include:
project and case study work;
team work;
group presentations;
computer work including software packages and Internet usage.
•
Support arrangements to assist on-campus students usually include:
consultation with teaching staff;
learning skills programs;
additional classes/tutorials for students in need;
computer and library support.
Distance education students will have access to study materials.
Telephone support with the lecturer.
Online support will provide:
Online version of the subject outline.
Forum access to discuss the subject material with the lecturer and other students.
Access to CSU Library.
57

3.
Direct email to subject coordinator.
Feedback to students on assignments.
58
1. Subject Code:
MBA508
2. Subject Title:
Strategic Management
3. Subject Title
Abbreviation:
As per subject title
4. Abstract:
This subject introduces the key practical and theoretical
aspects of strategic management. An overview of the key
forces and debates that gave rise to, and have influenced the
ongoing development of, strategic management is provided.
The potential benefits and limitations of strategic
management will be also addressed. This approach allows for
the development of knowledge and skills in the areas of
strategic analysis, strategic choice and strategic
implementation.
5. Objectives:
Upon successful completion of this subject, students should:
•
•
•
•
•
•
•
•
•
•
•
•
6. Syllabus:
understand the evolution of ideas and practices leading
to the development of strategic management and its
relationship to other management practices and
principles;
understand the processes and problems of general
management at the strategic level;
have the ability to describe the various components of
strategic management and their inter-relationships;
understand the importance of thinking about parts and
the whole, the importance of developing strategically
appropriate relationships between people, processes,
functions, structures and even organizations;
comprehend how functional areas such as marketing,
finance, operations and human resource management
should act conjointly toward the attainment of the
organization’s strategic aims and objectives;
demonstrate understanding of the efficacy of strategic
management for the realization of organizational change
and/or success in the private, public, and not-for-profit
sectors;
hold their own informed perspectives regarding strategic
analysis, choice and implementation in this era of rapid
change and relative uncertainty;
have the ability to undertake internal and external
strategic analysis;
have the ability to assess the strategic capabilities of
organizations and their competitors;
have the ability to produce strategic alternatives, evaluate
them, and make informed choices from them;
have the ability to think and act strategically and
reflexively;
have the capacity to play a number of roles in relation to
strategic management.
59
The conceptual paradigm
Corporate and business-level strategy
The strategic focus
The planning focus
The changing strategic context
Critical evaluation of strategic management
Organizational analysis
The internal environment focus
The external environment focus
Strategic intent and ‘corporate advantage’
The case study approach
Strategies for change
Leadership requirements for strategic change
Implementation of strategic changes
7. Residential
School:
None
8. Grading System:
Graded HD/FL
9. Point Value:
8
10. Duration of
Subject:
One Trimester
11. Courses Served:
12. Enrolment
Restrictions:
MBA students only
13. Prerequisite[s]:
MBA507
14. Corequisite[s]:
Nil
15. Relationship to Existing
Subjects:
Modified version of MGT510 (Strategic Management) for
revised MBA program
MGT510
17. Subjects Replaced by this
Subject:
Nil
18. Year and Session of First
Offering:
Trimester 1, 2004
Mode Distance Education, Tutorial, Internal
Campus Albury, Bathurst, Wagga Wagga
Management
AOU Code 207
21. Faculty:
Commerce
22. Developmental Panel:
Mr Pat Bradbery, School of Marketing and Management,
Bathurst
Ms Clancey Covington, School of Marketing and
Management, Bathurst
60
Dr Grant O'Neill, School of Marketing and Management,
Bathurst
Mr Rob Sharkie, School of Management, Wagga Wagga
A/Prof. G. Walker, Head, School of Marketing and
Management
23. Contact:
Dr Grant O'Neill
School of Marketing and Management
Phone: (02) 6338 4274
Fax: (02) 6338 4769
24. ASCED Field of Education
[FOE] Code
080307 Organization Management
25. DETYA Subject Content
Mix
100% Academic
26. Faculty Board Approval:
61
1.
Body of Literature
Prescribed reading:
Lewis, G., Morkel, A. & Hubbard, G. (1999). Australian Strategic Management, Concepts - Context and
Cases. 2nd edn, Sydney:Prentice Hall
The Collection of Readings and Case Study provided by CSU.
Recommended additional reading:
Books
De Wit, B. & Meyer, R. (2004) Strategy: Process, content, context, 3rd edn, International Thompson
Business Press, London.
Forster, J. & Browne, M. (1996) Principles of strategic management, Macmillan, South Melbourne.
Johnson, G. & Scholes, K. (2002) Exploring corporate strategy, 6th edn, Europe, Hemel, Hempstead,
UK:Prentice Hall
Mintzberg, H., Ahlstrand, B. & Lampel, J. (1998) Strategy safari: A guided tour through the wilds of
strategic management, New York:The Free Press
Thompson, A.A. & Strickland, A.J. (2001) Crafting and implementing strategy, 12th edn,
Singapore:McGraw-Hill
Viljoen, J. & Dann, S. (2003) Strategic management, 4th edn. Frenchs Forest:Longman
Journals
Academy of Management Review
Journal of Business Strategy
Journal of Management Studies
Journal of Management
Long Range Planning
McKinsey Quarterly
Planning Review
Strategic Management Journal
2.
Teaching Strategies
The learning experiences for on-campus and distance students will variously include a combination of:
•
•
•
•
•
lectures;
tutorials;
video conferencing;
online forums; and
multi-media materials.
The goal is to foster deep learning and develop in the students an informed perspective on strategic
management theory and practice.
Additional support arrangements for distance education students will include:
• consultation via telephone, facsimile or email; and
• electronic networks and bulletin boards.
62
3.
Students will be required to master the theoretical frameworks and practices underlying strategic
management.
Assignment work will require students to demonstrate an understanding of the strategic management
theory and practice addressed in the subject. It may also require them to apply strategic management
thought and practice.
For designated cohorts of students - assignments as determined by the Faculty. The assignments will
build to form a major research project.
63
6.5.1. Table: Course Outline
Please see Table above
6.5.2 Support for Work Experience
There are no work related workshops or practical requirements for the course
6.5.3 Work Experience Outcomes and Evaluation
Not Applicable
7. PROGRAM DELIVERY STANDARD
7.1 Course/Requirement Delivery Policies
7.1.1 Quality Assurance Policies
Charles Sturt University recognises the importance of assuring the quality of its educational
and administrative services. This is reflected in the University Strategy 2007-2011, where the
University states its intention to ‘continue to build institutional strength, reputation and
sustainability’ by:
•
creating a culture that is responsive to organisational change and renewal;
•
aligning institutional values, planning and performance through commitment to quality
and continual improvement; and
•
ensuring ethical and effective governance practices and the responsible stewardship of
resources.
Quality assurance processes in Charles Sturt University utilise and complement existing
management and accountability structures and reporting lines and require all staff to assume
an appropriate level of responsibility. This quality aspect is incorporated into the
implementation of the University Strategy 2007-2011 through an annual planning and review
cycle. This planning and review cycle identifies institutional priorities, facilitates the
development of suitably aligned University Plans and Faculty and Divisional Operational Plans,
aligns budget allocations with activities reflected in these plans and ensures annual review of
performance. Accountability for achieving planned outcomes is achieved through annual
performance evaluation, implemented at all levels within the University.
AUQA Audit
Consistent with the Commonwealth Department of Education, Science and Technology Policy,
Charles Sturt University underwent a review by the Australian University Quality Agency
(AUQA) in July 2004. The audit was conducted according to standard AUQA procedures,
being based upon the University’s self assessment in the form of a Performance Portfolio,
supplementary material requested by the Panel and an Audit visit. The outcomes of the audit
were reflected in the Audit Report, which was released in November 2004.
Subsequent to the release of the Audit Report, AUQA identified seven Commendations that
were considered beneficially transferable to other organisational settings. Accordingly, CSU
provided brief narrative for each for inclusion in the AUQA Good Practice Database.
The University is required to provide a progress report indicating actions taken in response to
issues raised in the Audit Report. AUQA will also review these actions in the context of the
next audit, which is expected to occur approximately five years after the initial audit.
64
Quality Assurance of Program Delivery in the Faculty of Business
Quality Assurance is undertaken through three related sets of processes: subject and program
reviews by staff and external advisory panels that include employers; subject evaluations by
students which are cyclical; and teaching evaluations by students to meet Quality Teaching
requirements.
The Faculty of Business requires all staff to undertake a review of their teaching within the
parameters set by the Quality Teaching Policy. This is also essential for the Faculty to
continue to receive funding through the University or else receive a penalty of a 15 per cent
reduction in funding for places sponsored by the Commonwealth of Australia Department of
Education, Training and technology (DEST). This requirement impacts on all other programs
including postgraduate programs requiring fees.
Both internal and external applicants for positions in the Faculty are required to provide
information about their teaching (see attached). Once employed, staff must maintain a
teaching portfolio and undertake evaluations.
Student evaluation of courses is mandatory and staff are required to demonstrate to the Head
of School what they have done as a result of student feedback in improving the subjects for
which they are responsible.
7.1.2 Policy on Student Feedback
As approved by the Vice-Chancellor, endorsed by the Academic Senate on 19 August 1998
(AS 98/169) and amended by Academic Senate on 26 July 2000 (AS 00/131, AS 00/132, AS
00/133)
STATEMENT OF OBJECTIVES
1.
The assurance and enhancement of quality in content and delivery is the primary
purpose of a system of student subject surveys. Information arising out of this process
is provided to staff members to improve the quality of teaching and of subjects/courses
in terms of their impact on matters related to student learning.
2.
Student subject surveys are recognised as being only one means of ascertaining the
quality and effectiveness of the teaching program. The results of student subject
surveys must be seen in the context of the results of other methods, such as peer
review, student review, group discussion and the processes of course review
undertaken by the Faculty.
3.
A formal opportunity should be provided for the staff member to comment on the
student subject survey. This should be done by means of the attached reporting form.
4.
If the results of student subject surveys are to be useful and effective, the surveys must
be undertaken on a regular and mandatory basis. “Regular” in this context means that
each subject offered by the University must be surveyed by this means in the first year
of offering and then at least once every three years.
5.
The results of student subject surveys will be available as follows: for an individual
subject, the raw data will be available only to the subject co-ordinator, and aggregated
data in the form of a summary report will be available only to the staff teaching the
subject, the appropriate Head of School, and the Dean of the appropriate Faculty, with
the exceptions noted in (6) below.
65
6.
Notwithstanding points (1) and (5) above, a staff member may include results of
student subject surveys in competitive applications, eg for teaching grants, promotion.
Summary reports of student subject surveys are to be made available to the relevant
Faculty for quality assurance purposes.
7.
Aggregated information derived from student subject surveys will be provided to
Academic Senate in the form of Deans’ reports for noting and possible action twice per
year. This information will be presented in a consolidated form and the results of the
survey of individual subjects will not be identifiable.
PROCEDURES FOR RESPONDING TO THE RESULTS OF STUDENT SUBJECT SURVEYS
1.
Subjects are to be surveyed by the Centre for Enhanced Learning and Teaching
(CELT).
2.
Summary reports are to be provided in the first instance to the subject coordinator/convenor, who is to provide each lecturer or tutor with a copy of the report on
the subject and of the Action Report proforma attached.
Note: In each instance, the person who will receive the results (both the raw data and
the summary report) from CELT is the person who has the primary oversight of the
actual teaching of the subject being surveyed. In the case of internal subjects, this
person will be the subject co-ordinator from the campus on which the subject is taught.
3.
With regard to student subject surveys, the subject co-ordinator shall prepare an
"Action Report" which builds on consideration of the student surveys, discussions with
teachers involved in the subject and discussions with the Head of School; and that an
"Action Report" detail where appropriate:
•
•
•
•
•
•
action that has or has not been undertaken as a result of the survey;
any action required to enhance the quality of the subject;
the resources required; and
completion dates for these actions.
(Such enhancement is probably required when:
an item mean score is significantly lower than those of other items in that subject;
and/or
an item mean score is below 4.50)
4.
With regard to student subject surveys, the subject co-ordinator shall ensure, where
appropriate, that any enhancements to a subject, which are undertaken as an outcome
of a student survey of that subject, be communicated in the next subject outline.
5.
The objective of any meeting between the subject co-ordinator/convenor and Head of
School is developmental, and the aim is to devise strategies to resolve problems and
difficulties where these have been identified in the delivery of the subject.
6.
The subject co-ordinator/convenor and the Head of School are to jointly decide what
action, if any, is to be taken. In the event of a dispute the matter may be referred to the
Dean by either party. In some cases, the Dean may refer the matter to the appropriate
Sub-Dean for advice.
7.
With regard to student subject survey reports:
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7.1 each Head of School shall prepare for the Faculty Board a "School Action
Report" which draws on the information provided in subject co-ordinators'
action reports and summarises enhancements to subjects, resources
required, completion dates (where appropriate) and trends;
7.2
the Dean then shall prepare for Academic Senate a report, based on the
Action Reports from all Schools in the Faculty, which summarises the
enhancement to be made to subjects which have been agreed to by all of
the subject co-ordinators in their school and which highlights significant
trends, if any, and provides, where deemed appropriate, completion dates;
and
7.3
neither School Action Reports nor Deans' summary reports should
contain any reference to individual subjects or to teaching staff.
Note: For Autumn/Trimester 1 subjects surveyed, this report is to be provided to
Academic Senate no later than the December meeting of Academic Senate in the
same year and, for Spring/Trimester 2 and 3 subjects surveyed, no later than the July
meeting of Academic Senate in the following year.
8.
A copy of all Deans' reports on student subject surveys will be held by the Academic
Secretariat to be made available for audits conducted by the Australian Quality Agency.
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7.1.3 Student Feedback Instruments
Evaluation of Learning and Teaching
(Information for Staff)
The primary purpose of a system of student subject surveys is the assurance and
enhancement of quality in content and delivery. Information arising out of this process is
provided to staff members to improve the quality of teaching and of subjects/courses in terms
of their impact on matters related to student learning.
Student subject surveys are recognized as being only one means of ascertaining the quality
and effectiveness of the teaching program. The results of student subject surveys must be
seen in the context of the results of other methods, such as peer review, student review, group
discussion and the processes of course review undertaken by the Faculty.
Academic staff use the results to:

improve aspects of their teaching and subjects,

enrich the study material and readings,

refine the assessment component and

reflect upon their teaching.
Evaluation of learning and teaching
All subjects at CSU are surveyed each time they are offered. The Online Evaluation Survey
System allows academic staff to customise surveys and provides access for students to
complete the surveys.
The surveys have 11 common core items which allow the University to compare student
experiences across all subjects. Academic staff are able to add further items chosen from an
item bank to seek feedback on particular aspects of the learning and teaching in their subjects.
Who gets the results?
The purpose of evaluation of learning and teaching is to assure and enhance the quality of the
content and delivery of the University's subjects. The aggregated results of all subject surveys
except where a single student enrolled are provided to Heads of Schools and academic staff
members after final grades for the semester have been posted.
The University may use aggregated data from surveys for research purposes. These data will
not identify any individual student in any way. Aggregated results by school are published on
the learning and teaching website.
Results from surveys may also be used by the academic to support applications for contract
renewal, probationary review, tenure, promotion or teaching excellence awards.
What happens with student feedback?
Teaching staff use the information from the survey to improve the quality of learning and
teaching at the subject level. Where it is appropriate, action that has arisen from student
feedback will be noted in the next subject outline. Examples of how the University uses student
feedback are available online.
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Who you can contact
If you have any questions please do not hesitate to contact either Manager, Evaluation Unit or
Manager, Evaluation Services and Education Policy in the Centre for Enhancing Learning and
Teaching (CELT).
Online Evaluation for Students
Online Evaluation of Subjects Current Core Questions
There are 11 current core questions. For each item, there are five alternatives (from Completely Agree
to Totally Disagree) on the electronic response form.
1. I found this subject stimulated my learning.
2. The quality of teaching in this subject assisted my learning.
3. Teaching was clearly directed towards the objectives of the subject.
4. Clear guidelines were provided for all assessment tasks.
5. The assessment tasks assisted my learning.
6. I was given guidance on how to improve my work.
7. I received enough feedback to understand how my performance was being judged against the
assessment criteria.
8. The workload was appropriate for a subject at this level.
9. The supporting resources in this subject (eg. handouts, study material, CD-ROM, online forums,
overheads, presentation software, online offerings, etc.) facilitated my learning.
10. There were adequate opportunities for communicating with academic staff if the need arose.
11. I have developed my capacity to communicate my ideas/knowledge in this area more effectively.
The following options can be used to customise the Feedback Survey Instruments by academic staff for
any subject.
Online Evaluation of Subjects: Customised Item bank Questions (Available for staff)
Generic Skill Development This category has 10 item bank questions.
1. The academic staff member's approach helped sharpen my analytic skills.
2. The academic staff member's approach helped develop my problem-solving skills.
3. The academic staff member's approach helped develop my confidence in tackling unfamiliar
problems.
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4. The academic staff member's approach enabled me to think critically about issues pertaining to the
subject.
5. The academic staff member's approach helped me develop the ability to plan my own work.
6. Studying the subject has enabled me to develop analytic skills.
7. Studying the subject has enabled me to develop time management skills.
8. Studying the subject has enabled me to develop teamwork skills.
9. My capacity to work collaboratively has been enhanced through the ways in which this subject was
structured.
10. By participating in this subject, I have developed my communication skills.
Global or Overall Effectiveness This category has 3 item bank questions.
1. Overall, I would recommend this subject to other students.
2. Overall, I would like to take another subject from this academic staff member.
3. Overall, the academic staff member is a good teacher.
Academic Staff Member This category has 10 item bank questions.
1. The academic staff member appeared knowledgeable with regard to the subject matter.
2. The academic staff member helped me to develop specific skills in this subject.
3. The academic staff member helped me to develop points of view in this subject.
4. The academic staff member helped me understand how professionals in this field acquire new
knowledge.
5. The academic staff member presented materials beyond the textbook.
6. The academic staff member appeared up to date with regard to the subject matter.
7. The academic staff member seemed enthusiastic in his/her teaching.
8. The academic staff member made provisions for the different backgrounds and interests of students.
9. I could contact the academic staff member in the specified contact hours.
10. The academic staff member was generally available to students seeking advice about the subject.
Assessment and Feedback This category has 12 item bank questions.
1. The answers to test questions were adequately explained after any class test was given.
2. The academic staff member kept me informed about my progress in the subject.
3. Feedback on assignments was provided quickly enough to benefit me.
4. The relative weight given to the assessment tasks was appropriate.
5. The types of assessment used by the academic staff member were appropriate.
6. Assessment tasks contributed to my learning in the subject.
7. I had to undertake my own research to address the assessment tasks.
8. The assessment tasks were too easy for the level of the subject.
9. The assessment tasks were too difficult for the level of the subject.
10. The academic staff member provided adequate time for me to complete my assessment tasks.
11. The academic staff member returned marked assignments in a reasonable time.
12. The EASTS system was helpful in submitting assignments.
Communication Skills (Clarity of Instruction) This category has 13 item bank questions.
1. Presentations made by the academic staff member were clear.
2. Presentations made by the academic staff member were to the point.
3. The academic staff member spoke at a pace that I found appropriate for my understanding.
4. My questions related to the subject were answered clearly.
5. In discussions, the academic staff member used strategies to encourage students to participate
actively.
6. The academic staff member's use of examples helped my understanding.
7. The academic staff member was able to simplify difficult material.
8. The academic staff member provided sufficient opportunity for questions during class time.
9. The academic staff member made effective use of appropriate presentation tools while teaching.
10. The academic staff member made clear the practical application of this subject.
11. The academic staff member dealt with topics in sufficient depth.
12. The academic staff member provided adequate examples in his/her lectures.
13. The academic staff member told us what we could expect to learn as a result of taking this subject.
Subject Organisation (Organisation and Clarity) This category has 6 item bank questions.
1. The academic staff member provided a helpful overview at the beginning of each class.
2. The academic staff member emphasised key points in lectures.
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3. The academic staff member summed up presentations in a way that helped my understanding.
4. As the subject progressed I could see how the various topics were related to each other.
5. The academic staff member covered the topics in an organised manner.
6. The academic staff member appeared well prepared for each session.
Enthusiasm / Motivation This category has 12 item bank questions.
1. The academic staff member was enthusiastic in his/her teaching.
2. The academic staff member dealt with topics in a manner that furthered my interest in the subject.
3. The academic staff member presented interesting ideas about the subject.
4. The academic staff member was able to further my interest in the subject.
5. The academic staff member motivated me to do my best work.
6. The academic staff member motivated me to reason in this subject.
7. I was encouraged to think for myself in this subject.
8. I was encouraged to think critically about the subject.
9. The academic staff member encouraged me to raise questions in the subject.
10. The academic staff member's approach encouraged me to take greater responsibility for my
learning.
11. I was provided with exciting challenges in the subject.
12. The academic staff member used a variety of appropriate methods to involve me in learning the
subject.
Interaction with Students (Rapport) This category has 6 item bank questions.
1. The academic staff member related to students in ways that promoted mutual respect.
2. I felt free to express my own views in class.
3. The academic staff member helped to generate a climate that was conducive to learning.
4. The academic staff member had a good rapport with this class.
5. The academic staff member seemed genuinely concerned with students' progress.
6. The academic staff member behaved in an equitable way toward all students.
Impact on Students (Amount Students Have Learned) This category has 8 item bank questions.
1. I learned a great deal from this subject because of the efforts of the academic staff member.
2. As a result of this academic staff member's teaching, I have positive feelings toward this field of study.
3. The academic staff member helped me to value new viewpoints in the subject.
4. The academic staff member, in the way she/he taught, contributed significantly to my professional
training.
5. I have found myself questioning my beliefs as a result of studying this subject.
6. I learnt new ways to think through difficult issues in this subject.
7. I increased my understanding of ethical conduct through my studies in this subject.
8. The academic staff member was responsive to my learning needs.
Breadth of Learning This category has 4 item bank questions.
1. I gained a greater understanding of the demands of professional practice through my studies in this
subject.
2. I gained a greater understanding of regional issues and developments through my studies in this
subject.
3. I gained a greater understanding of national issues and developments through my studies in this
subject.
4. I gained a greater understanding of international issues and developments through my studies in this
subject.
Learning Materials and Resources This category has 21 item bank questions.
1. The learning materials guided me well through my learning in the subject.
2. The learning materials explained concepts clearly.
3. The learning experiences provided for in the learning materials helped my understanding.
4. The learning tasks were useful in aiding my understanding.
5. The non-assessed activities were useful in aiding my understanding.
6. The learning experiences provided for in the learning materials were interesting.
7. The study guide enabled me to understand the subject more comprehensively.
8. The academic staff member who taught me provided an adequate number of supplementary readings
during the session.
9. The author of the learning materials provided a useful list of recommended reading.
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10. The recommended reference materials were readily available.
11. The learning materials provided were consistent with the objectives of the subject.
12. The author of the learning materials structured them in a manner that facilitated my learning.
13. The author of the learning materials provided learning material that enabled me to explore issues in
depth.
14. The academic quality of the learning materials was high.
15. The academic staff member who taught me provided adequate teaching support via the online forum
and other means if applicable (eg. teleconferencing).
16. The academic staff member who taught me provided adequate teaching support via phone and
email consultation.
17. The recommended resources in the subject were readily available to students.
18. The readings provided contributed to my understanding of the subject.
19. The text(s) contributed to my understanding of the subject.
20. The CD-ROM(s) provided contributed to my understanding of the subject.
21. The handouts provided contributed to my understanding of the subject.
Online Learning and Teaching This category has 6 item bank questions.
1. Instructions from the academic staff member on how to use the online components were clear.
2. It was easy to find my way through the online content.
3. The academic staff member effectively integrated online components with other study materials.
4. The online references to other web sites were useful.
5. I enjoyed this form of online learning.
6. The online components were a valuable supplement to other learning materials for this subject.
Subject Forums This category has 26 item bank questions.
1. I had the necessary skills to use the subject forum.
2. The academic staff member provided clear guidelines about how to interact using the subject forum.
3. Getting access to the online forum in this subject was easy.
4. The subject forum made it easy for me to communicate with the academic staff member.
5. The subject forum made it easy for me to communicate with other students.
6. The subject forum made it easy for me to ask for help.
7. The subject forum made it easy for me to get feedback from the academic staff member.
8. The subject forum made it easy for me to get feedback from other students.
9. Overall, the benefits I received from the subject forum made its use worthwhile.
10. The subject forum was an appropriate way to support the learning activities.
11. The subject forum made learning in this subject interesting.
12. The subject forum allowed access to a range of resources otherwise not available.
13. The subject forum made it possible to communicate with experts and/or others outside the
university.
14. Responses to my postings on the subject forum helped in my learning.
15. My understanding of the subject has improved because of the subject forum.
16. The subject forum was well managed by the academic staff member.
17. I would like to see the same subject forum approach used in other subjects.
18. On the whole, the use of the subject forum for an assignment was a positive experience.
19. I was challenged to think through issues more clearly when my contributions to a debate were sent
to the forum rather than discussed face to face.
20. The forum discussion assignment allowed me to be more reflexive in taking a position in response to
the discussion question.
21. The online forum discussion provided a learning experience that allowed for an informed dialogue
about a complex issue.
22. The online forum discussion provided a learning experience without the need to provide a "right"
answer to the lecturer.
23. The online forum discussion assisted my analytic abilities.
24. The online forum discussion provided an opportunity for me to research prior to making a
contribution to discussion.
25. I found the online forum discussion a preferable way to discuss issues because I do not usually
speak up in class.
26. Overall, I believe that the online forum discussion provided a challenging but beneficial learning
journey.
Residential School This category has 12 item bank questions.
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1. The academic staff member at residential school provided clear explanation of subject matter.
2. The academic staff member at residential school provided interesting lectures.
3. The academic staff member at residential school provided stimulating tutorials.
4. The academic staff member at residential school provided meaningful practical activities.
5. The academic staff member at residential school was available for consultation.
6. The academic staff member at residential school possessed high-level communication skills.
7. The academic staff member at residential school imparted relevant practical knowledge/skills.
8. The academic staff member at residential school provided input that significantly enhanced my
understanding of the subject.
9. The academic staff member at residential school was available for consultation.
10. The academic staff member at residential school possessed high-level communication skills.
11. The academic staff member at residential school imparted relevant practical knowledge/skills.
12. The academic staff member at residential school provided input that significantly enhanced my
understanding of the subject.
Tutoring This category has 10 item bank questions.
1. The tutor encouraged active participation in discussions.
2. The tutor helped students to improve their presentations.
3. The tutor clearly explained concepts I found difficult in lectures.
4. The tutor clearly explained any difficulties I found in texts and readings.
5. The tutor marked my assignments thoroughly.
6. The tutor returned marked assignments in a reasonable time.
7. The tutor provided feedback that facilitated my learning.
8. The tutor stimulated me to think in his/her sessions.
9. The tutor encouraged me to express my views on the topic in his/her sessions.
10. The tutor conducted the tutorials in a manner that was interesting.
Fieldwork This category has 12 item bank questions.
1. My course studies adequately prepared me for the fieldwork.
2. I was aware of the objectives of the fieldwork for my learning.
3. My fieldwork was appropriate to my learning needs.
4. I received adequate support from the University during the fieldwork.
5. The fieldwork was clearly linked to the objectives of the course.
6. I was aware of the assessment criteria for the fieldwork.
7. I could see the links between my university-based studies and the fieldwork experience.
8. I was able to incorporate into the fieldwork what I learned in the theory.
9. My fieldwork enhanced my understanding of the theory.
10. The fieldwork was well organised.
11. The fieldwork was useful for developing the required skills.
12. I was clear about what I was required to do at the fieldwork.
Practicum This category has 17 item bank questions.
1. My course studies adequately prepared me for the practicum.
2. I was aware of the objectives of the practicum for my learning.
3. My practicum was appropriate to my learning needs.
4. I received adequate support from the University during the practicum.
5. Practicum was clearly linked to the objectives of the course.
6. I was aware of the assessment criteria for the practicum.
7. I could see the links between my university-based studies and the practicum experience.
8. I was able to incorporate into the practicum what I learned in the theory.
9. My practicum enhanced my understanding of the theory.
10. The practicum was well organised.
11. The practicum was useful for developing the required skills.
12. I was clear about what I was required to do at the practicum.
13. The documentation for the practicum was clear.
14. It was easy to find a suitable site for my practicum.
15. It was easy to find a workplace supervisor for my practicum.
16. The workplace was able to provide me with appropriate experiences to complete my practicum.
17. It was easy to access documentation on the practicum from the practicum website.
Clinical Placement This category has 12 item bank questions.
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1. My course studies adequately prepared me for the clinical placement.
2. I was aware of the objectives of the clinical placement for my learning.
3. My clinical placement was appropriate to my learning needs.
4. I received adequate support from the University during the clinical placement.
5. The clinical placement was clearly linked to the objectives of the course.
6. I was aware of the assessment criteria for the clinical placement.
7. I could see the links between my university-based studies and the clinical placement experience.
8. I was able to incorporate into the clinical placement what I learned in the theory.
9. My clinical placement enhanced my understanding of the theory.
10. The clinical placement was well organised.
11. The clinical placement was useful for developing the required skills.
12. I was clear about what I was required to do at the clinical placement.
Studio Practice This category has 7 item bank questions.
1. The teaching provided me with the skill required at this level of study.
2. The studio practice has given me the confidence to produce material appropriate to this level of study.
3. My artistic skills have been developed as a result of the teaching in this subject.
4. I understand how theory and research are central to artistic processes.
5. I have developed team-working skills for live and mediated production.
6. The way in which they were conducted ensured that group critiques of my work were fair.
7. The way in which they were conducted ensured that group critiques of my work helped me to improve
its quality.
Theatre Production This category has 16 item bank questions.
2. The teaching in this subject has satisfactorily covered the main aspects of theatre production at this
level.
6. I can utilise a range of improvising and devising processes.
7. I have developed a coherent and extended understanding of dramatic structures.
8. I can analyse theatrical and drama-based events systematically.
9. I am competent to carry out a range of production roles in presenting live and mediated productions.
10. I can apply OHS criteria to live productions.
11. I can conduct risk analyses for live events.
12. I can carry out effective post production procedures for live events.
13. I am able to document artistic and theatrical production effectively.
14. I can effectively analyse, synthesise and evaluate a wide range of material (texts, observations,
interview, images, ideas, etc.) for live production.
16. The way in which they were conducted ensured that group critiques of my work helped me to
improve its quality.
TV Production This category has 15 item bank questions.
2. The studio practice has given me the confidence to produce material appropriate to this level of study.
3. The teaching in this subject has satisfactorily covered the main aspects of television production.
7. I can utilise a range of improvising and devising processes.
8. I am competent to carry out a range of production roles in presenting live and mediated productions.
9. I can apply OHS criteria to live and mediated productions.
10. I can conduct risk analyses for live and mediated events.
11. I can carry out effective post production procedures for live and mediated events.
12. I am able to document artistic, mediated and theatrical production effectively.
13. I can effectively analyse, synthesise and evaluate a wide range of material (texts, observations,
interview, images, ideas, etc.) for live and mediated production.
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15. The way in which they were conducted ensured that group critiques of my work helped me to
improve its quality.
Visual Arts This category has 9 item bank questions.
2. The subject has given me the confidence to produce material appropriate to this level of study.
5. I have developed team-working skills. 6. I can utilise a range of improvising and devising processes.
7. I can apply a range of research skills to my art-making.
9. The way in which they were conducted ensured that group critiques of my work helped me to improve
its quality.
Research Supervisor This category has 10 item bank questions.
1. The research supervisor provided me with a perspective within which to view my research problem.
2. The research supervisor exhibited a familiarity with the recent advances in the broad subject area.
3. The research supervisor provided clear guidance on the type of research I should undertake.
4. The research supervisor provided clear guidance on the review of related literature.
5. The research supervisor provided clear guidance on the research design.
6. The research supervisor provided me with helpful feedback on my efforts.
7. The research supervisor assisted me in accessing whatever facilities are available.
8. The research supervisor stimulated my interest in research.
9. The research supervisor facilitated critical thinking that better enabled me to judge qualities of
ideas/issues related to my research.
10. The capacity of the research supervisor to maximise my research potential was good.
Research Supervisory Team This category has 12 item bank questions.
1. The research supervisory team provided me with a perspective within which to view my research
problem.
2. The research supervisory team exhibited a familiarity with the recent advances in the broad subject
area.
3. The research supervisory team provided clear guidance on the type of research I should undertake.
4. The research supervisory team provided clear guidance on the review of related literature.
5. The research supervisory team provided clear guidance on the research design.
6. The research supervisory team provided for adequate consultation time.
7. The research supervisory team provided me with helpful feedback on my efforts.
8. The research supervisory team assisted me in accessing whatever facilities are available.
9. The research supervisory team stimulated my interest in research.
10. The research supervisory team facilitated critical thinking that better enables me to judge qualities of
ideas/issues related to my research.
11. The capacity of the research supervisory team to maximise my research potential was good.
12. The research supervisory team's teaching provided me with a clearer understanding of the key
aspects of research.
Workplace Supervisor This category has 10 item bank questions.
1. The workplace supervisor helped me formulate placement goals that were related to my learning
needs.
2. The workplace supervisor clearly outlined what I was to do.
3. The workplace supervisor provided access to well-planned learning experiences.
4. The workplace supervisor ensured I had access to clear demonstrations in the use of
equipment/materials.
5. The workplace supervisor encouraged my active participation in the work.
6. The workplace supervisor linked required actions to policy.
7. The workplace supervisor clearly demonstrated the application of theoretical knowledge to practical
situations.
8. The workplace supervisor helped me to develop my problem-solving skills.
9. The workplace supervisor assisted me in coping with difficult situations.
10. The workplace supervisor gave me constructive feedback on my performance.
Workplace Supervisory Team This category has 9 item bank questions.
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1. The workplace supervisory team provided access to well-planned learning experiences.
2. The workplace supervisory team helped me formulate placement goals that were related to my
learning needs.
3. The workplace supervisory team ensured I had access to clear demonstrations in the use of
equipment/materials.
4. The workplace supervisory team encouraged my active participation in the work.
5. The workplace supervisory team linked required actions to policy.
6. The workplace supervisory team clearly demonstrated the application of theoretical knowledge to
practical situations.
7. The workplace supervisory team helped me to develop my problem-solving skills.
8. The workplace supervisory team assisted me in coping with difficult situations.
9. The workplace supervisory team gave me constructive feedback on my performance.
Laboratory Work This category has 8 item bank questions.
1. The academic staff member demonstrated familiarity with the laboratory equipment that students
were required to use in this subject.
2. The academic staff member helped me develop confidence in laboratory work.
3. The academic staff member exhibited safety consciousness during laboratory work.
4. The academic staff member linked the practical exercises to the theoretical content of the subject.
5. The laboratory exercises were relevant to the subject content.
6. The laboratory exercises assisted in my understanding of the subject content.
7. Laboratory facilities were well ordered and organised.
8. Laboratory facilities were adequate for class requirements.
Clinical Staff This category has 10 item bank questions.
1. The clinical educator clearly showed the application of theoretical knowledge to clinical situations.
2. The clinical educator encouraged active participation in the clinical sessions.
3. The clinical educator gave clear demonstrations in the use of clinical equipment/materials.
4. The clinical educator gave me constructive feedback on my performance in clinical sessions.
5. The clinical educator clearly demonstrated various treatment techniques.
6. The clinical educator linked treatment decisions to current research findings.
7. The clinical educator provided well-planned learning experiences in clinical sessions.
8. The clinical educator enabled me to evaluate treatment options competently.
9. The clinical educator helped me to develop my clinical assessment skills.
10. The clinical educator helped me to formulate therapy goals.
Interactive Video Teaching This category has 11 item bank questions.
1. I could see the Interactive Video Teaching clearly on screen.
2. At the remote site, I could hear the Interactive Video Teaching lecture clearly.
3. I found Interactive Video Teaching was less effective because of student indiscipline at the remote
site.
4. At the remote site, there were adequate microphones for students to interact with Interactive Video
Teaching lecturer. 5. At the remote site, Interactive Video Teaching was effective because of good
classroom management by the lecturer.
6. Interactive Video Teaching was appropriately paced to allow note taking.
7. Interactive Video Teaching was organised to allow students to raise questions.
8. Interactive Video Teaching was organised to allow students to discuss issues.
9. At the remote site, Interactive Video Teaching discussion was less effective because students all
spoke at the same time.
10. Interactive Video Teaching was not effective in helping my learning in this subject.
11. At the remote site, Interactive Video Teaching was disturbed by erratic camera panning by the
student operator.
Campus Facilities This category has 4 item bank questions.
1. Access to computer facilities was sufficient for my learning needs.
2. The facilities provided for classes were well resourced.
3. Infrastructure for online learning was well resourced.
4. Infrastructure for online learning was well supported.
OASIS This category has 5 item bank questions.
1. I found that the online assessment exercises available through OASIS helped my learning.
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2. I found the online assessment tasks available through OASIS were appropriately designed for this
level of study.
3. The use of online multiple choice assessment (through OASIS) as a formative assessment tool (i.e.
primarily as a learning tool) was an appropriate way of conducting assessment for this subject.
4. The use of online multiple choice assessment (through OASIS) as a summative assessment tool (i.e.
counts towards your final grade) was an appropriate way of conducting assessment for this subject.
5. I found that there was adequate support available to me in completing the online assessment tasks
for this subject.
Student Experience Questionnaire: Core Generic Skills This category has 6 item bank questions.
1. The course helps me develop my ability to work as a team member.
2. The course sharpens my analytic skills.
3. The course develops my problem-solving skills.
4. The course improves my skills in written communication.
5. As I do this course, I feel confident about tackling unfamiliar problems.
6. My course helps me to develop the ability to plan my own work.
Student Experience Questionnaire: Core Good Teaching This category has 6 item bank questions.
1. The staff put a lot of time into commenting on my work.
2. The teaching staff normally give me helpful feedback on how I am going.
3. The teaching staff of this course motivate me to do my best work.
4. My lecturers are extremely good at explaining things.
5. The teaching staff work hard to make their subjects interesting.
6. The staff make a real effort to understand difficulties I might be having with my work.
Student Experience Questionnaire: Graduate Qualities This category has 6 item bank questions.
1. The course provides me with a broad overview of my field of knowledge.
2. The course develops my confidence to investigate new ideas.
3. University stimulates my enthusiasm for further learning.
4. I learn to apply principles from this course to new situations.
5. I consider what I learned valuable for my future.
6. My university experience encourages me to value perspectives other than my own.
Student Experience Questionnaire: Learning Materials This category has 5 item bank questions.
1. The study materials are clear and concise.
2. It is made clear what resources are available to help me learn.
3. Course materials are relevant and up to date.
4. Where it is used, the information technology in teaching and learning is effective.
5. The library resources are appropriate for my needs.
Student Experience Questionnaire: Student Support This category has 5 item bank questions.
1. The library services are readily accessible.
2. I am able to access information technology resources when I need them.
3. Relevant learning resources are accessible when I need them.
4. Health, welfare and counselling services meet my requirements.
5. I am satisfied with the course and careers advice provided.
Student Experience Questionnaire: Library This category has 3 item bank questions.
1. The library's online systems help me to locate relevant information for my study.
2. I know how to access help from the library if I need assistance in using the services and resources
that it offers.
3. I am confident in locating relevant information for my study through the library.
Student Experience Questionnaire: Learning Community This category has 1 item bank question.
1. I feel I belong to the university community.
Student Experience Questionnaire: Academic Satisfaction This category has 1 item bank question.
1. I am satisfied with the quality of academic support provided by the University.
Student Experience Questionnaire: Overall Satisfaction This category has 1 item bank question.
1. Overall, I am satisfied with the quality of this course.
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Guest Lecturers This category has 8 item bank questions.
1. The guest lecturer appeared knowledgeable with regard to the subject matter.
2. The guest lecturer helped me to develop specific skills in this subject.
3. The guest lecturer helped me to develop points of view in this subject.
4. The guest lecturer helped me understand how professionals in this field acquire new knowledge.
5. The guest lecturer presented materials beyond the textbook.
6. The guest lecturer appeared up to date with regard to the subject matter.
7. The guest lecturer seemed enthusiastic in his/her teaching.
8. The guest lecturer made provisions for the different backgrounds and interests of students.
Industry Placement This category has 12 item bank questions.
1. My course studies adequately prepared me for the industry placement.
2. I was aware of the objectives of the industry placement for my learning.
3. My industry placement was appropriate to my learning needs.
4. I received adequate support from the University during the industry placement.
5. The industry placement was clearly linked to the objectives of the course.
6. I was aware of the assessment criteria for the industry placement.
7. I could see the links between my university-based studies and the industry placement experience.
8. I was able to incorporate into the industry placement what I learned in the theory.
9. My industry placement enhanced my understanding of the theory.
10. The industry placement was well organised.
11. The industry placement was useful for developing the required skills.
12. I was clear about what I was required to do at the industry placement.
Internship This category has 12 item bank questions.
1. My course studies adequately prepared me for the internship.
2. I was aware of the objectives of the internship for my learning.
3. My internship was appropriate to my learning needs.
4. I received adequate support from the University during the internship.
5. The internship was clearly linked to the objectives of the course.
6. I was aware of the assessment criteria for the internship.
7. I could see the links between my university-based studies and the internship experience.
8. I was able to incorporate into the internship what I learned in the theory.
9. My internship enhanced my understanding of the theory.
10. The internship was well organised.
11. The internship was useful for developing the required skills.
12. I was clear about what I was required to do at the internship.
Partner Institutions This category has 20 item bank questions.
1. I gained a greater understanding of the demands of professional practice through my studies in this
subject.
2. I gained a greater understanding of national issues and developments through my studies in this
subject.
3. I gained a greater understanding of international issues and developments through my studies in this
subject.
4. Presentations made by the academic staff member were clear.
5. The academic staff member made clear the practical application of this subject.
6. The academic staff member dealt with topics in sufficient depth.
7. The learning materials guided me well through my learning in the subject.
8. The academic staff member appeared knowledgeable with regard to the subject matter.
9. The academic staff member helped me understand how professionals in this field acquire new
knowledge.
10. Feedback on assignments was provided quickly enough to benefit me.
11. Feedback on assignments was provided in sufficient detail to benefit me.
12. The teaching schedule provided adequate time for me to complete my assessment tasks
13. Marked assignments were returned in a reasonable time.
14. Access to computer facilities was sufficient for my learning needs.
15. The classroom facilities provided were adequate for my learning.
16. Infrastructure for online learning was well resourced.
17. I could contact the academic staff member in the specified contact hours.
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18. The academic staff member was generally available to students seeking advice about the subject.
19. I was able to use online learning resources from CSU.
20. The role that CSU played in developing this subject was made clear to me.
Items that correspond to Carrick Teaching Excellence Awards items This category has 10 item
bank questions.
1. The teaching staff member motivated and inspired me to learn.
2. The teaching staff member stimulated my curiosity.
3. The teaching staff member supported the development of my skills of analysis and critical thinking.
4. The teaching staff member provided engaging and relevant subject materials and resources.
5. The teaching staff member provided clarity of expectations of students.
6. The teaching staff member provided helpful feedback on my progress.
7. The teaching staff member made efforts to explain what particular knowledge and skills would be
assessed.
8. The teaching staff member provided opportunities in assessment tasks for students to fully
demonstrate their knowledge.
9. The teaching staff member showed respect and concern for students as individuals.
10. The teaching staff member showed willingness to offer students help and advice.
"New Resources" Section of Online Subject Outline This category has 3 item bank questions.
1. I was able to access the supporting material within the new resources section of the online materials
during the session.
2. The academic staff member who taught me provided good teaching support via the material in the
new resources section of the online materials. 3. The new resources section of the online materials
contributed to my understanding of the subject.
Career Relevance of Subject This category has 9 item bank questions.
1. This subject has developed skills which will make me more employable when I graduate.
2. This subject has developed skills which will assist me to progress in my desired career
3. This subject has challenged me to think about alternate approaches to currently accepted industry
practice.
4. This subject allowed me to develop a deeper understanding of the organisation I work in.
5. This subject allowed me to develop a deeper understanding of the organisation I wish to work in.
6. Principles taught in this subject were relevant to my future occupation.
7. The subject matter covered in class was relevant to my future occupation.
8. The objectives of the subject are relevant to my future career aspirations.
9. The subject has equipped me with the skills that will assist my future professional development.
Contribution to Community This category has 1 item bank question.
1. I can see how the application of concepts in this subject could benefit the community.
Interactive Video Teaching: Research Items This category has 15 item bank questions.
1. I could hear my lecturer as clearly as I needed to.
2. I could hear the students at the remote site.
3. I could see my lecturer as clearly as I needed to.
4. I could see the whiteboard clearly.
5. I could see the data clearly on screen.
6. It is important for some information to be written live onto the data screen.
7. The data screen information encouraged me to participate in solving problems.
8. The data screen information encouraged me to participate in discussions.
9. This technology would be useful for interactive tutorial discussion groups.
10. I felt the lecturer was able to respond to my educational needs through the video link.
11. This technology facilitated participation in discussion.
12. This technology facilitated asking questions.
13. I found the Video Teaching classroom enhanced my learning experience.
14. I feel comfortable learning in a Video Teaching classroom.
15. I understood the subject content better when I was at the receiving site than when I was at the
broadcasting site.
Interactive Video Teaching: Special Interest Items This category has 5 item bank questions.
1. Access to an on-site tutor is an important supplement to Video Teaching.
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2. Technical difficulties with the Interactive Video Teaching technology have consistently interfered with
my learning in this subject.
3. I like the camera to zoom in on the person who is speaking.
4. I would have liked a copy of Interactive Video Teaching PowerPoint slides before the lecture
commenced.
5. Familiarity with Video Teaching technology will be relevant in my future career.
Podcast Lectures This category has 20 item bank questions.
1. The podcast lectures helped me to prepare my assignments.
2. The podcast lectures helped me understand each of the topics. 3. The podcast lectures helped me
engage with the subject matter.
4. The podcast lectures helped me feel more a part of Charles Sturt University.
5. The podcast lectures helped me realise what the lecturer was trying to get me to focus on.
6. In the podcast lectures, the quality of the sound was satisfactory.
7. In the podcast lectures, the voice of the lecturers was clear.
8. Podcasts complement my current study material (web-based).
9. Podcasts complement my current study material (print-based).
10. Podcasts enhance my overall learning experience.
11. Podcasts helped me engage with the subject matter in a more personal way.
12. Podcasts helped stimulate my thinking on issues presented.
13. I find that I have to wait too long to download the podcast material.
14. I do not have any difficulty in downloading the podcast material.
15. I listen to podcast material related to the subject while I am on the move.
16. The podcast content in this subject enhanced my understanding of the subject.
17. The podcast content in this subject involved me more in the subject.
18. The podcast content in this subject allowed me to interact more effectively with the subject.
19. The podcast content in this subject allowed me to interact more effectively with my lecturer.
20. The podcast content in this subject enhanced my ability to undertake the assessment tasks for this
subject.
D:\Data\CELT Evaluation Unit\EU 2007 OES\OES Categorised Item Bank List.doc
SUBJECT CO-ORDINATOR'S ACTION REPORT
This Action Report is to be completed by the subject co-ordinator of the subject surveyed. The
purpose of this Action Report is to build on consideration of the student surveys, discussions
with teachers involved in the subject and discussions with the Head of School.
Session: __________________________________
Year: __________
Subject Name: _____________________________ Subject Code: ___________
School: __________________________ Faculty: _________________________
Name of Subject Co-ordinator or Convenor: ___________________________
Name(s) of Staff Teaching the Subject: ______________________________
Note: Additional comments may be appended where space is insufficient.
1. What action is required to enhance the quality of this subject based on the results of the
student subject survey questionnaire?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________
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2. Please detail, where appropriate, action that has or has not been undertaken as a result of
the survey.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________
3. What resources are required to undertake these actions?
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________
4. When are the completion dates for these actions?
_________________________________________________________________________
5. Additional comments/questions.
Signature of Subject Co-ordinator: __________________________________________
Date: _____________________________
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7.2 On-line Delivery
7.2.1 On-line Learning Policies and Practices
Charles Sturt University has on file and available upon request copies of current software and
systems agreement that pertain to the delivery of electronic/online learning.
7.2.2 Academic Community Policies
All instruction in the program is delivered by a combination of on-line teaching, and
comprehensive notes and Readings which includes reprinted hard copy of articles and book
extracts. All students are required to attend a residential of a minimum of 120 hours face to
face on campus for lectures, seminars and workshops. Students enrolled in Canada, will be
required to attend the 120 hours at the Bay Area Learning Centre Campus at Burlington,
Ontario. This will facilitate communication between students and the Faculty and amongst
students themselves.
Charles Sturt University staff conduct a continuous on-line forum in each subject which brings
together all students enrolled in the respective subjects for discussions on subject content, the
subject materials, assessment tasks and individual and group challenges.
It should be noted that the students in this program are all university graduates upon entry and
have been part of an academic community in their undergraduate years. The aim in the MBA is
to extend this and to immerse them in an academic community which will be an important
source of stimulation, sharing of ideas, professional development and collegial support.
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8.0 Capacity to Deliver
8.1 Legal Characteristics
An extract from the Charles Sturt University Act 1989 follows. Full text of the Act can be
accessed online at http://www.csu.edu.au/adminman/gov/gov.htm
CHARLES STURT UNIVERSITY ACT 1989
(AS AMENDED)
This copy of the Charles Sturt University Act 1989 (NSW) incorporates the amendments of the
Charles Sturt University Amendment Act 1998 (NSW).
PART 1 - PRELIMINARY
1.
Name of Act
This Act may be cited as the Charles Sturt University Act 1989.
2.
Commencement
This Act commences on a day or days to be appointed by proclamation.
3.
Definitions
In this Act:
1) "commercial functions" of the University means the commercial functions described in
section 7 (3) (a).
2) "Council" means the Council of the University.
3)"general staff" of the University means staff other than the academic staff of the University.
4) "major campus" means a campus of the University at a location referred to in section 6 (a),
(b), (c) or (d)
5) "University" means the Charles Sturt University established by this Act.
In this Act, a reference to a graduate of the University is a reference to a person who is the
recipient of a degree or diploma, or of such other award or certificate as may be prescribed by
the by-laws, conferred or awarded:
(a) by the University,
(b) by or on behalf of any former institution that has, pursuant to this Act or otherwise, become
a network member of, or a part of, the University, or
(c) by any predecessor of any such institution.
In this Act:
(a) a reference to a function includes a reference to a power, authority and duty, and
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(b) a reference to the exercise of a function includes, where the function is a duty, a reference
to the performance of the duty.
PART 2 - CONSTITUTION AND FUNCTIONS OF THE UNIVERSITY
4.
Establishment of University
A University, consisting of:
(a) the Council,
(b) Convocation,
(c) the members of the academic staff of the University and such other members or classes
of members of the staff of the University as the by-laws may prescribe, and
(d) the graduates and students of the University, is established by this Act.
5.
Incorporation of University
The University is a body corporate under the name of the Charles Sturt University.
6.
University campuses
The University is to have campuses at the following locations:
(a) Albury,
(b) Bathurst,
(c) Dubbo,
(d) Wagga Wagga, and may have campuses at other locations.
7.
Object and functions of University
(1) The object of the University is the promotion, within the limits of the University resources, of
scholarship, research, free inquiry, the interaction of research and teaching, and academic
excellence.
(2) The University has the following principal functions for the promotion of its object:
(a) the provision of facilities for education and research of university standard, having
particular regard to the needs and aspirations of the residents of western and southwestern New South Wales,
(b) the encouragement of the dissemination, advancement, development and application
of knowledge informed by free inquiry,
(c) the provision of courses of study or instruction across a range of fields, and the
carrying out of research, to meet the needs of the community,
(d) the participation in public discourse,
84
(e) the conferring of degrees, including those of Bachelor, Master and Doctor, and the
awarding of diplomas, certificates and other awards,
(f) the provision of teaching and learning that engage with advanced knowledge and
inquiry,
(g) the development of governance, procedural rules, admission policies, financial
arrangements and quality assurance processes that are underpinned by the values and
goals referred to in the functions set out in this subsection, and that are sufficient to
ensure the integrity of the University's academic programs.
(3) The University has other functions as follows:
(a) the University may exercise commercial functions comprising the commercial
exploitation or development, for the University's benefit, of any facility, resource or
property of the University or in which the University has a right or interest (including, for
example, study, research, knowledge and intellectual property and the practical
application of study, research, knowledge and intellectual property), whether alone or
with others,
(b) the University may develop and provide cultural, sporting, professional, technical and
vocational services to the community,
(c) the University has such general and ancillary functions as may be necessary or
convenient for enabling or assisting the University to promote the object and interests of
the University, or as may complement or be incidental to the promotion of the object and
interests of the University,
(d) the University has such other functions as are conferred or imposed on it by or under
this or any other Act.
(4) The functions of the University may be exercised within or outside the State, including
outside Australia.
8.
Facilities for students, staff and others
The University may, for the purposes of or in connection with the exercise of its functions,
provide such facilities for its students and staff and other members of the university community
as the University considers desirable.
Schedule 2, clauses 1 to 4 of the Miscellaneous Acts (Higher Education) Repeal and
Amendment 1989 are reproduced.
Remaining sections of this Act refer to other bodies not associated with Charles Sturt
University.
Charles Sturt University Act 1989 No. 76:
(1)
Section 6 (University network):
After section 6 (2), insert:
(3)
the Governor may make regulations of a savings or transitional nature
consequent on the making of an order under this section.
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(2)
(3)
Section 9 (The Board):
(a)
After "elected" in section 9 (6) (a) (iii), insert "by members of the academic staff
of the University".
(b)
After "elected" in section 9 (6) (b) (iii), insert "by members of the non-academic
staff of the University".
(c)
After "elected" in section 9 (6) (c) (iii), insert "by students of the University".
Section 20 (Delegation by Board):
After "other person", insert "or body".
(4)
Schedule 4 (Savings and transitional provisions):
(a)
Omit clause 4 (1).
(b)
From paragraph (b) of the definition of "relevant commencement" in clause 2 (1)
omit "clause 6", insert instead "clause 5".
(c)
From paragraph (c) of the definition of "relevant commencement" in clause 2 (1)
omit "clause 7", insert instead "clause 6".
(d)
After clause 23, insert:
Control and direction of former institutions
23A.
Pending the relevant commencement, each former institution is subject
to the control and direction of the University.
Conduct of elections etc.
23B.
(1)
For the purpose only of enabling the Board to be duly constituted
on or after the commencement of section 9, elections may be
conducted and appointments made before that commencement
as if the whole of this Act were in force.
(2)
A member who is elected or appointed to the Board under this
clause does not assume office before the commencement of
section 9.
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8.2 Governance and Administrative Structure
(See previous information on the enacting legislation and Section 8.2.3 below.)
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8.2.2 Responsibilities of Governing Bodies
Staff with management responsibilities, both academic and administrative, are appointed by
open public advertisement according to criteria identified in their job descriptions (see below).
These selection and appointment procedures follow Equal Opportunities (EO) principles and
guidelines. The major bodies of the University (refer to 8.2.3) contain a mixture of appointed,
ex officio and elected representatives. For example, the University Council has members
appointed by the Minister for Education and Training in New South Wales; ex officio members
such as the Vice-Chancellor, Deputy Vice-Chancellors and the Chair of Academic Senate; and
elected administrative and academic staff representatives. The Faculty Board has the Dean,
Heads of School and members of the professoriate as ex officio members; elected staff
representatives; and elected undergraduate and postgraduate students representatives.; and
Directors (or nominees) of the various support divisions of the University such as Student
Administration, Library, Indigenous Education Unit, etc. School Boards are grass roots level
governance mechanisms which have members of the academic staff of teaching Schools\ and
student representatives
Vice-Chancellor
The Vice-Chancellor is the chief executive officer of the University and is accountable to the
Council for the good government of the University. The Vice-Chancellor is assisted by two
Deputy Vice-Chancellors.
Deputy Vice-Chancellors
The Deputy Vice-Chancellor (Academic) is responsible for the academic development of the
University, including distance education and related student activities. The Deputy ViceChancellor (Administration) is responsible for the delivery of an integrated and efficient
University administration, including the physical and technological development of the
University.
Heads of Campus
Each of the four main campuses has a Head of Campus who, as a member of the executive,
has University-wide accountabilities as well as being responsible for representing and
promoting a particular campus.
Support Divisions and Departments
The administrative and academic support services are provided by the Divisions, Departments
and Centres of the University. Each of these organizational units is headed by a Pro-ViceChancellor or an Executive Director or a Director who have University-wide responsibilities.
The Divisions include: Planning and Development; Learning and Student Support; Public
Affairs; Human Resources; Financial Services; University Properties; Information Technology;
Communications and International Relations; and Library Services. The Departments include:
Student Administration; Student Services; Residences and Catering; the International Office;
the University Secretary; and the Aboriginal Education Unit. The Centres include: the Centre of
Research and Graduate Training; the Centre for Enhanced Learning and Teaching; the
Continuing and Professional Education Centre; and the Learning Materials Centre.
Dean
The Dean shall be responsible to the Vice-Chancellor through the Deputy Vice-Chancellor
(Academic) for the management of the academic, financial and personnel activities of the
Faculty and, in consultation with the Heads of Campus, for the physical resources available to
the Faculty. In the exercise of these responsibilities Deans will be expected to make
substantial delegations to Heads of School to enable them to administer the Schools for which
they have responsibility.
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The responsibility of Deans shall be in the area of each of the following.
1.1
Academic
1.2
1.3
.
with the advice of the Dean's Advisory Committee and with
endorsement of the Faculty, to define the faculty's academic objectives
and priorities;
.
to ensure that the Faculty maintains medium term (3-6 year) plans for
its academic development;
.
to conduct regular reviews of the conduct of teaching and research in
the disciplines represented in the Faculty in order to optimise the use of
resources available and, in particular, to avoid unnecessary duplication
of services, facilities and functions;
.
to liaise with external bodies where appropriate; and
.
to prepare a faculty educational profile and enrolment plan.
Financial
.
to manage the Faculty's financial, human and physical resources
efficiently and to reflect in the use of these resources the most effective
expression of the faculty's plans and aspirations;
.
to prepare for presentation during the annual budget cycle estimates of
the resources needed by the Faculty in the succeeding year;
.
to prepare an operating budget plan for presentation to the Deputy
Vice-Chancellor when the allocation of funds for a budget year has
been finalised;
.
to monitor expenditure against approved financial delegations; and
.
to monitor financial performance against operating budget during each
year and to take any steps necessary to adjust rates of expenditure.
Personnel
.
to promote excellence in teaching and research among members of the
teaching and academic staff of the Faculty;
.
to encourage administrative efficiency and the effective use of
resources among all staff engaged in the general administration of the
Faculty;
.
to promote and monitor the efficiency, interest and well-being of all staff
by ensuring that their personal development needs are recognised and
that they are encouraged to take part in career development activities
designed to improve their performance and enhance their potential;
.
to promote equal opportunity in employment, in the faculty in
accordance with the University's EO Management Plan;
89
1.4
1.5
.
to convey to the Faculty, directly or through the Dean's Advisory
Committee, all executive and policy decisions affecting the University
generally or the Faculties in particular that emanate from the offices of
the Vice-Chancellor, and Deputy Vice-Chancellors;
.
as the Faculty's chief administrator, to carry out such tasks and provide
such advice and information as are required of Deans by the
University's standing personnel procedures. Such tasks, advice and
information include:
.
presiding memberships of selection committees for appointment to
associate lecturerships and lectureships and senior lectureships in the
Faculty where the Head of the relevant campus elects not to preside;
.
membership of selection committees for appointment to Chairs in the
Faculty;
.
recommendations to the Deputy Vice-Chancellor (Academic) on
appointment within the Faculty including Directors of Research
Centres;
.
recommendations to the Deputy Vice-Chancellor on appointment of
Visiting Professors and Fellows;
.
presiding membership of tenure review committees; and
.
recommendations on special studies program applications and
applications for special leave.
Responsibilities for Managing Accommodation
.
to ensure that the accommodation made available to the Faculty is
used in the most effective way possible;
.
to prepare submissions, in consultation with the Dean's Advisory
Committee, on alterations and additions to the accommodation
allocated to the Faculty;
.
to keep the Head of Campus informed of any changes in the allocation
and use of space occupied by staff and students.
Committees
The Dean is an ex-officio member of the following University and relevant
faculty committees:
.
.
.
.
.
.
.
Vice-Chancellor's Advisory Committee
Academic Senate
Faculty Board and faculty standing committees (Presiding Member)
Dean's Advisory Committee (Presiding Member)
Selection Committees for lecturers and senior lecturers (Presiding
Member where the Head of Campus elects not to preside).
Faculty Promotions Committees (Presiding Member)
Tenure Review Committee (Presiding Member)
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8.2.3 Reporting Structure
Council and its committees:
Council
Campus
Advisory
Committees
Audit
Committee
Standing
Committee
Finance
Committee
Personnel
Committee
Honorary
Awards
Committee
Academic
Senate
Academic Senate and its committees:
Academic
Senate
Standing
Committee
Academic
Awards
Committee
Academic
Programs
Committee
Quality
Audit
Committee
Academic
Appeals
Committee
Board of
Graduate
Studies
Faculty
Boards
Research
Management
Committee
Student Equity
Committee
University
Medals
Committee
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Faculty Boards and their committees:
Faculty Board
Standing
Committee
Assessment
Committee
Courses
Committee
Research and
Higher Degrees
Committee
School
Boards
Note 1: . The above committees are the only committees that Academic Senate requires
Faculty Boards to establish. Faculty Boards may establish other committees. The example
shown is the committees of the Faculty of Business
School Boards and their committees:
School
Board
School
Assessment
Committees
Note 1: School Assessment Committees are the only committees that Academic Senate requires
School Boards to establish. School Boards may establish other committees.
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Committees reporting to the Vice-Chancellor:
Vice-Chancellor
Administrative
Services
Committee
University
Courses
Planning
Committee
Equal
Opportunity &
Affirmative
Action
Committee
Senior
Executive
Committee*
Vice-Chancellor's
Advisory
Committee
Information
and Learning
Systems
Committee
* Note.
The Senior Executive Group also meets as the Budget Committee with additional members having the
right of audience and debate. These additional members include:
Director, Financial Services;
Finance Manager (Business); and
Human Resources Manager.
Environ &
Safety
Mgt
Committee
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8.3.1 Coordinated Business and Academic Plans
Coordination of the University’s business and academic plans takes place at different levels
and comes together in the University’s Strategic Plan and the Faculty’s Triennial Plan (both
provided below).
For the Faculty, preparation of the rolling Triennial Plan includes an annual revision of the
Faculty course profile, an analysis of student demand for courses, attrition and graduation
rates for all courses, new course proposals, and the allocation of government-funded load
across the Faculty. This process also closely analyses projected sources of non-recurrent
income such as funds from fee-paying domestic and international students, research and
consultancy income and revenue from overseas aid projects. Targets are set in each of these
areas and the planning process reviews how successful the Faculty was in achieving past
targets.
Strategic Planning 2007-2011 (Extract from CSU website http://www.csu.edu.au/division/plandev/publications/))
The University began the process of updating its Strategic Plan in early 2005. The
process was initiated with university wide discussion stimulated by the position paper,
A University for the next 25 Years, written by the Vice-Chancellor. This in turn informed
the development of the University Strategy 2007-2011, a restatement and where
necessary clarification of the University’s vision, values, mission and objectives.
The University Strategy 2007-2011 was approved by the University Council in
December 2005. Key institutional indicators of performance and long term targets were
approved by Council in its April 2006 meeting.
The University Strategy 2007-2011 is underpinned by a framework of four University
plans:
Courses Plan - responsibility of the Deputy Vice-Chancellor (Academic);
Learning and Teaching Plan - responsibility of the Deputy Vice-Chancellor
(Academic);
Research Plan - responsibility of the Pro-Vice-Chancellor (Research and Graduate
Training);
Institutional Development Plan responsibility of the Deputy Vice-Chancellor
(Administration).
With regard to the update of the documents above, the Vice-Chancellor has prepared
a Progress report.
August 15th Progress report
In addition, a number of subsidiary institutional wide plans will also be developed.
The University Plans will align with the University Strategy, providing indicators of
performance, annual targets and a "bridge" to similarly aligned Faculty and Divisional
annual Operational Plans. The development of the University Plans and
Faculty/Divisional Operational Plans is to occur within the University’s general
planning, review and budget development processes, as documented in the Timeline
for Planning and Review Activities.
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These planning and review processes will be conducted in a spirit of "continuous
improvement", as demonstrated in the Users Guide to the CSU Strategic Plan.
Faculty and Divisional planning documentation will be guided by planning templates (
Operational Plan | Single layered template (Risk register) ), which incorporates a risk
register.
Performance against institutional objectives will be tracked annually and incorporated
into the University's Performance Management processes.
University Strategy 2007-2011
Vision:
A national university for excellence in education for
the professions, strategic and applied research and
flexible delivery of learning and teaching
Charles Sturt University (CSU) is committed to using the University Strategy 20072011 to be a national university of choice in the second quartile of Australian
universities for teaching and research by 2012.
CSU holds to the Values and Mission which are outlined in the University Strategy
2007-2011 and looks to achieve these through the monitoring of four key objectives:
•
Provide distinctive educational programs for the professions that prepare
students for work and citizenship.
•
Conduct strategic and applied research of an international standard.
•
Continue to lead in the quality provision and flexible delivery of learning and
teaching.
•
Continue to build institutional strength, reputation and sustainability.
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Key Objective 1
Provide distinctive educational programs for the professions that prepare
students for work and citizenship and which:
•
Are recognised by, and developed in collaboration with, the professions,
particularly through practicum placements
•
Are accessible to students who have the capacity for university study
•
Foster ethical practice
•
Promote international understanding including opportunities for international
exchange, and
•
Maintain high levels of satisfaction among graduates, employers and the
University's communities
Key Performance Outcomes:
1. An enhanced national course profile as indicated by:
o
Proportion of first preferences through the NSW University Admissions
Centre (UAC).
[Target: CSU to gain 7% of the total UAC first preference pool by 2011]
o
Applications for distance education places.
[Target : Number of distance education applications to increase to 22,000
by 2011]
o
The proportion of total load from international and fee paying students.
[Target: International and domestic fee paying student load to make up
42% of total load by 2011]
Key Objective 2
Conduct strategic and applied research of an international standard which:
•
Creates new knowledge
•
Is applied for the benefit of our communities
•
Is responsive to emerging opportunities and challenges
•
Enhances collaboration with industry
•
Develops partnerships with professions, communities and other researchers
•
Facilitates opportunities for linkages with learning and teaching, and
•
Focuses on agricultural sustainability, applied philosophy and public ethics,
public and contextual theology, complex systems and professional practice
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1. An enhanced national research profile as indicated by:
o
Ranking in DEST indicators of research performance.
[Target: CSU to be ranked in the top 18 of Australian universities by
2015]
[Target: CSU to achieve the top or second rank for 12 research areas in
the RQF by 2010]
Key Objective 3
Continue to lead in the quality provision and flexible delivery of learning and
teaching which:
•
Is supported by well-researched curriculum and teaching methodologies
•
Uses research and technology to be flexible and responsive to student needs
and feedback
•
Provides shared learning spaces and teaching experiences for students on and
off campus, and
•
Builds communities of learning especially amongst dispersed students
1. An enhanced profile in the Australian higher education sector for delivery of
distance and flexible delivery of education as indicated by:
o
Proportion of the national market in distance and flexible education.
[Target: CSU domestic award course enrolments make up 18% of the
national market by 2011]
2. National recognition for academic service to students as indicated by:
o
Rating by students in subject evaluations and the Student Experience
Questionnaire (SEQ).
[Target: Annual improvement in each rating]
o
Ranking in the DEST Learning and Teaching Performance Fund.
[Target: CSU to be ranked in the top 10 of universities by 2011]
Key Objective 4
Continue to build institutional strength, reputation and sustainability by:
•
Adhering to the concept of ‘One University’
•
Creating a culture that is responsive to organisational change and renewal
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•
Aligning institutional values, planning and performance through commitment to
quality and continual improvement
•
Ensuring ethical and effective governance practices and the responsible
stewardship of resources
•
Forming collaborative networks and alliances with other institutions, and
•
Attracting, retaining and developing committed, high quality staff and
empowering them within a positive work environment
1. Increased institutional strength and sustainability as indicated by:
o
Financial operating result.
[Target: CSU to achieve a surplus each year]
o
Level of investments (cash position).
[Target: Total investments increase by $5m annually]
o
Level of Debt to Equity.
[Target: Debt to equity ratio to remain below 5%]
2. Increased institutional strength and reputation as indicated by:
o
The number of state, national and international awards received for
teaching, research or service.
[Target: The number of awards to staff to increase annually]
o
The proportion of CSU academic staff with a doctorate qualification.
[Target: The proportion of CSU academic staff with a doctorate
qualification to be above 60% by 2011]
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Faculty of Business
2007 Operational Plan (Transitional)22-11-06
Statement of Context
Set the context of the Plan: a succinct, outline of how the plan sits within/relates to ongoing work or developmental activities; consequences for other areas, etc.
The Operational Plan of the Faculty of Business provides the starting point for the contribution of all teaching and research in business related areas to
development of the University.
Key Objective 1: Support of the CSU Course Plan
Link to Course Plan
Context / planned outcomes
historic performance / proposed actions / expected outcomes (targets or deliverables) / timeline [Associated Risks]
Statement/planned outcome/target No 1
Identification of new course areas:
The Faculty will act to identify new
course areas
Historic Performance
The Faculty has successfully developed a range of innovative programs for specialised markets (e.g. MAcc, MBA, MIT,
Master of Systems Development, GD/GC in Project Management BBS, DBA and DBL).
Proposed Action:
Objective One of CSU’s Key Course Profile Objectives 2007-20011 is to “[e]nhance the quality and scope of CSU’s profile of
professional courses” through “seek[ing] opportunities to extend CSU’s profile of professional courses…” The Faculty will
establish a project team under the leadership of Rob Macklin and Grant O’Neill to identify new course opportunities for the
Faculty in Business. In addition, similar investigations will be undertaken in Mathematics and IT led by John Louis and John
Atkinson. In particular, programs that utilise the skills of staff across the spectrum of the Faculty’s disciplines will be
investigated. For example: logistics, supply chain management, business and mathematics teaching (in association with the
Faculty of Education), Hotel and Hospitality Management (with Western Institute of TAFE), Project/Risk Management, IT
Management (with IT Masters Pty Ltd), industry based programs and more business/IT/maths/statistics integrated
programs. (Project Leaders: John Atkinson, John Louis, Rob Macklin, Grant O’Neill, Irfan Altas).
Expected Outcomes:
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Link to Course Plan
The identification of new programs at undergraduate level for which there is significant demand for government funded
places. The Faculty will seek to identify new programs by which we can increase net enrolments by 100 EFTSU.
Timeline
The Faculty will identify prospective areas in 2007 and, in association with the Division of Marketing, extensive market
research will be undertaken (including networking with professional bodies) to establish the potential demand for the
proposed programs.
Where significant demand is established for programs, a Course Coordinator will be appointed to manage the development
of the appropriate approval documentation. The approval process will be completed in 2008.
Additional Resources
To the extent that the Faculty seeks to enter new discipline areas it will require seed funding for the appointment of
appropriate staff to support the new programs. Seed funding requested $250,000 per year for 2008 and 2009.
Associated Risks
The major risk is that demand is miss-specified so that programs are launched for which the demand does not exist or
opportunities are missed which may have proved viable.
Optimise student/staff ratios
The Faculty has managed its student/staff ratio in order to ensure that sufficient funding is available for all Faculty activities
and that significant deficits are avoided.
The Faculty will act to optimise its
student/staff ratios utilising the funding
flowing from subject reduction to appoint
staff with a strong research capacity to
key discipline areas.
Proposed Action:
professional courses” through “enhanc[ing] the quality of courses, including through links with research, depth of staffing,
support facilities…” The Faculty will establish a process through the Dean’s Advisory Committee to identify discipline areas
in which staffing numbers need to be enhanced and will apply the funding provided through the subject reduction exercise to
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Link to Course Plan
create and fill vacancies with appropriate staff. (Project Leader: John Hicks and Heads of School)
Expected Outcomes
An increase in the depth of staffing in identified areas.
Timeline:
The funding has now been earned by the Faculty in the areas of commerce and IT. DAC is currently undertaking an
exercise to identify the discipline areas in which staffing will be enhanced. That exercise will be completed in 2006 and,
once completed, recruitment will commence. Recruitment will flow through into 2007 and 2008.
Faculty expects additional annual funding to the order of $500,000 for Business and $200,000 for IT.
Associated Risks
In some of the areas identified it will be difficult to recruit appropriate staff.
Continue to develop collaborations
with international universities.
The Faculty will continue to grow its
business through collaboration with
international universities
The Faculty has developed contractual relationships with a range of international universities to the benefit of the University.
Proposed Action:
professional courses” through “increasing] the number of collaborations with international universities in course provision…”
The Faculty will continue its endeavours to establish profitable contracts with a range of universities. This activity will
include:
1.
Finalisation of approvals for the delivery of the DBA and DIT at the University of Applied Sciences Bern
(UASB). (Project Leader: Greg Walker).
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Link to Course Plan
2.
The approval of a schedule for the teaching of the MBA at UASB in an integrated program with the UASB
EMBA. (Project Leader: Greg Walker and Mark Farrell).
3.
Approval for the delivery of the MBA, GD/GC in IT in Canada (possibly in association with McMaster
University). (Project Leader: Michael O’Mullane and Mark Farrell). Development of Academic Programs
with Cambrian College Ontario. (Project Leader: John Messing).
4.
Approval for the delivery of a graduate program in business (MBA or MBus) through a university in the
Balkans (Slovenia or Croatia) (Project Leaders: Greg Walker and Grant O’Neill and Mark Farrell if MBA).
Expansion of program in China with existing Universities and the addition of new universities. This project
5.
will attempt to increase the number of foreign onshore students studying at CSU. (Project Leader: John
Hicks).
6.
Extension of student exchange program in France and Switzerland. (Project Leader: Mark Farrell).
Slovenia and Croatia (Project Leaders: Greg Walker with Hazbo Skoko)
7.
Development of Academic Programs with the European Study Centre in Bretten (Project Leaders: John
Messing and Terry Heazlewood).
Expected Outcomes
CSU will have doctoral and masters students in Switzerland and masters students in Canada, Slovenia and Croatia. CSU
will be recruiting graduate students from China. CSU will have student exchange activity with France and Switzerland in
addition to current student exchanges in the Faculty of Business with Croatia and China. CSU will have students in
Germany and in Singapore.
Timeline:
The DBA is currently taught in Switzerland, and the Faculty is exploring approaches from another Swiss university to extend
this program. The MBA in Switzerland is targeted to commence in early 2007 (if the appropriate approvals have been put in
place. The new student exchange programs will commence operation in 2007. Intakes into the MBA in Canada and either
the MBA or MBus in the Balkans are targeted for 2008 or 2009. Programs in Singapore and Germany should commence in
late 2007 or early 2008.
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Link to Course Plan
All new programs will be self financing.
Associated Risks
The biggest risk is that the timeline may not be kept to and opportunities may be lost because of difficulties in getting all of
the appropriate approvals. Once approved, there will be risks associated with market demand and exchange rate
movements.
Establish the BBus (Accounting) as a
course of national standing
The Bachelor of Business Accounting
will be developed into a course of
national standing.
To investigate/establish Master of HRM
and MAcc as programs of national
standing.
The Faculty has operated a BBus (Accounting) for a number of years.
Proposed Action:
professional courses” with an expected outcome of achieving an “increase in the number of u/g courses which meet
Academic Senate’s criteria for national and international standing. The Faculty will continue its endeavours to establish the
BBus (Accounting) as a course of national standing by developing a plan to enhance the status of the program for
implementation in 2008. Project Leader:Terry Heazlewood.
Expected Outcomes
CSU’s BBus (Accounting) achieves designation as a course of national standing.
Timeline:
Implementation of plan to be achieved by 2009.
Additional Financing
All accounting and Law subjects to be weighted equivalent to IT, Maths and Stats subjects to reflect the additional teaching
resources required.
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Link to Course Plan
Associated Risks
The biggest risk is that adequate staffing in the accounting area will not be sourced.
Internationalise curriculum
The Faculty has introduced a range of changes to programs in order to internationalise the curriculum for Australian
students. These increased opportunities for student exchange and for learning and teaching.
The successful delivery of subjects
written specifically for international
cohorts.
Proposed Action:
Objective Two of CSU’s Key Course Profile Objectives 2007-20011 is to “[s]trengthen alignment of course characteristics
with University Strategy 2007-2011” through a “strengthen[ing] internationalisation of curriculum”. The Faculty of Business
will build on its past performance in this area through the development and delivery of undergraduate subjects in the
Bachelor of Business Studies (BBS) written specifically for our international students. Project Leader: Alan Fish.
Expected Outcomes
The final year of the BBS in both China and Malaysia will consist of 4 x 16 point subjects that are written specifically for the
international cohorts concerned. Extend the double subjects to other countries as necessary.
Timeline:
New subjects to be implemented by 2008 in China and (possibly) Malaysia.
No additional resources are requested.
Associated Risks
This is considered to be a relatively risk free proposal.
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Link to Course Plan
Strengthen the teaching of ethics
The Faculty has been involved from an early stage in both teaching and research in ethics. Ethics is a core subject in the
MBus, elective subject in the BBus and the topic is embedded in a variety of IT and MBA subjects. Staff member with PhD in
ethics in IT
Establish fee-paying programs in
corporate governance.
Proposed Action:
Objective Two of CSU’s Key Course Profile Objectives 2007-20011 is to “strengthen alignment of course characteristics with
University Strategy 2007-2011” through a “strengthen[ing] the teaching of ethics”. The Faculty of Business will build on its
past performance in this area through the development and delivery of postgraduate subjects in corporate governance
which will form the cornerstone of a suite of graduate programs for corporates and government departments. (Project
Leader: Justin O’Brien).
Expected Outcomes
The development of programs in corporate governance.
Timeline:
New courses to be implemented by 2008.
Payment of Professor O’Brien’s salary from the Restructure Fund.
Associated Risks
The biggest risk is the readiness of the Australian market to support fee-paying programs in governance.
Strengthen articulation pathways
The Faculty is the largest provider of articulated pathways in the University.
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Link to Course Plan
The Faculty will build on its programs
with domestic HE providers.
Proposed Action:
Objective Three of CSU’s Key Course Profile Objectives 2007-20011 is to “[i]mprove demand from well qualified students”
through “strengthen[ing] articulation pathways…”. The Faculty of Business will build on its past performance in this area
through the continued development of programs with TAFE and Study Group (SG) including:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
TAFE Griffith (Project Leader: Michael O’Mullane)
TAFE Orange (Project Leader: John Hicks)
Canberra Institute of TAFE (Project Leader: Michael O’Mullane)
Wodonga Institute of TAFE (Project Leader: Michael O’Mullane)
SG, Sydney, Melbourne and Brisbane (Project Leader: Greg Walker)
IMIA (Project Leader: John Hicks)
APESMA (Project Leader: John Hicks)
Holmesglen (Project Leaders: Terry Heazlewood and John Messing)
AGMC (Project Leaders: Greg Walker and Grant O’Neill)
Development of integrated IT program with TAFE throughout NSW. (Project Manager: John Atkinson)
IT Masters program of industry linked courses (Project Leaders: Greg Walker and Irfan Altas)
TAFE Hornsby, Games Technology program.
Review the structure and operation of the Professional Development Unit (PDU)
Expected Outcomes
The development of new programs and the strengthening of existing programs.
Timeline:
Processes for the delivery of programs to be revised through 2007. New courses to be implemented by 2008.
No additional resources will be required.
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Link to Course Plan
Associated Risks
The biggest risks are associated with the number of students attracted into the programs, the quality of students and the
quality of teaching (and other academic services) provided by the partner organisation.
Continue scholarship policy
The Faculty has been seeking to build its research strength by attracting high quality students into honours and research
masters programs through a range of fee scholarships, fractional and full time appointments at junior levels.
The Faculty will build on its programs to
attract high quality research students.
Proposed Action:
through the “use [of] scholarships…”. The Faculty of Business will build on its past performance in this area through
identifying outstanding students to whom offers can be made. (Project Leaders: HoS).
Expected Outcomes
An increase in the numbers of high quality students undertaking honours and masters by research programs.
Timeline:
Ongoing through 2007.
Provision of HECS free places for students enrolled in the honours program.
Associated Risks
There is a high risk that having trained the students in research they will move on to other institutions that will benefit form
our efforts.
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Link to Course Plan
Enhance on-campus international
enrolments
The Faculty is the largest recruiter of international on-campus students in the University. Master of IT offered on campus at
Wagga Wagga.
The Faculty will build on its programs to
attract high quality international
students.
Proposed Action:
through “enhanc[ing] on campus international enrolments through articulation…”. The Faculty of Business will build on its
past performance in this area through the continued development of programs with our international partners including:
1.
2.
TEI (Project Leader: John Hicks)
HUC (Project Leader: Alan Fish)
Expected Outcomes
Extend the offering of on-campus program for post graduate international students.
Timeline:
Approvals processes for the on-campus delivery will be completed during 2007 and the Faculty will begin to attract new
students.
This initiative will be self funding.
Associated Risks
The biggest risks are associated with the demand by international students for CSU on-campus program services such as
accommodation.
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Link to Course Plan
109
Key Objective 2: Support of the CSU Research Plan
Link to Research Plan
Appointment of Associate Dean
(Research)
Raise the profile of research through the
appointment of an Associate Dean
(Research)
The Faculty has, for the last few years, lead the University in research output per head. This is a record on which we wish to
build substantially.
Proposed Action:
An objective of the Research Plan is to “[i]dentify and support major areas of research strength” through “[s]trategic
academic appointments.” A key academic appointment to be made by the Faculty of Business will be to appoint an
Associate Dean (Research) to develop and drive the research plan of the Faculty and to liaise with the professoriate of the
Faculty on the enhanced contribution that they can make to the development of research within the Faculty and to liaise with
Heads of School to ensure that they achieve their PBF research targets. To assist this strategy, the Faculty will establish a
one line budget to fund the initiatives to be bought forward.
Expected Outcomes
An increase in the quantity and quality of research.
Timeline:
Funding will be required for loading to be paid to person appointed Associate Dean (Research).
Associated Risks
There is a risk that there will be insufficient funding to maintain a substantive push on the research front. Another risk is the
loss of research quantum associated with a switch towards research quality.
The Faculty will act to optimise its
student/staff ratios utilising the funding
flowing from subject reduction to appoint
This proposal has been addressed under Key Objective 1, Target No. 2 and in this context it addresses the objective of the
Research Plan to “identify and support major areas of research strength” through “strategic academic appointments.”
110
staff with a strong research capacity to
key discipline areas.
Provide rewards for publishing in
RQF relevant journals
The Faculty has a relatively small number of researchers publishing in high impact journals. This is an area on which we
need to build substantially.
Staff can earn up to $5,000 through
publication in appropriate journals.
Proposed Action:
An objective of the Research Plan is to “[p]roduce research outputs of high quality and impact ”through provision of
“performance-based funding” The Faculty of Business will provide rewards to staff of $5,000 for research published in RQF
rated journals provided the researchers have achieved a satisfactory rating in all other performance management targets.
Expected Outcomes
An increase in the quantity and quality of research published in RQF relevant journals.
Timeline:
The Faculty will require funding to meet the expected payments under this scheme.
Associated Risks
There is a risk that there will be insufficient funding to meet the success rate.
Undertake transdisciplinary and
applied disciplinary research
The Associate Dean (Research) will
facilitate research in specified areas of
high priority.
The Faculty research staff have a good record in applied research.
Proposed Action:
An objective of the Research Plan is to “[s]upport transdisciplinary and disciplinary teams … The Associate Dean
(Research) will assist the Faculty to identify appropriate problem areas and to put together transdisciplinary and disciplinary
teams to research the problems.
Expected Outcomes
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An increase in applied research in areas of importance to regional Australia.
Timeline:
Seed funding to initiate transdisciplinary research in the Faculty will be required.
Associated Risks
There is a risk that there will be insufficient funding to facilitate the desired research.
112
Key Objective 3: Support of the CSU Learning and Teaching Plan
Link to Learning and Teaching Plan
Support for sub-Dean Learning and
Teaching
Upgrade the position to Associate Dean
and establish a separate, one line,
budget.
The Faculty has appointed a sub-Dean (Learning and Teaching) and established Learning and Teaching Committees on
each campus. Working together, these staff have been responsible for the development of the Faculty’s Learning and
Teaching Plan.
Proposed Action:
Objective One of CSU’s Key Learning and Teaching Objectives 2007-20011 is “Promotion and Recognition of Good Practice
in Learning and Teaching” through “support for sub-Deans, Learning and Teaching [and through] strengthen[ing] inter
relationships in learning and teaching, especially between the Schools and Divisions”. The Faculty of Business will build on
its past performance in this area through establishing the role at the Associate Dean level and allocating an appropriate one
line budget for Faculty-based programs for enhancing learning and teaching.
Expected Outcomes
A greater understanding within the Faculty of the importance of learning and teaching. An expansion in learning and
teaching activities led by the Associate Dean (Learning and Teaching). Better assistance to heads of School in meeting their
PBF targets. Closer liaison with the new Institute of Flexible Learning and the Divisions on issues of learning and teaching.
Timeline:
Funding for the payment of appropriate loading.
Associated Risks
There are few risks associated with this strategy and it is a natural progression on past activity.
This proposal has been addressed under Key Objective 1, Target No. 2 and in this context it addresses Objective One of
CSU’s Key Learning and Teaching Objectives 2007-20011 which is “Promotion and Recognition of Good Practice in
Learning and Teaching” through “ improve[ing] academic staff:student ratios and academic staff: subject ratios.
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Increased use of, and improvement
in, flexible learning techniques
Introduce training programs to enable
staff to make a wider use of the flexible
learning methodologies that are
available.
The Faculty has had a tradition of adopting flexible teaching methodologies and tailoring them to meet the needs of a wide
range of different cohorts.
Proposed Action:
Objective Two of CSU’s Key Learning and Teaching Objectives 2007-20011 is “creation of a more accessible and effective
learning environment” through “enhance[ing] the flexible learning resources of CSU, including VLE, to enhance
responsiveness to student needs”. The Faculty of Business will build on its past performance in this area through training its
staff and encouraging a greater and more sophisticated use of the options available. (Project Leader: Jenny Kent).
Expected Outcomes
Wider and more sophisticated use of flexible learning processes.
Timeline:
Some new techniques may be costly to initiate. Both resources in terms of software and hardware may need to be
purchased and additional administrative and academic staff with skills in particular areas of teaching delivery may need to be
employed.
Associated Risks
There are few risks associated with this strategy and it is a natural progression on past activity. However, the Faculty will
need to ensure that a greater efficiency in terms of outcomes is also achieved. Risk is that the Faculty will not be able to
remain competitive in the DE/Online market if the University does not provide state of the art technology support.
Introduce improved assessment
strategies.
The introduction of more efficient and
meaningful assessment strategies.
The Faculty has been confronted with a number of challenges to its assessment strategies both for cost and cultural
reasons.
Proposed Action:
Objective Two of CSU’s Key Learning and Teaching Objectives 2007-20011 is “creation of a more accessible and effective
learning environment” through “develop[ing] and promulgat[ing] improved assessment strategies, including for the on-line
environment and to support the development of graduate attributes”. The Faculty of Business will establish a program to
114
identify the most appropriate assessment strategies for its various programs and cohorts of students. (Project Leader: Ms
Kent).
Expected Outcomes
The introduction of more appropriate and efficient assessment practices.
Timeline:
The development of best practice in assessment – especially for DE students may require the application of modern
technology as significant cost.
Associated Risks
Strengthen the teaching of ethics
This proposal has been addressed under Key Objective 1, Target No. 6 and in this context it addresses Objective Three of
CSU’s Key Learning and Teaching Objectives 2007-20011 which is “[s]trengthen partnerships with the professions in
learning and teaching” through “ strengthen[ing] learning and teaching in professional ethics”.
Increase the involvement of the
professions
The Faculty has always considered it important to enure the involvement of the professions in the development of our
programs.
Proposed Action:
Objective Three of CSU’s Key Learning and Teaching Objectives 2007-20011 is to “[s]trengthen partnerships with the
professions in learning and teaching” through “ increase[ing] involvement of professions in assessing outcomes.” The
Faculty of Business will seek to enhance the involvement of the professions in a range areas in which courses need to be
accredited including:
1.
2.
3.
4.
Accounting (Project Leader: Terry Heazlewood)
Computing (Project Leader: John Atkinson)
MBA (Mark Farrell)
AACSB (John Hicks)
115
5.
HRM has accreditation through AHRI
Expected Outcomes
Greater involvement of the professions in the development of our courses and growth towards the achievement of significant
accreditations
Timeline:
Funding for appropriate networking activities will be required.
Associated Risks
The major risks are in failing to meet the requirements of the professional bodies.
116
Key Objective 4: Support of the Institutional Development Plan
Link to Institutional Development
Plan
Strengthen the concept of “One
University within the Faculty.
The Faculty has led the University in the development of courses that are truly cross-campus rather than campus based.
Proposed Action:
The Institutional Development Plan states that “… ‘One University’ is an underpinning principle for the CSU culture. The
Faculty of Business will establish a set of principles for the allocation of subjects to schools to ensure that all schools are
working together, rather than in competition, to deliver the best outcome for the University. (Project Leader: Rob Macklin).
Expected Outcomes
The introduction of a more efficient and University centred delivery of programs.
Timeline:
There are no apparent additional resources required.
Associated Risks
Advance good practice in
sustainability
The Faculty has developed a range of subjects associated with sustainability in relation to business. It also ensures that all
business students are exposed to methods for analysing and reacting to issues related to sustainability.
Proposed Action:
The Institutional Development Plan recognises the “need to analyse the implications of embedding sustainability in our
thinking”, has a goal to [e]mbed components of sustainability throughout the curriculum and a goal to [e]nsure that CSU is at
the forefront of research on sustainability. The Faculty of Business will continue to develop subjects which promote thinking
on issues of sustainability and to support research projects in this area. (Project Leader: Eddie Oczkowski).
Expected Outcomes
The continued development of subjects in sustainable management and the introduction of topics in sustainability into
117
Plan
existing subjects.
Timeline:
Seed funding for research projects on issues of sustainability.
Associated Risks
Ensure that the Faculty participates
in service alignment
The Faculty has worked closely with both the International Office and the Division of Marketing in promoting programs.
Proposed Action:
The Institutional Development Plan states that “[i]t is imperative that services delivered by and within the University are
aligned with the University’s mission and core business of teaching, learning and research. The Faculty of Business will
establish practices which integrate the decision making of the Faculty with the Division of Marketing and the Office for
International Relationships. (Project Leaders: Heads of School, Sub-Dean International Business, Sub-Dean MBA and SubDean International IT).
Expected Outcomes
The introduction of more appropriate and efficient promotion of programs, especially fee-paying programs and international
activity.
Timeline:
Associated Risks
118
Plan
Establish best practice for workforce
planning and change management
The Faculty has operated workforce policies to meet the needs of the Faculty’s development within the resources available
to it.
Proposed Action:
The Institutional Development Plan states that “…the workforce planning strategies should aim to enhance the attraction,
retention and development of a collaborative and capable workforce that reflects the underlying values critical to CSU being
widely considered an ‘employer of choice’. The Faculty of Business will establish principles and procedures for effective
workforce planning and change management which incorporates the findings of the 2006 Organisational Culture Survey.
(Project Leader: Rob Macklin).
Expected Outcomes
The introduction of a more effective Faculty workforce.
Timeline:
Associated Risks
Ensure financial viability
The Faculty has led the University in the development of non-government revenue.
Proposed Action:
The Institutional Development Plan aims to “[m]aintain non-government funding at a level of more than 50% of total funding.
The Faculty of Business will seek to develop its non-government revenue in line with this objective. (Project Leaders DAC).
Expected Outcomes
The expansion of effective fee-paying programs.
Timeline:
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Plan
It is planned that this activity will generate additional resources to be used to support other activities of the Faculty.
Associated Risks
120
8.3.2 Administrative (and Academic Staff)
Council
Official Members
Three persons appointed by the Council under
section 9 (1) (a) of the Act.
Chancellor
Willett, L J, AO
(term to 31 December 2010)
Vice-Chancellor
Goulter, Professor I C, BE Cant, MS PhD Ill
Presiding Officer, Academic Senate
Green, Professor D L, DesRCA RCA
(term to30 June 2007)
Ministerial Appointed Members
Six persons appointed by the NSW Minister for
Education and Training under section 9 (1) (b)
of the Act.
Catanzariti, The Honourable A, MLC
(term to 31 March 2009)
Martin, G F, MP
(term to 31 March 2007)
Pitkin, K, BA Newcastle(NSW), DipEd Armidale,
GradCertActionLng WSyd
(term to 30 June 2007)
Macintosh, A I, AC, BA ANU
Murphy, P A, BAgEc Syd
Wise, G A, BVSc Syd
Council Appointed Members
Four external persons appointed by the Council
under section 9 (1) (c) and (g) of the Act, including
at least one person who is a graduate.
Frangopoulos, A, BA MitchellCAE
Hanrahan, W T, BBus RiverinaCAE, BLegS Macq,
BRegS MSC Melb, FCPA, FCIS
Benedyka, S E, FinMgtCert MCAE GDipBus
CSturt
Hancock, C, MBA UNSW BA CSU
Elected Members
Five persons elected by the academic staff,
general staff and students of the University under
section 9 (1) (d), (e) and (f) of the Act.
Bell, H, MBA (HRM) CSU
Elks, M
Kennett, G, MTD ECU GradDipEd ECU
Macklin, R, BComm UNSW MComm (Hons) UOW PhD CSU
Towers, P A, BSc Murd, MAppSc WSyd, PhD Qld,
ASRB
(term to 30 June 2008)University Secretary
Burdack, M G, BA BLegS Macq
Regional Consultative
121
Committees
Albury-Wodonga Regional Consultative
Committee
Chair
Whiteford, G E, BAppSc WAustIT, MHlthSc PhD
SAust, MAAOT
Members
Hanrahan, W. T, BBus RiverinaCAE, BLegS
Macq, BRegS MSC Melb, FCPA, FCIS
Melville, N. J., BSci ULIV, PostGrad Cert Ed ULIV
Stocker, F.J., DipT MAdEd TechnolSyd, BEd
HawthornIE
Smith, A.P., BA, BEc ANU
Cox, Y.,BA, BLaw Honors ANU
Bathurst Regional Consultative
Committee
Chair
Walker, G. A., DipEd, MCom NSW, PhD Macq
Members
Blanch, P, LLB Syd, ISMP OPM Harvard, FAICD
Flynn, A
Hector, J, BSC Syd
Hudson, J,
Kitcher, D
Macintosh, I, BA ANU
Moran, B
Roach, A, BBus CSturt
Roach, R, BSci NSW, MBA Scot
Stocks, N, BA CSturt
Dubbo Regional Consultative Committee
Chair
Bell, Heather A DipTeach(Tech) SCAE, MBus(HRM) CSturt, ,
(30 June 2007)
Members
Craig Biles BSocSc(SocWelf) CSturt
(30 June 2007)
Marion Browne BArts(Hon) DipEd University of
Tasmania
(30 June 2007)
Gale Eckford
(30 June 2007)
Max Walters AM MBE
(30 June 2007)
Vacant
Vacant
122
Orange Regional Consultative
Committee
Chair
Kevin A Parton, BComm(Hons) Liv, MScAgEc
Newcastle (UK), PhD NE
Members
Wagga Wagga Regional Consultative Committee
Chair
Green, D, NDD DesRCA RCA
Members
Briggs, J, MBA CSturt
Dale, P S, AssocDip AREI
Hart, A
Merrylees, M
Rogers, W, BSc ANU, BA NE, DipEd CCAE
Senior Officers of the University
Chancellor
Willett, L J, AO
Vice-Chancellor
Deputy Vice-Chancellor, Academic
Chambers, Professor R C, BA PhD Syd
Deputy Vice-Chancellor, Administration
Gorman, Professor L, BA NE, GradCertMgt
WSyd, PhD Sus
Pro Vice-Chancellor, Research and Graduate
Training
Burnett, Professor P C, DipAppPsych Flin, DipT
KelvinGroveCAE, MEdSt Qld, PhD Ohio
Executive Director, Division of Financial
Services
Hackett, J F, FCIM, FCIS, PNA
Executive Director, Division of Human
Resources
Shaw, R L, GDipBusAdmin WAustIT, BBus
RiverinaCAE, AFAHRI, CPA
Faculty of Arts
Faculty Office
Dean of Faculty
...
Associate Dean, Psychology
Thompson, Associate Professor A P, BA(Hons) York(Can), MA PhD WOnt, MAPS
Sub-Dean, Graduate Training
Tyson, G A, MSc Natal, PhD Wits, MAPS
Sub-Dean, International
McCulloch, R W, GradDipMkt MMkt CSturt
Sub-Dean, Teaching & Learning
Layton, Associate Professor C A, BA UnivCollWales, MEd PhD TechnolSyd
Adjunct Professor
Sarantakos, S, BA Athens, PhD Munich
Adjunct Lecturer
Whitford, T A, MA Macq, BA GradDipEd PhD CSturt
Adjunct Research Fellow
Selby, J M, MA(Hons) StAnd, PhD Cantab
123
Visiting Academic
Farah, D S A, BFA Alexandria
Faculty Executive Officer
Doubleday, R W S, BA RiverinaMurrayIHE, GDipEd CSturt
Faculty Web Officer
Lynch, K J
Australian Graduate School of Policing
Head of School
Green, Associate Professor T A, MA Northumbria
Associate Head of School
Mills, B K, LLB NSW, GradDipLegalPrac LLM TechnolSyd, ADipJusticeAdmin MitchellCAE
Adjunct Lecturer
Douglass, E P, AssocDipPolStud BSocSc Newcastle(NSW), GradDipPubPol MPubPol&Admin CSturt
Professor
†Gordon, I A, LLB(Hons) Northumbria
Senior Lecturers
Casey, J P, BA BSocWk Syd, MPA CUNY, PhD UAB
Mills, B K, LLB NSW, GradDipLegalPrac LLM TechnolSyd, ADipJusticeAdmin MitchellCAE
Mitchell, M C, MSc Calg, MA(Hons) PhD Glas, CPsychol(UK)
†Roberts, P, BA(Hons) ANU, GradDipAppPsych MAppSc Canberra
Walsh, P F, BA MSocSc Qld
Lecturers
Hall, A, BEd Belfast, MSc Ulster
Herrington, V L, BSc(Psych) MSc Portsmouth
Trofymowych, D L, BA WOnt, MSc NorthEastern, GradCertUnivTeach&Learn CSturt
Young, L J, BSc(Hons) NSW, MA CSturt
Administrative Assistant
Sturgiss, T L E
School Administrative Assistant
Murphy, E M, BA GradDipEd NE
School of Communication
Head of School
...
Adjunct Senior Lecturer
Cook, I
Associate Professor
Carroll, J, BA NE, MEd PhD Newcastle(UK)
Senior Lecturers
Alexander, D M, LLB Otago, MA CSturt
Blaikie, W D, DipMimeComedy Dell'Arte, MA NSW, MA Syd
McCulloch, R W, GradDipMkt MMkt CSturt
McGillion, C J M, BA MA(Hons) Syd
Spence, E H, BA(Hons) PhD Syd
Lecturers
Boland, G F, DipMimeComedy Dell'Arte, DipDramaEd&Therapy Newcastle(UK), BA DipEd MEd NE
Cameron, D J, MA(Hons) Wgong, BA MitchellCAE
Denyer-Simmons, P, BA MitchellCAE, GradCertComm MA CSturt
Dillon, H J, BA NE, BA(Hons) CSturt
Fell, B G, MA(Hons) Wgong, BA MitchellCAE
Hadley, J H, BA(Hons) PhD Syd
†Hibbert, Z A, BA MitchellCAE, MA CSturt
Maxwell, D C
Scholes, A V, GDipDramArt NIDA, MA NSW, BA GradDipEd MitchellCAE
Van Heekeren, B, BA GradDipMkt CSturt
Associate Lecturers
Moises, R R, DipPublicRelations GradCertPR NSWTAFE, MA Deakin
Nankervis, K B, GradCertWrit TechnolSyd, BA MitchellCAE
†Van Heekeren, M A, BA MitchellCAE
Media Technical Officer
Glen, P A, BA CSturt
Radio News Supervisor
†Bloomfield, R C
124
Senior Technical Officers
Clulow, G W
Sweetnam, G B
Theatre Technical Officer
Shead, K S, BCA Wgong
Administrative Officer
Pascoe, V R
School Secretary
†Merton, W J
School of Humanities & Social Sciences
Head of School
Molloy, Associate Professor F C, BA Belfast, MA Syd, PhD NUI
Adjunct Senior Lecturers
Bevan, C, DipPublicAdmin Exe, BA RiverinaMurrayIHE, GDipComDev PhillipIT, MSocSc CSturt
Boadle, D G, BA(Hons) MA(Hons) Syd, MLitt Cantab
Collingridge, M J, DipContEd NE, LLB Brist
Adjunct Lecturers
Connors, J R, BA DipEd MLitt NE, MA Qld
Duncombe, R H, BA BSW Melb, MSWAP Qld
Goodyear, M J, BBehavSc MBehavSc LaTrobe
Kelly, B M, DipT CathTeachColl, BA NSW
Professors
Alston, M M, BSocStud Syd, MLitt NE, PhD NSW, GDipCompApp RiverinaMurrayIHE, MAASW
†Weckert, J F, DipCompSc MA LaTrobe, BA Adel, PhD Melb, MACS
Associate Professors
Gray, I W, BA Macq, GDipRecPlan CanberraCAE, MA PhD ANU
Pawar, M S, BA Karn, MA TataInstSocScis, PhD JMI
Thompson, A P, BA(Hons) York(Can), MA PhD WOnt, MAPS
Senior Lecturers
Alexandra, A, BA MA Melb, BPhil Oxon
Anscombe, A W, DipTh AustCollTheol, BSocStud Syd, GDipMan CapricorniaIAE, MSocSc CSturt,
MAASW
Bowles, W L, BSW PhD NSW
†Collingridge, M J, DipContEd NE, LLB Brist
Gilbey, D E, DipEd STC, MA(Hons) Syd
Matthews, S C, BA(Hons) PhD Monash
Maybery, D J, BA BSc(Hons) Deakin, PhD JamesCook
McKinnon, J G, BSW NSW, MSocWk CSturt
McLean, D A, BA PhD Syd, BA(Hons) MA Monash, BPhil DPhil Oxon
Staples, M A, DipLC Siena, BA PhD Syd
†Wilson, R L, BSc(Hons) DipEd MEd Belfast
Lecturers
Barber, N G, BA RiverinaMurrayIHE, MChild&AdolesWelf CSturt
Barton, H M, BA BSocWk GradCertBusAdmin MHumanServMgt CSturt, AASW
†Bell, K J, BA LaTrobe, BSW Melb
†Blacklow, N M, BA PhD CSturt
Boxall, D J, BBehavSc(Hons) PhD LaTrobe
Chittleborough, P, BA(Hons) PhD Adel
Cumes, G M, BA NE, LLB Syd, LLM NSW
Ferrari, C E, BA(Hons) PhD Monash
Giorgas, D, BA(Hons) Flin, GradCertHigherEd PhD ANU
Hodgins, G A, PhD Melb, BA(Hons) CSturt
Lemmon, A J, MA Aberd, MSocSc CSturt
Luck, M J, BA BA(Comm) Griff, BA(Hons) Qld, PGCE Cantab, MA Nott
Macklin, M A, BA RiverinaMurrayIHE, MSocSc CSturt
Mason, R A, DipEd BA BSocWk PhD Melb
Moore, E G, BSW LaTrobe, BSocSc NE, MA NSW, MLegalStudies TechnolSyd
Muenstermann, I K, BA(Hons) Adel, PhD Flin
Osburn, L G, BSW NSW, DipTertEd PhD NE
Overton, N G, DipArt&Design MFA VCA, PhD CSturt
Patrick, K J, BAppSc PhillipIT, BAppSc(Hons) GradDipPsychStud PhD Deakin
Ragusa, A T, BA(Hons) StFrancis, MSc PhD VPI&State
125
Segal, A P M, BA WAust, PhD Cantab
Shankar, J, MPhil NIMHANS, MA TataInstSocScis, PhD Syd
Taylor, A T, BA PhD Syd
Whitford, T A, MA Macq, BA GradDipEd PhD CSturt
Wood, S G, DipT Syd, PhD RMIT, MA CSturt
Wyatt, D L, BA PhD Flor
Associate Lecturer
Cohen, D B, BA(Hons) Monash
Liaison Officer, Field Education
Lawler, C K
School Administrative Officers
Cox, A F W, BBus CSturt
Ward, R J, BA GradDipEd CSturt
School of Policing Studies
Head of School
Woolston, Associate Professor R, MEd TechnolSyd, BSocSc CSturt
Associate Professor
Layton, C A, BA UnivCollWales, MEd PhD TechnolSyd, FHERDSA
Senior Lecturers
Cartner, G A, BA CQld, MEdSt Qld
Guy, A B, BAdEd Canberra, GradCertUnivTeach&Learn MEd CSturt
Wooden, K R, BPolicing GradCertUnivTeach&Learn MSocSc CSturt
Lecturers
Aspland, D P, MPubPol CSturt
Bartkowiak, I, PhD Paris
Bird, G, ADipT MEd Hull
†Bushell, C
Campbell, M P, BEd GradCertPhysics GradCertReligEd AustCath, MEd Syd, MACE
Corbo Crehan, A E, PhD Melb
†Edlington, B S, BAdEd MA TechnolSyd
Ivanoff, P G, GradCertPolMgt CSturt
†Leahy, F E, BA Syd, LLM(Hons) Bond
Lee, M J, LLB TechnolSyd
Loves, M F, GradCertPubSectMgt Griff, BSocSc CSturt
Nixon, J D, DipTeach Kuring-gaiCAE, BAdEd TechnolSyd
Poultney, B F, AssocDipCommunityStud MacarthurIHE, GradCertMgt Wgong, BSocSc MPubPol&Admin
CSturt,
AIMM
†Shipton, B L, MEd TechnolSyd
†Summers, L F, BA CSturt
Associate Lecturers
Comino, P, DipCouns&Psychotherapy AustCollAppPsych, AssocDipApplPol CSturt
Davies, A J, CertIVWorkTrain IllawarraIT, BA JamesCook, GradDipAdmin CanberraCAE,
GradCertUnivTeach&Learn
CSturt
Hickman, P J, GradDipMgt Macq, MPubPol&Admin CSturt
McCoy, B, BPolicing BPolicing(Invest) CSturt
Potter, J C
Rogers, T J, LLB GradDipPubLaw ANU, GradCertSecMgt ECowan
Williams, G J
Executive Officer
Rooker, J, BBus ChisholmIT, GDipBus Monash
Grady, E G, AssocDipAppSc CanberraIT
Secretary/Admin Assistant
Thrower, E G
School of Social Sciences & Liberal Studies
Head of School
Ritter, Associate Professor A L, BA(Hons) WAust, DipEd MA(Hons) NE, PhD Syd, FHERDSA
Adjunct Professor
Kanarakis, G, BA PhD Athens, MA Indiana, HonDLitt CSturt
126
Beauchamp, C, DMA LocalGovExamBoard(UK), BSc(Econ) MSc Lond, GradDipMgt CapricorniaIAE,
GDipEd
SAustCAE, PhD NSW
McLachlan, R C D, MA Alta, PhD ANU
Adjunct Lecturer
Franks, W E, BA Syd, MEd Birm, MLitt NE
Professors
Bradley, B S, MA Oxon, PhD Edin, MAPS, MBPsS
†Lupton, D A, BA LittB ANU, MPH PhD Syd
Thomson, D M, BA Melb, LLB Monash, MA PhD Tor, FAPS
Kiernan, M J, BSc MPsychol(Hons) PhD NSW, BTh SydTheologicalColl
Tyson, G A, MSc Natal, PhD Wits, MAPS
Senior Lecturers
Jennett, C, BA PhD NSW, GradCertUnivTeach&Learn CSturt
Mallard, D, BSc PhD NSW
Murrell, E R, BSc(Hons) MPsychol(Hons) NSW, MAACBT, MAPS
Wallace, J E, BA Melb, DPhil Oxon
Lecturers
Ambery, D A, BSocSci PhD WSyd
Arciuli, J A, BA(Hons) PhD Macq
Buckingham, R M, BA Cant, MA(Hons) Auck, PhD Syd
Bull, D W, BA BA(Hons) MA Well
†Dryer, M R O, BSc(Hons) PhD Auck
Gibson, R J, BA LLB Macq, Solicitor(N.S.W.)
Harris, J B, BA BA(Hons) PhD Newcastle(NSW)
Ingham, R V, BAdEd MEd WSyd
Islam, M R, BA(Hons) MA Rajsh, PhD Brist, CPsychol
Manock, I D, ADipEmergMgt Tas, BSocSc MEmergMgt CSturt
McKay, R T, BSc(Hons) WAust, MClinPsych PhD Macq
O'Carroll, J J, BA(Hons) BCom JamesCook, MA(Hons) Syd, PhD Murd
Palmer, L S J, BA PhD LaTrobe
Quartermaine, P J, BA Oxon, MSc Lond
Seymour, C A, BSocAdmin Flin, BSocSc SAustCAE, MSocSc CSturt
Thompson, A E, BPsych(Hons) MSc DCP Syd
Associate Lecturers
Douglass, E, BPsych(Hons) CSturt, AssocMAPS
Gullifer, J M, BPsych(Hons) CSturt, AssocMAPS, CMACA
Hiramatsu, I, BPsych(Hons) CSturt
Scott, G I, BPsych(Hons) Wgong
Shaw, R M, BPsych(Hons) GradCertEd JamesCook
West, E, DipT NorthShoreTC, AdvCertPersMgt NSWTAFE, BSc(Hons) Tas, BSocSc CSturt
Administrative Officers
Garrett, S M, BPsych(Hons) CSturt
Hogan, V M, AdvCertPersMgt NSWTAFE, BA CSturt
Technical Officers
†Castillo, P A, BSocSc(Hons) CSturt
†Forman, P I, BSc NSW, GDipEd Kuring-gaiCAE, GradDipInfoSys MitchellCAE
Secretary/Admin Assistant
Montgomerie, J J
School of Theology
Head of School, Director, St Mark’s National Theological Centre, Canberra
Frame, Associate Professor T R, BA(Hons) NSW, DipEd Melb, MTh SCD, MA(Hons) Kent, PhD NSW
Associate Head of School, Acting Principal, United Theological College, Parramatta
Pearson, Associate Professor C, BA(Hons) BD Otago, PhD Cantab
Biblical Scholar
Painter, Professor J, DipRE Melb, BD Lond, ThSchol ACT, PhD Dunelm
MacKinley, E, RN, BA Macq, MEd Canb, BTh SCD, PhD LaTrobe, FRCNA
Pickard. S K, BComm Newcastle, BD MCD, PhD Dunelm
ARC Research Fellow
Anstey, M P, BTh CanberraCollTh, MChristStud RegentColl, PhD Vrije
127
Research Fellows
Garrett, G J, BSc Melb, BD MCD, ThD Berkley
Lorenzen, T, BA Syd, ThM BaptistTheolSemRuschlikon, ThD Zur
Stevens, B A, LTh BTh CanberraCollTh, MTh ACT, PhD Boston
Sutton, A J, BA(Hons) Melb, PhD Lond
Withycombe, R, ThL ACT, BA Syd, BD Lond, MA NSW, PhD Cantab
Senior Lecturers
Emilsen, W, DipEd BSc(Hons) NSW, BD MA PhD Syd
Neville, D J, BA BD MCD, PhD Murdoch
Squires, J T, BD MA Syd, PhD Yale
Lecturers
Bachelard, S, BA(Hons) ANU, BA(Theology) Oxon, PhD ANU
Clark, M, BEc Monash, MBA Tor, BTh CSturt PhD CSturt
Cowdell, S, BSc Griff, BTh BCT, PhD Qld
Drayton, D, BSc(Hons) Adel, BD MCD, PhD ChicagoTheolSem
Havea, J, BA TexasWesColl, MDiv MTS PhD SMU
Hynd, D, DipLib NSW, BComm NSW, BD MCD, MA ANU
Lindsay, G D, BEc NE, GradCertDiaconateStud GradDipTh MMin CSturt
McCutcheon, F, BA(Hons) KingsCollLond, GDEd Monash, PhD NSW
Miller, E H, AMusA, ThC Moore, DipOT Syd, BCouns MCouns(Hons) UNE
Monro, A, BA Qld, BTh BCT, BLitt(Hons) Deakin, PhD Griff
Parker, E A, BA Avondale, MA Andrews, BEdSt Qld, MA LaTrobe, PhD Newcastle
Pocock, P G, BA UNE, BTh CSturt, MM DMA Southern California
Rebolledo, J F, BTh GDipMin Tabor, BTh CSturt, GradCertEdMgt NE, MEd SQld
Rodger, L M, MA Syd, MA Prin
Thomson, H J, BSW NSW, MTh SCD, PhD CSturt
Willsher, D M, BAppSc BallaratCAE, BA(Hons) Newcastle, BD MCD, PhD Newcastle
Associate Lecturers
Allan, K, BA Monash, BTh CSturt, MDiv(Hons) MCD, MMin CSturt
Beresford, M, BTh CCT, MMin CSturt
Bongers, P R N, BSocWk MSocWk(Research) Qld
Budden, C, BA Syd, DMin SFTS
Byford, E C, BSc(Hons) ANU, BD MCD, MA Chicago, PhD Manchester
Carroll, Sef, BTh SCD, MTh(Hons) SCD
Carroll, Stephen, MA Deakin, GradDipPastCouns CSturt
Casey, K. BTh SCD, MTh SC
Ceramidas, D M, BAppSc Syd, MA (Couns) Canberra, GradDipAdolMentHlth NSWInstPsych
Cleary, J, BA Natal, BD Melb, DipEd CCAE, MTh RPU, MA NSA
Cohen, J, TeachC Newcastle, BA UNE, MEd Saskatchean, PhD Ohio State, ACP Preceptors,
GradDipL&IS RMIHE,
MLitt UNE, BD MCD, MA South Australia, MRelEd ACU
Craig-Emilsen, C, BA(Hons) Syd, GradCertCouns Inst Couns
Cullen, H V, BA Melb, DipEd Melb, BEd Monash, MEd CanbCAE, BTh ACT, DipMin ACT,
Dicker, G, BA Syd, BD(Hons) Syd, ThM MCD, ThD UnionThSeminary, NY, DTh Honoris Causa SCD
Douglas, B, DipTeach BA(Hons) Macq, BD MelbCollDivinity, MTh(Hons) CSturt, PhD Newcastle
Driver, J W, ThL ThSchol ACT, MTh SCD
Grocott, K, BTh Tabor, BTh(Hons) CSturt
Harris, J, BA Macq, ThD ACT
Hillis, M, BA NSW, BD Syd, GradDipEdRE BCAE, MEd Newcastle, PhD Newcastle
Holt, J, DipTech(Primary) NSW, BD(Hons) Moore
Knowles, J J S, BA ANU, GradDipEd WACAE, BEd Deakin, MEdAdmin Adel
Ledger, C, BSc(Hons) ANU, BSc(Hons) Murdoch, MScSoc NSW, PhD CSturt
Llewellyn, P, BA(Hons) Macq, BD MCD, GDipEd Canberra, GradDipPastCouns CSturt
Mathews, J, BAppSc Lincoln, BD IntBaptistThSem, MRelSt(Hons) Cape Town
McNamara, L J, STL GregorianUniversity, Mlitt Oxon, PhD Adel
Meyer, O S, BA BTh LTh MTh DTh Stellenbosch
Millikan, D H, BD MCD, BA Monash, PhD FullerTheolSem
Morris-Bannerman, A, BA ANU, GradDipLib CanbCAE, GDipPastCouns MA Canberra
Morgan, B K, DipTeach BEd WSyd, DipBibStd DipArts(Theol) BTh Moore, GradDipAdultEd MEd PhD
UTS
Palmer, D, BTh CanbCollTh, MTh CSturt
Parker, G R, BA BSc(Psychology) BSc(Hons) PhD Newcastle
128
Purnell, D J, BA WAust, DMin SFTS
Reid, S, BA(Hons) Syd, PhD Syd, MA Oxon, PhD Macq
Rodger, C H, BA BEc Syd, BTh SCD, ThM Prin
Short, M, BCom NSW BTh ACT, PhD Dunelm
Thompson, R D, ThL ACT, GradDipEd SACAE, MA SalveReginaColl, DMin FullerTheolSem
Varcoe, G, BA Syd, BD(Hons), DLitStudies MCD
White, J D, BSc DipEd MEd Melb, DipTh ACT, GradDipAgeingPastStuds CSturt
White, R J, BCom UNSW, BTh SCD
Willsher, J K, BD MCD, BSc MAppEthic Newcastle
Withycombe, S M, BA Syd, MA NSW
Wright, I A, BSc Syd, BTh ACT, MTh SCD
Yang, M D, BTh SCD, MA Syd, DMin SFTS
Pacific Theological College
Ernst, M, Diplom-Politologe, DPhil Hamburg
Havea, T K, BA TexWesColl, MDiv, MTS SMU, PhD Sheffield
Nokise, U F, BA Vic(Wellington), BD, MTh Otago, PhD ANU
Po’e, A T, DipTh UniSthPacific, MDiv PSR, STM Yale, MA, PhD Vanderbilt
Press, M C V S, DTheol Heidelberg
Solomone, K A, MA CathUniAm, STL, PhD Louvain
Uriam, K, B D, MTh PTC, MA, PhD ANU
School of Visual & Performing Arts
Head of School
Green, D L, DesRCA RCA
Associate Professor
Keen, A J, BA Newcastle(UK), MA DEd RMIT, FCSD
Senior Lecturers
Agzarian, M, DipArt RiverinaCAE
Wicks, D B, DipArt VCA
Lecturers
Gater, B, BA CSturt
Hagan, A P, BA BA(Hons) CSturt
Holcombe, J B, BA SydCollArts, GDipArt Newcastle(NSW)
Klabbers, J G, BA SydCollArts, DipEd GDipArt Newcastle(NSW), PhD CSturt
McNamara, P J, MA CSturt
Montgarrett, J D, DipT Melb, GDipEmbroidery RMIT, MA CSturt
Pagan, S, DipGemm GAGTL, Certified Jeweller Switz
Poynter, K P, DipArt VCA, MA CSturt
Ryan, P M, BA SydneyCAE, GDipDesign TechnolSyd
Sproule, P D, BA CSturt
Wain, A N, BA(Hons) Monash, PhD WSyd
Waller, M B, BAppSc RMIT, MA Wits
Associate Lecturer
Candusso, D J, BA BA(FineArts) CSturt
Facilities Manager
Gordon, G J, DipT ArmidaleCAE, AssocDipVisArts BA CSturt
Technical Officers
Hawke, D M
Jones, J C, AssocDipCreativeArts RiverinaCAE, BA CSturt
Rowston, T T, GDipVisualArts ANU, AssocDipCreativeArts MitchellCAE
School Administrative Officer
Kendall, V D
Secretary/Administrative Assistant
†Flaskas, K L
Technical Assistant
McGarva, D A, DipIT RiverinaTAFE
Technical Support Officer
†Olsen, K D
Faculty of Business
Faculty Office
Dean of Faculty
Hicks, Professor J R L, BCom DipEd MA Melb, PhD Massey
129
Associate Dean
Walker, Associate Professor G A, DipEd MCom NSW, PhD Macq
Sub-Dean, Accounting
Heazlewood, Professor C T, BCom DipEd Melb, MEc Monash, FCA(NZ), FCPA
Sub-Dean, Graduate Training
Robbins, W M, BEc(Hons) MEc Monash, PhD NSW, IRSNSW
Sub-Dean, Information Technology
Atkinson, J S, BAppSc GordonIT, GDipComp Deakin, GDipEd HawthornIE, MInfSys CQld, PhD Monash
Sub-Dean, International Business
Heazlewood, Professor C T, BCom DipEd Melb, MEc Monash, FCA(NZ), FCPA
Sub-Dean, International IT
Messing, Associate Professor J, BSc DipEd Syd, GradDipEdStud MitchellCAE, MEd(Hons) PhD CSturt,
MACE
Sub-Dean, International Research
Sharma, Associate Professor K K, PGDipMgt IMI, MEc TUNepal, PhD LaTrobe
Sub-Dean, IT (Industry Programs)
Altas, Associate Professor I, MSc METU, PhD Sask
Sub-Dean, Learning & Teaching
Kent, J M, BOccThy Qld, MCom Deakin, MAcc CSturt, FCPA
Sub-Dean, MBA
Farrell, Professor M A, BA(Hons) Warw, MSc Manc, PhD Monash
Sub-Dean, Research
Jarratt, Professor D G, BPharm Syd, MCom(Hons) NSW, PhD NE
Emeritus Professor
Fatseas, V A, MCom NSW, FCA, FCPA
Adjunct Professors
Bound, W, BSc MSc PhD Lond
Chan, P, BA(Hons) MEc Malaya, MA McMaster, HonDLitt OxfBrookes, PhD ANU, HonDBus CSturt
Chan-Low, K Y, DipEd BA MEc Malaya, HonDBus CSturt
Cheong, K C, BA(Hons) MEc Malaya, PhD LSE
Dai, J, BA Shaanxi
Fredericks, L J, BA Malaya, MScAgr Col, AgrDr Uppsala
Jungmeister, A, PhD Zurich
Mathews, M R, DipBusStud FootscrayIT, BBus VicInstColl, DipEd StateCollVic, MSocSc Birm, MPhil
Lough, MPhil
Massey, DEd Montana, CMA, FCA(NZ), FCPA
Mullen, J D, BAgrEc MEc NE, PhD TexasA&M
Ninck, A, MSc PhD Bern
Poon, S P H, BSc GDipBusSys PhD Monash, MBus RMIT, MACS
Ratnatunga, J, MBA PhD Bradford
Adjunct Associate Professors
Ardagh, A V, BA Wis, JurisD SanFrancisco, SB(Calif)
Moore, R E, BSc Alta, MSc BrCol, MBA Sask, MACS
Porritt, D, BSc(Hons) MSc PhD NSW
Saul, P, BA(Hons) Syd, PhD NSW
Wren, G G, BE WAust, MDefenceStud Canberra, MSc PhD TexasA&M
Choong, Y W, BA GDipCompSc MCompSc Malaya, AMIM
Flowers, N, DipFinPlan Deakin, BBus CSturt
Hale, M, GradDipAdultEd&Train Melb, MBA SCross
Waterson, R, BA GradCertEd Wgong, MCom Syd
Yap, K L, BA PrestonIT, MA Reading, PhD Otago, CPA
Zhang, L, MEd Syd, MA Warw
Adjunct Lecturers
Ang, E S, MBA OklahomaState
Battersby, B D, BBus PhD CSturt
Bentley, C, DipMgt&Lead PenrithTAFE, GradCertChangeMgt GradDipMgt MBA WSyd
Booth, A, BBus TechnolSyd, MBA NSW
Dick, K, GradCertMgt Wgong, GradDipBus MBA TechnolSyd
Hermens, G, GradDipEd TechnolSyd, MBA Deakin, MA Macq
Lee, M J W, DipIT Ballarat, DipBus Charles Darwin, DipTrain&Assess Melb, AdvDipIT NSWTAFE,
MInfoTech CSturt,
130
AALIA(CS), AIMM, AMAMI, FSBT, MACE, MACEL, MACM, MACS, MAECT, MAES, MAHRI, MAITD,
MASCILITE,
MASTD, MCES, MIET, MODLAA, SMIEEE
Lich, H, GDipAcc RMIT, MBA SQld
Mokashi, U M, MMgt MSc PhD BITSPilani
Nayagam, J, DipLabStud Oxon, BA Sus, MA Reading
Robbins, J, DipHRM SIT
Robertson, S P, DipBus GradCertMgtComm NEInstTAFE, MBA NE
Scott, J E, BSc NSW, DipEd NE, GDipCompApp RiverinaMurrayIHE, MAppSc CSturt, MACS
Selvanadan, M, BCom Madr, MBA Hull, MPhil Middx, CIMA
Shukla, R, BSc Glas, BA OpenUK, MBA WSyd
Simatos, I, DipLaw BA BBus Syd, GradDipVocEd&Train CSturt
Smith, A N G, BLegS Macq, Barrister
Stevens, T, BBus RMIT, MEd LaTrobe
van Ree, B, AdvCertMgt NSWTAFE, AssocDipRes&MatMgt DipCivilEng Australian Army, MBA
Preston(USA)
Professors
Farrell, M A, BA(Hons) Warw, MSc Manc, PhD Monash
Jarratt, D G, BPharm Syd, MCom(Hons) NSW, PhD NE
O'Brien, P J
Associate Professor
Sharma, K K, PGDipMgt IMI, MEc TUNepal, PhD LaTrobe
Executive Officer
Cooper, M D, BA GradCertTESOL CSturt, ATEM
Programmer
†Thompson, J N, BInfTech CSturt
Coordinator, Postgraduate Programs
Wong, J W S, BBus GradCertBusAdmin MBA CSturt, AIMM
Program Supervisor
Knox, J M
Research Assistant
†Sappey, R B, BEc(Hons) Syd, MSc Lond, PhD Qld
International School of Business
Head of School
Fish, Professor A J, BBus Kuring-gaiCAE, MCom(Hons) NSW, PhD Syd, AFAHRI
Adjunct Lecturers
Caroccia, A, DipEd Monash, BA Melb, GradDipAcct Deakin
Chan, M S S
Kaur, J, LLM Kebangsaan
Professor
Heazlewood, C T, BCom DipEd Melb, MEc Monash, FCA(NZ), FCPA
Associate Professor
Messing, J, BSc DipEd Syd, GradDipEdStud MitchellCAE, MEd(Hons) PhD CSturt, MACE
Lecturers
Bush, A F, BBus MEd CSturt, HERDSAM, MAIB, MAITD, TESOL Arabia
Herriot, R G, MBA DBA SCross
Jarratt, A G, BSc DipEd Syd, MCom NSW, AAMI, IAIM, MAITD
Ramudu, B, BCom Madr, MCom MPhil PhD Annam
Executive Officer
Scully, R J, ADipHealthAdmin MitchellCAE
Executive Assistant
Masters, J
Bennett, A
School of Accounting & Computer Science
Head of School
Wilson, Associate Professor R H, DipFinMgt BAgrEc GradDipTertiaryEd MEc NE, ASA
Adjunct Professor
Kim, D, BE Kwangwoon, ME Yonsei, PhD Suwon
Lee, S, BEng PhD Kwangwoon, ME Hanyang
Professor
131
Bossomaier, T R J, BA Cantab, MSc PhD EAnglia, MACM
Bisman, J E, MEc NE, BBus MitchellCAE, PhD CSturt, CA, FCPA
Gao, J, BSc MSc HUST, PhD DUT
Senior Lecturers
Antolovich, M, BSc PhD NSW, MACS, PCP
Lodge, K W, BSc Syd, MSc PhD NE
Nesbitt, K V, DipTechAnalysis ATAA, BMath MComp Newcastle(NSW), DPhil Syd, MIEEE
Plummer, K S, BA MA MEc Macq, GradDipEd STC, CA
Tien, D D, BSc Heilungjiang, MSc ChineseScienceAcademy, MSc OhioState, PhD Syd, MIEEE
Wilkins, K J, BSc MA NSW, MEd Syd
Lecturers
Britton, E A, MPET Deakin, BBus GradDipVocEd&Train CSturt, ACIS, PNA
Chopping, E G, DipT STC, BA NE, GradDipEdStud MitchellCAE
Crofts, K R, GradCertPubSectMgt MEc Macq, BBus MitchellCAE, GradDipInfoSys CSturt, CA, MAIS
Curry, B J, BSc MA Syd, MCogSc NSW
Goela, N, BCom(Hons) MCom MPhil Delhi, FCA(India)
Gray, P N, BA LLB Melb, LLM Syd
Kemp, M C, BSc(Hons) PhD Syd
Menchin, M A, BA LLB GradDipPubLaw ANU
Nel, J C, BA OFS, LLB LLM UNISA, GDipTax Johannesburg, GDipPLEAT Qld
Toner, J L, DipLaw LPAB, GradDipLegalPrac TechnolSyd, LLM Macq
Tulip, J R, BSc ANU, GDipCompSt CanberraCAE
Witney, N W, BSc DipEd Monash, GDipComp BendigoCAE, MInfSys CQld
Wood, R J, MSc TechnolSyd, DipT MitchellCAE, BAppSc CSturt
Xu, Y, BEng NSW, PhD TechnolSyd
Associate Lecturers
Baines, W E, BCom GradDipEd NSW, MCom CSturt, CA
Benter, A M, BInfoTech(Hons) CSturt
Blackmore, K L, BInfTech CSturt
Davis, N M, BBus MCom CSturt
Muntean, D A, BBus CSturt
†Nunn-Clark, K S, BA Wash, BInfoTech CSturt
Pawsey, N L, BBus CSturt
Leeder, C E C
Sharp, J A, BBus CSturt
School of Business & Information Technology
Head of School
O'Mullane, Associate Professor M J, DipUrban&RegPlanning BEd MEd(Hons) NE, BA DipEd
Newcastle(NSW), PhD
Wgong, MACE
Senior Lecturers
Atkinson, J S, BAppSc GordonIT, GDipComp Deakin, GDipEd HawthornIE, MInfSys CQld, PhD Monash
Robbins, W M, BEc(Hons) MEc Monash, PhD NSW, IRSNSW
Rose, G C, BCom Melb, MEc NE, PhD Monash, FCPA
Lecturers
Ash, J K, DipMechEng BendigoCAE, BE(Hons) Monash, DipEd StateCollVic, MInfSys CQld, ADipComp
RiverinaMurrayIHE, MACS(PCP)
Bhattacharya, M, BTech Kakatiya, GDipCompApp MTech BITMesra, MACM, MIEEE
Coghlan, I A, BCom NSW, MAgrSc Melb, AFAMI
Grigg, K M, BCom Newcastle(NSW)
Harriss, I E, LLB Deakin, BLitt NE, BA BCom MGS NSW, PhD Melb, CPA
McGrath, D M, BEc ANU, MCom LaTrobe, FCPA
Petzke, S P, GDipMktMgt CQld, MEc NE, BBus RiverinaMurrayIHE, CPA
Williams, A L, BBus SCross, BBus SwinburneUT, GDipHosp&Tourism FootscrayIT
Yea, S W, BA(Hons) PhD Monash
Associate Lecturers
Bevacqua, G V, CertIVAssess&WorkTrain WodongaTAFE, BCom LLB(Hons) Melb
Lawrence, J E, ADipComp Newcastle(NSW), BAppComp GradDipGIS&RemoteSens CSturt
Murphy, D T, BBus CSturt
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†Turner, H E, BBus CSturt, CPA
Whiting, B C, BBus ChisholmIT
Livermore, G S
School of Commerce
Head of School
Macklin, Associate Professor R B, BCom NSW, MCom(Hons) Wgong, PhD CSturt
Professors
Oczkowski, E A, BEc PhD LaTrobe, MEc ANU
†Smith, Professor A, PGCE Oxon, MBA Aston, MA Cantab, PhD Tas
Associate Professor
Bamberry, G, DipPublicAdmin BA Qld, MA Sus, PhD NSW
Senior Lecturers
Ardagh, D W, DipEd Edin, MA Windsor, MA(Hons) StAnd, PhD Wash
Deeley, C M, BA Brist, GDipEd SydneyCAE, MBA Melb
Kent, J M, BOccThy Qld, MCom Deakin, MAcc CSturt, FCPA
†Sims, M A, MCom(Hons) Deakin, BBus RiverinaCAE, CPA
Lecturers
Bandara, Y M W Y, BA MBA Sri Jay, GradDipEcDev MA Colombo, PhD Qld
Couper, B J, LLB NSWIT, MEd CanberraCAE, LLM Deakin
Ewang, F N, LLM Wits, PhD Adel
Farrell, M C, ProfDip(HRM) HKPoly, MBA NE, BBus CSturt
Fromholtz, M A, BA Griff, MPA Liv, BBus RiverinaMurrayIHE, GradCertUnivTeach&Learn CSturt
Geyer, D M, BA Macq, MAcc CSturt, CPA
Guild, W G, BA LLB NSW, LLM Syd
James, K E, BCom(Hons) MAcc WAust, PhD Curtin
Kharabsheh, R A, BSc Yarmouk, MBA PhD CSturt
Kidane, H, BSc Mak, MSc Nair, PhD Hannover
Kong, E, BA(Hons) Sund, PGDipTrain Leic, MSc Paisley, MAOM
Mathews, P J, DipBusAdmin MA MBS Massey, EdD CSturt
McKenzie, N J, BA GDipProfAcc CanberraCAE, CPA
Nathan, P, BE(Hons) Liv, MBA Strath, PhD Brunel
Sharkie, R E, BCom Melb, GradDipVocEd&Train MBA MEd CSturt, FCPA
Swann, M J, MEc Monash
Walsh, M D, LLB MSc Lond, BEc DipEd Syd
Associate Lecturers
Dyki, M P, BEc Flin, GradCertBus GradDipCom MBus SAust
Jenkins, S N, BBus SCross, MHRM CSturt, CAHRI
Sujan, A I S, BBA NorthSouth, BCom(Hons) Macq, MPA WSyd
Course Administrative Officer
Wakem, A M M
Executive Assistant
Hall, D M
School of Computing & Mathematics
Head of School
Altas, Associate Professor I, MSc METU, PhD Sask
Ernest, A D, DipEd BSc(Hons) Syd, MSc PhD NE
Associate Professor
Louis, J P, BSc PhD NSW, FAMS
Senior Lecturers
Al-Saggaf, Y M, BE(Hons) I.I.U.Malaysia, MInfoTech PhD CSturt, MACS
Dean, A F, MLitt NE, PhD Wgong, BEd RiverinaCAE
Lecturers
Adams, P D C, BA GradDipMgt Deakin, AssocDipAppSc RiverinaMurrayIHE, MBA CSturt
†Adamson, P L, BSc Syd, MSc Lond, MSc Manc
Buckley, S R, DipTech BAppSc TechnolSyd, MSc Deakin, MLitSt Qld
Burmeister, O K, DipMin BTh(Hons) AustCollTheol, BAppSc MInfoTech SwinburneUT
Chan, A H, MEd Deakin, MIEEE
Charlton, P R, BMath BMath(Hons) PhD Newcastle(NSW)
Cullis, K L, BSc Syd, GDipEd STC, MLitt NE
Eustace, K N, BSc ANU, GDipEd Kuring-gaiCAE, MA Paideia, GDipCompApp RiverinaMurrayIHE
133
Fellows, G H, ADipComp RiverinaCAE, BAppSc RiverinaMurrayIHE, MInfoTech CSturt, MACS
Howarth, J P, BInfoTech(Hons) CSturt
Lang, T, MSc Linz, PhD SAust
Mather, K A, BA Lond, GDipInfoServ MBus RMIT, MACS
Miller, D H, BSc NE, DipEd WAust, GradDipGIS&RemoteSens CSturt, GDipCompApp
RiverinaMurrayIHE, MACS
Roy, P E, BAppSc RMIT
Stow, E H, BSc GDipCompSc GDipLib Tas, MInfoTech CSturt
Thomas, K A, BSc Syd, BAppSc(Hons) DipEd CSturt
Viera, F, MEngSc PhD NSW
Adams, C M A
School of Marketing & Management
Head of School
O'Neill, G C, BA(Hons) PhD NSW, PGDipMgt Macq
Visiting Professor
Collins, J, BEc(Hons) MEc Syd, PhD Wgong
Adjunct Professors
Buerki, L, LicPhilNat PhD Bern, MSc&Tech CompiÞgne, MBA MIT
Fayed, R, BSc MSc PhD Manc
Fiedler, M R G, DipFinPlan Deakin, BCom MCom Melb, PhD Qld, FAII, FCESA, FCIM, FCIS, FCPA, SIA
Jakobi, R
Selby Smith, C, BA(Hons) Melb, DPhil Oxon
Adjunct Associate Professor
Williams, J F, MCom(Hons) NSW, FCPA
Kraus, P, MA Chic, MSc PhD ETHZ
Sappey, R B, BEc(Hons) Syd, MSc Lond, PhD Qld
Williams, J E M, BA(Hons) Wales, PGDipIndAdmin Bath, PhD Plym
Adjunct Lecturers
Blagojevic, S, BEc Zagreb, MBA CQld
Covington, C, AA ARC, MBA Auck, AAIM, AIBM, AIMM
Houterman, B, BSc Mass, MBA Boston, MA NorthEastern
Lesser, S J, MAppFin Macq, BBus CSturt
Mahinder, S, BA Bangalore, MHRM Macq
Mashman, A I, BBus MBus CSturt
McKenzie, C, DipEd EdD Monash, BSc(Hons) MSc Brist
Simpson, A, BA LLB LLM Monash
Teys, M J, LLB QldUT
Turnbull, D, BSc Syd
Adjunct Administrator
Seale, A, BEd(EarlyChild) Macq
Associate Professor
Morrison, M D, BEc Macq, PhD NSW
Senior Lecturers
Basu, P K, BA(Hons) MA Calc, PhD Bombay
Heffernan, T W, MCom NSW, BBus GradDipEd DBA CSturt
Krivokapic-Skoko, B, MA Belgrade, PhD Lincoln(NZ)
Murphy, T A, BEc NE, MSc Lanc
O'Neill, G C, BA(Hons) PhD NSW, PGDipMgt Macq
Watson, G K, BRurSc(Hons) MEc NE, GDipAg HawkesburyAgColl, PhD Stell
Lecturers
Bone, Z, AssocDipAsianStud DDIAE, BA GradDipEd NSW, MEd SCross
†Braithwaite, I, ADipBusMgt NorthernRiversCAE, DipAppSc HawkesburyAgColl, GradCertHigherEd
NSW, MA Lanc
Duncan, R G, LLB BEc(Hons) ANU, BSc(Hons) NSW, PhD Stan, PhD TechnolSyd
Frost, M A, BEc NE, MAppSc WSyd
Keogh, D, MAppFin Macq, BAppSc CSturt, BBus MitchellCAE, AAIB
Lynch, J M, BAgSc Qld, GDipEc MEc NE
McMullen, C M, BCom GradCertHigherEd NSW
134
†Sappey, J R, MBus QldUT, PhD Griff, DipT BA MitchellCAE
Siemionow, V, BA CanberraCAE, MBA Adel
Skoko, H, BBusSc Podgorica, MSc DScience Belgrade, MCom Lincoln(NZ)
Tierney, R L, PhD Macq
Wong, A H, BCom MFM Qld, CFP, FRM
Associate Lecturers
†Harre, M S, BSc MSc(Hons) Auck
Small, F A, BA Syd, BBus(Hons) GradDipEd CSturt
Research Assistant
†Foundling, M M, BSocSci MBA CSturt
School Administrative Officers
Pendarakis, J K
Porter, J
Professional Development Unit
Adjunct Lecturers
Bourke, D, BEd StateCollVic, MPA WFlor, DBA RMIT, FAHRI, FAIM, MIMC
Gerstmeier, S, BSc Natal, MBA WSyd
Glenister, N, DipTextileChem GordonIT, DipRetailStud Monash, GradDipAppPolySc ChisholmIT,
GradDipOHS
Newcastle(NSW)
Haughey, P, BAppSc MBA NSWIT, GradDipAdultEd TechnolSyd
Lacroix, M J, DipMktMgt GradCertMgtComm North Coast TAFE, BA Victoria, GradCertMgt CSturt
Coordinator/Lecturer
Bradbery, P J, GradDipEd SAustCAE, BSc MBA NSW, DipEd MitchellCAE
Faculty of Education
Faculty Office
Dean of Faculty
Downes, Professor T I, BEd Syd, MEd Tor, PhD WSyd
Associate Dean
Reid, Professor J, BEd PhD Deakin, BA DipEd Qld, GradCertEd Ballarat
Sub-Dean, Graduate Studies
Sumsion, Professor J J, GDipEd STC, BEc MEd PhD Syd
Sub-Dean, Learning & Teaching
Letts, W J, BA BatesColl, PhD Delaware
Sub-Dean, Professional Experience
Hastings, W J, BSc Syd, GDipEd STC, MEd(Hons) CSturt
Sub-Dean, Quality Assurance
Hemmings, B C, BEd Syd, MEdSt Newcastle(NSW), PhD NSW
Sub-Dean, Research & Scholarship
Green, Professor W C, BA(Hons) DipEd WAust, MPhil PhD Murd
Emeritus Professors
Braggett, E J, BA DipEd NE, MA NSW, MEd Syd, PhD Newcastle(NSW), FACE
Meyenn, R J, AdvDipEd MEd Brist, PhD Aston
Adjunct Professors
Laughlin, A, DipEd BSc MEd Syd, MEdAdmin PhD NSW
Meyenn, R J, AdvDipEd MEd Brist, PhD Aston
Eyre, G D, BA Leeds, PhD Sheff
Reid-Smith, E R, DipAdultEd BA MEd Manc, MEdAdmin PhD NE, MBus RMIT, EdD Syd, FCLIP
Adjunct Lecturers
Adler, J, BA(Hons) McMaster, MSc Niagara
Browne, T, BEd WOnt, BA York(Can), MEd Brock
Dickinson, L P, DipChildStud EdM DEd Tor
Fraser, C, BA McMaster, BEd Tor, MEd Brock
Higgins, S, BA MLibSc Ariz, PhD FlorState
Marshall, M, BA Qu, BEd Windsor
Popp, M, BA StLawrence, BEd York(Can), MEd Brock
Turner, S, BA MA WOnt, MLS Tor
Executive Officer
Kowalski, H M, BBus MitchellCAE
Centre for Indigenous Education
Director, Indigenous Studies
135
Shipp, G W B, BA ANU
Murray School of Education
Head of School
Hard, Associate Professor L M, DipT MelbourneCAE, BEd SAustCAE, MEd DEd QldUT
Lecturers
DeJean, W F, DEd San Diego
Knipe, S, MEd Deakin, EdD LaTrobe, DipArt GDipEd RiverinaCAE
Mackenzie, N M, BEd MEd DEd LaTrobe, DipTeach RiverinaCAE
Munday, J R, DipMus MelbaConsMusic, ATCL TrinityCollLond, GradDipArtsEd PhillipIT, GradDipEd
VCA, MA CSturt
Ortlipp, M, DipT StateCollVic, BEd PhD Melb
Rafferty, J, DipT SignColl, GDipAppSc ECowan, MEd AustCath
Smith, W M, DipT SydKindergartenColl, BEd MEd JamesCook
Taffe, R, DipT NorthernRiversCAE, BA NE, MEd PhD Syd
Associate Lecturers
Campbell, H M, ADipAppSocSc(Child Care) WodongaTAFE, BEd Melb
Logan, H A, DipT BEd NewcastleCAE, GDipTESOL Deakin, GradDipSpecEd Melb
Research Assistant
†Greenhill, J C, DipT GradDip Religous Ed BendigoCAE
School of Education
Head of School
Lowrie, Professor T J, DipT MEd Wgong, PhD Newcastle(NSW)
Bannister, R S, DipMusEd NewcastleTeachColl, BA NE, MA Case Western Resv.Uni, PhD Deakin,
ARCM, LTCL
Kay, R W, MLitt MA(Hons) NE
Adjunct Lecturers
Clancy, S D, BA MLitt NE
Halliwell, N, DipEd NSW, MHRM CSturt
Kell, G R, DipTrain&AssessSys WSydInstTAFE, DipTech BEd TechnolSyd, GradCertTESOL AustCath,
MEdAdmin
NSW, MAITD, MSIA,
Lee, M J W, DipIT Ballarat, DipBus Charles Darwin, DipTrain&Assess Melb, AdvDipIT NSWTAFE,
MInfoTech CSturt,
AALIA(CS), AIMM, AMAMI, FSBT, MACE, MACEL, MACM, MACS, MAECT, MAES, MAHRI, MAITD,
MASCILITE,
MASTD, MCES, MIET, MODLAA, SMIEEE
Maio, N, BA Macq, MEdAdmin NSW
Scott, J E, BSc NSW, DipEd NE, GDipCompApp RiverinaMurrayIHE, MAppSc CSturt, MACS
Professor
Kemmis, S D, BA Syd, EdM PhD Ill
Francis, Associate Professor R G, BAgricSc DipEd STC, PhD Syd
Smith, E, BA Keele, MA Lond, PhD TechnolSyd, GradDipVocEd&Train MBus CSturt
Senior Lecturers
Boylan, C R, BEd(Hons) Deakin, BSc GradDipEd MEd Syd, PhD JamesCook
Brennan Kemmis, R E, BA(Hons) Macq, DipReadLang RiverinaCAE, MEd CSturt
Cocklin, R B, DipT ChristchurchTC, BEd MPhil PhD Massey, BSc Otago
Dalgarno, B J, BSc ANU, GDipEd MAppSc Canberra, PhD Wgong
Grootenboer, P J, DEd Waik
Hemmings, B C, BEd Syd, MEdSt Newcastle(NSW), PhD NSW
Lambert, E B, DipT MelbKindTeachColl, BA Melb, GDipTESOL SAustCAE, GDipAdvEdStud
StateCollVic, MEd
LaTrobe
Rushbrook, P W J, BA(Hons) DipEd LaTrobe, MEdSt PhD Monash
Wallace, A R, BA DipEd NSW, MLitt NE, GDipComp PhD CSturt
Lecturers
Cornius-Randall, R E, BEd Syd, MEd CSturt
Croft-Piggin, L M, ATCL TrinityCollLond, BA(Hons) GDipEd NSW
Edwards-Groves, C J, DipT InstCathEd, MPhil PhD Griff, GradDipEdStud RiverinaMurrayIHE
Green, A M, DipT ChristchurchTC, BA Cant, MEd CSturt
Hardy, I J, GDipEd BA MEdAdmin Qld
136
Rawolle, S B P, BEd MEd Newcastle(NSW)
Reupert, A E, DipEd BA Melb, GradDipCounsPsych RMIT, PhD LaTrobe, MAPS
Russell, H M, DipTeach NorthernRiversCAE, BA Macq, GradCertHigherEd PhD TechnolSyd,
GradDipEdStud Syd,
MEd NSW
Smith, T J, DipT RiverinaCAE, BEd(Hons) CSturt
†Timma, H F, BEd MEd PhD Melb, GradDipEdAdmin HawthornIE
Wilkinson, J, BLitt(Hons) Deakin, BA(Hons) Monash, DipEd MelbourneStateColl, MA Melb
Williams, P J, BA MEd NE
Woodcock, S, BA(Hons) Brighton, MEd Wgong
Associate Lecturers
†Armstrong, M J, DipTeach CSturt
Dean, C A, BT CSturt
Otsuka, S, BA MEd Well
Thompson, J M, BSocSci NE, GDipEd GradDipPsych WAustIT
Course Administrative Officer
Guiton, K R, BA CSturt
Research Assistant
†Logan, T M, BEd CSturt
Rosser, A J
School of Human Movement Studies
Head of School
Marino, Associate Professor F, BPEd WAust, MEd Syd, PhD CSturt
Senior Lecturers
†Dionigi, R A, PhD Newcastle(NSW), BSocSc(Hons) CSturt
Gard, M J, BPE ACPE, MSportsSc NSW, PhD Wgong
Lecturers
Bird, S P, BHumanMvt(Hons) CSturt
Cannon, J, BSocSc GDipEd PhD CSturt
Clarke, D K, DipTeach AustCath, BEd MEd Wgong
Drinkwater, E J, BPEd MPE Memorial, PhD Vic
Duffield, R J, BSc(Hons) PhD WAust
Micalos, P S, DipT ACPE, BPE WAust, GDipExerSportSc Cumb, MEd Syd
O'Flynn, G H, BEd(Hons) PhD Wgong
Podlog, L W, BA MA SimonFraser, PhD WAust
Woodruff, C A, DipPE WgongTC, MSc Oregon
Associate Lecturers
Bamblett, L C, BHumanMvt(Hons) BHumanMvt CSturt
Thomson, P M, BSocSc GDipEd CSturt
Smith, D K
School of Information Studies
(NSW), 025973E (QLD), and 01947G (VIC) for Charles Sturt University.
Head of School
Dillon, K W, BADipEd Macq, PhD SQld, GDipLib RiverinaCAE, MEd(Hons) CSturt, AALIA
Adjunct Lecturer
New, J P, DipInfoMgt NSW, BA(Hons) Syd, GDipAppSc MInfoTech CSturt
Professor
Harvey, D R, DipNZLS NZLibrarySchool, BMus PhD Well, AFALIA, ANZLA
Senior Lecturers
Hider, P M, BSc(Hons) LSE, MLib UnivCollWales, PhD City, AALIA, FCLIP
Lloyd-Zantiotis, A, GradDipSocSc BA PhD NE, MAppSc CSturt, AALIA
McGregor, J H, MEd Alta, PhD FlorState
Mills, J J, BAppSc WAustIT, MLitt NE, PhD CSturt, AALIA
Sanders, R F, DipNZLS NZLibrarySchool, BA Cant, MA SAustIT, AALIA, ANZLA
†Williamson, C M, DipLib MelbourneStateColl, MLib Monash, PhD RMIT
Lecturers
Freeman, A T, DipT ArmidaleCAE, BEd CanberraCAE, MEd NE, ASLA
Hay, L A, BA DipEd Macq, MAppSc CSturt
Herring, J E, DipLib MA Strath, MA Edin
Lodge, D E, AssocDipAppSc TAFETasmania, BBus MBA RMIT, MAppSc CSturt, AALIA
137
Pymm, R A, GradDipIM-Lib PhD NSW, MBA Deakin, BA MitchellCAE, AALIA
Wallis, J B, DipIT MA Glas, MSc Strath, AALIA
Associate Lecturers
†Archibald, A L, DipEd BA LaTrobe, GradDipEd Deakin
Jones, L F, BHos WSyd
Centre for Information Studies
Director
Ferguson, K S, PGDipLib RobertGordonIT, MPhil Glas, MA(Hons) Edin, PhD CSturt, AALIA
Halverson, S G, MEc Macq
McNicol, M J
School of Teacher Education
Head of School
Thomas, Associate Professor N D, DipEd MSc NSW, PhD Macq
Associate Heads Of School
Francis, Associate Professor R G, BAgricSc DipEd STC, PhD Syd
Simpson, T M, BADipEd MEarlyChild Macq
Allan, R C, DipRemT Qld, BA Newcastle(NSW), MLitt NE
Adjunct Lecturer
Martello, J M, BPhil Newcastle(UK), MEd Deakin, DEd WSyd, DipT MitchellCAE
Professors
Green, W C, BA(Hons) DipEd WAust, MPhil PhD Murd
Reid, J, BEd PhD Deakin, BA DipEd Qld, GradCertEd Ballarat
Sumsion, J J, GDipEd STC, BEc MEd PhD Syd
McKinnon, D, BSc Glas, MEd PhD Syd, DipEd MitchellCAE
McLeod, S L, BAppSc Cumb, MAppSc PhD Syd
Senior Lecturers
Bain, A, DipTeach BEd SAustCAE, MEd Maine, DEd WMich
Harrison, L J, BSc(Hons) MSc McG, MEd Syd, PhD Macq, DipT MitchellCAE
Letts, W J, BA BatesColl, PhD Delaware
Press, F L, BA MA NSW
Saltmarsh, B S, BA(Hons) PhD Macq
Simpson, T M, BADipEd MEarlyChild Macq
Wilson, P G, BA Macq, GDipVisualArts Monash, MCA Wgong, DCA WSyd, DipT MitchellCAE
Lecturers
Bennet, M G, DipTeach RiverinaCAE, GradDipSpecEd MEd CSturt
Borg, T E, BAppSc NSWIT, GDipEd MEd CSturt
Burgess, C A, DipTeach GuildTC, BA NE, MEd WSyd
Crawford, L K, MEdSt SAust, DipT MitchellCAE, BEd CSturt
Cribb, M C K, MEd CSturt
Daniel, G R, BEd SCross, MEd(Hons) Murd, DipTeach MitchellCAE
Dengate, R W, BA DipEd Macq, MEd(Hons) NE
Gaul, P W, BA MitchellCAE
Gulson, K N, BA GradDipEd MEd(Hons) PhD Macq
Han, J, BA MA NENU, PhD WSyd
Hastings, W J, BSc Syd, GDipEd STC, MEd(Hons) CSturt
Hill, R J, DipSocSc MEd(Hons) NE, BA(Hons) Syd
Ireland, L A, DipTeach MitchellCAE, BEd MEd CSturt
Jones, P T, DipT NorthernRiversCAE, BEd WAustCAE, MA TechnolSyd, PhD NSW
Klopper, C J, HDE EdgewoodCollEd, BMus(Hons) MMus DMUS Pret
Lancaster, J A, GradDipEdStud MSpecEd WSyd
Leggatt, M J, BTeach MEd TechnolSyd
McDonagh, S H, BEd MEd NE, PhD Oregon
McFarland, L, PhD Texas
Nicholas, Z S, DipTeach SydneyCAE, BEd Syd, MEd Wgong
Owens, K D, BA MEd Syd, TCert DeptEducationNSW, PhD Deakin
Page, J M, DipEd BA Macq, GradDipEdStud MEd CSturt
Parkes, R J, BEd(Hons) Syd, PhD Newcastle(NSW)
Pennell, B J, DipEd BA Syd, MA PhD Macq, MEd(Hons) WSyd
138
Pickford, S J, DipT BEd SturtCAE, GDipEd SAustCAE, MEdAdmin PhD Deakin
Wood, D M, DipT BEd MitchellCAE, GradDipEdStud MEd(Hons) CSturt
Zundans, L A, BA DipEd MA Macq, MEd Syd
Associate Lecturers
Danaia, L J, BEd(Hons) CSturt
†Edwards, K M, BEd BEd BTeach BTeach CSturt
Lord, A M, BTeach(EarlyChild) BEd(Hons) CSturt
Smith, M D, BEd CSturt
Research Assistant
Hutchesson, R C, DipTeach CSturt
Course Adminstrative Officer
Lanagan, J, BA Macq
Marmion, J L
Administrative Assistants
Fletcher, D E
McCarthy, J A
Centre for Information Studies
Director
Ferguson, K S, PGDipLib RobertGordonIT, MPhil Glas, MA(Hons) Edin, PhD CSturt, AALIA
Halverson, S G, MEc Macq
Faculty of Science
Faculty Office
Dean of Faculty
Burton, Professor M A, BSc PhD NE, APSA
Associate Dean
McKenzie, G H, BSc BSc(Hons) DipEd PhD Melb, ASBMB
Sub-Dean, Courses
McKenzie, Associate Professor G H, BSc BSc(Hons) DipEd PhD Melb, ASBMB
Sub-Dean, Graduate Studies
Davie, P S, BSc(Hons) PhD Cant
Sub-Dean, Honours
Currie, G M, MAppMgt MMedRadSc Newcastle(NSW), GradCertUnivTeach&Learn CSturt
Sub-Dean, International
Cavanagh, H M, BSc(Hons) PhD Glas, PGCE Strath
Sub-Dean, Learning and Teaching
Wilson, B P, BSc(Hons) PhD NSW
Sub-Dean, Regional Engagement
McAlpin, S F, DipNutr&FoodServ RMIT, GradDipHSM MHlthSc CSturt
Sub-Dean, Research
Wilkinson, J M, BSc(Hons) Qld, GradDipFET SQld, PhD Macq
Sub-Dean, Sydney Research Students
Gurr, Professor G M, BSc(Hons) Plym, GradCertEdStud Syd, PhD Lond
Emeritus Professor
Wolfe, E C, MScAgr Syd, PhD NE
Adjunct Professors
Angus, J F
Auld, B A, BScAg MScAgr PhD Syd
Batten, G D, MRurSc NE, PhD ANU
Bryden, D I
Bristow, K L, PhD Wash
Chudleigh, J W, BScAgr(Hons) Syd, MAIST
Connett-Porceddu, M, MBA SCarolina, PhD Cornell
Cother, E J, BScAgr Syd, PhD ANU
Cullis, B R, BSc BSc(Hons) Syd, PhD NSW
Dear, B S, BRurSc NE, MSc NSW, PhD WAust
Fletcher, M, BSc(Hons) PhD Syd
Goldney, D C, DipEd BSc Adel, PhD Qld, HonDScience CSturt
Hamilton-Smith, E, BA(Hons) Adel
Harris, G P, BSc(Hons) PhD ImpColl
Helyar, K R, WDA WaggaAgCol, BScAg MScAgr Syd, PhD UCDavis
139
Hughes, S G, BSc UnivCollWales, MSc PhD Edin
Jefferson, R, BA Calif, PhD Colorado
Kilian, A, MSc PhD Silesia
Landsberg, J, BSc MSc Natal, PhD Brist
Lewin, L G, BScAgr(Hons) Syd, PhD Adel
Lovett, J V, BAgSc PhD Wales, FAIBiol, FAIST, FIBiol
McCully, M E, BSc Tor, MSc Guelph, PhD Harv
May, C, BSc MSc(Hons) PhD Auck
Meyer, W S, BAgSc PhD Adel
Michalk, D, BSc PhD UtahState, BScAg Syd, MSc NSW
Mitchell, D S, UED BSc CapeT, PhD Lond
Morton, S R, BSc PhD Melb
Rutledge, D N, BSc Syd, MSc Paris
Saunders, D, BSc ANU, PhD WAust
Walker, R, BAgrSc PhD Tas
Briggs, S V, BScAgr Syd, MNatRes NE, PhD ANU
Hunt, E R, BVSc MVSc PhD Syd, GradDipEd DDIAE
Huttner, E, PhD INAGP
Jayawardane, N S, BSc Ceyl, PhD Tas
Oliver, J, DipAppSc DipBiochem SwinburneCollTech, GradCertMgt WSyd
Olley, J M, BSc(Hons) ANU, PhD NSW
Pennay, B J, BA MA Syd, MA Macq, PhD Deakin
Scott, B, BScAgr MScAgr Syd, PhD WAust
Stevens, M M, BSc(Hons) PhD Syd
Abbas, M A, BSc(Engin) Agriculture Faisalabad, ME AsianIT, PhD Tokyo Uni of Agriculture
Boles, W E, PhD NSW
Bormans, M, PhD Dal
Brennan, J P, BA MAgrSc Melb, PhD NE
Conyers, M K, BNatRes NE, MScAgr Syd, PhD LaTrobe
Dare-Edwards, A J, BSc Brist, MSc Aberd, PhD ANU
Dunn, A M, BRurSc NE, MAgrSc Melb
Freudenberger, D O, MAppSc Lincoln(NZ), PhD NE
Henry, E S, GradDipBus NE, GradDipTertiaryEd SQld, MBA HawkesburyAgColl
Holzapfel, B P E, DipAgSc DAgrSc Bonn
Li, G, BAgr MAgr Gansu, PhD Massey
Liu, D L, BAgricSc SWAU, PhD NE
Luckett, D, BSc(Hons) Sheff, MPhil PhD Cantab
Mitchell, H J, BSc(Hons) PhD S'ton
Nordblom, T L, BSc Cal Poly, MSc PhD OregonState
Raman, H, BScAgr MScAgr Overseas Institution, PhD PunjAg
Rehman, A, BSc PunjAg, MSc Quaid-i-Azam, PhD Lond
Schaeffer, J, BAppSc RMIT, MSc Wgong
Wilkins, J, BScAgr Syd, MSc NSW, PhD WAust
Wu, H, BSc MSc Fujian Agricultural University, MSc WageningenAg, PhD CSturt
Xevi, E, BSc(Hons) KNUST, MSc PhD Leuven, MBA Newcastle(NSW)
Adjunct Lecturers
Allen, H M, MAgr Syd, ADipLabTech BAppSc CSturt
Collings, D, BSc(Hons) Syd, PhD ANU
Deegenaars, A L, BAppSc BEd CSturt
Dickenson, R, BVSc Melb
Holloway, J C, BSc(Hons) PhD NE
Hume, I, BSc(Hons) Silsoe
Lanoiselet, T L, AssocDipAppSc BAppSc BAppSc(Hons) RMIT
Rahman, M L, BScAgr(Hons) MScAgr BdeshNatnl, MSc PhD Lond
Rawson, G A, BSc(Hons) NSW, MSc Syd, PhD Newcastle(NSW)
Read, B, BAgSc PhD Syd
Rogiers, S Y, BSc(Hons) PhD Alta
Scott, R F, DipEd BScAgr Syd, MSc NSW
Small, G, BHortSc MA WSyd
Venkatanagappa, S, BSc MSc Bangalore, PhD Syd
140
Vink, S, BSc WAust, PhD Hawaii
Whish, J, BSc(Hons) GradDipHortSc MRurSc PhD NE
Win, M, BEng Rangoon, MEngSc Melb
Adjunct Research Associates
Dowling, P M, BScAgr MScAgr Syd, PhD Cornell
Herr, A, MSc Freiburg, PhD CSturt
Jones, G, BScAgr(Hons) WAust, MRurSc PhD NE
McKenzie, D C, BNatRes MSc NE, PhD Syd
Nikandrow, A, BScAgr MScAgr Syd, PhD Adel
Race, D H, BHortSc Victorian College of Agricultu, GradDipEnvMgt LaTrobe, PhD ANU, MAppSc CSturt
Slade, J, BBus Syd
Senior Academic Associate
Mailer, R J, MSc ANU, PhD Manit, BAppSc RiverinaCAE
Honorary Associates
Berman, S L, BAppSc ChisholmIT
Chua, S
Cope, M, BSc PhD Bradford
Heiyanthuduwage, R, BSc(Hons) Kelaniya, MSc Colombo
Wong, C T, MBA SheffHallam
Honorary Fellows
Ballantyne, L A, BSc(Hons) MSc PhD Qld
Kan, L, BSc PhD HK, MA MLIS Calif
Adjunct Academic Administrator
Har, E, BSc UPM
Senior Lecturer
Pope, R P, BAppSc Cumb, GradDipPsychStud Deakin, PhD CSturt
Lecturers
An, M, MRurSc NE, PhD CSturt
Faculty Executive Officers
Ryall, P W, BBus RiverinaMurrayIHE
Tucker, L T, DipT RiverinaMurrayIHE, BA CSturt
Course Quality Officer
Wilks-Separovich, J V, BBus CSturt
Bennett, A J
David Morell Laboratories
Laboratory Manager
Ryan, K M
Asmus, M W, BAppSc CSturt
Burton, P J, BAppSc CSturt
White, G M, ADipLabTechChem RiverinaCAE
Technical Officers
Loughlin, M J, BAppSc CSturt
Rose, M E, BAppSc CSturt
Wilson, M A, BAppSc CSturt
Environmental & Analytical Laboratories
Laboratory Manager
Johnson, G L G, BSc(Hons) Salf
Technical Officer
Wade, D W M, ADipLabTech DDIAE
Laboratory Services Unit
Laboratory Manager
Watt, C J, ADipLandMgt NE
Technical Officers
Poposki, J U, BSc Deakin
Wilde, S K, BSocSc BHumanMvt(Hons) CSturt
Sutherland Laboratories
Laboratory Manager
Thompson, D J, ADipLabTech RiverinaCAE, BAppSc CSturt
Allison, N E, BSc Otago
141
Munn, K J, BSc NSW, MAgrSc Melb
Technical Officers
Early, R G, DipHort AustHortCorrespSchool, BAppSc CSturt
Farish, C, BSc Strath
Grant, W I, ADipFarmMgt OAC, BInfoTech CSturt
Price, J P, BAppSc CSturt
Smith, R J, BSc NE
†West, J J
Zander, A, CertIVUrbHort CertIVWorkTrain TAFESA, BAppSc(Hons) CSturt, ASL, ESA, MRACI
School of Agricultural & Veterinary Sciences
Head of School
Kent, Associate Professor J H, BAppScRuralTech GDipPlantProt QldAgColl, MAppSc CSturt
Abbott, Professor K A, BVSc MVetStud Melb, GradCertRurSc NE, PhD Syd, FACVSc, MRCVS
Black, A S, QDA MAgrSc PhD Qld
Cutler, R
Kennedy, D, BVSc(Hons) MSc Syd
Little, P J, DipEd STC, BEd Syd, MEd NSW
Davies, H
Groves, P J, BVSc Syd
Hardy-Smith, P, BVSc(Hons) Melb, GradDipAquaculture Deakin
McGowan, C M, DipVetClinStud BVSc(Hons) PhD Syd
Sackett, D, BVSc Syd, MVSc Melb, FACVSc
Sergeant, E, BVSc Syd
Shephard, R W, BVetStud(Hons) Massey, BVSc(Hons) Syd, MACVSc
Adjunct Lecturers
Beck, L, BVSc Melb
Booth, M G, BVSc(Hons) Syd
Cameron-Cook, Y, BVSc(Hons) Syd
Della-Vedova, J J, BVSc Syd
Fielding, R, BVSc QldUT
Frauenfelder, A R, BVSc Syd
Golland, D, BVSc Syd
Hall, S N, BVSc Melb
Hayes, J J
Munro, B E, BVSc Syd
Nicholls, R L, BAppSc Canberra, MSc PhD WAust
Nott, P J W, BVSc(Hons) Syd
O'Rielly, J L, FACVSc
Paton, J S, BVSc Melb
Treloar, G, BVSc Syd
Wiltjer, J
Postdoctoral Research Fellows
Robertson, S M, PhD NSW, BAppSc(Hons) CSturt
Stodart, B J, BSc(Hons) Flin, PhD Adel
Professors
Abbott, Professor K A, BVSc MVetStud Melb, GradCertRurSc NE, PhD Syd, FACVSc, MRCVS
†Bowmer, K, BSc PhD Nott
Chenoweth, P J, BVSc PhD Qld
Davie, P S, BSc(Hons) PhD Cant
Lemerle, Professor D, BSc Reading, MSc PhD Syd
Sangster, N C, BVSc(Hons) PhD Syd
Sillence, M N, BSc PGCE PhD Leeds
Ash, G J, BSc(Hons) PhD NE
Eberbach, P L, BAgSc LaTrobe, PhD Melb
†Glastonbury, J R W, BVSc MVSc Syd, MVetStud Melb, MACVSc
Raidal, S R, BVSc(Hons) PhD Syd, FACVSc
Senior Lecturers
Burrows, G E, BSc PhD Qld
142
Connolly, J H, BSc BVSc(Hons) PhD Syd, GradCertTertTeach Massey
Friend, M A, BSc PhD NSW, GradCertUnivTeach&Learn CSturt
Harper, J D I, BSc PhD Belfast
Norman, S T
Raidal, S L, BVSc PhD Syd, GradDipEd Murd, MVetStud Qld, MACVSc
Tunstall, A W, DipAgrSc DookieAgrColl, BEc Monash, GradCertPubPol PhD NE, MAgrSc LaTrobe
Virgona, J M, BScAgr Syd, PhD ANU
Lecturers
†Austin, H E, BVSc Syd
Buckley, P, BVSc Massey, BVSc(Hons) Syd, MVSc Melb, MVetClinStud Syd, MACVSc, MACVSc
Condon, J R, BAgricSc LaTrobe, PhD CSturt
Culas, R J, BSc Peradeniya, MEc NHH, MSc NLH, PhD Syd
Doughty, H C, DipAppSc DipEd RiverinaCAE, MAppSc CSturt
Dutton, G J, BSc Newcastle(NSW), BVSc PhD Syd, PGDipSc Qld
Glyde, S N, BSc GDipConEd NE
Grillo, V L, BVM PhD Glas, MRCVS
Hyams, J H, DipEd NE, BVSc Syd
Jahromi, F G, GradDipNatResMgt Adel, BAgrSc Sevilla, PhD CSturt
Katupitiya, A, BSc Peradeniya, MIrrigEng Leuven, PhD Nebraska
†King, B J, BRurSc(Hons) PhD NE
Knott, S A, BSc(Hons) Syd
Lanoiselet, V M, DipITA MinistryAgr(Fr), PhD CSturt
Lees, N M, BVSc GradDipVetStud Syd, MACVSc
Mandel, R M, BSc Leth, MSc PhD Calg
Noble, G K, BAppSc GradCertUnivTeach&Learn PhD CSturt
Urwin, N A R, BSc(Hons) WEngland, PhD PaisleyColTech
Associate Lecturers
McCrone, M D, BLArch NSW, AssocDipAppSc CSturt
Equine Centre Manager
Smart, J L, ADipAgr RiverinaMurrayIHE
Grundy, W J, BA NSW
Welsh, K
Senior Techical Officer
Broster, J C, BAppSc(Hons) Adel, MAppSc CSturt
Technical Officer
Clegg, H A, BAppSc CSturt
Graduate Assistant
Parker, C J
Tech Officer (Native Pastures)
Hildebrand, S M, BAppSc CSturt
School of Biomedical Sciences
Head of School
Angel, Associate Professor L A, ADipMedLabSc BAppSc RiverinaCAE, MAppSc CSturt, HGSA
Walker, T L, ADipBioTech UCCQ, BAppSc(Hons) PhD CSturt
Adjunct Professors
Carroll, P R, BPharm MSc PhD Syd
Jackson, D M, BPharm MSc PhD Syd
Curran, S W, BMSc MBBS Tas, FACEM
Fogliani, C L, AM, BSc(Hons) DipEd NSW, MSc(Hons) Macq, FRACI
Nolan, G, MAppSc CSturt
Adjunct Lecturers
McCarthy, G J, BHlthSc CSturt
Morrison, A J, BAppSc TechnolSyd, GradDipEd WSyd, DipHSc CSturt
O'Brien, D J, AdvDipParamedSc AmbulanceNSW
Visiting Fellow
He, S, DipUni Haerbin, BM MM Weifang
Professors
Ball, P A, BSc Aston, MSc Birm, PhD Wales
143
Wang, L, BMEd Changwei, MM PUMU, PhD Tas, ASCEPT
Associate Professor
O'Meara, P F, BHA PhD NSW, MPubPol Deakin
Senior Lecturers
Burton, D L, BSc(Hons) NE, PhD CSturt
Cavanagh, H M, BSc(Hons) PhD Glas, PGCE Strath
Currie, G M, MAppMgt MMedRadSc Newcastle(NSW), GradCertUnivTeach&Learn CSturt
Kennedy, R A, BPharm(Hons) PhD Qld
Madigan, V M, BHlthSc CSturt
McAlpin, S F, DipNutr&FoodServ RMIT, GradDipHSM MHlthSc CSturt
Simpson, M D, BPharm PhD Qld, BSc(Hons) Griff
Swan, H S, BSc PhD NE
Towers, P A, BSc Murd, MAppSc WSyd, PhD Qld, ASRB
Walker, T L, ADipBioTech UCCQ, BAppSc(Hons) PhD CSturt
Wheat, J M, MMedRadSc Newcastle(NSW), GradCertUnivTeach&Learn CSturt
Wilkinson, J M, BSc(Hons) Qld, GradDipFET SQld, PhD Macq
Lecturers
Abu-Izneid, T, BSc Applied Science University (Jordan), PhD Griff
Andrew, D S
Arora, D S, BPharm Mangalore, MPharm Punjabi, PhD Panjab
Baverstock, K A, BPharm SAustIT, GradDipCommPracPharm SAust
Brown, L E, DipAdminNurs Cumb, BAdminNurs NE, GradCertUnivTeach&Learn MBus CSturt
Bwititi, P T, DipMedLabMgt ILMS, BSc(Hons) CNAA, PhD Zimbabwe, AIMS, FIMLS, FIMLS(Zim)
Car, N G, BSc PhD CapeT
Collins, M P, BSc(Hons) WSyd
Garbett, I T, BSc Lanc, MSc Leeds
Graham, B J, BSc Monash, MSc PhD Oregon, MEd WAust, SMA
Hamilton, L, AdvDipParamedSc AmbulanceNSW, BSc NSW
Kalle, W H J, DRS Utrecht, PhD Leiden
Kerr, P G, DipEd Murd, GDipAppSc WAustCAE, MSc WAust, PhD Curtin
Kewley, R J, BSc(Hons) PhD Adel
Lighton, D S, MEd SQld, BA NE
Logan-Sinclair, P A, BSc Macq, MAppSc Syd, GradCertUnivTeach&Learn CSturt
Lusby, L W, MIR
Moriarty, H T, DipMedTech SIT, BAppSc RiverinaCAE, MAppSc CSturt, AIMS, HGSAAC
O'Kane, G M, DipNutrition BSc Syd, MPH NSW, DipEd CSturt
Olsen, M J, BAppSc Canberra, MSc Wgong
Pollard, K, ADipDMR NewcastleCAE, MHEd NSW, GradCertUnivTeach&Learn MEd CSturt, MIR
Ritchie, D J, DipHealthAdmin Massey, BSc Cant, MHA NSW, FCHSE
Robinson, H K, BPharm(Hons) PhD Syd
†Sangster, J M M, DipNutrition BSc Syd, MPH NSW, APD
Scott, C J, BScAgr(Hons) Syd, PhD Monash
Tall, J A, BSc Syd, MCogSc NSW
Todoroska, E J, MSc Warsaw, PhD PolishAcadSciences, ACNEM
Vanniasinkam, T, BAppSc(Hons) Flin, GradDipMedLabSc PhD SAust
Yen, M, AssocDipCommunityHlthNurs MHM Cumb, BHlthSc CSturt
Zheng, X, MSc Zhejiang, PhD Newcastle(NSW)
Associate Lecturers
Cox, J L, BSc NE
†Day, S J, BPharm Tas
Huang, J, BMSc(Hons) Syd
King, J Q, BAppSc GradCertHlthScEd Syd
Loberg, J P K, BAppSc CSturt
Menzies, N A, RN DipAppSc MitchellCAE, BHlthSc GradCertClinEd CSturt
Wang, J, PhD SCross
Laboratory Manager
Crampton, A L, PhD Qld
Senior Technical Officer
Diment, L M
McIntyre, J L
Laboratory Supervisor
144
Power, K J
Daley, V L
Technical Officers
Kay, G L, RN NMBNSW, ADipMedLabSc RiverinaMurrayIHE
Matthews, L M, BAppSc RiverinaCAE
Moon, T, ADipLabTech RiverinaCAE
Shaw, K J
Sides, G H, BAppSc CSturt
Swain, S E, MRurSc NE
†Tidd, N E, BAppSc CSturt
School of Community Health
Head of School
Coyle, Associate Professor J A, MManipPhys LaTrobe, GradCertUnivTeach&Learn CSturt, MAPA,
MMPAA
Hocking, C, DipOT AdvDipOccTherapy CIT, MHlthSc SAust, PhD Auck
Neumayer, R J, MSc Idaho, PhD PennState
Bevan, C A, DipPublicAdmin Exe, GDipComDev PhillipIT, BA RiverinaMurrayIHE, MSocSc CSturt
Professors
Whiteford, G E, BAppSc WAustIT, MHlthSc PhD SAust, MAAOT
McAllister, L L G, BSpThy Qld, MA WMich, PhD Syd, FSPAA
Ruston, S A, BScRPT BrCol, GradCertQualImproveHlthCare Newcastle(NSW), PGDipBiomech PhD
Strath,
GradDipManipTherapy WAustIT
Tinley, P D, BSc(Hons) PCL, PhD QldUT
Senior Lecturers
Curtin, M J, BOccThy Qld, MPhil OxfBrookes, DEd S'ton
Jelinek, H F, BSc NSW, GradDipSc ANU, PhD Syd, GradCertUnivTeach&Learn CSturt
Trevethan, R, BA(Hons) ANU, MSc Lond, PhD Macq
Winkworth, A L, BAppSc GradCertEdStud PhD Syd, MSPA
Lecturers
†Barbara, A J, BOccThy Qld, MOccThy SAust
Beecham, R, BA Wits, DEd UDW
Clark, E J, BAppSc LincolnInstHS, MA Melb
Corrigan, R, BAppSc Cumb, MAppSc SAust
Denshire, S J, DipOT CIT, MAppSc Syd
Dunphy, J L, BSc(Hons) PhD Monash
Farquhar, H J, NDipPod CIT, BSc Cant, GradCertPopulHlth Newcastle(NSW)
Harvey, R, BSocSc PrestonIT
Hinderaker, J R, BSc Syd, GradDipAcupuncture MAppSc RMIT, MMedSc Newcastle(NSW)
†McLeod-Boyle, A, BOccThy Qld, GradCertEd MOccThy JamesCook
†Murtagh, J, BAppSc Cumb
†Parnell, T E, BAppScOT GradDipHlthSc MOccThy SAust
Patton, N T, BAppSc Cumb, MHlthSc CSturt
Pitman, T E, DipOT Cumb, MHlthSc SAust
Richards, R S, PhD Newcastle(NSW), MAppSc CSturt
Robinson, C J, MSc CNAA
Smith, M C L, MAppSc Syd, GradCertUnivTeach&Learn CSturt, MAPA
Smythe, G M, BSc(Hons) PhD WAust
Spetch, L A, BAppSc LincolnInstHS, MSportsPhysio LaTrobe
†van Huet, H, BAppScOT LincolnInstHS, AccOT
†Wilding, C B, BAppSc LaTrobe, MAppSc SAust, AccOT
Wilson, L J, BAppSc(Hons) PhD Syd
Associate Lecturers
Brett, A J, BSc Wgong
†O'Connor, B E, BAppSc SAustIT
Robson, K M, DipHSc NSWTAFE, MHlthSc Syd
Hughes, D L, DipMgt WodongaTAFE, BSc Wgong
145
Kolbe, C E, ADLT DDIAE
School of Environmental Sciences
Head of School
Klomp, Professor N I, BAppSc Curtin, BSc Murd, PhD Glas
Watts, Associate Professor R J, BSc(Hons) PhD WAust
Adjunct Professor
Smith, C J, BAgSc(Hons) PhD Melb
Page, K J, DipEd MA Syd, PhD Wgong
Asghar, M N, BSc MSc(Hons) Agriculture Faisalabad, PhD Newcastle(UK)
Birckhead, R J, BSc StLouis, PhD Alta
Hafeez, M, BSc Agriculture Faisalabad, ME UETLahore, PhD Bonn
Paydar, Z, BSc(Hons) Tehran, MSc OhioState, PhD UtahState
Adjunct Lecturer
Starkey, G V, BE(Hons) Qld
Griffith, R, BSc(Hons) NE, PhD WSyd
Professors
Curtis, A L, BA DipEd Melb, PhD CSturt
†Khan, S, BSc(Hons) UETLahore, MSc PhD Birm, MIntEnvLaw Macq, GradCertAppSc
GDipGIS&RemoteSens
CSturt
Spennemann, D H R, MA Fran, PhD ANU
Watson, D M, BSc(Hons) Monash, PhD Kansas
Watts, R J, BSc(Hons) PhD WAust
Senior Lecturers
Black, R S, BSc(Hons) Lond, PhD Monash
Davidson, P A, ADipRec Kuring-gaiCAE, BSc NSW, MA RMIT, DPhil JamesCook
Lunt, I D, BSc(Hons) PhD LaTrobe
Taylor, I R, BSc PhD Aberd
Thwaites, R, BSc Melb, PhD CSturt
Wilson, B P, BSc(Hons) PhD NSW
Lecturers
Allan, C A, BAgrSc Melb, MNatRes NE, PhD CSturt
Dehaan, R L, BSc(Hons) PhD NSW
Hall, A, BSc MSc Otago, PhD CSturt
Howard, J L, DipNatRes NE, BEnvSc Wgong, GradDipMgt CQld
Humphries, P, BSc(Hons) Monash, MSc Tas, PhD Murd
Luck, G W, BSc SAust, PhD ECowan
Millar, J E, BAgricSc Melb, PhD CSturt
O'Brien, R A, BCMS(Hons) Waik, MSc Well, PhD Curtin
Spooner, P G, BAppSc(Hons) PhD CSturt
Wassens, S M, BAppSc BAppSc(Hons) PhD CSturt
Wilson, A L, BAppSc PhD CSturt
Associate Lecturers
Ahmad, A, BScAgricEng Faisalabad, ME AsianIT
Rumbachs, R M, BAppSc CSturt
†Kent, K M, BAppSc CSturt
Valentine, D S, BAppSc(WineSC) MMgt CSturt
Water Systems Analyst
Mushtaq, S, PhD UP
Technical Officers
Bowdren, P J, BAppSc CSturt
School of Nursing & Midwifery
Head of School
Duffy, Professor M E, DipAppSc BAppSc LincolnInstHS, MNurs PhillipIT, PhD Monash
Stockhausen, L J, RN DipTeach NewcastleCAE, BEd ArmidaleCAE, MEdSt PhD Qld
146
Senior Lecturers
Brackenreg, J Y, RN DNE Cumb, BA NE, MEd Deakin
Crowther, A J B, RN MA Portsmouth, PhD LaTrobe
Dietsch, J E, RM RN GradCertAdvNurs NSWCollNurs, MNurs NE, PhD CSturt, MACMI
Goddard, L D, RN BHlthSc MEd CSturt
Grootjans, J, RN DipAppScNurs BAppSc Cumb, MAppSc PhD WSyd
Jeeawody, A B, RN DipNurs PGCE Lond, BA OpenUK, MEd WAust, PhD LaTrobe, FANZCMHN, MAPS
Kerr, R J, RN BA DipEd NSW, MEd(Hons) Wgong, DipAppSc RiverinaCAE
Lecturers
Clatworthy, C D, RM RN MEd Wgong, BHlthSc CSturt
Croxon, L A, RM RN BEd ArmidaleCAE, GDipGerNurs MEd Deakin
Davies, C E, RM RN BA Macq, MTH Qld, FRCNA, MCN(N.S.W.)
de Sousa, J E, RN DipT SydneyCAE, BEd ArmidaleCAE, MNurs Syd
Gadd, M C, BNursing NE, GradCertEmergNurs NSWCollNurs, MNurs Newcastle(NSW), RN
NSWNurseReg
Haley, C E, GradCertWomensHlth NSWCollNurs, MPHC Flin, RN NMBNSW, BHlthSc CSturt
Havelka, J E, DipHSc Syd, BHlthSc CSturt
Latham, H J, RN DNE ArmidaleCAE, MNurs Syd, BSocSc CSturt
Mackey, S J, RN BN NE, PhD Syd
Maginnis, C L, RN DipAppSc Cumb, BAppSc Syd, GradCertChild&AdolesHlthNurs NSWCollNurs,
MHlthSc CSturt
Mahony, P H, RN GDipEd BSc MEd&Work Macq, MHlthSc CSturt
Matheson, A K, RN DipHSc BNursing(Hons) Syd
McGill, R D, RN BNurs WSyd, GradCertCriticalCareNurs CentCoastHlthServ, MNurs TechnolSyd
†McLeod, M M, RN PhD Monash, BA MHumanServMgt CSturt
Ross, G C, RN BSc Syd, GradCertCriticalCareNurs NSWCollNurs, MNurs Flin, MRCNA
Shackleton, P K, RN MHEd NSW, BHlthSc CSturt
Stott, A, RN BSocSc MEd CSturt
Warner, P, RN DipAppSc SAustCAE, BAdVocEd SAust
Associate Lecturers
Mackin, K E, BNursing Syd, MNurs WSyd
Townsend, R B, RN DipParamedicalScience AmbulanceNSW, LLB NE, GradDipLegalPrac Wgong,
BNurs
TechnolSyd, GradCertVET CSturt, Solicitor(N.S.W.)
Laboratory Supervisor
Ryan, W, RN
Morgan, S D
School of Rural Management
Head of School
Parton, Professor K A, BCom(Hons) Liv, MSc Newcastle(UK), PhD NE
Baldwin, B J, BSc(Hons) NottTrent, GradDipEd SAustCAE, MAgrSc Adel
Charry, A A, BAgrBusAdm LaSalle(Colum), MSc Col, PhD NE
King, W M, BSc(Hons) PhD Otago
Adjunct Research Associate
Strutt, N, ADipAgr Melb
Visiting Academic
Takahashi, T, BSc MSc Tokyo, PhD ANU
Visiting Scholars
Xiu, C
Zhou, X, BAgricSc Gansu
Professors
Gurr, G M, BSc(Hons) Plym, GradCertEdStud Syd, PhD Lond
Kemp, D R, BScAgr(Hons) MScAgr Syd, PhD WAust, CPAg
Senior Lecturers
Cox, R J, DipAg TocalAgCol, GDipAg HawkesburyAgColl, MRurSc NE
Hodgkins, D, DipEd BSc WAust, MA Murd, GradDipEnvMgt CSturt
Morgan, C K, BScAgr Syd, GradDipEd CanberraCAE, MEd(Hons) NE
Raman, A, BSc MSc DScience PhD Madr
Lecturers
Cochrane, K W, BScAgr Syd, GradDipSocComm HawkesburyAgColl, DipEd STC, MA Lanc
147
Crockett, J A, DipEnvSt BA GradCertAgronFarmSys MA Adel, PhD CSturt
†Hedberg, P R R, BScAgr MScAgr Syd
†Kinross, C M, ADip(Wildlife&ParkMgt) SalisburyCAE, BA NE, GradCertEdStud Syd, GradDipResMgt
Canberra, PhD
CSturt
Simmons, A T, PhD Syd
Warren-Smith, A K, MAppSc WSyd, BAppSc(Hons) CSturt
Wheatley, W M, WDA WaggaAgCol
Associate Lecturer
Guisard, Y, BAppSc(Hons) Qld, BAppSc CSturt
School Administration Officer
Madden, K
Technical Officer
†Gogala, K M, BSc GradDipHortSc NE
School of Wine & Food Sciences
Head of School
Harden, Associate Professor T J, DipTertEd NE, BSc PhD Qld, MAppSc WSyd
Learmonth, R P, DipCompStud Melb, BSc BSc(Hons) PhD Monash
Adjunct Lecturer
McCabe, B K, BSc(Hons) Syd, PhD WSyd
Professors
Henick-Kling, T E
Robards, K, BSc PhD NSW
Scollary, G R, BEd MSc Melb, PhD LaTrobe, BAppSc CSturt
Allen, M S, MSc PhD Manc, CChem
†Bulleid, N C, MW InstMastWineLond, MSc S'ton
Steel, C C, BSc(Hons) Cardiff, PhD Birm
Senior Lecturers
Agboola, S O, BSc MSc Ib, PhD Guelph
Bedgood, D R, BSc GeorgeMason, PhD MontanaState
Bishop, A G, BSc(Hons) PhD Monash, GradCertUnivTeach&Learn CSturt
Blanchard, C L, BAppSc PhD CSturt
Greer, D H, BSc(Hons) PhD Otago
Helliwell, S, DipAppChem HobartTAFE, PhD Sask
Prenzler, P D, BSc(Hons) PhD Qld
Zhao, J, BSc TianjinInstLightInd, MAppSc PhD NSW
Lecturers
Clark, A C, BSc(Hons) PhD Melb
Delves, T R, BE Syd, MEngSc NSW
Doran, G S, BSc LaTrobe, MAppSc RMIT, PhD CSturt
Gray, J D, BSc PhD Adel
Meunier, M A, BScAg McG, DAAViticulture-Oenologie DNOE ENSAMontpellier,
GradCertUnivTeach&Learn CSturt
Novak, I, BSc MChem DScience Zagreb, FIOP, FRSC
Ryan, D M K, BAppSc(Hons) PhD CSturt
Savocchia, S, BAgSc PhD Adel
Schmidtke, L M, BAppSc MAppSc Tas
Tesic, D, BSc MSc Belgrade, PhD Massey
Associate Lecturer
Blackman, J W, BAppSc TechnolSyd, BAppSc CSturt
Technical Officers
Bullock, J R, BAppSc CSturt
Kater, M, BAppSc CSturt
Thomson, R G
Office of the Vice Chancellor
Office of the Vice Chancellor
Vice Chancellor
Goulter, Professor I C, BE(Hons) Cant, MSc PhD Ill
Emeritus Professors
148
Blake, C D, AM, AO, BScAgr Syd, PhD Lond, FAIAS
Rothwell, B, BSc Lond, PhD Bath, CBiol, MBiol.
Director, Corporate Governance & University Secretary
Strategic Projects Officer
Moffatt, S C, BSc Syd, DipEd STC, MDistEd Deakin, BAppSc MitchellCAE, MODLAA
University Solicitor
...
Manager, Complaints
Dayhew, M, GradDipAdmin Kuring-gaiCAE, MBA CQld
Manager, Corporate Communications & Media
Friend, L J, BA Well
Manager, Stakeholder & Community Relations
Stakeholder Relations Consultant
...
Manager, Policy & Research
Butt, L E, BSc(Hons) TechnolSyd, MBA CSturt
Legal Officer
Lewis, G A, LLB Macq, GradDipLegalPrac CollLaw
Media Officers
Halloran, F L, MA NSW, BA MitchellCAE
Heath, E A
Ward, W S, BScAg GDipAgEc NE, MA CSturt
Mooney, K J
Noyes, M G
Alumni Relations Officer
Fawkes, M L
Donor Relations Officer
Fish, S A, BA(Hons) CSturt
Corporate Relations Officer
Owens, A T, BA CSturt
Deputy Vice Chancellor, Academic
Office of the Deputy Vice Chancellor
Deputy Vice Chancellor, Academic
Adjunct Professor
Jung, K, BA MA Busan, PhD Ill
Executive Officer
Collins, M K
Academic Secretariat
Academic Secretary
Drengenberg, N, BE(Hons), MScSoc, PhD NSW, DipEd Syd
Manager, Academic Senate
Bond, M E, BA Newcastle(NSW)
Academic Secretariat Officers
Hicks, J C, BBusStud CSturt
†Matthews, F M, BBus TechnolSyd
†Montgomery, H J, BAppSc Syd
Paton, I E, ATCL TrinityCollLond
†Sharp, K L, BA RiverinaMurrayIHE
†Stoneman, L R, BEd CSturt
Winkley, Y
Australian Centre for Christianity & Culture
Director
Haire, I J M, MA Oxon, HonDD Belfast, HonDUniv Griff, HonDLitt Ulster, PhD Birm
Centre Manager
...
Programs & Functions Manager
Pitman, J L, BA(Hons), BA(Hons) Adel
149
Centre for Enhancing Learning & Teaching
Director
Tulloch, Associate Professor M I, BA Sus, MEd PhD NE, MAPS
Manager, Evaluation Services
Arthur, J, DipT MEd QldUT, BEdSt Qld
Manager, Educational Design & Educational Technology
Uys, P M, AdvDipTertTeach WellPolyTech, BCom Stell, BCom(Hons) UNISA, PhD Well
Manager, Educational Design & Teaching Development
Buckland, E M, DipT KelvinGroveCAE, BEd GDipTLib SAustCAE, MA SAust, AALIA, ARMA
Educational Designers & Coordinators, Learning Materials Laboratory
†Buchan, J F, BSc DipEd Natal, MEd SQld
Flynn, L A, MPET Deakin, BSocSc GradDipEd CSturt
Educational Designers
Addinsall, M G, BA GDipEd CSturt
†Adlong, W P, MA WSyd, BGenStud CSturt
Crease, R R, BA CSturt
Dunn, M, BSc ANU, GDipEd Canberra
†Faust, J, GradDipVocEd&Train LaTrobe
Gill, L D, BEd GradCertMulti&OnlineLearn CSturt
Graf, P M G, BA MitchellCAE, MAcc CSturt
Harris, J M, DipT BendigoCAE, BEd MEd CSturt, GradDipEd RiverinaMurrayIHE
Hunter, C L, BEd Syd
McDonald, A P, BEd WAustCAE, GDipEd MAppSc CSturt
McKenzie, A D, DipEd BA Monash, MSc(Hons) WSyd
Mozer, M, BEd AvonColl, GDipL&Literacy SAust, MA Deakin
Murphy, R M, BA NE, GCertCBL Wgong
†Newell, C V, BBus NSWIT, GradDipEd CSturt
Pfitzner, W E, DipEd BA Syd
Prescott, D A W, BA(Hons) Syd, GDipEd SydneyCAE, MAppLing Monash
Relf, S P, BA Qld, MEd TechnolSyd
Learning Media Laboratory Coordinator
Muldoon, N I, AssocDegVocEd&Train BAdVocEd CSturt
Manager, Evaluation Unit
Sequeira, D, BA Bangalore, MEd PhD Baroda
Reid, L D
Hunter-Rose, K A
Learning Materials Centre
Administration
Director
Klapdor, K M, BEc Syd
Deputy Director
Griffin, D P, BBus MBA CSturt, CPA
Dispatch
Manager
Patterson, R T
Coordinator, Assignments
Murphy, J F
Online Production
Coordinator, Online Services
Parker, S M, BBus BBus(Hons) CSturt
Online Publishing Coordinator
Piper-Nagy, S
Online Services Coordinator
Shaw, P F, BEc Macq
Systems Officer
Cochrane, M G, BInfoTech CSturt
Team Leader, Learning Materials
Wright, J
Production
Manager
150
McKeown, N E, GradCertMgt WSyd
Officer, Media Production
...
Learning Media Processing Officer
Langham, M A
Production Coordinator
Harden, J
Reproduction Unit
Manager
Lloyd, I M
Office of the Deputy Vice-Chancellor, Administration
Acting Deputy Vice Chancellor, Administration
Gorman, Professor L, BA NE, GradCertMgt WSyd, PhD Sus
Director, Special Projects
Wiggins, L V, AACS
Office of International Relations
Director
...
International Operations Manager
Moloney, S M, BBus SwinburneUT, MBA CSturt
Project Manager
...
Project Officer
Reeves, P F, BEd MitchellCAE
Coordinator, Study Abroad & Exchange
Grundy, F M, DipTeach AustCath, BEd GradDipPR Deakin
International Partnerships Coordinator
Oke, K C, DipTeach RiverinaCAE
Heads of Campus
Head of Albury-Thurgoona Campus
Head of Campus
Whiteford, Professor G E, BAppSc WAustIT, MHlthSc PhD SAust, MAAOT
Head of Bathurst Campus
Head of Campus
Head of Dubbo Campus
Head of Campus
Shipp, G W B, BA ANU
Dubbo Service Unit
Campus Operations Manager
Bell, H A, DipOH&S Charles Darwin, DipT SydneyCAE, MBus CSturt
Administrator/Learning Coordinator
Noonan, T L, BSc OregonState, GradDipEd CSturt
Head of Orange Campus
Head of Campus
Parton, Professor K A, BCom(Hons) Liv, MSc Newcastle(UK), PhD NE
Head of Wagga Wagga Campus
Head of Campus
Pro Vice Chancellor, Research & Graduate Training
Office of the Pro Vice Chancellor
Pro Vice Chancellor, Research & Graduate Training
Burnett, Professor P C, DipAppPsych Flin, DipT KelvinGroveCAE, MEdSt Qld, PhD Ohio
Adjunct Professor
Pratley, J E, BSc(Hons) PhD NSW
Visiting Fellow
Schummer, J, MPhil PhD Karlsruhe
Professor
Smith, Professor A, PGCE Oxon, MBA Aston, MA Cantab, PhD Tas
Senior Research Fellow
Race, D H, BHortSc Victorian College of Agricultu, GradDipEnvMgt LaTrobe, PhD ANU, MAppSc CSturt
151
Manager, Research Services
Wood-Meyer, K L, BA ANU, MBA SQld
Graduate Studies Officer
Morton, M A,
Research Finance Officer
Mandel, V G, BRE BrCol, GradDipFin Capilano College (Canada)
Programs and Information Officer
Bowman, N J
Research Grants Officer
Barrett, K D, BSc Syd
Research Student Finance Officer
Morris, P S
Special Projects Officer
†Dean, C L
Archives & Art Collection
Director, Archives & Records
Doubleday, W A, GradDipSc ECowan, BA(Hons) CSturt
Art Curator
Middlemost, T A, BA GradDipArts ANU
Reference Archivist
Cottle, L J, BLibISc CSturt
Spatial Data Analysis Network
Manager
Fuller, G, DipEd BAppSc GDipGIS&RemoteSens MAppSc CSturt
Senior Systems Programmer
McKenzie, G L, BAppSc UCCQ, GradDipAppComp CQld, MAppSc QldUT
Information Technology Officer
McDonald, S P, BSc CSturt
Poynter, C N, BAppSc BAppSc(Hons) GradDipEd CSturt
Research Centres
Centre for Applied Philosophy & Public Ethics (CAPPE)
Director
Miller, Professor S R M, GDipJourn Rhodes, BA ANU, GDipEd StateCollVic, MA Oxon, PhD Melb
Adjunct Professor
Mackay, H C, BA Syd, MA HonDLitt Macq, HonDLitt NSW, HonDLitt CSturt, FAMSRS, FAPsS
Professors
Campbell, T D, MA PhD Glas
†Kleinig, J I, BD MelbCollDivinity, MA WAust, PhD ANU
†Weckert, J F, DipCompSc MA LaTrobe, BA Adel, PhD Melb, MACS
Senior Research Fellows
Clarke, S P, BA Melb, PhD Monash
Cocking, D G, PhD LaTrobe
Research Fellow
†Moss, J
Centre Manager
...
EH Graham Centre for Agricultural Innovation
Director
Lemerle, Professor D, BSc Reading, MSc PhD Syd
Adjunct Professor
Waters, E J, BSc PhD Adel
Visiting Professor
Przybylski, R, MSc(Hons) PhD Poznan
Adjunct Senior Research Fellow
Haig, T J, BSc PhD Newcastle(NSW)
Adjunct Research Fellows
Burns, H M, BScAgr(Hons) NE
Loch, A D, BSc BSc(Hons) PhD Qld
Moroni, J S, BSc MSc PhD Alta
Pitt, W M, BAppSc BAppSc(Hons) PhD CSturt
Research Associates
Stanton, R A, BSc(Hons) NE, PhD CSturt
152
Professor
Pratley, J E, BSc(Hons) PhD NSW
Centre Business Manager
...
Administration Officer
Matthes, B J, BBus CSturt
Experimental Winemaker
Rouse, E J, BAppSc CSturt
Centre Coordinator
†Crowley, M T
Technical Officers
Greer, L A, BSc(Hons) Otago
Huang, R, BAppSc(Hons) CSturt
Pan, H Y, BAgrSc Gansu, MAppSc(Hons) Massey
Institute for Land, Water & Society (ILWS)
Director
Curtis, Professor A L, BA DipEd Melb, PhD CSturt
Adjunct Research Fellows
Ifeka, C, PhD Lond
Mazur, N, BSc Syr, MEnv PhD Adel
McDonald, A G, BSocSci RMIT, MEnvPlan Melb, PhD CSturt
McGregor, D L, BEng Melb, GDipBus MBA Deakin, GradDipMunicipalEng WarnamboolIAE, MEngSc
NSW
Roshier, D A, PhD CSturt
Senior Research Fellow
Roshier, D A, PhD CSturt
Research Fellow
Ross, K A, BSc(Hons) PhD NSW
Communications Coordinator
†Beemster, M C, BA RMIT, GradDipEd Melb
Conference Coordinator
†Roberts, K M, BA Canberra
Centre for Rural Social Research
Director
Alston, Professor M M, BSocStud Syd, MLitt NE, PhD NSW, GDipCompApp RiverinaMurrayIHE,
MAASW
Research Coordinator
†Loane, N J
Centre Coordinator
...
Johnstone Centre – Research in Natural Resources & Society
Program Director
Klomp, Professor N I, BAppSc Curtin, BSc Murd, PhD Glas
Manager, Environmental Consulting Unit
Grabham, C, BAppSc CSturt
Senior Techical Officers
Broster, J C, BAppSc(Hons) Adel, MAppSc CSturt
Asmus, M W, BAppSc CSturt
National Wine & Grape Industry Centre
Director
Scollary, Professor G R, BEd MSc Melb, PhD LaTrobe, BAppSc CSturt
Senior Lecturer
Saliba, A J, BSc(Hons) Deakin, PhD Essex
Lecturer
Smith, J P, BAgricSc Melb, PhD CSturt
Centre for Research in Complex Systems (CriCS)
Director
Bossomaier, Professor T R J, BA Cantab, MSc PhD EAnglia, MACM
Centre for Research into Professional Practice Learning & Education (RIPPLE)
Director
Whiteford, Professor G E, BAppSc WAustIT, MHlthSc PhD SAust, MAAOT
Adjunct Professor
153
Saliba, G J, DipEd BSc(Hons) PhD Syd
Adjunct Research Associate
Clancy, S D, BA MLitt NE
†Beverly, L K
Public and Contextual Theology (PACT)
Director
Haire, I J M, MA Oxon, HonDD Belfast, HonDUniv Griff, HonDLitt Ulster, PhD Birm
Division of Facilities Management
Executive Office
Executive Director
Lennon, P M, BEng NSWIT, GradCertMgt WSyd, BBus CSturt
Manager, Business Administration
Marshall, L R, ADipBus NSWTAFE, BBus CSturt, ASA
Enviromental & Energy Manager
Taylor, P A, DipEd TechTeachColl, BA MA Cantab, MArch Deakin, BA(VisualA) RiverinaMurrayIHE
Operations
Director
Millar, W L, ATEFMA
Manager, Strategic Services
Geddes, R
Manager, Campus Services, Albury/Wodonga & Canberra
Jones, P W, CertIVTrain&AssessCat2 WodongaTAFE, AssocDipEng ACT Accreditation Registration
Manager, Campus Services Bathurst & Broken Hill
Gittoes, S J
Manager, Campus Services Dubbo & Maintenance Supervisor Orange
Hewitt, T
Manager, Finance & Facilities, Orange
Dowler, P, BBus MitchellCAE, MBA CSturt
Manager, Campus Services Wagga Wagga
O'Meara, T P, BBus BSocSc CSturt
Procurement & Risk Management
Director
Hogan, K B, BEng TechnolSyd
Project Manager, Construction
Wright, N L
Facilities OH&S Manager
Simpson, K B, BAppSc RiverinaMurrayIHE
Project Managers
Baker, P V
Johnson, C G, ADipConstMgt CaulfieldIT
Project Officer/Coordinator
Padwal, V
Planning & Design
Director
...
Senior Architect
Nesakumar, C A, BSc MScArch Mor'wa, MDesSc Syd
Senior Planner
Tonkin, J R, BAppSc Canberra
Project Officers
Beauly, I, BSc(Hons) PGDipCompAidBldDes MPhil Strath
Crichton, G J
McCormick, E J, BArch(Hons) NSW
Mechanical Services Officer
Matthes, A J
Division of Financial Services
Executive Office
Executive Director
Executive Assistant
Watt, K L
154
Director's Office
Director, Finance
Lindner, A K, BHA NSW, BBus RiverinaCAE, FCPA
Financial Accountant
Comerford, A M, BBus CSturt, CPA
Management Accountant
Seaman, R W, ACIM, ACIS, PNA
Manager, Finance & Facilities
Dowler, P W, BBus MitchellCAE, MBA CSturt, CPA
Finance Officer, Insurance
†Burrett, A P
Business & Risk Officer
Ryan, A M, AssocDegBusStud CSturt
Corporate Services - Payables
Finance Manager (Assets & Services)
Kendall, D J, AssocLocalGovAdmin MitchellCAE
Finance Manager (Payables)
Hamilton, W G
Finance Officer
Nairn, B
Finance Officer (Payables)
Gilmore, C J
Purchasing Officer
Cooper, J F
Purchasing/Residences Officer
Fairweather, P
Corporate Services - Revenue
Finance Manager (Receivables)
Gamble, T J, BBus CSturt
Finance Officer (Contracts)
Collins, B T, GradCertBusAdmin CSturt
Finance Officer International
Tout, D J, BBus RiverinaCAE
Cashier
Schmich, D M
Finance Officer (Debtors)
Carroll, J E
Corporate Services - Travel
Travel Manager
Medaris, J M
Travel Officer
†Howard, S L
Levett, J S, AdvCertTrav&Tour NSWTAFE
McLeod, P T
Corporate Services - Supply
Finance Manager (Supply)
Smith, M B
Manager, Fleet Services
Smith, R S
Finance Officer (Transport)
Baillie, B P
Mechanic/Fitter
Green, R C
Stores & Mail Officer
Gill, J W
Transport & Services Officer
Jackson, G G
Systems
Finance Manager (Systems)
Wilson, G J, BBus, MBA CSturt
Finance Officer (Treasury)
Waugh, J H, AdvCertHR SwinburneUT, BA LaTrobe
155
Management Services - Budget
Finance Manager (Budget)
Smith, S C, BBus CSturt, ASA
Management Services - Costing
Cost Accountant
Maloy, P J, AdvCertCommerce RiverinaTAFE, BBus CSturt
Finance Officer (Costing)
Arneill, D L, BBus CSturt, CPA
Management Services - Payroll
Finance Manager (Remuneration)
Frost, C
Finance Officer
Roberts, C A
Remuneration Officer
Corlett, R
Payroll Clerk
†Jones, N T
Salaries Officer
†Webber, K M
Management Services - Tax
Finance Officer (Taxation/Contract)
Mumford, R J, GDipComp RiverinaMurrayIHE, CA
Management Services - Risk Management/Enterprises
Farm Managers
Mellor, J E, BAgEcon NE
Mannix, S, AdvDipHorseMan OAC
Finance Officer (Business & Risk)
Von Brockhusen, C M, BBus CSturt, ASA
Vineyard Manager
Cannon, P A
Vineyard Supervisor
Drechsler, B J
Albury Children's Centre
Director
Smith, M M, BTeach CSturt
Wagga Children's Centre
Early Childhood Teacher/Director
†Isaac, M J, DipTeach Melb
Early Childhood Teacher
†McKenzie, J B, DipTeach RiverinaMurrayIHE
Division of Human Resources
Executive Office
Executive Director
Shaw, R L, GDipBusAdmin WAustIT, BBus RiverinaCAE, AFAHRI, CPA
Employee Relations
Director
Wilson, M J
HR Officer, Employee Relations
Compton, P J
Environment, Health & Safety
Manager
Maxwell, P J, GDipAppSc CSturt
HR Officers E,H & S
Barton, F A, BBus TechnolSyd
Lombe, M A, RN ADipAppSc(CommunityHlthNurs) Cumb
HR Officer, Injury Management
Combs, A S
Organisational Development
Director
Bounds, A C, BEd CanberraCAE, GDipPersMgt&IndustRel PhillipIT, MAHRI
Manager, Workforce Planning
Bell, J A, GDipEd NE, MOD&T SCross
156
Manager, Equal Opportunity
McCormick, S A H, BA Macq, GDipCounsell AustCollAppPsych
Manager, Leadership & Professional Development
Bryant, H, DipAppSc WaggaAgCol, GradDipEnvMgt MEM CSturt
Indigenous Employment Coordinator
Kime, K L, BA(SocWelf) RiverinaMurrayIHE, MAppSc CSturt
Performance Management & Schemes Coordinator
Marr, N G, DipT ArmidaleCAE, MEd MEdAdmin NE, BVocEd&Train CSturt
Organisational Development Officers
Haniford, A, DipDevelDisab SAustCAE, GDipLib&InfoSc Tas
†Stephens, P L, BAppSc CapricorniaIAE, GradDipTeach MEd QldUT
Recruitment
Director, HR Services
Thomson, S P, BEd Syd, MEd TechnolSyd, GradCertHRM CSturt
HR Coordinator, Recruitment
Young, R M, BA Paisley
Recruitment Officers
Barnes, J G, BCom LLB NSW
†Lewis, T G, BAppSc WSyd
Services & Systems
Director, HR Services
Knight, M G, MMgt SQld, BBus MitchellCAE, FAHRI
Managers, HR Client Services
Bailey, M E, BBus TechnolSyd, GDipCounsell InstCounsell, GradCertIntnlHRMgt CSturt
Earl, G A
Manager, HR Systems
Smee, A G, MACM
Human Resources Officer, Services
Jones, M A, BBus CSturt
HR Administrators
Guthrie, D B, DipOH&S WodongaTAFE, BBus CSturt
†St John, J P, CertIVBus NSWTAFE
van Gemert, L A
Division of Information Technology
Executive Office
Executive Director
..
Manager, IT Developments
Hughes, T J, BA Macq, GradDipInfoTech CSturt
Executive Officer
†Tinley, D A, BCom Griff
Finance Officer
Russell, N E, BBus CSturt
CSU Project Service Centre
Manager
Mackinnon, L D, BBus CSturt
Business Analyst
Armstrong, M L, BEc Syd
Project Managers
Beven, C J A, DipTeach SydneyCAE, GDipAppSc MInfoTech CSturt
Chisholm, M A, BA GradCertMgt CSturt
Trainee Business Analysts
Boyd, M C
Colombera, C A
Technology Services & Infrastructure Centre
Director
Taylor, G B, ADipComp RiverinaCAE
Infrastructure
Manager, IT Infrastructure
Ireland, D M, DipT Catholic College of Education, BAppSc CSturt
Team Leaders
Fromholtz, K M, AssocDipAppSc BInfoTech CSturt
157
Rayner, T C, BEng BSc NSW
Senior Systems & Infrastructure Officers
Jeffries, S M, AssocDipEng FootscrayTAFE
Short, L J, BInfTech CSturt
Network Services Officer
Terry, T D, BInfoTech CSturt
System Programmer
Hay, R J, BInfoTech CSturt
Systems & Infrastructure Officers
Bennett, T L
Brown, T G, BBus CSturt
Tolhurst, R S, BInfoTech CSturt
Weston, L P
Systems Programmers
Ahmad, S, BInfTech CSturt
Cain, B N
McDonnell, D J L, BInfoTech CSturt
Senior Computer Systems Administration Officer
Meekin-Sutherland, S M
Technology Support Services
Manager
Roberson, B M, ADipDP MitchellCAE
Team Leaders
Burrow, A W, ADipBus NSWTAFE
Paton, R J
Desktop Services Officer
Rosser, S I, BComp Monash
Desktop Support Officer
Heron, T J
Information Technology Support Officer
Godschalk, J B
Senior Information Technology Officer
Talan, I B
Information Technology Officers
Browne, D A L, DipIT NSWTAFE, BIT CSturt
Drake, P F
Dusselaar, A P
Jonas, B C
May, N C, BInfTech CSturt
Oliver, A P
Shave, P R
IT Support Officer
Case, M J, DipIT NSWTAFE, BInfoTech CSturt
PC Consultant
Pattinson, A P, BInfoTech CSturt
Computer Shop
Supervisor
Smith, G D
Technology Service Management Centre
Director
Sefton, P T, DipRelEd DipT StMaryColl, GDipAppSc MInfoTech CSturt, GradDipEdStud MitchellCAE
Customer Service Management
Manager, Customer Service & QA
Locke, R D, BBus CSturt
Team Leaders
Eyles, J P
Slack-Smith, F
Information Technology Training Officers
Brimson, R M
Dixon, S E, CertWorkplaceTrain NSWTAFE
Laverty, P J
†Williams, M L
158
Teaching & Business Information Management Centre
Director
Bedwell, D J, BE Wgong, GradCertElectCom CSturt
Teaching Learning & Business Applications
Manager
Haines, A G, DipViticulture NSWTAFE, BBus TechnolSyd
Manager, Application Development & Integration
Cottee, D O, BAppSc CSturt
Project Manager
Roberts, J D
Applications Developer
Robertson, A J
CSU Web Curator/NSW HSC Online Coor
Coller, P E, BA GradDipEd CSturt
Snr Analyst Programmer
Graham, W T, BBus GDipAppSc CSturt
Team Leader, CSU OnLine
Bristow, P T, AssocDipInfoTech BInfoTech CSturt
Technical Leads
Martin, D J, BInfoTech CSturt
Pitcher, V M, BA Melb, DipEd GDipComp LaTrobe
Analyst Programmers
Boetto, R, AssocDipAppSc BAppSc CSturt
Marr, W S, DipTeach ArmidaleCAE, GDipComp ECowan
Morton-Allen, M, BInfoTech CSturt
Walsh, M F, BEng RMIT
Applications Programmers
Archer, T J, BAppComp Tas
Benton, L P, BBus CSturt
†Davis, G, BBus CSturt
Jenkins, J A
Joshi, H, BE Nag, MInfoTech ECowan
†Mackay, K L, BInfoTech CSturt
Patterson, C M
Roma, D W, BInfoTech CSturt
†Thomson, A, AssocDipInfoTech BInfoTech CSturt
Programmer
Dunstall, C N G, BInfoTech CSturt
Web Designer
†Watson, K D
Website Support Officer
Tulloh, B F E, CertIVInterMedia VETAB, BA CSturt
Enterprise Information Architecture
Senior Database Administrator
Reeves, A J, BE Monash
Database Administrator
Goopy, D M, BEc JamesCook
Analyst/Programmer
Kauter, S K, BInfoTech CSturt
CSU Records Office
Manager
McMenamin, S S, BAppSc Curtin, MRMAA
Division of Library Services
Executive Office
Executive Director
Oakley, S D, BA GradDipMgt MMgt WAust, AALIA
Director, Development
Bishop, S A, BA NSW, GradDipLibSc Kuring-gaiCAE
Director, Operations
Amery, K L, BA SwinburneUT, GDipLibrarianship MelbourneCAE, MAppSc CSturt, AALIA
Adjunct Administrator
O'Neill, S L
159
Coordinators, Library Web Site
†Hosie, B A, BInfoTech(Hons) CSturt
†Watson, K D
Coordinator, Administration
Morrice, J A, DipBus WInstTAFE
Albury Library
Manager, Client & Information Services
Fry, G M, BEng RMIT, GDipLIS Melb
Coordinator, Client & Information Services
Burr, B R, BA ANU, DipEd Monash, GradDipArts CSturt
Librarian, Client Services
Whitaker, I R, BEd MelbourneCAE
Librarians, Information Services
†Bowman, P M M, BEd GDipIM Melb
†Hardiman-Orford, J, DipT MelbourneCAE, GradDipInfM Melb
Bathurst Library
Sempell, R H, BA Kuring-gaiCAE, GDipIM Melb
Manager, Collection Services
Evans, I G, BA DipEd NSW, GDipTLib Kuring-gaiCAE
Coordinator, Information Services
Smith, K M, BA Kuring-gaiCAE
Coordinator, Lending Services
Dissanayake, B G, MLIS Colombo, MSc(Hons) Patrice Lumumba P.F.
Coordinator, Remote Services
Cox, S F, GradDipMgt CQld, GradDipChildLit Macq, BA RiverinaCAE, AALIA
Coordinator, Cataloguing
Khoo, H C, BSc(Hons) DipEd MSc Malaya, GradDipArts CSturt
Librarians, Collection Services
Arrow, J M, GDipScTeacherLibrarianship ECowan, DipTeach MitchellCAE, MAppSc CSturt
Johnstone, M, BADipEd Macq, GDipTLib SAust, GradDipSpecEd CSturt
Boland, D E, BSc NE, GDipLib BallaratCAE
Mariette, M R, BAppHum BA(Hons) WSyd, GradDipInfM TechnolSyd, AALIA
Orange Library
Manager, Library Services
Eggleston, L, AALIA
Librarian
Woodside, D, GradDipTeachLib Kuring-gaiCAE, DipT MitchellCAE
Wagga Library
Ferguson, A K, GDipLib RGIT, MA Aberd, ALA
Manager, Collection Services
Fitzpatrick, K L, BA BallaratCAE
Coordinator, Information Services
Jackson, K A V, BA CSturt
Coordinator, Lending Services
Murphy, J, ADipLib BAppSocSci RMIT, DipWelfSt SunraysiaTAFE, BA Deakin
Coordinator, Acquistions
Sleeman, G S, ALAA
Coordinator, Cataloguing
Henman, J E, BA CSturt
Librarians, Collection Services
Griffiths, C N, BA CSturt, AALIA
†Moloney, J V, BA DipEd GDipLib NSW
Baker, J M, BA Newcastle(NSW), GradDipLibInfoStud Curtin
Griffin, L M
Division of Marketing
Executive Office
Director
Ansell, S A J, HND Ealing C.H.E., MBA CSturt
160
International Marketing Officer
Tarbit, A S, BBus QldUT
Michel, C M, BA Canberra
Contact Centre
Manager, Contact Centre
Browning, K A, AdvCertTelecomm CertWorkplaceTrain DipCallCentreMgt WInstTAFE
Training & Development Coordinator
Hughes, S, DipTeach Catholic College of Education
Team Leader, Contact Centre
Burgess, R, BBus CSturt
Customer Service Agent
Gorrell, C
Hall, D
Harvey, J
Heffernan, T
Hornery, L, AdvDipHotelMgt BMIHMS
Peacock, F
Pigott, B, BFinAdmin UNE
Purcell, E
Schumacher, S
Walsh, J
Smith, H
CSU Print
Printery Manager
Hope, P I
Graphic Designer
O'Neill, A G, DipGraphic Design SIT
Production Co-Ordinator
Robinson, C S
Graphic Reproducer
Kevin Roughley
Offset Printers
Scott Mutton
Chris Dury
Dean Rheinberger
Administration Assistant
Monique Constable
Binding Finisher
Pauline Osborn
Marketing Communications
Manager (Acting)
Pym, G M, BA CSturt
Editor/Web Editor
Richardson, J M, BA ANU
Senior Editor
Pym, G M, BA CSturt
Editor/Project Manager
Vincent, P M, BA CSturt
Editor/Project Manager
Vacant
Graphic Designer
Johanson, A L, BA(GraphicDesign) CSturt
Dispatch Supervisor
Wilson, C E
Market Development
Market Development Manager
Howell, C, BA(LiberalStudies) RiverinaMurrayIHE, MBus (Marketing) CSturt
Market Analyst/Researcher
Lasky, G F J, BBus MBus CSturt
Prospective Student Advisers
161
Dwyer, N F
Legg, S E, DipT RiverinaCAE
Skate, S M
Smith, C A, BBus CSturt
Media/Promotions Officer
Manning, H W, BA CSturt
Barber, L G, BA CSturt, Cert Workplace Train & Assess Riverina Institute of TAFE
Division of Student Administration
Executive Office
Executive Director
Honey, G B, BBus RiverinaMurrayIHE, GradCertMgt CSturt
Director, Student Administration
Evans, M D K, BA ANU
Admissions Office
Manager
Chapman, S K, BCom NSW, GradDipSocSc NE
Senior Admissions Officer
†Dawe, M J, BMgt SCross
Admissions Officers
Armour, T L
Bourke, M L, BA CQld
Byrne, T L, DipTeach HawkesburyAgColl
Case, S J, BA CSturt
Collins, P C
Gifford, H L, BA QldUT
Manton, L S, BA NE, BLitt(Hons) Deakin
Admissions Officers, International
Craig, K L
Esler, S L
Grainger, J M
Mitchell, J A, BTeach CSturt
Van Wel, F A
Albury Student Administration Office
Manager
Carden, M E, BA MitchellCAE
Senior School Liaison Officers
Baker, F M, DipT STC
Cleary, J T, BEd LaTrobe
Yates, I C, GDipTax NSW, BBus(Admin) RiverinaMurrayIHE
School Liaison Officers
†Hall, G M, BA ANU, GDipSecStud Canberra
Hindle, B J
Lowden, G A
McKinley, E J
Potter, M G, DipTeach BEd AvonColl, DipSocSc Massey, GDipTESOL SAustCAE
Stewart, A R
Bathurst Student Administration Office
Manager
Gooley, D L
Senior School Liaison Officer
Munro, S L
Quah, M J, DipT ChristchurchTC
Flood, B I
Jones, L
†Pleming, K M, BBus MitchellCAE
Sugden, M A, BA CSturt
Thurling, S D
Toole, D R, AdvCertAcct OTEN, BBus(Acc) CSturt
†Waddell, R G
Examinations Office
162
Manager
Brownlow, C D
Examinations Officer
Jones, E J, AdvCertPersMgt WInstTAFE
Orange Student Administration Office
Manager
Duffy, B J, DipEd BBus MitchellCAE
Senior Liaison & Student Services Officer
May, S L, DipEd BA Macq, MSustMgmt Syd
School Liaison Officer
Brennan, S L
Systems & Quality
Manager, Systems & Quality Office
McDermott, I W, AssocDipInfoTech BInfoTech CSturt
Student Systems & Quality Officers
Armstrong, I A, AssocDipEng NSWTAFE, BBus CSturt
Pearce, C H, BAgrEc NE
Third Party Programs Coordinator
Yensch, P J, DipProjMgt NE
Wagga Student Administration Office
Manager
Hall, L M, BEd CSturt, ATEM
Senior School Liaison Officers
Bellairs, M M
Martin, S S, BA CSturt
Liaison Officer
Rogers, N M
Brabin, E J
Castle, P W
Chaplin, D R
Halbisch, R M
†Morton, C E
†Reberger, M A
St John, K
Tye, T M, BTeach CSturt
Wallace, H C, BAppSc BTeach Deakin
Ward, M J, BBus QldUT
Division of Student Services & Indigenous Support
Executive Office
Executive Director
Callander, A J, GDipMan CQld, MSc SheffHallam, BBus CSturt, ACIA
Deputy Director
Burr, L J, GradDipEdAdmin RMIT, BEd LaTrobe, GDipEd HawthornIE, MPhil CSturt
Protocol Officer
Lander, K E, BA Deakin, GradCertTESOL CSturt
Student Services, Administrative Support
Assistant Finance Manager
Clark, J P T, ADipBus NSWTAFE, BBus CSturt
Manager, Student Access and Work
Worsfold, P W, DipT RiverinaCAE, GradCertDispResln MBA CSturt
Career Development Officer
Anderson, V M
International Student Advisers
Dunn, Y S, DipAppSc HawkesburyAgColl, GDipEd Syd
Furze, L S, BA LaTrobe, GDipEdStud(MulticulturalEd) NE
†Sinclair, F M, BA Syd
Team Leader, Student Contact
Delaney, P K
Quality Assurance Officer
#†...
#Battersby, J L
163
#Combs, M M
#Foster, M T
#Tilden, D A
Student Services Officers
#†Fitzpatrick, G J
#†Schembri, C M
Student Services QA Officer
#Stacker, L T
Careers Assistant
#†...
Indigenous Support Unit
Manager
Eldridge, R J, DipHlthSc Syd, MIndigHlthStud Wgong
Community & Student Liaison Officers
Clegg, D L R, BAppSc(Parks&Rec) CSturt
Hull, J G
Lane, S L
#Connors, M G
Office Assistant
#McKay, K A
Learning Support
Manager
Smith, E A, GradCertInstDes GDipAppSc Deakin, MEd SQld, DipT MitchellCAE, BEd CSturt
English Language Support Adviser
†Tempke, R M, DipEd NE, MA SthnIll
Learning Skills Advisers
Ardren, S P, DipActuarialTechnique InstActuaries, BSc(Hons) MSc PElizabeth
†Barton, H E, BSc Melb, DipEd MelbourneStateColl
†Butler, P F, BADipEd Macq, BD MelbCollDivinity, MTh(Hons) SydCollDivinity
†Hall, H T, BA Syd
Lance, R L, BScAgr Syd, GDipEd CanberraCAE
McGowan, B M T, DipT AustCath, BAdEd Canberra
McKinney, S H, DipTeach Melb, DipBusStud VictoriaUT, GradCertEd Tas
McVilly, B M, GDipEd HawthornIE, GDipCareersEd RMIT, BA CSturt
Urwin, T A, BA WAust, RSA/CTEFLA RMIT
Learning Skills Officers
Manners, J M, BA GDipEd NSW, GradDipMgt CSturt
†Scott, J M, BMath DipEd Newcastle(NSW)
Personal Support
Student Community Coordinator
Simmons, G D, BA BSocWk Melb
Student Counsellors
Rutherford, P D, BA Qld
Weaver, J L, BPsych(Hons) CSturt
Disability Liaison Officers
†Lavicka, K A, BAppScOT Cumb
†Shaw, R L, BA NSW
Student Equity Officers
†Bragg, S M, BN CSturt
†Dorman, D C
†Ross, J S, BA PhD Syd
Student Community Coordinators
†Roche, C N, BA CSturt
†van Toor, M J, BHSc CSturt
University Nurse
Pearce, C, RN NSWNurseReg, BBus(Admin) CSturt
Residence & Catering
Director
...
Administration Unit
Manager, Administration, Contact & Services
164
Reinhold, A J, BA Canberra
Finance Officer
Heffer, R V
Bathurst & Orange Catering Unit
Catering Manager
Russell, B S
Assistant Catering Managers
Booth, J J, AdvCertHosp&CateringSupvsn AssocDipAppSc NSWTAFE
Bowden, A M
Bathurst, Orange & Dubbo Operations
Manager, Residential Operations
Horner, V A, RN
Residential & Finance Officer
Faulkner, K C
Residential Operations Officers
Hennock, P M, DipHSc(Nurs) CSturt
Kelly, J L
Wagga Catering Unit
Catering Manager
Cooke, E E
Assist Catering Manager - Services
Perry, T D
Assistant Catering Manager
White, A J
Wagga Wagga & Thurgoona Operations
Manager, Residential Operations
Bell, P J
Residential Operations Officer
Miskell, R L
Office of Planning & Audit
Director
Sharp, C J, MLitt NE, BAppSc CSturt, BEd MitchellCAE
University Auditor
Ranby, P P, BEc Macq, GradCertFinPlan Canberra, CPA
Manager, Planning
Clemson, N A, BA Auck, GradDipInfoTech TechnolSyd
Applications Programmer
Scott, T J, BInfoTech CSturt
Planning Officer
†Lamb, M A, BAppSc CSturt
Systems Officers
Newell, R I, BInfoTech CSturt
Williamson, T C, BInfoTech CSturt
Saban, A K
Assistant Auditor
Payne, K F, BBus CSturt
Council
Official Members
Chancellor
Willett, L J, AO (term to 31 December 2010)
Deputy Chancellor
Macintosh, A I, AC, BA ANU (term to 30 June 2007)
Vice-Chancellor
Chair, Academic Senate
Green, Professor D L, DesRCA RCA (term to 30 June 2007)
Council Members
Bell, H, MBus CSturt (term to 30 June 2008)
Benedyka, S E, FinMgtCert MCAE GDipBus CSturt (term to 30 June 2007)
Catanzariti, A, MLC (term to 31 March 2007)
Elks, M (term to 30 June 2008)
165
Frangopoulos, A, BA MitchellCAE (term to 30 June 2007)
Hancock, C, BA CSturt MBA UNSW (term to 30 June 2009)
Hanrahan, W T, BBus RiverinaCAE, BLegS Macq, BRegS MSC Melb, FCPA, FCIS (term to 30 June
2007)
Kennett, G, BBus, GradDipTrain&Develop, MTrain&Develop (term to 30 June 2008)
Macklin, R, BCom NSW, MCom(Hons) Wgong, PhD CSturt (term to 30 June 2008)
Martin, G F, MP (term to 31 March 2009)
Murphy, P A, BAgEc Syd (term to 30 June 2007)
Pitkin, K, BA Newcastle(NSW), DipEd Armidale, GradCertActionLng WSyd (term to 30 June 2007)
Towers, P A, BSc Murd, MAppSc WSyd, PhD Qld, ASRB (term to 30 June 2008)
Wise, G A, BVSc Syd (term to 30 June 2009)
Executive Committee
Willett, L J, AO (Chair)
Benedyka, S E
Goulter, I C
Green, D L
Macintosh, A I, AC
Towers, P
Wise, G A
Audit and Risk Committee
Hanrahan, W T (Chair)
Frangopoulos, A
Pitkin, K
Compliance and Commercial Activities Committee
Murphy, P A (Chair)
Wise, G A
Macklin, R
Jarratt, B
Corporate Governance and Nominations Committee
Willett, L J, AO (Chair)
Benedyka, S E
Goulter, I C
Hancock, C
Macintosh, A I, AC
University Secretary
Regional Consultative Committees
Albury-Wodonga Regional Consultative Committee
Chair
Whiteford, G E, BAppSc WAustIT, MHlthSc PhD SAust, MAAOT
Members
Hanrahan, W T, BBus RiverinaCAE, BLegS Macq, BRegS MSC Melb, FCPA, FCIS
Melville, N J, BSci ULIV, PostGrad Cert Ed ULIV
Stocker, F J, DipT MAdEd TechnolSyd, BEd HawthornIE
Smith, A P, BA, BEc ANU
Vacancy
Vacancy
Bathurst Regional Consultative Committee
Chair
Members
Blanch, P, LLB Syd, ISMP OPM Harvard, FAICD
Flynn, A
Hector, J, BSC Syd
Kitcher, D
Macintosh, I, BA ANU
Moran, B
Roach, A, BBus CSturt
Roach, R, BSci NSW, MBA Scot
Dubbo Regional Consultative Committee
Chair
166
Bell, H, MBus CSturt
Members
Biles, C, BSocSc C.Sturt
Browne, M, BArts(Hon) DipEd University of Tasmania
Eckford, G
Walters, M, AM MBE
Wise, G A, BVSc Syd
Orange Regional Consultative Committee
Chair
Parton, Professor K, DipEconStat NE, BComm (Hons) Liv, MSc Newcastle, PhD NE
Members
Wagga Regional Consultative Committee
Chair
Green, Professor D, NDD Des RCA London
Members
Briggs, J, MBA CSturt
Dale, P S, AssocDip AREI
Hart, A
Mahon, J K J, DipAgr WaggaAgrColl
Merrylees, M
Rogers, W, BSc ANU, BA NE, DipEd CCAE
Senior Officers of the University
Chancellor
Willett, L J, AO
Vice-Chancellor
Deputy Vice-Chancellor, Academic
Gorman, Professor L, BA NE, GradCertMgt WSyd, PhD Sus
Green, Professor D L, NDD Des RCA London
Pro Vice-Chancellor, Research & Graduate Training
Burnett, Professor P C, DipAppPsych Flin, DipT KelvinGroveCAE, MEdSt Qld, PhD Ohio
Executive Director, Division of Financial Services
Executive Director, Division of Human Resources
Shaw, R L, GDipBusAdmin WAustIT, BBus RiverinaCAE, AFAHRI, CPA
167
8.4 Participation in Academic Policies and Standards
Curriculum development and the maintenance of high quality, professionally relevant courses
and programs is central to teaching and learning in the Faculty of Business at Charles Sturt
University. When a new program is proposed an advisory committee is established and
extensive consultation is undertaken with all key stakeholders. Program coordinators are
appointed by the Dean and have responsibility for managing and teaching the program. This
includes a requirement that the coordinator report annually to the Faculty Courses Committee
for undergraduate courses and to the Graduate Courses Committee for postgraduate courses.
Suggested changes to programs are discussed by the program advisory committee and
proposals are put to the Faculty Courses Committee and Faculty Board. From here, they are
transmitted to University-wide committees such as Academic Senate. Within each program,
each course has a course coordinator who is responsible for maintaining the relevancy and
currency of that course. Student evaluations (refer to 7.2.2) are also part of this process.
The following bodies within Charles Sturt University are involved in the development/decisionmaking process pertaining to curriculum:
1.
COUNCIL
Graduation
•
•
2.
confer awards
award University Medals
UNIVERSITY COURSES PLANNING COMMITTEE
Course Accreditation
•
•
•
•
•
3.
determine the compatibility of awards and courses with the University's
mission statement and educational profile
review evidence of need and demand for courses
evaluate resource implications
determine priority and date of introduction
allocate EFTSU
ACADEMIC SENATE
•
approve new courses and course regulations and major variations to
course regulations
Graduation
•
•
approve awards
approve awards with distinction
Higher Degrees
•
4.
approve awards or otherwise
BOARD OF GRADUATE STUDIES
Research Higher Degrees
168
determine eligibility for admission or approve provisional admission and
approve supervisors and topic area OR
approve qualifying program
consider reports on candidates' progress and decide appropriate action
approve transfers between higher degree research programs
approve variations to the minimum and maximum times for completion
approve research proposals including the thesis topic and variations to
thesis topic
approve change of supervisors
appoint examiners
receive examiners' reports, supervisor's report and Faculty Board's
recommendation and then: recommend the award; or appoint another
examiner; or ask the candidate to resubmit thesis
•
•
•
•
•
•
•
•
Higher Doctorates
receive applications for the award of a Higher Doctorate
appoint examiners
•
•
5.
ACADEMIC PROGRAMS COMMITTEE
•
receive Faculty Board recommendations on postgraduate coursework and
undergraduate course proposals and make recommendations to Academic
Senate
Undergraduate and Postgraduate Coursework Programs
•
•
•
•
6.
monitor service teaching for undergraduate and postgraduate coursework
programs
monitor aims and goals of undergraduate and postgraduate coursework
education
make recommendations on matters of policy relating to postgraduate
coursework programs and undergraduate courses
receive grade distribution reports for subjects outside Senate norms and
make recommendations to Academic Senate
FACULTY BOARDS
•
approve minor variations to course regulations
Admissions
•
•
•
determine policy
approve course transfers
approve admission of cross enrolment, associate and informal students
Credits
•
•
•
•
determine credit policy
determine credit applications which fall outside policy
determine reviews of credit
determine forward credit
169
•
•
•
determine proficiency credit
determine subject substitution and notify students
determine appeals against credit and subject substitution determinations
Enrolments
•
•
determine leave of absence policy
determine policy for approved withdrawal after the HECS date
Assessment
•
•
determine assessment policy
approve assessment process in subject outlines
Examinations
•
approve the conduct of an examination as specified in subject outline
Graduation
•
•
7.
FACULTY COURSES COMMITTEE
•
•
8.
recommend awards
recommend awards with distinction
recommend additions/deletions to the course profile for the Faculty
recommend on all proposals for new and revised courses.
FACULTY RESEARCH AND HIGHER DEGREE COMMITTEES
•
develop policy and make recommendations to Faculty Boards regarding
research higher degree programs
170
8.5 Resources
8.5.1 Library Resources
Students will have access to CSU on-line library.
Each student will also have access to the vast body of educational literature, journals and
other resources via the world wide web – including on-line services provided by Charles Sturt
University’s library network in Australia.
All subject packages include a set of relevant Readings (e.g., Journal articles, book extracts,
research reports on relevant topics) which provide additional bibliographical information as well
as a core set of Readings for the individual subjects.
Number of Holdings (Print)
Relevant to the Field of Study
Number of Holdings (Electronic)
(include program-specific
database)
On-Site Library Resources
Not Applicable
See below
Relevant to Degree Program
Area (for students/faculty)
Not Applicale for DE students
See below
Other Library Access (e.g., webbased, inter-library
arrangements)
Students may borrow through
the inter-library arrangements
that CSU has with other
university libraries
See list below of CSU
Electronic Titles data base
accessible to students in
Ontario
Provide a summary of the currency of the holdings at each location specified. Include a list of the
program-specific databases. (Please see below)
171
CSU Electronic Titles
Title
Economics and philosophy [0266-2671]
Environment and development economics. [1355-770X]
European business organization law review [1566-7529]
European review of economic history [1361-4916]
Journal of advertising research [0021-8499]
journal of economic history [0022-0507]
Journal of pension economics & finance [1474-7472]
Journal of public policy [0143-814X]
Macroeconomic dynamics [1365-1005]
CCH Online various titles
Accountancy age [0001-4672]
Accounting office management & administration report [0749-2928]
Advanced imaging. [1042-0711]
Asian economic review. [0004-4555]
Australian financial review [0404-2018]
Barron's [1077-8039]
Best's insurance news [0275-0988]
BioWorld financial watch [1541-0579]
BP report on the business of book publishing [0145-9457]
Business and finance. [0007-6473]
Business publisher [8756-0636]
Business review weekly : [0727-758X]
By what authority. [1524-1106]
Call center magazine [1064-5543]
Card news [0894-0797]
Caribbean update [8756-324X]
Centre. [0703-4598]
Children's business [0884-2280]
CIO. [0894-9301]
Competitive intelligence review : [1058-0247]
Consumer confidence survey. [1046-1876]
Corporate financing week [1064-1912]
Cosmetic insider's report [0275-4681]
Source
Cambridge
Cambridge
Cambridge
Cambridge
Cambridge
Cambridge
Cambridge
Cambridge
Cambridge
CCH
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Holdings
2000199720032000200020012002199819971986200019941991-2005
1982198719942002199119961991199820001991-2004
1992200419941997-1997
199920001991-1999
EMBARGO
2 months
Current
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
1month
yes
172
D & O advisor [1546-3966]
Design firm management & administration report [1057-2864]
Directors & Boards
Electronic payments international [0954-0393]
Energy compass [0962-9270]
EU energy [1473-7450]
Everett business journal [1528-0160]
eWeek. [1530-6283]
Fast company. [1085-9241]
Financial director [0961-2556]
Financial industry perspectives [1072-0049]
Financial NetNews. [1529-6911]
Financial sector technology [1358-8664]
Financial services distribution [1393-9580]
George Washington journal of international law and economics [0748-4305]
Green marketalert. [1052-1755]
Growth industry news [0160-1083]
Health business. [1062-6107]
Health data management [1079-9869]
Hospital materials management. [0888-3068]
HR focus : [1059-6038]
Human resource development quarterly / [1044-8004]
Imaging world. [1060-894X]
Indonesian Commercial Newsletter [0853-2036]
Industrial specialties news. [0835-5134]
Information executive : [1092-0374]
Informationweek [8750-6874]
Inside business [1523-5521]
Insurance & technology [1054-0733]
Insurance age [0142-6265]
Insurance finance & investment [1529-6636]
Insurance networking news : [1542-4901]
Internet business news [1363-9919]
Investor's business daily. [1061-2890]
Investors chronicle & financial world [0261-3115]
IOMA's Human Resource Department management report. [1092-5910]
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
factiva
Factiva
Factiva
factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
200420001999-2002
199519992003199919891998198619981997-2002
1997199519981991-1994
19911991-1993
19961995198919891996 - 1997.
19941991-2002
1998-2004
198820001997198519971997-2001
1994200219922000-2005
yes
yes
1 month
2 months
yes
yes
yes
yes
yes
yes
yes
2 months
yes
yes
yes
2 months
yes
1 month
1 month
yes
yes
yes
yes
2 months
yes
1 month
1 month
1 month
yes
yes
yes
yes
yes
yes
yes
yes
173
IOMA's report on Managing logistics. [1097-2021]
Japan-U.S. business report. [0888-5702]
Journal of commerce [0318-8345]
Journal of end user computing : [1063-2239]
Kiplinger California letter [0453-9249]
Lagniappe quarterly monitor. [1040-3183]
Latin American law and business report / [1065-7428]
Law : [1541-6712]
Logistics management [1089-537X]
Malaysian business [0126-5504]
Management today [0025-1925]
Managing automation. [0895-3805]
Manila standard [0116-5054]
Manufacturing business technology : [1554-3404
Market--Europe [1050-9410]
Marketing [0025-3634]
McGraw-Hill's health business. [0888-9805]
Medical economics. [0025-7206]
Mortgage technology [1098-4038]
National real estate investor. [0027-9994]
Newsletter on newsletters [0028-9507]
Optimize. [1537-2308]
Palm Beach daily business review. [1538-232X]
Personal computer world. [0142-0232]
petroleum economist [0306-395X]
Physician manager. [1055-1603]
Platt's oilgram price report [0163-1292]
Presentations. [1072-7531]
Private banker international [0953-7031]
Professional broking [1355-0519]
Project finance. [1462-0014]
public relations strategist [1082-9113]
Real estate alert. [1520-3719]
Registered rep [1539-7149]
Reinsurance [0048-7171]
Research in healthcare financial management : [1524-1521]
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
2000- 2002.
1993-2000
1997199920011992 -1996.
1995- 1999
1998-2001
1989199819872002-2005
199720041991-1997
19831994-1996
199420001991199920022001199619901994-2002
1986200119952000200020031996-2004
199719861999-
yes
yes
yes
yes
yes
yes
yes
yes
yes
1 month
2 months
1 month
1 month
1 month
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
174
Rough notes [0035-8525]
Sales & marketing management. [0163-7517]
Scottish business insider [0952-1488]
Sensor business digest [1060-1902]
Smart business : [1525-9412]
Special events magazine. [1079-1264]
State tax review [0162-1750]
Supermarket news [0039-5803]
Swiss news. [1420-1151]
Television business international [0953-6841]
Top producer. [1056-0831]
University business. [1097-6671
Utility business. [1097-6981]
VAR business [0894-5802]
Video store [0195-1750]
Vietnam investment review [1021-318X]
Wall street letter [0277-4992]
Waste treatment technology news. [0885-0003]
Water briefing [1352-6413]
Web marketing today [1094-8112]
Weekly international market alert [1051-807X]
Westchester County business journal [1057-686X]
Wine business insider [1057-8544]
Wireless business & technology. [1533-6735]
World bank watch [1054-4313]
Business law Europe. [0266-7630]
Academic open Internet journal [1311-4360]
ACME [1492-9732]
ACQNET [1057-5308]
Annals of economics and finance. [1529-7373]
Asia today
Asian development outlook [0117-0481]
Asian development review [0116-1105]
AUSTRALIA AIR TRANSPORT STATISTICS DIGEST OF STATISTICS [1320-744X]
AUSTRALIA AIR TRANSPORT STATISTICS GENERAL AVIATION [1320-3274]
AUSTRALIA AIR TRANSPORT STATISTICS INTERNATIONAL SCHEDULED AIR
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Factiva
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
19971989199719911988-2001
20011998198919991995200420001999-2002
1988-
1 month
1 month
1 month
1 month
1 month
1 month
2 months
1996200119951 month
199619921991-96
200020001990200019961997-
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
175
TRANSPORT [1324-5074]
B] quest [1084-3981]
Banking strategies. [1091-6385]
Bioclips + : [1480-2120]
Brazilian Electronic Journal of Economics [1516-4373]
Budget of the United States Government. [0163-2000
Canadian journal of educational administration and policy [1207-7798]
Cause/effect. [0164-534X
CESifo forum / [1615-245X]
CLIRinghouse [1536-9951]
Cost effectiveness and resource allocation [1478-7547]
Cuadernos de economía. [0716-0046]
Dairy products ... summary [1057-784X]
Development outreach [1020-797X]
economic and budget outlook, an update [0737-8866]
Economic and social progress in Latin America [0095-2850]
Economic bulletin [0029-1676]
Economic report [1515-5471]
Economic report of the President transmitted to the Congress [0193-1180]
Economics bulletin [1545-2921]
EDUCAUSE quarterly : [1528-5324]
Electronic journal of business ethics and organization studies [1239-2685]
Electronic journal of e-government [1479-439X]
electronic journal of evolutionary modeling and economic dynamics [1298-0137]
electronic journal of radical organisation theory [1173-6631]
Electronic journal on information systems in developing countries [1681-4835]
Enterprise Europe : [1680-0516]
Ethics in science and environmental politics [1611-8014]
Family practice management / [1069-5648]
Finance & development [0145-1707]
Finance [1445-3002]
Financial stability review [1378-4633]
Food engineering. [1522-2292]
Genders [0894-9832]
Global economy journal [1524-5861]
Houston business and tax law journal [1543-2602]
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
1996199619981997199619951994200020012003200019991994199719991994199620012000199620032002199520002000200119961996199220021999199820042001-
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
176
Human resources for health [1478-4491]
IAEA NEWSBRIEFS [1011-713X]
IAM journal [1083-0413]
IMF staff papers [1020-7635]
Information research [1368-1613]
Information technology, learning, and performance journal. [1535-1556]
Informationweek [8750-6874]
International journal of government auditing [0047-0724]
International scope review [1374-1217]
International trade statistics [0072-064X]
Internet world. [1097-8291]
Japan times weekly [0447-5763]
journal of commerce [1542-3867]
Journal of competitive intelligence and management [1540-4242]
journal of conceptual modeling [1533-3825
Journal of digital information [1368-7506]
Journal of electronic commerce research [1526-6133]
Journal of information, law and technology [1361-4169]
Journal of political ecology [1073-0451]
Journal of the International Academy of Hospitality Research [1052-6099]
Journal of transportation and statistics [1094-8848]
Kappa Omicron Nu] forum. [1520-4820]
LBJ journal of public affairs. [1087-268X]
M@n@gement [1286-4892]
Manufacturing systems. [0748-948X]
Medical economics [0025-7206]
Monetary bulletin [1407-1770]
Monetary developments and policy survey [1406-4162]
Monthly report of the Deutsche Bundesbank [0418-8292]
NBER digest. [0888-949X]
NIH guide for grants and contracts [1050-9364]
Nova economia : [0103-6351]
Online planning journal [1471-3128]
Optimum [0475-1906]
OR MS TODAY [1085-1038]
Public administration and management [1087-0091]
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
free
Free
Free
Free
Free
Free
Free
Free
2003199420021998199519991998199719992000200320022003199819972000199619941990199819862000199819951999-
1996199719702000199819951996-
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
177
Public finance [0033-3476]
RESERVE BANK OF AUSTRALIA RESEARCH DISCUSSION PAPER [1320-7229]
Reserve Bank of India bulletin [0034-5512]
review of network economics [1446-9022]
Revista brasileira de economia. [0034-7140]
Risk : [1073-8673]
small business advocate / [1045-7658]
Special report [1068-0306]
Toll facilities in the United States [0360-0742]
Transactions: the Tennessee journal of business law [4486-1457]
Transit [0938-2062]
U.S. trade with Puerto Rico and United States possessions [0565-1204]
Warehousing management. [1077-4068]
Working paper / [1327-5216
Working papers in economics and econometrics [1445-0941]
World economic outlook [0256-6877]
Journal of management 0149-2063
Fixed point theory and applications [1687-1820]
Accounting research journal [1030-9616]
Australian company secretary.
Australian journal of labour economics [1328-1143]
Australian Mining and Petroleum Law Association yearbook [0812-857X]
Economic analysis and policy [0313-5926]
Economic Papers - Economic Society of Australia [0812-0439]
History of economics review [1037-0196]
Labour and industry a journal of the social and economic relations of work [10301763]
Labour history [0023-6942]
National economic review [0813-9474]
Journal for nurses in staff development : [1098-7886
Group dynamics [1089-2699]
American law and economics review. [1465-7252]
Cambridge journal of economics [0309-166X]
Contributions to political economy [0277-5921]
Economic inquiry. [0095-2583]
IMA journal of management mathematics. [1471-678X]
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Free
Highwire
Hindawi
Informit
Informit
Informit
Informit
Informit
Informit
Informit
Informit
Informit
Informit
J@O
Ovid
Oxford
Oxford
Oxford
Oxford
Oxford
19931997200220011994-1998
200219831999199719952001200219982005200419941995-2000
19971999199419941994-
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
199519941994-
yes
yes
199719991977199220002001-
yes
yes
yes
yes
yes
178
Industrial and corporate change [0960-6491]
International journal for quality in health care [1353-4505]
Journal of economic geography [1468-2702]
Journal of Islamic studies [0955-2340]
journal of law, economics, & organization [8756-6222]
Journal of public administration research and theory : [1053-1858]
Oxford economic papers [0030-7653]
Oxford review of economic policy [0266-903X]
Socio-economic review [1475-1461]
World Bank economic review [0258-6770]
World Bank research observer [0257-3032]
Enterprise & society [1467-2227]
European journal of international law
IMA journal of mathematical control and information
Industrial law journal
International journal of law and information technology
Journal of African economies [0963-8024]
Journal of environmental law
Journal of financial econometrics
Law, probability and risk [1470-8396]
Parliamentary affairs
review of financial studies [0893-9454]
Accounting enquiries [1183-904X]
Advisor's edge [1490-814X]
Assurances et gestion des risques [1705-7299]
BC business [0829-481X]
Beyond numbers [1208-5499]
Canadian tax journal [0008-5111]
CIO Canada [1195-6097]
Gestion [0701-0028]
Global economic justice report [1706-9904]
Human resources advisor newsletter [1206-8977]
Labour [0700-3862]
Management international [1206-1697]
Micro [1198-3558]
Physicians financial news [8750-9407]
Oxford
Oxford
Oxford
Oxford
Oxford
Oxford
Oxford
Oxford
Oxford
Oxford
Oxford
Oxford
Oxford
Oxford
Oxford
Oxford
Oxford
Oxford
Oxford
Oxford
Oxford
Oxford
ProQuest CBCA
ProQuest CBCA
ProQuest CBCA
ProQuest CBCA
ProQuest CBCA
ProQuest CBCA
ProQuest CBCA
ProQuest CBCA
ProQuest CBCA
ProQuest CBCA
ProQuest CBCA
ProQuest CBCA
ProQuest CBCA
ProQuest CBCA
19921994200119901985200319381996200319861986200019982001199819981992199820032002199819881997-2002
2002200219852000200119982002199719981997199619972003-
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
179
Quarterly review of commerce [0317-6797]
RealScreen [1480-1434]
S S G M, service station & garage management [0381-548X]
SCN [0843-1507]
SCN [0843-1507]
Technology in government [1190-903X]
Asia Pacific journal of human resources. [1038-4111]
Critical social policy [0261-0183]
International review of administrative sciences. [0020-8523]
Applied mathematics and computation. [0096-3003]
British accounting review [0890-8389]
Explorations in economic history [0014-4983]
Human resource management review. [1053-4822]
Industrial marketing management [0019-8501]
Information and software technology. [0950-5849]
International business review [0969-5931]
International journal of information management. [0268-4012]
Journal of accounting & economics. [0165-4101]
Journal of accounting education [0748-5751]
Journal of comparative economics. [0147-5967]
Journal of economic theory. [0022-0531]
Journal of environmental economics and management [0095-0696]
Journal of environmental management. [0301-4797]
Journal of financial intermediation. [1042-9573]
Journal of the Japanese and international economies [0889-1583]
Journal of urban economics. [0094-1190]
Journal of world business : [1090-9516]
Long range planning. [0024-6301]
Management accounting research [1044-5005]
Public relations review [0363-8111]
Research in economics [1090-9443]
Review of economic dynamics. [1094-2025]
Ricerche economiche : [0035-5054]
Tourism management [0261-5177]
Waste management & research : [0734-242X]
CESifo economic studies [1610-241X]
ProQuest CBCA
ProQuest CBCA
ProQuest CBCA
ProQuest CBCA
ProQuest CBCA
ProQuest CBCA
Sage
Sage
Sage
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Science Direct
Socindex
1933-1950
20041996200320031994200219991999199519951995199519951995199519951995199519931993199519931993199519931997199519951995199719981993199519972003-
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
180
Australian economic papers. [0004-900X]
Australian economic review / [0004-9018]
Australian journal of public administration. [0313-6647]
British journal of industrial relations. [0007-1080]
economic journal [0013-0133]
Economica. [0013-0427]
Information systems journal. [1350-1917]
Journal of management studies. [0022-2380]
Journal of product innovation management. [0737-6782]
Journal of regional science. [0022-4146]
New technology, work, and employment. [0268-1072]
Oxford bulletin of economics and statistics. [0305-9049]
Personnel psychology. [0031-5826]
Public administration [0033-3298]
Social policy & administration. [0144-5596]
Applied stochastic models in business and industry. [1524-1904]
Banks in insurance report. [8756-6079]
Business change & re-engineering. [0969-3866]
Business strategy and the environment : [0964-4733]
Competitive intelligence review [1058-0247]
Conflict resolution quarterly [1536-5581]
Corporate social-responsibility and environmental management. [1535-3958]
Employment relations today. [0745-7790]
Environmental quality management. [1088-1913]
European environment. [0961-0405]
Health economics. [1057-9230]
Human resource development quarterly / [1044-8004
Human resource management. [0090-4848]
Information technology for development [0268-1102]
INSOL international insolvency review [1180-0518]
Intelligent systems in accounting, finance and management [1550-1949]
Intelligent systems in accounting, finance and management: [1550-1949]
International journal of auditing [1090-6738]
International journal of finance & economics : [1076-9307]
International journal of network management. [1055-7148]
international journal of tourism research [1099-2340]
Synergy
Synergy
Synergy
Synergy
Synergy
Synergy
Synergy
Synergy
Synergy
Synergy
Synergy
Synergy
Synergy
Synergy
Synergy
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
20041997199819971997199719971997198419971997199720041997199719992000-2002
1997199719972002200220002000199719972000199720031999199619961997199719971999-
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
181
Journal of applied econometrics [0883-7252]
Journal of corporate accounting & finance [1044-8136]
Journal of futures markets [0270-7314]
Journal of interactive marketing [1094-9968]
journal of mental health policy and economics. [1091-4358]
Journal of organizational behavior. [0894-3796]
Journal of organizational excellence. [1531-1864]
Journal of scheduling [1094-6136]
Knowledge and process management. [1092-4604]
Leader to leader. [1087-8149]
Management report [0745-4880]
Managerial and decision economics : [0143-6570]
Nonprofit management & leadership. [1048-6682]
Process safety progress : [1066-8527]
Public administration and development : [0271-2075]
quality assurance journal : [1087-8378]
Risknews [1612-8931]
Strategic change [1086-1718]
Strategic management journal. [0143-2095]
System dynamics review [0883-7066]
Systems research [0731-7239]
Systems research and behavioral science [1092-7026]
Thunderbird international business review. [1096-4762]
International journal of communication systems [1074-5351]
International journal of human factors in manufacturing [1045-2699]
International journal of intelligent systems in accounting, finance & management
[1055-615X]
Australian journal of communication.
Bell journal of economics
Bell journal of economics and management science
Business communication quarterly : a publication of the Association for Business
Communication.
Chicago fed letter
Contributions to Canadian economics
Corporate business law report.
Economic policy review /
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
Wiley
19971998199719898199819972001199819972000200019971998199919971997200419971997199719971996200019971997-
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
Wiley
1997-
yes
1975-1983
1970-1974
1928-1934
yes
yes
yes
yes
yes
yes
yes
yes
yes
182
Economic quarterly (Federal Reserve Bank of Richmond) . Economic quarterly /
Entertainment design : the art and technology of show business.
Financial accountability & management
Financial executive (1987) . Financial executive.
Financial market trends
Hospitals & health networks
Industrial relations journal
International journal of ethics
Irrigation business & technology.
Journal of business of the University of Chicago
Journal of economic & social policy.
Journal of international business studies
Journal of management development
Journal of organizational change management
Journal of services marketing
Journal of the American Planning Association.
Keeping good companies.
Michigan telecommunications and technology law review [electronic resource]
New statesman & society
Northwestern journal of international law & business
Organization studies
People management /
Quarterly review of economics and finance
TCI : the business of entertainment technology & design.
Trends in enterprise bargaining reports [electronic resource] /
Who’s who in business in Australia.
Ziff Davis smart business for the new economy.
1890-1937
1928-1953
yes
183
8.5.2 Computer Access
As previously indicated, delivery of the MBA in Ontario is by Distance Education
mode and in hard copy and on-line but with face to face teaching for 120 hours in
Ontario during the program. All MBA students are expected to have regular (daily)
access to a computer to use the CSU subject Forums and to access the CSU
intranet.
Each student has been required by CSU policy from 2005 to have a computer.
These will be used for assignment preparation, and accessing their University email
accounts and the web generally including participating in the subject forums with their
academic coordinators and other students.
Postgraduate business degree students may have laptop computers which will allow
greater flexibility when travelling in using on-line resources for study and also for
accessing tudent services and university admninistration and contacting CSU staff
and other students.
8.5.3 Classroom Space
The CSU MBA program is offered by Distance Education mode and does not require
classsromm space except for the residentials residential seminars, workshops and
tutorials. Classrooms available at the CSU Campus at the Bay Area Learning
Centre, Burlington, Ontario, will be used for the prescribed residentials in Ontario.
These classrooms can accommodate over 100 students which is in excess of the
anticipated enrolments.
CSU may also hire rooms at another location when necessary.
8.5.4 Labs/Equipment
Not applicable
8.6 Resource Renewal and Upgrade Plans
Library – The Charles Sturt University Bay Area Learning Area library has a
continuing program for the maintenance and renewal of its library resources. CSU
Distance Education students are also able to access the library and its resources online. This includes access to most of the main libraries in most countries.
Computers – as indicated earlier, all students enrolled in the CSU MBA program are
required to have their own computer from 2005. All CSU students have an account
which enables them to access all the on-line services of CSU and participate in
subject forums coordinated by CSD lecturing staff.
Lecture rooms – are maintained at the Bay Area Learning Centre. The University
has a policy on maintenance and development.
Laboratories – N/A
8.7 Support Services
Students entering the MBA are already university graduates and are employed. As
such, the support they will need is more likely to be focussed on their professional
development and understanding and appreciation of business environments where
184
they may work in management and related activities. This will be provided in a
number of ways:
•
Academic advising – this will be provided by all lecturers involved in the program.
Students will have access to staff on a face-to-face basis in their offices and by
electronic means via email. The Program Coordinator will have responsibility for
ensuring appropriate academic advice is readily available to all students.
•
Career counselling – provided by both the academic staff teaching in the program
directly via e-mails and phone, as well as staff who attend the Bay Area Learning
Centre. Charles Sturt University also has online access to students for career
counselling.
•
Personal Counselling – access to personal counselling will be made available
through the Bay Area Learning Centre Counsellors and CSU Student Services
Division available for on-line assistance
•
Tutoring – face to face tutorial assistance will be provided by the program
academic staff in the 120 hours required for attendance at the Burlington Centre.
Support Service
Personal Counselling
Brief Description of Service
(Attach additional information as necessary.)
Available from the CSU Division of Student Administration,
the Faculty of Business and the MBA academic and
administrative staff. Details are propvided to stdeunts on the
web and with materrials for each subject
Not Applicable – All students are employed as a condition of
admission
Availabe through the CSU Division Services
Placement
Not Applicable
Services for Students
with Disabilities
Distance Education Course – On campus tuorials at the Bay
Rea Learning Centre are strucytured to cater for varieous
categories of disability
All stduents have access to the subject forums and to
lecturing staff
Academic Advising
Career Counselling
Tutoring
Other(s) (please specify)
8.8
Policies on the Faculty
Faculty staff are employed under a Performance Management Scheme which has
certain performance criteria and entails a reporting system. Academic staff spend a
minimum of three years probation (detailes prvided elsewhere in this submission).
Faculty staff are expected to devote approximately 60 per cent of their annual
workload to teaching and learning activities and processes (covering such areas as
teaching, assessment, curriculum design and development, providing supports to
students in the learning process, and undertaking professional development in
teaching and learning); approximatey 25 per cent of their time to research; and the
remainder to adminstrative and management repsonsibilities including program
administration, serving on School, Faculty and university committees and Boards and
working parties, and undertaking service to the academic and broader society.
185
Academic and Professional Credentials – academic staff are appointed on the
basis of their academic qualification and/or professional expertise, measured against
essential and desired position criteria for each specific position. Academic staff are
appointed at levels A, B, C, D or E depending on qualifications and experience.
These positions are as follows.
Level A is Associate Lecturer;
evel B is a Lecturer;
level C is a Senior Lecturer;
level D is Associate Professor; and
level E is Professor.
The industrially agreed position classification standards for each level are attached.
Positions must be advertised in national media and appointment adheres to a
process based on Equal Opportunity (EO) principles. The Dean of the Faculty
chairs all selection committees for new Faculty staff of level A and B; the Deputy Vice
Chancellor (Academic) Chairs selection committees for Lecturer C and Associate
Professors; and the Vice Chancellors chairs selection committees for Professor. All
positions require an appropriate academic, research and publication record but each
level from A upwards expects a higher level of achievement.
Research/Clinical/Exhibition Supervisors – Not Applicable for this program.
File Evidence of Academic Credentials – The Division of Human Resources
Charles Sturt University maintains a record/file on each employee/Faculty member of
the University. This includes an academic and professional qualifications register.
Review of Faculty Performance – staff of the Faculty participate in a Performance
Management system which was introduced in 2003 and reviewed in 2004 with an
implemettaion of the new framework in 2005 for Academic staff.
All new appointments must satisfactorily complete a probationary period, usually, up
to three years in duration which requires three probationary review interviews and
reports by a Faculty Probationary Review Committee at six, 18 and 30 months,
before each appointment is confirmed or terminated. All academic staff also are
required to qualify each year for salary progression through satisfactory Academic
Staff Incremental Progression Report and to participate in Student Evaluations of
Subjects
Maintaining Faculty Currency in their Field – through the Performance
Management processes outlined above, staff must demonstrate that they have
maintained currency in their field. They are required to contribute to knowledge in
their field by way of publication and presentation at conferences and seminars. Staff
are also required to maintain knowledge and awareness of the business environment
and their academic discipline.
Faculty Teaching and Supervision Loads – workloads of staff of the University are
guided by NSW state treasury regulations requiring a nominal 37.5 hours a week and
by an Enterprize Agreement. The Faculty of Business requires that all academic
staff allocate 60 per cent of their annual workload to teaching and related activities
such as, curriculum development; 25 per cent to research which must be
186
demonstrated by measurable achievements; and 15 per cent to program
management and community service including work.
Faculty Availability to Students – staff are required to be readily available to
students. In addition to informal contact, staff must assign and publish four hours
per week when they are guaranteed to be in their offices for consultation with
students. Every staff member and student also has a University email account, so
an increasing level of communication is conducted through this technology.
Technically, through voice mail, e-mail, and direct contact, staff can be contacted 24
hours a day, 7 days per week.
Professional Development of the Faculty – all staff of the Faculty are expected to
actively engage in professional development each year. Each School is required to
have a minimum of 50 per cent of its academic staff meet quality teaching criteria.
The University and the individual teaching Schools provide regular staff development
activities on a range of issues. The University wide activities are coordinated by the
university’s Centre for the Enhancement of Learning and Teaching (CELT).
Examples of the programs provided by CELT can be viewed at:
http://www.csu.edu.au/division/celt/html/events.html
Staff are also eligible to apply for a semester of study leave every three years which
can be undertaken in another university or in professional practice and a combination
of both.
Position Classification Standards follow.
Minimum Standards for Academic Level A
Minimum standards for levels of academic staff are set out in this Schedule. Minimum
standards for academic levels (MSAL) are differentiated by level of complexity, degree
of autonomy, leadership requirements of the position and level of achievement of the
academic. The responsibilities of academic staff may vary according to the specific
requirements of the University to meet its objectives, to different discipline requirements
and/or to individual staff development.
An academic appointed to a particular level may be assigned and may be expected to
undertake, responsibilities and functions of any level up to and including the level to
which the academic is appointed or promoted. In addition, an academic may undertake
elements of the work of a higher level in order to gain experience and expertise
consistent with the requirements of the University’s promotion processes.
Mainstream academic staff Level A
A Level A academic will work with the support and guidance from more senior
academic staff and is expected to develop
his or her expertise in teaching and research with an increasing degree of autonomy. A
Level A academic will normally have completed four years of tertiary study or
equivalent qualifications and experience and may be required to hold a relevant higher
degree.
A Level A academic will normally contribute to teaching at the University, at a level
appropriate to the skills and experience of the staff member, engage in scholarly,
187
research and/or professional activities appropriate to his or her profession or discipline,
and undertake administration primarily relating to his or her activities at the University.
The contribution to teaching of Level A academics will be primarily at undergraduate
and graduate diploma level.
Research academic staff (inclusive of creative disciplines) Level A
A Level A research academic will typically conduct research/ scholarly activities under
limited supervision either independently or as a member of a team and will normally
hold a relevant higher degree.
A Level A research academic will normally work under the supervision of academic
staff at Level B or above, with an increasing degree of autonomy as the research
academic gains skills and experience.
A Level A research academic may undertake limited teaching, may supervise at
undergraduate levels and may publish the results of the research
conducted as sole author or in collaboration. He or she will undertake administration
primarily relating to his or her activities at the University.
Minimum Standards for Academic Level B
standards f
or academic levels (MSAL) are differentiated by level of complexity,
degree of autonomy, leadership requirements of the position and level of achievement
of the academic. The responsibilities of academic staff may vary according to the
specific requirements of the University to meet its objectives, to different discipline
requirements and/or to individual staff development.
Mainstream academic staff Level B
A Level B academic will undertake independent teaching and research in his or her
discipline or related area. In research and/or scholarship and/or teaching a Level B
academic will make an independent contribution through professional practice and
expertise and coordinate and/or lead the activities of other staff, as appropriate to the
discipline.
A Level B academic will normally contribute to teaching at undergraduate, honours and
postgraduate level, engage in independent scholarship and/or research and/or
professional activities appropriate to his or her profession or discipline. He or she will
normally undertake administration primarily relating to his or her activities at the
University and may be required to perform the full academic responsibilities of and
related administration for the coordination of an award program of the University.
Research academic staff (inclusive of creative disciplines) Level B
A Level B research academic will normally have experience in research or scholarly
activities, which have resulted in publications in refereed journals or other
demonstrated scholarly activities.
A Level B research academic will carry out independent and/or team research. A Level
B research academic may supervise postgraduate research students or projects and
be involved in research training.
188
Minimum Standards for Academic Level C
Mainstream academic staff Level C
A Level C academic will make a significant contribution to the discipline at the national
level. In research and/or scholarship and/or teaching he or she will make original
contributions, which expand knowledge or practice in his or her discipline.
A Level C academic will normally make a significant contribution to research and/or
scholarship and/or teaching and administration activities of an organisational unit or an
interdisciplinary area at undergraduate, honours and postgraduate level. He or she will
normally play a major role or provide a significant degree of leadership in scholarly,
research and/or professional activities relevant to the profession, discipline and/or
community and may be required to perform the full academic responsibilities of and
related administration for the coordination of a large award program or a number of
smaller award programs of the University.
Research academic staff (inclusive of creative disciplines) Level C
A Level C research academic will make independent and original contributions to
research which have a significant impact on his or her field of expertise.
The work of the research academic will be acknowledged at a national level as being
influential in expanding the knowledge of his or her discipline. This standing will
normally be demonstrated by a strong record of published work or other demonstrated
scholarly activities.
A Level C research academic will provide leadership in research, including research
training and supervision.
Minimum Standards for Academic Level D
189
Mainstream academic staff Level D
A Level D academic will normally make an outstanding contribution to the research
and/or scholarship and/or teaching and administration activities of an organisational
unit, including a large organisational unit, or interdisciplinary area.
A Level D academic will provide leadership and foster excellence in research, teaching
and policy development in the academic discipline. He or she will make original and
innovative contributions to the advancement of scholarship, research and teaching in
his or her discipline.
Research academic staff (inclusive of creative disciplines) Level D
A Level D research academic will make major original and innovative contributions to
his or her field of study or research, which are recognised as outstanding nationally or
internationally.
A Level D research academic will play an outstanding role within the University and his
or her discipline and/or profession in fostering the research activities of others and in
research training.
Minimum Standards for Academic Level E
Mainstream academic staff Level E
A Level E academic will provide leadership and foster excellence in research, teaching
and policy development in the academic discipline within the University and within the
community, professional, commercial or industrial sectors.
A Level E academic will have attained recognition as an eminent authority in his or her
discipline, will have achieved distinction at the national level and may be required to
have achieved distinction at the international level. A Level E academic will make
original, innovative and distinguished contributions to scholarship, researching and
teaching in his or her discipline. He or she will make a commensurate contribution to
the work of the University.
Research academic staff (inclusive of creative disciplines) Level E
A Level E research academic will typically have achieved international recognition
through original, innovative and distinguished contributions to his or her field or
research, which is demonstrated by sustained and distinguished performance.
190
A Level E research academic will provide leadership in his or her field of research, within the
University and his or her discipline and/or profession and within the scholarly and/or general
community. He or she will foster excellence in research, research policy and research
training.
191
Academic Staff Probation Policy
1
PURPOSE
This document sets out Charles Sturt University’s (CSU’s) policy on academic staff
probation, which includes setting appropriate objectives consistent with CSU’s
expectations, reviewing the performance of academic staff during the probationary
period, ensuring performance is aligned with CSU’s values, assisting academic staff
with professional development, and making decisions on the continuation and
confirmation of their employment.
2.
SCOPE
This policy applies to all academic staff on probation.
3.
PRINCIPLES
3.1
4.
This policy is based on principles of:
(a)
recruitment, retention and development of high performing academic staff
who contribute to CSU’s mission and operate in accordance with its Code
of Conduct;
(b)
recognition of diversity in the ways in which academic staff contribute to
CSU’s mission and the wide variety of academic work that is appropriate to
that mission; and
(c)
commitment to a fair, equitable, transparent and confidential process with
respect to all decisions made concerning probation and confirmation or
termination of appointment.
3.2
At any time during a probationary period, CSU may confirm or terminate
the employment of a probationary employee.
3.3
Performance management shall commence after confirmation of
appointment.
DEFINITIONS
4.1
Probation is an extension of the appointment process and offers a period of
mutual testing, during which time decisions on continuation of employment
beyond the period of probation can be made. During a period of probation, an
employee shall be required to demonstrate that he/she has satisfactorily
performed the duties and responsibilities determined by CSU for his/her position.
4.2
Academic staff refers to employees of Charles Sturt University who are
employed at Academic Levels A to E.
4.3
The supervisor is normally the Head of School for level A, B and C employees
and normally the Dean of Faculty for level D and E employees.
192
5.
RESPONSIBILITIES
5.1
5.2
5.3
5.4
The Executive Director, Human Resources is responsible for:
(a)
developing, reviewing and overseeing the implementation of the
policy, procedure, guidelines and proforma for probationary reviews;
and
(b)
appointing an Executive Officer from the Division of Human
Resources to observe at each Probation Review Committee and
provide advice as needed.
The Head of School is responsible for:
(a)
managing the employee during the probationary period, including
overseeing induction, clarifying duties and expectations, setting
objectives, assisting with professional development, and providing
feedback and/or formal counselling on performance; and
(b)
establishing a Probation Review Committee for each academic staff
member on probation in his/her School. This Committee will review
and make recommendations concerning level A, B and C employees
on probation.
The Dean of Faculty is responsible for:
(a)
ensuring that each Head of School in the Faculty establishes a
Probation Review Committee for each academic probationary
employee in his/her School;
(b)
approving Probation Review Committee recommendations for level
A, B and C employees to continue their probationary appointment
until the next review;
(c)
submitting Probation Review Committee reports recommending
confirmation of appointment of level A, B and C employees to the
Deputy Vice-Chancellor (Academic) for approval; and
(d)
endorsing Probation Review Committee recommendations for
termination of appointment of level A, B and C employees and
forwarding them to the Deputy Vice-Chancellor (Academic) for
his/her endorsement.
The Deputy Vice-Chancellor (Academic) is responsible for:
(a)
approving the procedure, guidelines and proforma for probationary
reviews;
(b)
approving confirmation of appointment of level A, B and C
employees for both continuing and fixed term appointments,
including employees whose continuous service arising from two (2)
or more appointments at CSU totals at least three (3) years, or who
have previously held a continuing position for at least three (3) years
in an institution of higher education acceptable to CSU; and
193
(c)
5.5
5.6
6.
endorsing Deans’ recommendations for termination of appointment
of level A, B and C employees and forwarding them to the ViceChancellor for decision.
The Vice-Chancellor is responsible for:
(a)
establishing and presiding over a Probation Review Committee for
level D and E employees on probation;
(b)
approving confirmation of appointment of level D and E employees,
including employees whose continuous service arising from two (2)
or more appointments at CSU totals at least three (3) years, or who
have previously held a continuing position for at least three (3) years
in an institution of higher education acceptable to CSU; and
(c)
making a decision about recommended termination of appointment
of level A to E employees.
The University Council is responsible for approving the policy for
Academic Staff Probation.
PROBATION REVIEW PERIOD
6.1
Fixed-term appointments
Unless waived by the University in part or full, the following periods of probation
shall normally apply to academic staff on a fixed-term appointment:
Contract Period
Less than 2 years
2 years but less than 3 years
3 years but less than 4 years
4 years or more
6.2
Period of Probation
3 months
6 months
12 months
12 to 18 months
Continuing appointments
6.2.1 Unless waived by CSU in part or in full, academic staff on a continuing
appointment shall normally serve a period of three (3) years’ probation.
6.2.2 Confirmation of appointment would not normally be approved before
completion of at least 18 months’ probation for employees at levels B, C, D
and E, or completion of three (3) years’ probation for employees at level A.
6.2.3 Probation shall not extend beyond three (3) years, with the exception of
leave periods without pay, which will have the effect of suspending the
probationary period for the period of absence.
6.2.4 Where a continuing appointment follows a fixed-term appointment, then the
probationary period shall be adjusted to take account of the previous
probation served. The total period of probation to be served will be
equivalent to the period of probation for a continuing appointment.
194
7.
PROBATIONARY REVIEW AND DEVELOPMENT
7.1
While on probation, academic staff will participate in a process of review
and development to assist them to meet the requirements of his/her
appointment.
7.2
The probation review process involves formal reviews during the period of
probation, which will be used to:
7.3
8.
(a)
inform CSU’s determination about whether or not an employee
performs at the appropriate standard for continuation of probation
until the next review or confirmation of his/her appointment;
(b)
assist in the achievement of CSU’s goals and objectives;
(c)
align demonstrated capacities of employees with CSU’s mission and
strategic priorities;
(d)
clarify CSU’s expectations of the employee;
(e)
assist an employee to develop and perform to his/her full potential;
(f)
provide constructive feedback about performance and progress, and
recognise high performing employees for their positive
achievements or contributions to CSU;
(g)
enable individual employees’ performance problems to be identified
and addressed at an early stage; and
(h)
provide access to appropriate professional development activities.
Probation reviews will be conducted in accordance with CSU’s commitment to
equal employment opportunity, and take into account the level of appointment,
the opportunities available to the employee during the probationary period, the
employee’s experience before appointment, and his/her approach to academic
work.
PROBATION CRITERIA
8.1
The criteria for confirmation of a continuing or fixed-term appointment shall be made
known to the successful applicant at the time of making an offer of employment.
8.2
Confirmation of a probationary appointment is dependent upon the employee:
(a)
satisfactorily performing the duties and responsibilities of the position to
which he/she is appointed;
(b)
complying with any special requirements or conditions attached to the offer
of appointment and/or probation review reports;
(c)
meeting the standards, expectations and qualifications determined by CSU
for his/her level of appointment (refer to the “Standards, Expectations and
Qualifications of Academic Staff Policy”);
195
(d)
(d)
maintaining conduct consistent with the “Code of Conduct for Staff”.
8.3
For a fixed-term appointment of less than three (3) years, successful completion
of the Foundations of University Learning and Teaching (FULT) program is a
minimum requirement of probation.
8.4
For continuing appointments and fixed-term appointments of three (3) years or
more, the employee will be required, as a minimum, to:
8.5
9.
meeting the agreed expectations, objectives and professional development
activities; and
(a)
successfully complete the Tertiary Teaching Colloquium (TTC) or its
equivalent; and
(b)
use systematic feedback from students and CSU’s teaching evaluation
instruments to reflect on and enhance teaching; and/or
(c)
provide evidence that he/she has the capacity to meet either the Research
Productive or Professional Activity criteria of the CSU Performance-Based
Funding model: http://www.csu.edu.au/research/policy/index.htm
If an academic staff member has successfully completed a fixed-term appointment
and is then employed in a continuing appointment, the employee will be required to
successfully complete the TTC if he/she has not previously done so.
PROBATION REVIEW COMMITTEES
9.1
The number of formal reviews to be conducted by a Probation Review Committee
will normally be as follows:
(a)
three (3) reviews for employees serving three (3) years’ probation;
(b)
two (2) reviews for employees serving 18 months’ probation, and
(c)
one (1) review for employees serving 3, 6 or 12 months’ probation.
9.2
Additional reviews may be held.
9.3
A Probation Review Committee may recommend at any review that:
9.4
(a)
a probationary appointment continue to the next review and/or provide
conditions that the employee is required to meet;
(b)
confirmation of appointment be approved; or
(c)
a probationary appointment be terminated.
To ensure due process with respect to all decisions made on the continuation,
confirmation or termination of an appointment, CSU will advise an employee of
any adverse statement, finding or recommendation contained in a probationary
report, and provide him/her with an opportunity to submit a written response to it
before a decision is reached.
196
9.5
A Dean shall not be bound by the recommendation of a Probation Review
Committee. The Deputy Vice-Chancellor shall not be bound by the
recommendation of a Dean or a Probation Review Committee. The ViceChancellor not be bound by the recommendation of the Deputy Vice-Chancellor
(Academic), a Dean or a Probation Review Committee.
9.6
The decision of the Vice-Chancellor to terminate the employment of a
probationary employee shall be final and not subject to internal appeal or review.
197
Academic Staff Probation Procedure
1.
PURPOSE
This procedure describes how Probation Review Committees conduct probationary reviews of
academic staff .
2.
SCOPE
This procedure applies to all academic staff involved in the probationary review process.
3.
4.
DEFINITIONS
3.1
Probation is an extension of the appointment process and offers a period of mutual testing,
during which time decisions on continuation of employment beyond the period of probation
can be made. During a period of probation, an employee shall be required to demonstrate
that he/she has satisfactorily performed the duties and responsibilities determined by CSU
for his/her position.
3.2
Academic staff refers to employees of Charles Sturt University who are employed at
Academic Levels A to E.
3.3
The supervisor is normally the Head of School for level A, B and C employees and
normally the Dean of Faculty for level D and E employees.
ROLE OF THE SUPERVISOR
The role of the supervisor in the probation process includes conducting a workplace orientation
meeting, an Induction Development Plan meeting and reviews to:
5.
(d)
clarify duties, performance expectations, and any special requirements or conditions of
appointment contained in the letter of offer;
(e)
in conjunction with the employee, set objectives for the probationary period that are
consistent with the standards, expectations and qualifications for the employee’s
classification level;
(f)
in conjunction with the employee, plan appropriate professional development activities,
including those required as part of the induction and probation process;
(g)
provide feedback on performance and progress; and
(h)
provide formal counselling to address performance problems and issues raised by a
Probation Review Committee.
PROBATION REVIEW COMMITTEES
5.1
Levels A, B and C
The Probation Review Committee for level A, B and C employees in a School will normally
be comprised of the following members:
(a)
the Head of School (Presiding Officer);
(b)
one (1) member of the Professoriate of the Faculty;
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5.2
(c)
a nominee of the Deputy Vice-Chancellor (Academic), who is an employee at level C
or above but not a member of the probationary employee’s Faculty; and
(d)
an academic staff member on a continuing appointment from an appropriate
discipline.
Levels D and E
The Probation Review Committee for level D and E employees will normally be comprised
of the following members:
5.3
(a)
Vice-Chancellor (Presiding Officer);
(b)
Deputy Vice-Chancellor (Academic);
(c)
Pro-Vice-Chancellor (Research and Graduate Training);
(d)
the Dean of the probationary employee’s Faculty (except where the Dean of the
Faculty is the subject of the probationary review); and
(e)
one (1) level E employee or a nominee of the Vice-Chancellor from an appropriate
discipline.
Gender balance
Probation Review Committees, where possible, will have in their membership at least one
male and one female, and normally be comprised of persons who are equal or senior in
rank to that of the employee on probation.
5.4
Executive Officer
5.4.1 The Executive Director, Human Resources (HR) will appoint an employee of HR to
act as an observer of process at probation reviews, and provide advice and
support, as needed, to the Presiding Officer and committee.
5.4.1
6.
The Executive Officer should bring matters relating to process to the notice of the
Presiding Officer of the Committee and, where relevant, to the Executive Director,
Human Resources (or nominee).
ROLE OF PROBATION REVIEW COMMITTEES
The role of Probation Review Committees includes:
(a)
reviewing and making recommendations on the assigned duties for the position occupied by
the academic staff member under review;
(b)
interviewing the probationary employee to review and report on his/her performance against
the probation criteria (as specified in the Academic Staff Probation Policy and Guidelines);
(c)
advising, where appropriate, on the counselling of the employee on all aspects of
performance and, where any deficiency is detected, providing advice on how to remedy that
deficiency; and
(d)
providing guidance and support to the probationary employee in relation to his/her duties,
performance, continual professional development and career development.
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7.
TIMING OF THE PROBATIONARY REVIEWS
7.1
The timing of the probationary reviews will normally be as follows:
Period of Probation
3 years’ probation
18 months’ probation
3 months
7.2
8.
Timing of Reviews
6, 18 and 30 months from
commencement of probation
6 months from commencement of
probation and 3 months before its
conclusion
probation
probation
probation
On advice from a Probationary Review Committee, the Dean of Faculty or the ViceChancellor may decide to hold more frequent reviews that are in addition to the
scheduled reviews.
REPORTS OF THE PROBATION REVIEW COMMITTEE
8.1
8.2
Level A, B and C employees
8.1.1
Following each review of a level A, B or C probationary employee, a report shall be
prepared by the Head of School for endorsement by the Dean.
8.1.2
Where a Probation Review Committee recommends confirmation of appointment of
a level A, B or C probationary employee, the Dean shall forward the report to the
Deputy Vice-Chancellor (Academic) for approval.
Where a Probation Review Committee recommends termination of appointment of a level A,
B or C probationary employee, the Dean shall forward the report to the Deputy ViceChancellor (Academic) for endorsement. He/she, in turn, will forward it to the ViceChancellor for approval. (See clause 9 of this Procedure.) Level D and E employees
Following each review of a level D or E probationary employee, a report shall be prepared
by the Executive Officer for endorsement by the Vice-Chancellor.
8.3
Each review report is to be attached to the prescribed proforma, located in the “Academic
Staff Probation Guidelines”, and promptly signed by all Committee members, the Executive
Officer and the probationary employee, who will be provided with an opportunity on the form
to comment on the report.
8.4
The final review reports submitted to the Deputy Vice-Chancellor (Academic) or the ViceChancellor shall include all supporting documentation, as well as a recommendation that:
(a)
a continuing or fixed-term appointment be confirmed at the conclusion of the
probationary period; or
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(b)
8.5
9.
the appointment be terminated, with a minimum of six (6) months’ written notice of the
date of termination for a continuing appointment, three (3) months’ written notice for a
fixed-term appointment, or payment in lieu of part or all of such notice.
Where a Probation Review Committee recommends the termination of a probationary
appointment, the Committee is required to cite supporting evidence.
RECOMMENDATION OF TERMINATION OF APPOINTMENT
9.1
If the Probation Review Committee recommends termination of appointment, then the
employee shall be provided by the Executive Director, Human Resources (or nominee) with
a copy of the Committee’s report, including the grounds on which the Committee made its
recommendation, and a copy of all documentation and information that resulted in such a
recommendation.
9.2
The employee will be allowed a period of not less than five (5) working days to make his/her
written response to the Committee’s report and recommendation. The Executive Director,
Human Resources (or nominee) will give consideration to any requests made by an
employee to extend the time in which he/she is required to respond.
9.3
Following receipt of the employee’s written response, the Executive Director, Human
Resources (or nominee) shall provide this response and the Committee’s report to the
relevant Dean (for level A, B and C employees). The Dean shall determine whether or not to
endorse the Committee’s recommendation.
In the event that an employee does not make a written response to the Committee’s report and
recommendation within the nominated time, the Executive Director, Human Resources (or
nominee) will deem the employee to have chosen not to respond, and the Committee’s report
shall be provided to the relevant Dean to determine whether or not to endorse the Committee’s
recommendation. The Dean shall record his/her determination on the Committee’s
recommendation.
9.4
Where the Dean does not endorse a recommendation to terminate the probationary
appointment, then the employee’s probationary appointment shall proceed in accordance
with the relevant provisions of the “Academic Staff Probation Policy”.
9.5
Where the Dean endorses a recommendation to terminate the probationary appointment,
then a copy of the report and the employee’s response to the report shall be provided by the
Executive Director, Human Resources (or nominee) to the Deputy Vice-Chancellor
(Academic) (in the case of a level A, B or C employee) and the Vice-Chancellor.
9.6
Where the Vice-Chancellor receives a report recommending termination of a probationary
appointment, then he/she shall provide the employee with a copy of the report and the
opportunity to:
(a)
make a written response to the recommendation; and
(b)
advise of any mitigating factors to be considered in making his/her decision to
terminate the probationary appointment.
9.7
The employee will be allowed a period of not less than five (5) working days to make his/her
written response to the Vice-Chancellor. CSU will give consideration to any requests made
by an employee to extend the time in which he/she is required to respond.
9.8
On receipt of the employee’s response, the Vice-Chancellor will make a decision on the
termination or otherwise of the employee’s probationary appointment and advise the
employee in writing of that decision.
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9.9
The Vice-Chancellor’s decision shall be final and not subject to internal review or appeal.
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202
As approved by the Board of Governors on 19 October 1995, resolution BG95/168
PROGRESSION OF STAFF
1.
INTRODUCTION
1.1.
Incremental progression is designed to acknowledge that staff gain additional skills,
experience and knowledge over time and therefore make an increased contribution to the
University.
1.2.
All salary points above the bottom salary point are annual incremental points in each of
the Levels A, B, C and D. It is envisaged that most academic staff will proceed through the
incremental range to which they are appointed without interruption.
1.3.
Academic staff shall be entitled to progress annually within the salary range for their
level until the maximum salary point is reached, on the basis of satisfactory performance in the
criterion areas defined in Section 2.0 - Progression Criteria. Satisfactory performance for the
purpose of incremental progression is defined as:
"continuing development in the skills, experience and knowledge which staff
should acquire over time and the increased contribution to the University which
this should allow them to make".
1.4.
Incremental progression is meant to reflect satisfactory performance at the appropriate
level for the staff member's appointment. That is, it is to be consistent with the staff member's
duties and responsibilities and the Position Classification Standards, in the major areas of
academic activity as defined by the Progression Criteria. It is recognised that career paths for
academic staff are diverse and that multiple pathways of progression should be catered for,
rather than requiring equal performance in all possible areas.
1.5.
The procedures for incremental progression assume that role clarity and feedback are
part of the normal operations of every Head of School and Faculty Dean, and that decisions will
be made to recognise achievements which may advance the careers of staff and provide
guidance which may lead to further development and improvement.
2.0
PROGRESSION CRITERIA
2.1
In order to achieve progression to the next salary point on an incremental scale, a staff member
is expected in the preceding year to have shown satisfactory performance within most, but not
necessarily all, of the following criterion areas:
2.1.1
undertaken such teaching duties as may have been allocated by the Head of School or
Faculty Dean in consultation with the staff member.
2.1.2
contributed, through research, scholarly writing, publication, creative work in the arts,
professional practice or in other ways to the advancement of and application of
knowledge.
2.1.3
participated in the administration of the University and/or provided leadership and
undertaken such administrative duties as might have been assigned by the Head of
School or Faculty Dean.
2.1.4
participated in a scheme for staff appraisal for development purposes, if such a scheme
is available, and undertaken such professional or personal development activities as
might have been agreed during that process.
2.1.5
contributed service to the relevant discipline through professional activity, continuing
education, consultancy, conference organization or other similar activity relevant to the
work of the University.
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3.0
RECOMMENDATION AND DECISION
3.1
GENERAL
3.2
3.3
3.1.1
The review of a staff member's performance is principally the responsibility of the Head
of School (or Supervisor), who will consult with the staff member and, if necessary, any
other relevant senior academic staff.
3.1.2
If a staff member is absent from the University and not contactable at the time the
procedure would normally apply, then a positive decision may be processed in their
absence, but a negative recommendation shall be dealt with when they are available
next.
3.1.3
A decision shall be made prior to the end of the incremental period as to whether the
increment is to be awarded or denied. To this end, the staff member and their Head of
School will convene a meeting normally not less than six weeks before the staff
member's increment date. At this meeting the Head of School and the staff member will
review the staff member's performance against the progression criteria over the period
since the last increment was awarded or the staff member was appointed/promoted to
their present level, whichever is applicable. The meeting will also be used to agree on
or confirm the duties and responsibilities of the staff member for the coming twelve
months.
3.1.4
In assessing the staff member's performance for the award or denial of an increment,
due consideration shall be given to equal opportunity principles.
POSITIVE RECOMMENDATION AND DECISION
3.2.1
Where the Head of School is satisfied that the staff member has met the progression
criteria and has provided during the incremental year appropriate evidence that this is
so, such as student evaluation of subjects, peer reviews, testamurs of awards granted
and copies of research publications, invitations and similar awards, a recommendation
shall be made to the Faculty Dean that an increment be awarded. In doing so, the
Head of School shall ensure that their recommendation is recorded on the proforma
issued by the Division of Personnel Services and that the signature (and comments) of
the staff member is also recorded.
3.2.2
After approving the Head of School's recommendation, the Faculty Dean shall forward
the proforma (and any related statements and correspondence) to the Personnel Office
on the campus at which the staff member is located for appropriate administrative
action, including advice to the staff member and the relevant Head of School.
NEGATIVE RECOMMENDATION AND DECISION
3.3.1
Where the Head of School is not satisfied that the staff member's performance has
justified the award of an increment the following procedures shall apply:
-
The staff member shall be informed in writing by the Head of School of their
concerns, which should be expressed in terms of the progression criteria, and be
given an opportunity to raise mitigating circumstances or ongoing academic or
professional development of which the Head of School might be unaware. The
Head of School shall make a recommendation after receiving and considering any
such representations.
-
The Head of School shall record on the proforma issued by the Division of
Personnel Services that the increment for the staff member is to be denied and, in
addition, shall provide a separate, detailed statement on their reasons for making
the recommendation. The proforma and the statement made by the Head of School
shall be referred to the staff member for comment and signature. The staff member
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shall have two calendar weeks in which to provide a written response on the Head
of School's statement and recommendation.
-
After receiving the staff member's response, the Head of School shall forward the
proforma and any other related statements and correspondence to the Faculty
Dean for decision.
3.3.2
Before coming to a decision on the Head of School's recommendation, the Faculty
Dean shall consult with the staff member and the relevant Head of School and, if
necessary, any other relevant senior academic staff.
3.3.3
The Faculty Dean shall advise the staff member and the relevant Head of School in
writing of their decision and include in that advice the reasons for denying the increment
and an outline of a plan of action (including staff development and training) to enable
the staff member to attain the level of performance required to achieve an increment at
the next scheduled review date.
3.3.4
In denying a staff member's increment, the Faculty Dean shall implement one of the
following options:
a) deny increment until the next due date; or
b) conduct a further review after a shorter period, with a view to granting the increment
from a new date.
3.3.5
The proforma and all statements and correspondence pertaining to the staff member
shall be forwarded to the Personnel Manager on the campus at which the staff member
is located for appropriate administrative action, including advice to the staff member on
Section 4 - Review Process, and for placement on the staff member's personnel file.
4.0
REVIEW PROCESS
4.1
Where an increment is denied, the staff member may make a request to the Vice-Chancellor to
review the Faculty Dean's decision.
4.2
The Vice-Chancellor shall conduct the review expeditiously and ensure that natural justice is
given to the staff member.
4.3
The review and decision of the Vice-Chancellor shall be based on the documentation submitted
to the Faculty Dean under Section 3.3 of this policy.
4.4
The staff member may request an interview with the Vice-Chancellor, and will be entitled to
have a member of the full-time academic staff of the University accompany them at the
interview.
4.5
The Vice-Chancellor may make any enquiries and/or seek such clarification as deemed
necessary before making a decision.
4.6
The decision of the Vice-Chancellor shall be final and, if the decision is that the increment be
awarded, then it shall take effect from the staff member’s review date.
4.7
The Vice-Chancellor shall advise the staff member and the relevant Faculty Dean and Head of
School in writing of his/her decision.
4.8
All correspondence in respect to the review process of the staff member shall be forwarded to
the Personnel Manager on the campus at which the staff member is located for placement on
the staff member's personnel file and, if necessary, appropriate administrative action.
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5.0
CONSISTENCY OF ADVICE AND RECOMMENDATIONS
A Head of School is to ensure that, where applicable, their recommendation with respect to
incremental progression is not inconsistent with that expressed in a Probationary Review Report
of a staff member employed on a tenurable appointment. The possibility of a seemingly
divergent recommendation under the policy on Academic Staff Incremental Progression - Policy
and Procedures is not precluded. However, the reasons for any apparent divergence must be
clearly explained to the staff member and documented in the relevant recommendation.
6.0
THE RELATIONSHIP OF THIS POLICY TO AN ACADEMIC STAFF APPRAISAL SCHEME
FOR DEVELOPMENT PURPOSES
The policy on Academic Staff Incremental Progression - Policy and Procedures is separate from
any academic staff appraisal scheme for development purposes. However, participation in any
such scheme and the staff development activities arising therefrom is a progression criterion
area to be taken into account in incremental progression decisions.
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8.9 Curriculum Vitae of Faculty Assigned to This Degree Program
8.9.1 CV Release
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8.9.2.A
Curriculum Vitae Exceptions
Not applicable
8.9.2.B
DW Courses
No Staff Teaching this mode
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8.9.2.C
1.
DO and DL Courses
Name, work address, work phone, work e-mail
Professor Mark Farrell
Locked Bag 588
Wagga Wagga 2678 NSW
(02) 69 332756
[email protected]
2.
Degrees
1995
1990
1989
1987
Doctor of Philosophy (Marketing) Monash University
Master of Science (Marketing) UMIST
Diploma in Marketing Chartered Institute of Marketing
Bachelor of Arts Politics with International Studies (Hons) (2:1) University of Warwick
3.
Employment history
1989–1990
Senior Account Manager
Cogent Elliot Advertising Agency - UK.
Description of Duties: Undertook market research; prepared strategic marketing plans;
devised and implemented marketing and advertising strategies; managed and
monitored advertising campaigns, (press, TV. and radio); managed four advertising
accounts with billing's totalling $7 million; assisted in the training and development of
graduate trainees; helped generate new business leads.
1987-1988
Marketing Manager
Elebert Fumigation Services - UK.
Description of Duties: Developing marketing strategies, plans and promotion
campaigns; liaising with clients; researching potential markets; developing customer
service program; managing small workforce.
1981-1984
Assistant Marketing Manager
Elebert Fumigation Services - UK.
Description of Duties: Assisted in developing marketing strategies plans and promotion
campaigns; pricing products, publicity and all aspects of marketing.
2002 – current
•
1999–2002
•
•
•
Sub-Dean MBA Program
I am responsible for ensuring that the newly developed graduate school, is positioned in the
market, both nationally and internationally. I am currently involved in marketing courses off-shore,
and investigating procedures and mechanisms to ensure that programs of the APGSM are able to
meet the accreditation requirements of several international accreditation bodies, such as AMBA,
AACSB and EQUIS.
Asssociate Professor of Marketing
Director - Graduate Business Program. I am responsible for the management, and marketing of
all of the course-work postgraduate programs within the Faculty, including the MBA. In this position
I acted as Chairperson of the Graduate Business Programs Committee.
Director – MBA. In this position, I am responsible for managing all areas related to the operations
of the MBA. This includes academic matters, administrative matters, both on the domestic and
offshore programs (see below for more information pertaining to the MBA program).
Acting Head – International School of Business (June – December 2001). In this position I
supervised three administrative staff, and one academic staff. I was responsible for ensuring that
overseas students of the Faculty of Business receive the same quality education as their Australian
counterparts. This is achieved through the development and effective administration of clear
academic and administrative policies, and a close working relationship with our overseas partners.
1996-1999
Senior Lecturer in Marketing - Charles Sturt University
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•
•
•
•
In this position I have carried out the following:
Director MBA. Since 1993 I have been the Director for the MBA (International Business) degree.
This is taught both on campus and by distance education. Building upon this, in 1997, I led the
development and introduction of the trimester MBA degree. This MBA is offered on a trimester
basis, and taught by every school within the Faculty. In the short time frame of around four years,
the MBA program has around 725 full-fee paying students in Australia, making it one of the largest
MBA programs in the country, and probably the fastest growing MBA in Australia.
Head – Management and Marketing Discipline Group. In this position I acted as a mentor for
staff, and provided assistance and advice on matters related to teaching and research. I also
assisted the Head of School in allocating workloads, and other related activities.
Presiding Officer – Marketing and Promotions Sub-Committee. In this position, I presided over
a Faculty wide committee, with a budget of around $120,000. This committee was responsible for
developing effective marketing and promotion campaigns on behalf of the Faculty. Initiatives
include the successful telephone marketing campaigns, which have subsequently been adopted by
other Faculties; greater interaction with local high schools; closer working relations with the Division
of Marketing and Communications, and a general improvement in the marketing of Faculty
programs.
Member – Education Committee of the Academic Senate. In this position, I represented staff of
the Faculty on what was an important and influential committee. As a member of a working party of
this committee, I was part of a group of academics that published a paper that stimulated debate
regarding teaching and learning at CSU, (see under section ‘papers’).
External Adviser and Examiner
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Examiner for PhD thesis – “Organizational Strategy, Learning Orientation, and Market
Orientation", Ms Jillian Georgina Stewart, Monash University.
Examiner for PhD thesis – “Market orientation vs. other business approaches, and their
comparative associations with company performance", Mr John Dawes, University of
South Australia.
Examiner for PhD thesis – “Internal customer orientation: Its Antecedents and
Relationship to Market Orientation.” Ms Jodie Conduit, Monash University.
Examiner for DBA thesis – “The impact of downsizing on survivors’ organizational
commitment and performance”, Ms Jongkonnee Wudtison, Charles Sturt University.
External adviser on PhD thesis submitted to University of South Australia, (see attached
letter from Professor Julianne Cheek, Dean of Graduate Studies and Chair, Research
Degrees Committee).
Examiner for the Australian Consortium of Higher Education in Malaysia
Examiner for the University Business Schools Consortium
Reviewer for the following Journals and Conferences:
Track Chair – Marketing Theory, Australia and New Zealand Marketing Academy Conference,
University of South Australia, 2003.
Deakin University, 2002.
Griffith University, 2000.
European Journal of Marketing.
Marketing Bulletin.
Australian Journal of Management.
International Journal of Research in Marketing.
Australasian Marketing Journal.
European Marketing Academy, 28th Conference, Berlin, 1999.
Australia and New Zealand Marketing Academy Conference, Auckland, 2001.
Australia and New Zealand Marketing Academy Conference, Sydney, 1999.
Australia and New Zealand Marketing Academy Conference, Dunedin, 1998.
Journal of Economic and Social Policy.
Teaching Responsibilities
Listed below are the subjects that I have been taught during the last 12 years.
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Postgraduate
MKT 550 Multinational Marketing Management
MKT 501 Marketing Management
MKT510 Consumer and Organizational Buying Behaviour
MKT560 Organizational and Market Research
Undergraduate
MKT 110 Principles of Marketing
MKT 310 Promotions Management
MKT 330 Sales Force Management
OTHER RESPONSIBILITIES
1999 - current Member – Deans Advisory Committee
1999 - current Member - Courses Committee
1991 - current Member - School Board
1995 - current Member - Faculty Board
1995 1996
Member - School of Management Research Committee
1993-1996
Course Coordinator - Graduate Certificate in Business Administration
1994-1996
Editor - Working Papers in Management
1992-1996
Lecturer in Marketing - Charles Sturt University
1991-1992
Senior Tutor in Marketing - Charles Sturt University
4.
Honours
5.
Scholarly and professional activities: past seven years
Presentations
“Developing Psychometric Measures in Social Science Research”, School of Management Doctoral
Workshop, Charles Sturt University, November 2001.
Guest Speaker, Charles Sturt University Graduation Ceremony, April 11, 2000 (see attached letter from
Professor Blake).
“Developing a Market Oriented Learning Organization”, Department of Marketing, National University of
Singapore, May 13, 1999.
“Developing a Learning Orientation”, IRI Institute, Kuala Lumpur and Singapore, invited guest speaker,
January 1999.
“Measurement and Scaling in Quantitative Research: An Introduction and Demonstration”, International
Marketing Institute, Sydney, September 1996.
“Influence Tactics Used In The Selection and Purchase of Advertising Agency Services”, School of
Management Research Seminar Series, Charles Sturt University, June 1995.
“Examining The Dynamics Of The Buying Centre In The Selection And Purchase Of Advertising Agency
Services”, paper presented at the Monash University Doctoral Seminars, June 1992.
“Measuring Influence Within the Buying Centre” paper presented at The Australia - New Zealand
Doctoral Colloquium in Marketing, Graduate School of Business, University of Sydney, February 1994.
Community Involvement
2001
Member, Wagga Wagga Marketing and Tourism Committee. This committee provides
advice on marketing and tourism to the Wagga Wagga City Council.
Professional Consultancy
1999
1998
1993 and 1994
Developed a market research survey and questionnaire for Tumut Council.
Developed a marketing and promotional strategy for a local Funeral Director in
Wagga Wagga.
“Marketing for Teachers of Design and Technology, Workshop”, seminar and
workshop for the New South Wales Department of Education.
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211
November 1993
June 1993
1993-1995
1993
6.
“Consumer Perceptions Regarding Various Heating And Cooling Products”, a
survey conducted for Southern Riverina Electricity and Water (with E. Oczkowski).
“Consumer Choice and Perceptions Of Retail Chemists in Wagga Wagga”, a
survey conducted for Charles Price Chemist (with E. Oczkowski).
Marketing Consultant to Southern Riverina Electricity and Water.
“Marketing For Non-Profit Organizations”, a five-day program conducted for
Personnel Employment Network, a government funded organization that secures
jobs for people with disabilities.
Names of students supervised within the last seven years, title of thesis or project, year
of first registration and year of completion
DBA candidate Dr Troy Heffernan (graduated in May 2003).
PhD candidate Mr Radwan Kharabsheh (I am the Associate Supervisor).
DBA candidate Mr David Simpson.
DBA candidate Mr Gregory Punshon.
DBA candidate Mr Mark Gribben.
7.
Course (for CSU, read "subjects") taught over the past five years (indicate delivery
method for each)
Marketing Management (internal and distance education)
Principles of Marketing (internal and distance education)
8.
Research funding: past seven years.
Grants and Awards
2002
1998
1997
1997
1996
1994
1994
1993
9.
Awarded $10,000 ARC Small Grant to undertake the following project, “The Influence of
the Market Orientation of the Firm on Sales Force Behaviour and Attitudes: The
Moderating Effect of Artifacts.”
Awarded $13,700 ARC Small Grant to undertake the following project, “The Impact of
Downsizing Strategies on the Market Orientation of Organizations”.
Awarded $4,285 CSU Small Grant to undertake the following project, “How
Organizations can become More Market Oriented: An Examination of the Relationship
Between Organizational Change Strategies and the Market Orientation of an
Organization”.
Awarded, $2,000, School of Management Research Grant.
Awarded $3,500 from the Faculty of Business, to undertake a joint project with Dr.
Oczkowski. The project: “A Comparison of the Measures of Market Orientation and
their Impact on Business Profitability”.
Awarded $2,000 from the CSU Seed Funding Scheme.
Awarded Special Study Program leave to attend Monash University as a Visiting
Researcher for six months.
Awarded $1,000, School of Management Research Grant.
Publications
Refereed Journals
•
•
•
•
•
“The Effect of Downsizing on Business Performance,” Asia Pacific Journal of Human Resources,
forthcoming 2004 with Mavondo).
“The Effect of Downsizing and Reorientation on Learning Orientation?” Personnel Review,
forthcoming issue 3, vol. 33, 2004, (with F. Mavondo).
“Cultural Orientation: Its Relationship with Market Orientation, Innovation and Organizational
Performance,” Management Decision, 41, 3 241-249, 2003, (with F. Mavondo).
“The Effect of Downsizing on Market Orientation: The Mediating Roles of Trust and Commitment,”
Journal of Strategic Marketing, 10, 1, 2003.
“Are Market Orientation and Learning Orientation Necessary for Superior Business Performance?”
Journal of Market Focused Management, 5, 3, 197-217, 2002, (with E. Oczkowski).
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•
•
•
•
•
•
•
•
•
•
“A Critique of the Development of Alternative Measures of Market Orientation”, Marketing Bulletin,
13, 1-13, 2002.
“Developing a Market Oriented Learning Organization”, Australian Journal of Management, 25, 2,
2000, 201-222.
“Measuring Market Orientation: Are There Differences Between Business Marketers and Consumer
Marketers?” Australian Journal of Management, 25, 2, 2000, 223-244. (with F. Mavondo).
“Antecedents and Consequences of a Learning Orientation”, Marketing Bulletin 10, 38-51, 1999).
“Power and Influence in the Buying Centre,” European Journal of Marketing, Vol. 33, 11, 11611170, 1999 (with W. Schroder).
“An Examination of the Form of Market Orientation in Australian Companies, Australasian
Marketing Journal, 6, (2) 3-12, 1998 (with E. Oczkowski).
“Discriminating Between Measurement Scales Using Non-Nested Tests and Two Stage Least
Squares Estimators: The Case of Market Orientation”, International Journal of Research in
Marketing, 15, 349-366, 1998 (with E. Oczkowski).
"The Effect Of Power Bases In The Selection And Purchase Of Advertising Agency Services",
Australasian Marketing Journal, 6, (1), 51-62, 1998 (with W. Schroder).
“An Analysis of the MKTOR and MARKOR Measures of Market Orientation: An Australian
Perspective”, Marketing Bulletin, 8, 30-40, 1997 (with E. Oczkowski).
"Influence Strategies In Organizational Buying Decisions", Industrial Marketing Management, 25,
(4), 293-303, 1996 (with W. Schroder).
Under Review
•
“Strategic Orientation and Business Environment: Impact on Organizational Capabilities and
Organizational Performance,” Journal of Strategic Marketing (with F. Mavondo).
In Progress
•
•
“The Effect of Market Oriented Norms, Behaviour and Artefacts on Role Conflict and Role
Ambiguity,” to be submitted to the Journal of Personal Selling and Sales Management.
“The Influence of the Market Orientation of the Firm on Sales Force Behaviour and Attitudes: a
Replication and Extension,” to be submitted to International Journal of Research in Marketing.
Refereed Conference Proceedings
“The Influence of the Market Orientation of the Firm on Sales Force Behaviour and Attitudes: Further
Empirical Findings”, ANZMAC Conference, Adelaide, 2003
“The Influence of Market-Oriented Artifacts Of the Firm on Sales Force Behaviour and Attitudes”,
ANZMAC Conference, Melbourne, 2002.
“The Effect of Downsizing on Market Orientation”, Proceedings of the Australian and New Zealand
Marketing Educator’s Academy Conference, Griffith University, 28th November – December 3r (2000).
“Developing a Market-Oriented Learning Organization,” Proceedings of the European Marketing
Academy Conference, Rotterdam, May 2000.
“On Measuring Market Orientation,” Proceedings of the Academy of Marketing, 32nd Annual Conference
(UK), 2196-2201, (with F. Mavondo).
“Learning Orientation: Antecedents and Consequences”, Proceedings of the Australian and New
Zealand Marketing Educator’s Academy Conference, Dunedin, New Zealand, 30th November –
December 3rd (with M.C. Farrell).
“Discriminating Between Measurement Scales: The Case of Market Orientation”, Proceedings of the
Academy of Marketing 31st Annual Conference, (UK), 1997, Vol 1, 669-680 (with E. Oczkowski).
"Antecedents and Effectiveness of Influence Strategies in the Selection and Purchase of the Services of
an Advertising Agency," Southern Marketing Theory and Applications, 1996, Vol. II, Ed. C. Riquier, and
B. Sharp, Marketing Science Centre, University of South Australia, pp. 202-222 (with W. Schroder).
"Influence Tactics Used In The Selection and Purchase of Advertising Agency Services", Proceedings of
the Marketing Educator’s and Researcher’s International Conference, Gold Coast, 2-5 July 1995 (with
W. Schroder).
Working Papers
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“The Effect of Downsizing on Market Orientation: The Mediating Roles of Trust and Commitment,”
Faculty of Business Working Paper No. 01/03
Farrell, M.A. and Oczkowski, E. “Are Market Orientation and Learning Orientation Necessary for
Superior Business Performance?” Faculty of Business Working Paper No. 52/02
“Learning Orientation: Antecedents and Consequences”, School of Management Working Paper,
Charles Sturt University, No. 3/98 1-29, (with M.C. Farrell).
“Discriminating Between Measurement Scales Using Non-Nested Tests and Two Stage Least Squares
Estimators: The Case of Market Orientation”, School of Management Working Paper, Charles Sturt
University, No. 6/96, 1-55 (with E. Oczkowski).
“Antecedents and Effectiveness of Influence Strategies in the Selection and Purchase of the Services of
an Advertising Agency,” School of Management Working Paper, Charles Sturt University, 1995, No. 5,
1-32 (with W. Schroder).
Share, P., Farrell, M., Smith, E., Brackenreg, J., Ballantyne, J., Fawkes, L., Dean, M., McFadden, M.,
and Parker, J., “Towards a Re-examination of Teaching and Learning at Charles Sturt University”
Occasional Papers in Open and Distance Learning, 22, 1-13. Open learning Institute.
Professional Journals
“Why Is Marketing Not A Profession?” Marketing. Official Journal of the Australian Marketing Institute
(March 1992).
“Training from Top To Bottom”, Broadcasting and Television (November 1, 1991).
“Agencies Being Called To Account”, Broadcasting and Television (October 4, 1991).
“Trust Takes A Back Seat In Bad Times”, Broadcasting and Television (August 9, 1991).
Readings in Australian Marketing Cases, by P. Graham, - Book Review, Australian Library Journal
(August 1991).
“Finding the Right Client Fit”, Broadcasting and Television (19 July 1991).
“Till A Review Do Us Part”, Broadcasting and Television (21 June 1991).
“The Emperor’s New Clothes”, Broadcasting and Television (17 May 1991).
Presentations
“Developing Psychometric Measures in Social Science Research”, School of Management Doctoral
Workshop, Charles Sturt University, November 2001.
Guest Speaker, Charles Sturt University Graduation Ceremony, April 11, 2000 (see attached letter from
Professor Blake).
“Developing a Market Oriented Learning Organization”, Department of Marketing, National University of
Singapore, May 13, 1999.
“Developing a Learning Orientation”, IRI Institute, Kuala Lumpur and Singapore, invited guest speaker,
January 1999.
“Measurement and Scaling in Quantitative Research: An Introduction and Demonstration”, International
Marketing Institute, Sydney, September 1996.
“Influence Tactics Used In The Selection and Purchase of Advertising Agency Services”, School of
Management Research Seminar Series, Charles Sturt University, June 1995.
“Examining The Dynamics Of The Buying Centre In The Selection And Purchase Of Advertising Agency
Services”, paper presented at the Monash University Doctoral Seminars, June 1992.
“Measuring Influence Within the Buying Centre” paper presented at The Australia - New Zealand
Doctoral Colloquium in Marketing, Graduate School of Business, University of Sydney, February 1994.
Grants and Awards
2002
Awarded $10,000 ARC Small Grant to undertake the following project, “The
Influence of the Market Orientation of the Firm on Sales Force Behaviour and
Attitudes: The Moderating Effect of Artifacts.”
1998
Awarded $13,700 ARC Small Grant to undertake the following project, “The Impact
of Downsizing Strategies on the Market Orientation of Organizations”.
1997
Awarded $4,285 CSU Small Grant to undertake the following project, “How
Organizations can become More Market Oriented: An Examination of the
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Relationship Between Organizational Change Strategies and the Market
Orientation of an Organization”.
1997
Awarded, $2,000, School of Management Research Grant.
1996
Awarded $3,500 from the Faculty of Business, to undertake a joint project with Dr.
Oczkowski. The project: “A Comparison of the Measures of Market Orientation and
their Impact on Business Profitability”.
1994
Awarded $2,000 from the CSU Seed Funding Scheme.
1994
Awarded Special Study Program leave to attend Monash University as a Visiting
Researcher for six months.
1993
Awarded $1,000, School of Management Research Grant.
Community Involvement
2001
Member, Wagga Wagga Marketing and Tourism Committee. This committee
provides advice on marketing and tourism to the Wagga Wagga City Council.
Professional Consultancy
1999
Developed a market research survey and questionnaire for Tumut Council.
1998
Developed a marketing and promotional strategy for a local Funeral Directors in
Wagga Wagga.
1993 and 1994
“Marketing for Teachers of Design and Technology, Workshop”, seminar and
workshop for the New South Wales Department of Education.
November 1993
“Consumer Perceptions Regarding Various Heating And Cooling Products”, a
survey conducted for Southern Riverina Electricity and Water (with E. Oczkowski).
June 1993
“Consumer Choice And Perceptions Of Retail Chemists in Wagga Wagga”, a
survey conducted for Charles Price Chemist (with E. Oczkowski).
1993-1995
Marketing Consultant to Southern Riverina Electricity and Water.
1993
“Marketing For Non-Profit Organizations”, a five-day program conducted for
Personnel Employment Network, a government funded organization that secures
jobs for people with disabilities.
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215
8.9.2.C
Curriculum Vitae for Faculty Responsible for Teaching and
Curriculum for DO and DL Courses
PERSONAL DETAILS
Name:
Edward (Eddie) Oczkowski
Work Address:
School of Commerce, Charles Sturt University
Locked Bag 588, Wagga Wagga, NSW 2678, AUSTRALIA.
Phone: (02) 69332377
Fax:(02) 69332930
Web Page: http://csusap.csu.edu.au/~eoczkows/home.htm
Academic Qualifications
•
•
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1988 Doctor of Philosophy (Economics) La Trobe University.
1983 Master of Economics (Coursework) Australian National University.
Commonwealth Postgraduate Coursework Award
1982 Bachelor of Economics (1st class Hons & Uni Medal) La Trobe University.
Employment History
•
•
•
•
•
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2004 - present Professor in Applied Economics and Quantitative Methods, School of
Commerce, CSU.
2001- 2003. Associate Professor in Economics and Quantitative Methods, School of
Management, CSU.
1999 - 2001: Head of School, School of Management, CSU.
1993-2000: Senior Lecturer in Economics and Quantitative Methods, School of
Management, CSU.
1989-1992: Lecturer in Economics and Quantitative Methods, School of Commerce,
CSU/RMIHE.
1985-1988: Tutor in Economics, School of Economics, La Trobe University.
Teaching experience
Undergraduate: Business Statistics, Macroeconomics, Microeconomics, Labour Economics, Managerial
Economics, Applied Econometrics, Mathematical Economics, Applied Econometric Models, Forecasting for
Business.
Postgraduate: Managerial Economics, Business Forecasting, Advanced Econometrics, Research Methods,
Advanced Research Methods, Research Methodology for Business, Business Project Methods.
Research Supervision
Principal
• Wickramasekera, R. PhD (2001) The Export Behaviour of Australian Wineries: A Test of an Export
Adoption Model.
• Buranakunaporn, S. PhD (2003) Econometric Models of Thailand’s Energy Demand.
• Patarasuk, W. PhD (2005) Technology Transfer in Foreign and Local Firms in Thailand.
• Battersby, B. PhD (2005) Consumer Demand Theory and Regional Air-Trave: An Integrated
Economic and Econometric Approach.
Co-supervision
• Sharma, K PhD (1997) Industrial Strategies, Foreign Trade Regimes and Structural Change: An
Analysis of Nepalese Manufacturing.
• Herrman, H. DBA (2001) Predictive Modelling of Telecommunications Equipment Tenders.
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216
Research Publications
Refereed Journal Articles:
1.
'A Theory of Market Quantity Controls: The Use of Disequilibrium and Bargaining Theories.'
Australian Economic Papers, 27, 285-297, 1988.
2.
'Disequilibrium Estimation of Single Market Effective Demand Theory.' Journal of Quantitative
Economics, 6, 185-201, 1990.
3.
'The Econometrics of Markets with Quantity Controls.' Applied Economics, 23, 497-504, 1991.
4.
'Modelling the Allocation of Australian Bilateral Aid: A Two-Part Sample Selection Approach.'
Economic Record, 67, 147-152, 1991. (with M. McGillivray)
5.
'Government Policies and Agricultural Supply Response: Paddy in Sri Lanka.' Journal of
Agricultural Economics, 43, 231-242, 1992. (with P.J. Gunawardana)
6.
'A Two-Part Sample Selection Model of British Bilateral Foreign Aid Allocation.' Applied
Economics, 24, 1311-1319, 1992. (with M. McGillivray) Reprinted in P. Burnell and O. Morrissey
(eds) Foreign Aid in the New Global Economy, pp 458-466, 2004, Edward Elgar.
7.
'On the Estimation of Total Expenditure Elasticities using Limited Dependent Variable Models for
Malaysia.' Singapore Economic Review, 37, 59-69, 1992. (with M. Perumal)
8.
'Price and Quantity Controlled Agricultural Markets and Disequilibrium Econometrics: A Survey.'
Agricultural Economics, 9, 53-87, 1993.
9.
'A Hedonic Price Function for Australian Premium Table Wine.' Australian Journal of Agricultural
Economics, 38, 93-110, 1994.
10.
'Household Expenditure Patterns and Access to Consumer Goods in a Transitional Economy.'
Journal of Economic Development, 19, 165-183, 1994. (with N. Philp)
11.
'Developed and Developing Country Multinationals and Export Performance in Developing
Countries: Some Analytical Issues and New Empirical Evidence.' Journal of Development
Economics, 46, 109-122, 1995. (with P. Athukorala, and S. Jayasuriya). Re-printed in C. Milner
(ed) Developing and Newly Industrialising Countries, Vol II, pp 3-16, 1998, Edward Elgar.
12.
‘An Analysis of the MKTOR and MARKOR Measures of Market Orientation: An Australian
Perspective.’ Marketing Bulletin, 8, 30-40, 1997. (with M. Farrell)
13.
‘A Disequilibrium Econometric Model of the Australian Raw Wool Market.’ Australian Economic
Papers, 36, 283-307, 1997.
14.
‘The Impact of Market Clearing Assumptions and Dynamics on Demand Elasticities.’ Economics
Letters, 59, 39-43, 1998.
15.
‘Discriminating between Measurement Scales using Non-Nested Tests and Two Stage Least
Squares Estimators: The Case of Market Orientation.’ International Journal of Research in
Marketing, 15, 349-366, 1998. (with M. Farrell)
16.
‘The Effects of Recognition of Prior Learning upon Student Outcomes in VET Teacher Training.’
Australian Vocational Education Review, 5, 37-43, 1998. (with E. Smith and R. Brennan)
17.
‘An Examination of the Form of Market Orientation in Australian Companies’ Australasian
Marketing Journal, 6, 3-12, 1998 (with M. Farrell)
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217
18.
‘An Econometric Analysis of the Bilateral Monopoly Model.’ Economic Modelling 16, 53-69,
1999.
19.
‘An Econometric Analysis of the Demand for Eggs in Australia.’ Australian Agribusiness Review,
7, paper no. 10, 1999. (with T. Murphy)
20.
‘Trade Liberalisation and Productivity Growth: The Case of Manufacturing Industries in Nepal.’
Oxford Development Studies, 28, 205-222, 2000. (with K. Sharma and S. Jayasuriya)
21
'Imperfect Competition, Returns to Scale and Productivity Growth in Australian Manufacturing: A
Smooth Transition Approach to Trade Liberalisation.' International Economic Journal, 15, 99113, 2001. (with K. Sharma)
22.
'An Econometric Analysis of the Demand for Domestic Air Travel in Australia.' International
Journal of Transport Economics, 28 (2), 193-204, 2001. (with B. Battersby)
23.
'Liberalisation, Export Incentives and Trade Intensity: New Evidence from Nepalese
Manufacturing Industries.', Journal of Asian Economics, 12, 123-135, 2001. (with K. Sharma and
S. Jayasuriya)
24.
'Hedonic Wine Price Functions and Measurement Error.' Economic Record, 77 (239), 374-382,
2001.
25.
'Discriminating Between Measurement Scales using Non-nested Tests and 2SLS: Monte Carlo
Evidence.' Structural Equation Modeling, 9, 103-125, 2002.
26.
'Tourism Advertising Expenditure Impacts on a Regional Economy' Australasian Journal of
Regional Studies,8(1), 83-94, 2002. (with T. Murphy, G. West, and M. Brooks)
27.
'Are Market Orientation and Learning Orientation Necessary for Superior Organizational
Performance?" Journal of Market Focused Management,5(3), 197-217, 2002. (with M. Farrell)
28.
'New Management Practices and Enterprise Training in Australia.' International Journal of
Manpower, 24(1), 31-47, 2003. (with Smith, A., Macklin, R., and C. Noble.)
29.
'Organisational Change and the Management of Training in Australian Enterprises.' International
Journal of Training and Development, 7(1). 2-15, 2003. (with Smith, A., Macklin, R., and C.
Noble).
30.
‘Water Reform and Co-operation.’ Journal of Economic and Social Policy, 8(1), 35-51, 2003.
(with K. Parker)
31.
‘The Impact of Organisational Change on the Nature and Extent of Training in Australian
Enterprises.’ International Journal of Training and Development, 8(2), 94-110, 2004. (with A.
Smith, R. Macklin and C. Noble).
32.
‘Key Determinants of the Stage of Internationalisation of Australian Wineries.’ Asia Pacific
Journal of Management, 21(4), 425-444, 2004. (with R. Wickramasekera)
33.
‘Australian Agricultural Bargaining Co-operatives and Associations: Issues and Prospects.’ Third
Sector Review, 10(2), 67-84, 2004.
34.
'Determinants of Efficiency in Least Developed Countries: Further evidence from Nepalese
Manufacturing Firms.' Journal of Development Studies, 41(4), 617-630, 2005 (with K. Sharma)
35.
‘Stage Models Re-visited: A Measure of the Stage of Internationalisation of a Firm.’ Management
International Review, 46(1), 39-55, 2006. (with R. Wickramasekera)
36.
‘Modelling Winegrape Prices in Disequilibrium.’ Agricultural Economics, 34(1), 97-107, 2006.
Page No 217 of 428
218
37.
‘Nash Bargaining and Co-operatives.’ Australian Economic Papers, 45(2), 89-98, 2006.
38.
‘Structural Change and Thailand Energy Demand.’ forthcoming, International Journal of Energy
Research (with S. Buranakunaporn).
39.
‘A Dynamic Econometric Model of Thailand Manufacturing Energy Demand.’ forthcoming,
Applied Economics (with S. Buranakunaporn).
Other Research Papers
•
Over 50 working papers, research reports and conference papers. Most papers are preliminary
versions of journal articles.
Research Grants
Australian Research Council Small Grant (1995) $5,000: ‘A Disequilibrium Model of the Australian Raw
Wool Market’.
Faculty of Commerce, near miss ARC Grant (1996) $3,500: 'A Comparison of the Measures of Market
Orientation and their impact on Business Performance.' (with M. Farrell).
Rural Industries Research and Development Corporation (1997/8) $13,549: 'Modelling the Determinants
of Domestic Egg Demand.' (with T. Murphy)
National Centre for Vocational Education Research (1998) $59,500: 'New Management Practices and
Enterprise Training.' (with A. Smith, C. Noble and R. Macklin)
Faculty of Commerce, Grant (1999) $2,884: 'Examining the Effects of Micro-Economic Reforms on
Australian Manufacturing.' (with K. Sharma)
NSW Government Department of Fair Trading (2002-2005) $300,000: ACCORD: Australian Centre of
Co-operative Research and Development. Funding for various projects relating to co-operatives.
National Centre for Vocational Education Research (2006/7) $76,450: 'To have and to hold: The role of
human resource management and high performance work systems in the utilisation and retention
of skills in organisations.’ (with A. Smith, C. Selby-Smith)
National Centre for Vocational Education Research (2007) $17,600: ‘Analysing employer training: a
further analysis of the 2005 Survey of Employer Use and Views of the VET System.’(with A. Smith)
Consultancies
An Economic Appraisal of the Effects of Changes in the Electricity Pricing Regime on the Williams Mini
Hydro-Power Station, Mannus Lakes, NSW. 1989. (with N.E. Philp)
Consumer Choice and Perceptions of Chemists in Wagga Wagga. A survey conducted for Charles Price
Chemist. 1992. (with M. Farrell)
Consumer Perceptions Regarding Various Heating and Cooling Products. A survey conducted for
Southern Riverina Electricity & Water. 1993 (with M. Farrell)
Consultant to the project: Demand for Restaurant Services - An Attribute Approach Department of
Applied Economics, Victoria University of Technology. 1994.
Urban Lighting Survey. A survey conducted for the Wagga Wagga City Council. 1996 (with M. Morris).
Tourism Promotion Expenditure and Tourism Demand in Far West NSW. Far West Regional
Development Board, 1999 (with Western Research Institute).
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Other Miscellaneous Activities
•
Referee for the following journals:
ANZ Third Sector Review
Australian Agribusiness Review
Australian Economic Papers
Australian Journal of Agricultural and Resource Economics
Australasian Marketing Journal
Economic Analysis and Policy
Economic Journal
Economic Record
Interdisciplinary Peace Research
International Economic Review
International Journal of Research in Marketing
Journal of Agricultural Economics
Journal of Social and Economic Policy
Review of Agricultural Economics
Sociological Methods and Research
•
Originator and editor of the Working Paper Series - Economics Discipline, Charles Sturt
University. 1992-2000.
Deputy Director of Rural Research Economics Unit at CSU (1996-1998). Associate of the
Western Research Institute (1999 - present).
Acting Sub-Dean Research, Faculty of Commerce (2002, 6 months). Member of Faculty
Research Committee (1995-present). Board of Graduate Studies member (1995-96, 2006 present). University Postgraduate Scholarship Committee member (1994-97). Member of
University Research Management Committee (2003 - 05).
Co-Director for the Australian Centre for Co-operative Research and Development. (2002 July –
2005 June).
Sub-Dean Graduate Training, Faculty of Commerce and DBA co-ordinator (2006 Jan - present)
Research leader in the (funded) CSU Community of Scholars: Economic Research into
Sustainable Agricultural and Regional Development. (2003).
Key Researcher, Institute of Land, Water and Society (2005 - present).
Head of Economics Discipline, CSU Wagga Wagga (1994 - present).
Examiner of PhD, DBA, MA, M.Sc. and B.App. Sci. theses at LaTrobe, Victoria, Deakin and
Charles Sturt Universities.
Invited seminar presentations at Sydney, Deakin and LaTrobe Universities.
Inaugural winner of the Faculty of Commerce research excellence award, 1996.
Developed the Australian Wine Price Calculator, a web-based tool which disseminates wine
pricing research.
•
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Page No 219 of 428
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8.9.2.C
1.
DO and DL Courses
Dr Jayne Elizabeth Bisman
BBus (with Distinction) MitchellCAE, MEc NE, PhD CSturt, CA, FCPA
Associate Professor of Accounting, Charles Sturt University
Jayne has over 20 years teaching experience in higher education. She is a management accounting
specialist, with particular interests in the role and uses of management accounting in the contemporary
public sector and small business, as well as historically during the Australian colonial period. Her
primary industry experience has been in small business, the public sector and educational consultancy.
Jayne currently teaches exclusively at the postgraduate level and supervises a large number of research
students through to Doctoral level.
She has in excess of 40 sole and jointly authored publications, including refereed journal articles and
conference papers, chapters in books, textbooks, and commissioned reports for government.
Jayne is a member of the Organisations and Leadership Research Group within the Faculty of Business,
and annually conducts a range of research workshops for the University. She is also active on the
academic conference circuit as presenter, referee, discussant and chair, and received the University’s
Faculty of Business Award for Research Excellence in 2002. She has met both the teaching and
research performance criteria under the University’s Performance Based Funding Model since the
scheme was introduced c.2002-2003.
She has contributed to the leadership, administration and management of the University and the
profession as a Head of School and on a wide variety of academic and professional committees.
Personal details
Name:
Jayne Elizabeth Bisman (nee Oran)
Date & Place of Birth:
10 June 1963, Oberon, NSW
Nationality:
Australian
Marital Status:
Married
No dependents
Home Address:
6 Beavis Place
Bathurst, NSW 2795
Ph. (02) 6332 5251
Business Address:
School of Accounting C2-1
Bathurst, NSW 2795
Ph. (02) 6338 4101
Fax (02) 6338 4405
Academic qualifications
•
Bachelor of Business (Accounting) with Distinction
Mitchell College of Advanced Education, 1984
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•
Master of Economics (Accounting and Financial Management)
University of New England, 1989
•
Doctor of Philosophy (Accounting)
Charles Sturt University, 2002
Thesis: ‘The role of costs in outsourcing decisions: Selected studies of public sector
organisations’
Academic awards and prizes
Bachelor's degree
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Sydney Myer Charity Trust Prize - awarded to the graduating student who achieves the best
overall result in the Bachelor of Business course (all majors).
Australian Society of Accountants Prize - awarded to the graduating student who achieves
the best overall result in the Bachelor of Business course (Accounting major).
Commercial and General Acceptance Ltd. Prize - awarded to the student obtaining the
highest aggregate mark in the three Cost and Management Accounting subjects.
Amatil Prize - awarded to the student who achieves the best result in the first six accounting
and law units.
Corporate Affairs Commission Prize - awarded to the student who displays the greatest
overall knowledge in the unit Company Law.
Butterworths Prize - for best result in Management Accounting II.
Butterworths Prize - for best result in Introduction to Law.
Master’s degree
•
Corporate Affairs Commission Prize - for best result in Issues in Company Financial
Reporting.
Doctoral degree
•
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PhD HECS Exemption Scholarship – Southern Cross University (Spring 1994).
PhD HECS Exemption Scholarship – Charles Sturt University (1995-2001).
Postdoctoral
•
Charles Sturt University Faculty of Business Award for Research Excellence – to
recognise and encourage staff who have made a major contribution in advancing the research
culture of the University by maintaining an exceptional record of sustained research activity
during their employment with the University, especially within the last five years (Awarded
2002).
Membership of professional bodies
•
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Fellow, CPA Australia (member since 1984)
Member, Institute of Chartered Accountants in Australia (since 1995)
Member, Accounting and Finance Association of Australia and New Zealand (AFAANZ) (since
1984)
Member, Accounting History Special Interest Group, AFAANZ (since 2002)
Employment history
Date
2.5.05 – present
Position
Associate Professor of Accounting
(Level D, full-time, tenured)
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16.1.05 – 1.5.05
Senior Lecturer in Accounting
(Level C, full-time, tenured)
17.7.04 - 16.1.05
Acting Head
School of Accounting
(full-time, contractual)
12.2.01 – 16.7.04
Senior Lecturer in Accounting
(Level C, full-time, tenured)
1.2.93 – 11.2.01
Lecturer in Accounting
(Level B, full-time, tenured)
13.8.92 - 31.1.93
(part-time, contractual)
13.3.92 - 24.7.92
Course Development Consultant
Open Learning Institute
13.1.92 - 12.3.92
Acting Business Manager
Open Learning Institute - Office of Marketing
15.7.91 - 3.1.92
Northern Territory University
(Level B, full-time, tenurable)
1.1.90 - 28.6.91
Lecturer in Accounting,
(Promoted to Grade II (Level B), then to
Grade I, full-time, tenured)
21.7.86 - 31.12.89
Lecturer in Accounting, Mitchell CAE
(Grade III, full-time, tenured)
2.2.84 - 20.7.86
Tutor in Accounting, Mitchell CAE
(full-time, contractual) Teaching activities
A range of teaching, curriculum development and subject management experience, from first year
accounting through to doctoral coursework subjects, including supervision of large numbers of staff as
head of various teaching teams. In addition to teaching accounting majors at all levels, extensive
experience in teaching accounting for non-accountants at both undergraduate and postgraduate levels.
Specialist in management accounting since 1993 with responsibility for convening, coordinating and
teaching the major undergraduate management accounting subjects for almost ten years. Currently
responsible for a number of postgraduate management accounting and research methods subjects
within the Faculty, as well as postgraduate subjects in specialist areas such as small business.
Currently Course Coordinator for the Master of Commerce (Accounting) (Honours), Master of
Commerce (Accounting) and Bachelor of Business (Accounting) (Honours). Responsible for the design
and development of the Graduate Certificate in Public Practice and Course Coordinator of that program
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from 1994 to 2001. Major participant in the initial design, and then the redesign, of the Master of
Commerce (Accounting) across 1994-2002. Currently undertaking a major course review of the Master
of Commerce (Accounting), including industry liaison to develop panels to provide input from external
stakeholders (2006-2007).
Commissioned to develop and conduct specialised management accounting courses for numerous
government departments and private enterprises (such as Nestle Australia Ltd.).
Fully conversant with and experienced in teaching in all modes (face-to-face, distance education, offshore, mixed), using a range of technologies (computing, videoconferencing, teleconferencing), and
innovations and strategies (problem-based learning, cooperative learning, reflective learning, team
teaching). Numerous publications featuring reflections on and models for innovative accounting
education.
Significant experience in curriculum design, working with educational designers on an ongoing basis
since 1988 to develop exemplary distance education study packages. Also worked as an educational
consultant to the University; a position which included the provision of instructional design services to
academics.
Complete, peer-reviewed teaching portfolio, including extensive records of formal evaluations of
teaching effectiveness and of subjects and courses dating back to the last 1980s and continuously
updated. Evaluations include those related to undergraduate, postgraduate and short course teaching,
as well as formal evaluations of teaching of research methods workshops for research supervisors, staff
and students. Evaluations have been made by educational designers, students and peers, and teaching,
teaching materials and the curricula developed have consistently rated very highly in these evaluations.
Current teaching
• Postgraduate - responsible for all aspects of subject management, curriculum design and
development, writing of subject materials and teaching in:
DBA711
ACC540
ACC535
ACC533
ACC530
ACC519
ACC510
Research Issues in Business
Research Methodology
Strategic Cost and Management Accounting
Readings in Accounting (to selected students)
Special Topic in Accounting (to selected students)
Accounting and Financial Management for Small Business
Current Issues in Management Accounting
Also responsible for accounting honours, masters and doctoral dissertation and theses subjects offered
at Bathurst – ACC430, ACC432, ACC531, ACC601, ACC602, ACC605, ACC701 and ACC702.
Other recent teaching
• Postgraduate and undergraduate - in the last five to ten years, responsible for management,
development and teaching in:
ACC552
ACC526
ACC525
ACC509
ACC507
ACC501
ACC410
GPM408
ACC310
ACC230
ACC210
CPA Management Accounting
Accounting and Finance for Management
Financial Accountability in the Public Sector
Strategic Cost Management Systems
Strategic Management Accounting
Business Accounting and Finance
Finance for Managers
Financial Accountability
Management Accounting 2
Accounting and Financial Management
Management Accounting 1
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Research graduates/students
Theses/dissertations completed and passed
As supervisor
Griffiths, J. 2003, ‘The use of the balanced scorecard in New Zealand government departments and
Crown entities: A multiple case study’, MCom(Hons).
Lee, C. 2006, ‘Analysis of current curriculum in introductory accounting subjects in Australian accounting
degrees’, MCom(Accounting) dissertation.
McElroy, J. 2006, ‘A study of environmental accounting disclosures within NSW local government
annual reports’, MCom (Accounting)(Hons).
Van Every, B. 2006, ‘Setting service standards in Victorian local government’, DBA.
As examiner
Al-Akra, M. 2004, ‘Islamic accounting - The influence of culture: Concepts, evidence and applications’,
MCom(Accounting), CSU.
Murphy, D. 2004, ‘An investigation into the significance of the use of computerised accounting software
in explaining the compliance costs incurred by small businesses in Australia’, BBus(Hons), CSU.
As CSU Faculty Examination Committee member
Chomvilailuk, R. 2003, PhD.
Ng, K.H., 2005, DBA.
Theses/dissertations in progress
As principal or co-supervisor
Crofts. K. ‘Accountability for grant funds by NGOs to public sector policy makers/funding agencies’,
DBA.
Goela, N. ‘Accounting and financial policy for migrant small businesses in Australia’, DBA.
McGrath, D. ‘Social Accounting: A reporting model incorporating stakeholder dialogue in the credit union
sector’, PhD.
Pawsey, N. ‘IFRS adoption: Costs and benefits for Top 400ASX Listed Australian Companies’,
MCom(Accounting)(Hons).
Raz, M. ‘Enterprise resource planning systems’, DBA
Other teaching experience
Other current teaching activities relate principally to conducting research methods workshops and are
detailed in the ‘Research and publications activity’ section of this document. In the past, undertook a
range of other teaching activities, of which the following list is indicative:
1996 – 2002
Business Studies HSC Conference Day
o Presenter, Small Business Workshop (1996-2001)
o Presenter, HSC Online (2002)
1992 - 1994
University Business Schools Consortium
Page No 224 of 428
225
o
Examiner in Accounting
1991 - 1992
Northern Territory University, Lecturer in Accounting
o Accounting Information Systems
o Accounting Theory
1991 - 1995
Open Learning Institute, Charles Sturt University, Course Director
o Accounting & Finance: An Introduction
o Financial Management Certificate Program
1990 - 1991
Australian Business Education Council Ltd.
o Examiner in Accounting
1990 - 1991
Mitchellsearch Ltd., Course Director
o Financial Management Course
1990 - 1991
Nestle Australia Ltd., Course Designer and Director
o Nestle Finance for Non-Financial Managers Course
1984-1989
Mitchell College of Advanced Education, Lecturer in Accounting
o Accounting I
o Accounting Theory
o Current Issues in Accounting
o Management Accounting I and II
o Auditing
o Financial Accounting I
Teaching workshops/innovations
Participant in a variety of fora and workshops in order to remain up to date with new teaching methods
and technologies. The range of formal studies, short courses and workshop activities undertaken
include:
•
•
•
Teaching Portfolio Workshop, Faculty of Business, 2005.
Generic Skills in Accounting, Accounting and Law Research Forum Teaching Workshop, 2005
Business Ethics Teaching: An Action Research Spiral, Accounting and Law Research Forum
Teaching Workshop, 2004
Supervision of Professional Doctorates, Two Day Research Supervision Conference, Centre for
Research and Graduate Training, 2004.
Mentor Training, CPA Practical Experience Mentor Program, CPA Australia, Semester 1 2003
Easing the Transition: From the MBA to the DBA, Faculty of Business Seminar Series, Charles
Sturt University, 2002
Training in Interactive Videoteaching, Charles Sturt University, 2002
Strategic Cost Management Accounting for Value Creation, Australian Graduate School of
Management, UNSW, 1998.
Facilitating Student Learning (a subject in the Graduate Certificate in University Teaching and
Learning), Charles Sturt University, 1997.
•
•
•
•
•
•
Teaching portfolio
A teaching portfolio is available for inspection, which features:
•
•
•
•
Samples of teaching materials
Formal evaluations of teaching,
subjects & courses
Examples of innovations in teaching
& learning
Materials on research student
supervision
•
•
•
•
Personal reflections on teaching
Unsolicited student references &
testimonials
Examples of research on teaching &
learning
Reflections on research student
supervision
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226
•
Peer reviews of teaching conducted
for colleagues
•
Annotated materials on teaching
theory & practice
Research on teaching
Joint author of three management accounting textbooks. Research conducted, workshopped and
published (see following section) on a range of issues concerned with accounting education, and with
teaching and learning in higher education more generally, including:
•
•
•
•
•
•
Generic skills development
Alternative assessment
Online education
Training needs assessment
Writing literature reviews
Continuing Professional Education
(CPE)
•
•
•
•
•
•
Research methods education
Thesis preparation
Distance education
Accounting education in China
Research supervision
Educational benchmarking
Research and publications activity
The current section details research interests, publications, research awards and grants and a range of
other research-related activities, including those concerning the teaching-research nexus.
My research interests follow five major and overlapping themes:
•
Cost and management accounting and accountability in the public sector – particularly
outsourcing and competitive tendering
•
Cost and management accounting in small and medium enterprises (SMEs) – particularly the
role of external accountants
•
Research methods in accounting – especially multiple/mixed methods and critical realist
research
•
Management accounting education
•
Australian Colonial management accounting and accountability, and relationships to business,
social and micro histories
For research published in the period from 1998-2004 actual DEST point1 earnings were 11, while DEST
points claimed for 2005 publications total 3.33.
Books
Bisman, J.E. 1999, Costing for outsourcing decisions: Public sector perspectives, Management
Accounting Centre of Excellence, Australian Society of Certified Practising Accountants, Melbourne.
Chapters in books
Bisman, J.E. 1996, Generic competencies in accounting education: A role for the Internet. In Issues for
accounting educators, eds. L. Leveson & M. Appla, La Trobe University, Melbourne.
Bisman, J.E. 1991, Accounting for income tax (Tax effect accounting). In Australian company financial
reporting, eds. J. B. Ryan, B. H. Andrew, M. J. Gaffikin & T. Heazlewood, Australian Accounting
Research Foundation, Melbourne. (Accounting Research Study: 11).
1
Formerly DETYA/ DEETYA points.
Page No 226 of 428
227
Bisman, J.E. 1991, Contingencies. In Australian company financial reporting, eds. J. B. Ryan, B. H.
Andrew, M. J. Gaffikin & T. Heazlewood, Australian Accounting Research Foundation, Melbourne.
(Accounting Research Study: 11).
Journal articles
Bisman, J.E. & Wang, Y. (double blind reviewed and accepted for resubmission), Accounting and
accountability for trust monies in the Australian public sector, Accounting, Accountability & Performance.
Bisman, J.E. & Goela, N. (in submission), Financing regional development: The role and responses of
the Small Industries Development Bank of India, Entrepreneurship and Regional Development.
Goela, N. & Bisman, J.E. (in submission), Development bank finance in India and the regional
development agenda, Finance India.2
McElroy, J., Bisman, J.E. & Mathews, M. R. (in submission), Environmental accounting in NSW local
government, Accounting, Auditing and Accountability Journal.
Bisman, 2005, Beneath the ‘Beyond Beancounting’ reports: Research, professional practice and politics
in the public sector, Accounting, Accountability & Performance, Vol.11, No.1, 25-48.
Goela, N. & Bisman, J.E. 2004, A model and research agenda for lease decision making, Indonesian
Management & Accounting Research, Vol. 3, No. 2, 469-492.
Bisman, J.E. 1998, Research methods in management accounting, Business Library Review: An
International Journal,3 Vol. 23, No. 2.
Bisman, J.E. 1994, Transfer pricing in the 1990s: Tax and management perspectives, Business Library
Review: An International Journal, Vol. 19, No. 1.
Bisman, J.E. 1993, International taxation in an integrated world, Business Library Review: An
International Journal, Vol. 18, No. 4.
Oran, J.E. 1988, The accountant’s role in the market for small business advisory services, Management
Forum, Vol. 14, No. 1.
Refereed published conference proceedings and refereed conference papers
Lee, C. and Bisman, J.E. (forthcoming 2006) Education in introductory accounting: The ‘old’ and the
‘new’, Accounting and Finance Association of Australia and New Zealand Annual Conference,
Wellington, New Zealand, 2-4 July. 4
Bisman, J.E. (forthcoming 2006) Cost savings from outsourcing in the Australian public sector: Anecdote
or evidence? Accounting and Finance Association of Australia and New Zealand Annual Conference,
Wellington, New Zealand, 2-4 July.5
Bisman, J.E. (forthcoming 2006) Small enterprise advisors: A model for industry-relevant education, 51st
International Council for Small Business World Conference, Melbourne, 18-21 June.
Bisman, J.E. 2005, Enriching learning, teaching and assessment: A trial of the learning journal in
accounting, Proceedings of the International Conference on Innovation in Accounting Teaching and
Learning, Hobart, 6-8 February.
2
This journal is ranked third worldwide by the American Statistical
Association (for further information see http://www.financeindia.org/fi.htm)
3
This journal was the product of a union between Economics and Business and
the
Wall Street Review of Books.
4
The paper rejection rate at this conference was over 41%.
5
Page No 227 of 428
228
Bisman, J.E. & Goela, N. 2005, Financing regional development: The role and responses of the Small
Industries Development Bank of India. Proceedings of the 18th Annual Conference of the Small
Enterprise Association of Australia and New Zealand, University of New England, Armidale, NSW, 25-28
September.
Goela, N. & Bisman, J.E. 2005, Method and methodology: Issues in researching accounting in small
business. Proceedings of the 18th Annual Conference of the Small Enterprise Association of Australia
and New Zealand, University of New England, Armidale, NSW, 25-28 September.
business. XVII Asian Pacific Conference on International Accounting Issues (California State University
& Victoria University of Wellington), Wellington, New Zealand, 20-23 November.
McElroy, J. Bisman, J.E. & Mathews, M. R. 2005, Environmental accounting in NSW local government:
Disclosures and motivations. Accounting and Finance Association of Australia and New Zealand Annual
Conference, Melbourne, 3-5 July.
McElroy, J. Bisman, J.E. & Mathews, M. R. 2005, Environmental accounting in NSW local government:
Disclosures and motivations. XVII Asian Pacific Conference on International Accounting Issues
(California State University & Victoria University of Wellington), Wellington, New Zealand, 20-23
November.
Bisman, J.E. 2004, The ‘Beyond Bean Counting’ reports: A cautionary tale in researching financial
management education in the Australian public sector, Proceedings of the Accounting and Finance
Association of Australia and New Zealand Annual Conference, Alice Springs, 4-6 July, John Wiley
Publishers.4
Bisman, J.E. 2004, Working in a theoretical void: An accounting case study of rural and regional
research and engagement, Proceedings of the Australian Universities Community Engagement Alliance
First National Conference, Bathurst, 14-16 July.6
Goela, N. & Bisman, J.E. 2004, Development bank finance in India: Misdirected or misunderstood, 17th
Annual Australasian Finance and Banking Conference,7 Sydney, 15-17 December.
Goela, N. & Bisman, J.E. 2004, Methodological weaknesses of small business research: A revisitation,
18th Annual Conference of the Australian & New Zealand Academy of Management, University of Otago,
Dunedin, New Zealand, 8-11 December.
Goela, N. & Bisman, J.E. 2004, Development bank finance in India: Misdirected or misunderstood?,
Accounting and Finance Association of Australia and New Zealand Annual Conference, Alice Springs, 46 July.8
Goela, N. & Bisman, J.E. 2004, Development bank finance in India: Misdirected or misunderstood?,
Emerging Financial Markets & Services Asia-Pacific Conference, Sydney, 27-28 May.
Wang, Y. & Bisman, J.E. 2004, A matter of trust: Accountability for trust money in the Australian public
sector, Fourth One-Day Symposium on Accountability, Governance and Performance in Transition,
(Refereed & accepted, but not presented), Brisbane, February.
Bisman, J.E. 2003, A case for multiple methods in management accounting research, Accounting and
Finance Association of Australia and New Zealand Annual Conference, Brisbane, 7 July.
Bisman, J.E. 2003, The ‘Beyond Bean Counting’ reports: A cautionary tale in researching professional
practice. In Innovations in Professional Practice: Influences & Perspectives Conference, Proceedings of
6
This is the largest finance conference in the Asia-Pacific region and one
of the top three world finance events (UNSW - Faculty of Business &
Economics, 2004, The 17th Australasian Finance and Banking Conference 2004:
Challenges and Opportunities).
8
7
Page No 228 of 428
229
the 2003 Continuing Professional Education (CPE) Conference, P. Rushbrook (Ed.), Centre for
Research into Professional Practice, Learning and Education, Charles Sturt University, pp.20-29.
Bisman, J.E. 2003, The hidden cost of politics in Australian public sector outsourcing decisions,
Accounting and Finance Association of Australia and New Zealand Annual Conference, Brisbane, 8
July.
Goela, N. & Bisman, J.E. 2003, Re-examining the Australian lease decision making research agenda,
Accounting and Finance Association of Australia and New Zealand Annual Conference, Brisbane, 8
July.
Bisman, J.E. 2002, The role of accounting in the construction of notions of wealth, success and
respectability: A micro-historical study of an early Australian convict, Proceedings of the 9th World
Congress of Accounting Historians, Melbourne, 30 July–2 August.9
Bisman, J.E. 2002, The critical realist paradigm as an approach to research in accounting, Accounting
Association of Australia and New Zealand Annual Conference, Perth, 9 July.10
Bisman, J.E. 1996, Generic competencies in accounting education: A role for the Internet. In A collection
of Papers: Accounting Educators Colloquium, School of Commerce, La Trobe University, Melbourne,
April.
Teaching and learning materials
Textbooks
Fatseas, V.A., Bisman, J.E. & Williams, J.F. 2004, Management accounting for costing and control, 2nd
edn., McGraw-Hill, Sydney.
Fatseas, V.A., Bisman, J.E. & Williams, J.F. 2001, Management accounting for costing and control,
McGraw-Hill, Sydney.
Fatseas, V.A., Bisman, J.E. & Williams, J.F. 2001, Management accounting for decision making (2001,
reprinted 2004), McGraw-Hill, Sydney.
Other
Bisman, J.E. 2005, Charles Sturt University: Master of Commerce (Accounting) in Beyond CPA:
Specialist Masters and MBAs 2005, Version 2 (CD-ROM), CPA Australia, Melbourne.
Bisman, J.E. 2004, Charles Sturt University: Master of Commerce (Accounting) in Beyond CPA:
Specialist Masters and MBAs (CD-ROM), CPA Australia, Melbourne.
Bisman, J.E. 2003, Study materials: Print versus online, or print and online? CELT News, Vol. 4, No. 1.
Government research reports
Bisman, J.E. 1998, Report on the Valuation and Accounting Treatment of Jenolan Caves House
Complex, Jenolan Caves Reserve Trust (Submitted to the Audit Office of NSW, Auditor-General).
Bisman, J.E. 1992, Report on the Training Needs of Local Business Organisations, Industries and
Government Authorities, Open Learning Institute Office of Marketing (Funded by and submitted to the
NSW Education and Training Foundation).
Bisman, J.E. 1992, Report on the Training Needs of Businesses in Selected Regions of NSW, Open
Learning Institute Office of Marketing (Funded by and submitted to the NSW Education and Training
Foundation).
9
10
The paper rejection rate at this conference was well above 30%.
Page No 229 of 428
230
Bisman, J.E. 1992, Report on the Training Needs of Primary and Secondary Teachers in NSW, Open
Foundation).
Bisman, J.E. 1992, Report on the Training Needs of Registered and Enrolled Nurses in NSW, Open
Foundation).
Monographs
Bisman, J.E. 1996, Integrating the Internet into distance education in accounting. Occasional Papers in
Open and Distance Learning, Vol. 19, (April). Published working papers
Bisman, J.E. (forthcoming 2006) Cost savings from outsourcing in the Australian public sector: Anecdote
or evidence? Faculty of Business Working Paper, Charles Sturt University.
Bisman, J.E. (forthcoming 2006) Accountants as small enterprise advisors: Modelling an industryrelevant course development process, Faculty of Business Working Paper, Charles Sturt University.
Bisman, J.E. & Goela, N. 2005, Financing regional development: The role and responses of the Small
Industries Development Bank of India. Faculty of Business Working Paper 10/05, Charles Sturt
University.
business. Faculty of Business Working Paper 11/05, Charles Sturt University.
Bisman, J.E. 2003, The ‘Beyond Bean Counting’ Reports: A cautionary tale in researching financial
management practice and educational needs in the Australian public sector. Faculty of Business
Working Paper 28/03, Charles Sturt University.
Bisman, J.E. 2003, The hidden cost of politics in Australian public sector outsourcing. Faculty of
Business Working Paper 08/03, Charles Sturt University.
Goela, N. & Bisman, J.E. 2003, Development bank finance in India: Misdirected or misunderstood?
Faculty of Business Working Paper 39/03, Charles Sturt University.
Wang, Y. & Bisman, J.E. 2003, A matter of trust: Accountability for trust money in the Australian public
sector. Faculty of Business Working Paper 31/03 (2003), Charles Sturt University.
Bisman, J.E. 2002, Accounting, a convict and society: A case study on Australian accounting history.
Faculty of Business Working Paper 27/02, Charles Sturt University.
Bisman, J.E. 2002, Using multiple methods in management accounting research: An example from a
study of costs in outsourcing decision-making. Faculty of Business Working Paper 15/02, Charles Sturt
University.
Goela, N. & Bisman, J.E. 2002, Financial and accounting aspects of leasing decision-making in
Australia. Faculty of Business Working Paper 41/02, Charles Sturt University.
Goela, N. & Bisman, J.E. 2002, Methodological weaknesses of small business research: A revisitation.
Faculty of Business Working Paper 01/02 (2002), Charles Sturt University.
Bisman, J.E. 2001, Applications of critical realism to research in accounting. Faculty of Business
Working Paper 12/01, Charles Sturt University.
Bisman, J.E. 1995, Defining management advisory services. Accountancy Discipline Working Paper
Series No. 17, Charles Sturt University, Wagga Wagga.
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231
Oran, J.E. 1990, A cross-temporal comparative analysis of accounting standards in the United Kingdom
and Australia. Accountancy Discipline Working Paper Series No. 5, Charles Sturt University, Wagga
Wagga.
Oran, J.E. 1987, The importance of the audit report: A study of perceptions. School of Business and
Public Administration Research Paper No. 55, Mitchell College of Advanced Education.
Oran, J.E. 1986, Confusion in the domain of accounting. School of Business and Public Administration
Research Paper No. 50, Mitchell College of Advanced Education.
Research seminar papers and presentations
Bisman, J.E. 2006, Education, accountants and SME management advisory services, Accounting and
Law Research Forum, Charles Sturt University, Bathurst 15 March.
Bisman, J.E. & Goela, N. 2005, Financing small enterprise and regional development in India: An
evaluation of SIDBI, Accounting and Law Research Forum, Charles Sturt University, Bathurst, 17
August.
Bisman, J.E. 2004, The learning journal as a critical reflective educational tool in a postgraduate
accounting context, Accounting and Law Research Forum, Charles Sturt University, Bathurst, 29
September.
Bisman, J.E. 2004, Working in a theoretical void: An accounting case study of rural and regional
research and engagement, Accounting and Law Research Forum, Charles Sturt University, Bathurst, 24
March.
management in the Australian public sector, Australian Graduate School of Policing Doctoral School,
Manly, 5 May.
management in the Australian public sector, Accounting and Law Research Forum, Charles Sturt
University, Bathurst, 27 February.
Goela, N. & Bisman, J.E. 2003, Development bank finance in India: Misdirected or misunderstood?
Accounting and Law Research Forum, Charles Sturt University, Bathurst, 12 November.
Wang & Bisman, J.E. 2003, A matter of trust: Accountability for trust money in the Australian public
sector, Accounting and Law Research Forum, Charles Sturt University, Bathurst, 28 August.
Bisman, J.E. 2002, The hidden cost of politics in Australian public sector outsourcing, Accounting and
Law Research Forum, Charles Sturt University, Bathurst, 5 December.
Bisman, J.E. 2002, Accounting, a convict and society: A case study, Accounting and Law Research
Forum, Charles Sturt University, Bathurst, 11 July.
Bisman, J.E. 2002, Using within-study multiple methods in management accounting research: An
example from a study of costs in outsourcing decision-making, Faculty of Business Research Seminar
Series, Charles Sturt University, Bathurst, 24 April.
Goela, N. & Bisman, J.E. 2002, Leasing in Australia, Accounting and Law Research Forum, Charles
Sturt University, Bathurst, 20 June.
Goela, N. & Bisman, J.E. 2001, Methodological weaknesses of small business research: A revisitation,
Accounting and Law Research Forum, Charles Sturt University, Bathurst, 13 December.
Bisman, J.E. 2001, The application of critical realism to research in accounting, Accounting and Law
Research Forum, Charles Sturt University, Bathurst, 6 September.
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232
Bisman, J.E. 1997, Applications of Internet communications and information technology in accounting
research, Victoria University of Technology Research Seminar Series, Melbourne, February.
Bisman, J.E. 1997, The role of costs in outsourcing decisions: Selected studies of public sector
organisations – A PhD proposal, Accounting and Law Research Forum, Charles Sturt University,
Bathurst, September.
Bisman, J.E. 1996, Generic skills development using Internet information and communications
technology, Commerce Research Seminar Series, Charles Sturt University, Bathurst, March.
Bisman, J.E. 1995, Accounting research utilising the Internet, Commerce Research Seminar Series,
Charles Sturt University, Bathurst, December.
Bisman, J.E. 1995, The provision of management advisory services (MAS) to small businesses by public
accountants - Implications for the reform of accounting education, Supervising Doctoral Students
Workshop, Charles Sturt University, Wagga Wagga, October.
Bisman, J.E. 1994, Defining management advisory services, Commerce Research Seminar Series,
Charles Sturt University, Bathurst, October.
Bisman, J.E. 1993, Research dilemmas, Commerce Research Seminar Series, Charles Sturt University,
Bathurst.
Awards and grants
To the present date I have solely or jointly earned over $40,000 in research funding and competitive
grants. A further $700-$2,200 is to be received for DEST pointable publications from 2005 and for 2006
Working Papers (to date).
2004
RIPPLE Competitive Conference Presentation Grant
$1,000
2003-2005
Centre for Research and Graduate Training DEST-point research
funding (6 points)
1,800
2003-2005
Faculty of Business DEST-point research funding (6 points)
1,800
2002-2004
Centre for Research and Graduate Training Research Workshoplinked funding
+800
2001-2003
Faculty of Business Working Paper-linked research funding
1,400
2003
Faculty of Business Community of Scholars Competitive
Research Grant (joint total)
7,500
2003
Faculty of Business Doctoral-Workshop linked research funding
650
2003
Australian Graduate School of Policing research funding
500
2002
Charles Sturt University Faculty Research Excellence Award
1998-1999
Faculty of Business and School of Accounting Doctoral
research
1,000
+5,000
Funding
1998
Accounting Association of Australia and New
Competitive Doctoral Research Consortium Funding
1997
Faculty of Business Competitive Research Grant
Zealand
+500
1,000
Page No 232 of 428
233
1992
NSW Education and Training Foundation funding via OLI for
preparation of four research reports
20,000
approx.
1988
Mitchell CAE School of Business and Public Administration
Competitive Research Grant
500
Other research activities
Member of the Organisations and Leadership Research Group of the Faculty of Business, former
(foundation) member of RIPPLE, a University designated Research Centre focused on research of
professional practice and professional education (2002-2005) and of the Faculty of Business Asia
Pacific research initiative (2003-2004). Member of and wrote the successful funding application for the
Social and Environmental Accounting Research Group (SEARG), a community of scholars within the
Faculty of Business (2003).
In 2006, established ARO (Accounting Researchers Online), an online forum for research support and
networking among academic accountants in the Faculty on a cross-campus basis. This forum is
consistent with the plan for Strategic Direction/s for Research in Accounting in CSU I developed and
prepared in 2006.
In 1996, initiated and developed the terms of reference for the School of Accounting weekly research
seminar series, the ‘Accounting and Law Research Forum’, and convened that Forum from 1996 to
2003. Chair of the School’s Research Committee (2001-present), including preparation of the School’s
Annual Research Report (since 2001). Member of the Faculty of Business Research and Higher
Degrees (Research) Committee (since 2003).
Research supervisor since 1996, reaccredited as a List A Registered Principal Supervisor in 2002 and
again in 2004 through to 2006. Successfully applied for the University Special Studies Program for
Autumn Session 2005 in order to conduct research. Other research related activities are detailed on the
following pages.
Referee/Reviewer/Editor
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Referee, Accounting Education: An International Journal (UK).
Referee, Australian Journal of Accounting Education.
Referee, Education and Training (UK).
Referee, Essays in Economic and Business History (USA).
Referee, Accounting, Accountability & Performance.
Referee, Rural Society.
Referee, 2006 Accounting & Finance Association of Australia and New Zealand Annual Conference,
Wellington, New Zealand.
Referee, 3rd International Conference on Contemporary Business 2006, Leura, NSW.
Referee, Accounting Educators Forum 2005, Sydney.
Referee, Fourth Accounting History International Conference 2005, Braga, Portugal.
Referee, Open and Distance Learning Association of Australia Conference 2005, Adelaide.
Referee, 2005 Accounting & Finance Association of Australia and New Zealand Annual Conference,
Melbourne.
Referee, 2005 International Conference on Innovation in Accounting Teaching & Learning, Hobart.
Referee, 2004 Continuing Professional Education (CPE) Conference, Canberra.
Referee, 2003 Continuing Professional Education (CPE) Conference, Canberra.
Managing Editor, Faculty of Business Working Paper Series (2005-present).
Reviewer/Editorial Board, Faculty of Business Working Paper Series (2001-2004).
Research conference organisation
•
Accounting and Finance Association of Australia and New Zealand (AFAANZ) Technical Committee
member with sole responsibility for refereeing, selection and scheduling of conference papers for all
Page No 233 of 428
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•
•
concurrent sessions on public sector accounting and not-for-profit accounting, for AFAANZ Annual
Conference 2005-present.
Accounting Track Organiser for the 3rd International Conference on Contemporary Business, Leura
NSW, 2006.
Assistant to the Conference Organisers for the 2nd Australasian Social and Environmental
Accounting Conference/13th International CSEAR Workshop, 2003, Bathurst.
Conference chair
•
•
•
•
•
Chair, Management Accounting: Management Control Systems Development concurrent session
(refereed papers), Accounting and Finance Association of Australia and New Zealand Annual
Conference, Melbourne, 3-5 July 2005.
Chair, Accounting Education concurrent session (refereed papers), International Conference on
Innovation in Accounting Teaching & Learning, Hobart, 6-8 February 2005.
Chair, Not for Profit and Public Sector: Accountability and Accounting Issues concurrent session
(refereed papers), Accounting and Finance Association of Australia and New Zealand Annual
Conference, Alice Springs, 4-6 July, 2004.
Chair, Accounting Education History concurrent session (refereed papers), 9th World Congress of
Accounting Historians, Melbourne, 30 July–2 August, 2002.
Chair, Research in Accounting Education session, Accounting Discipline Conference, Charles Sturt
University, Bathurst, December, 2002.
Conference discussant
•
•
•
Bisman, J. (Discussant) ‘The effect of career concerns on the contracting use of public and private
performance measures’ by R. Autrey, S. Dikolli & P. Newman (University of Texas at Austin),
Accounting and Finance Association of Australia and New Zealand Annual Conference, Melbourne,
4 July, 2005.
Bisman, J. (Discussant) ‘Accounting and the management of outsourcing: An empirical study in the
hotel industry’ by D. Lamminmaki (Griffith University), Accounting and Finance Association of
Australia and New Zealand Annual Conference, Alice Springs, 5 July, 2004.
Bisman, J. (Discussant) ‘Economic liberalization, government interference, and organizational
architecture: Evidence from Chinese state-owned enterprises’, by N. G. O’Connor, Y. Luo & J. Deng
(City University of Hong Kong), Accounting and Finance Association of Australia and New Zealand
Annual Conference, Brisbane, 7 July, 2003.
Publishers’ reviews
Review of Funnell et al., Management Accounting for Pearson Education Australia, 2002.
Research workshop presentations
Bisman, J.E. (forthcoming 2006) Enhancing Publications, One Day Researcher’s Workshop, Centre for
Research and Graduate Training, Bathurst, June.
Bisman, J.E. et al. (forthcoming 2006) Researchers Issues Forum, One Day Researcher’s Workshop,
Centre for Research and Graduate Training, Bathurst, June.
Bisman, J.E. (forthcoming 2006), Working with your Supervisor, Research Student Induction &
Orientation Program, Centre for Research and Graduate Training, Bathurst, August.
Bisman, J.E. & Reid, J. 2005, How to balance a successful teaching and research career at CSU.
Tertiary Teaching Colloquium, Bathurst, 17 November.
Bisman, J.E. 2005, Research proposals, Research Student Induction & Orientation Program (2nd
induction), Centre for Research and Graduate Training, Bathurst, 25 August.
Bisman, J.E. 2005, Working with your Supervisor, Research Student Induction & Orientation Program
(2nd induction), Centre for Research and Graduate Training, Bathurst, 26 August.
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Bisman, J.E. 2004, Working with your Supervisor, Research Student Induction & Orientation Program,
Centre for Research and Graduate Training, Bathurst, 26 August.
Bisman, J.E. 2004, Enhancing Publications, One Day Researcher’s Workshop, Centre for Research and
Graduate Training, Bathurst, 23 June.
Bisman, J.E. et al. 2004, Researchers Issues Forum, One Day Researcher’s Workshop, Centre for
Research and Graduate Training, Bathurst, 23 June.
Bisman, J.E. 2004, Strategies for Supervising at a Distance, Two Day Research Supervision
Conference, Centre for Research and Graduate Training, Bathurst, 3 June.
Bisman, J.E. 2003, Making an Argument: How to Write a Literature Review, Doctoral Workshop, Faculty
of Business, Bathurst, 30 August.
Bisman, J.E. 2003, Enhancing Publications Workshop, One Day Researcher’s Workshop, Centre for
Research and Graduate Training, Bathurst, 28 July.
Bisman, J.E. et al. 2003, Research Issues Forum, One Day Researcher’s Workshop, Centre for
Research and Graduate Training, Bathurst, 28 July.
Bisman, J.E. 2003, The Literature Review for Students & Supervisors, CSU Research Supervision
Conference, Bathurst, 29-30 May.
Bisman, J.E. 2003, Quantitative Research Methods Workshop, Australian Graduate School of Policing
Doctoral School, Manly, 5 May.
Bisman, J.E. 2002, Critical Literature Review, Thesis Writing Workshop, Centre for Research and
Graduate Training, Bathurst, November.
Bisman, J.E. 2002, Difficulties Encountered in a Thesis & How to Address Them, Research Workshop,
Faculty of Business, Wagga Wagga, September.
Bisman, J.E. 2002, The Literature Review for Students and Supervisors, Centre for Research and
Graduate Training, Bathurst, September.
Bisman, J.E. 2002, Putting it Together for Examination, Doctoral Workshop, Faculty of Business,
Bathurst, July.
Bisman, J.E. et al. 2002, Sessions Group ‘My Big Picture’, Thesis Writing Workshop, Centre for
Research and Graduate Training, Bathurst, October.
Bisman, J.E. 2002, Understanding the DEST Point System, School of Accounting, Bathurst, October.
Bisman, J.E. 2002, Using Mixed Methods of Research, Research Workshop, Faculty of Business,
Wagga Wagga, September.
Bisman, J.E. 2001, A PhD Research Experience, Accounting Discipline Conference, Wagga Wagga, 4
December.
Kiernan, M. Roufeil, L. & Bisman, J.E. 2001, Showcase: The Method Behind Successful Research
Grants and Higher Degrees, CLINIC Program, Centre for Research and Graduate Training, Bathurst, 45 October.
Bisman, J.E. et al. 2001, Thesis Writing Workshop, Centre for Research and Graduate Training,
Bathurst, 22-23 November.
Bisman, J.E. & Jarratt, D. 2001, Philosophy of Research, Research Methods Workshop, Faculty of
Business, Wagga Wagga, 28 September.
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Bisman, J.E. & Jarratt, D. 2001, Philosophy of Research, Research Methods Workshop, Faculty of
Business, Bathurst, 10 October.
Participation in research workshops and networks
In addition to developing and conducting the various research workshops and presentations listed
above, I also participate in professional development activities and networks concerned with enhancing
research and research skills. Examples include:
•
•
•
•
•
•
•
•
•
•
•
Member, AVCC Register of Senior University Women, AVCC (2002 to present).
Member & Mentor CSU Banksia Program – Supporting Women in Research (2004 to present).
Member, CSU Women in Research Network (formerly CSU Women’s Research Network),
(1990s to present).
Participant, AMOS Training (Computer Software for Structural Equal Modelling), Faculty of
Business, 2005.
Participant, CSU Stepping Out Women’s Mentoring and Networking Forum, October, 2004.
Research Supervisor Accreditation Workshop, Centre for Research and Graduate Training,
CSU, 2002, 2004.
Turning Conference Papers into Journal Articles Workshop, Centre for Research and Graduate
Training, CSU, 2002.
Getting your Thesis Ready for Examination, Faculty of Business Seminar Series, CSU, 2001.
Thesis Examination Process Workshop, Office of Research and Graduate Training, CSU, 1999.
Thesis Writing Workshop, Office of Research and Graduate Training, CSU, 1999.
Third AAANZ Doctoral Consortium, AAANZ, Adelaide, 1998 (Competitive).
Research-related press interviews
Bisman, J.E. quoted in ‘Bursting the public bubble’, Australian CPA, Vol. 73, No. (9), 2003, pp.35-36.
Bisman, J.E. quoted in ‘Accounting research lecture topic’, Western Advocate, 2 October 2003, p.3.
Bisman, J.E. noted in ‘Accounting practices in spotlight’, Western Advocate, 28 April 2003, p.5.
Administration and management
The Associate Professor position I currently occupy includes the duties previously undertaken as a
Senior Lecturer as well as additional responsibilities for leading, managing and promoting accounting
research in the Faculty and across the various campuses of the University. With this role comes a
responsibility to continue to provide research mentoring to staff and research supervision to students, to
act as Managing Editor of the Faculty’s research working paper series, to liaise with Heads of Schools
and relevant Sub-Deans to further the research agenda, and to actively encourage and support research
through means such as engaging in collaborative research, reviewing research, and remaining active as
an accounting research leader in the wider academic community. I also remain active in and committed
to serving on School, Faculty and University committees, compiling the School’s Annual Research
Report, and participating in induction for new staff and in staff selection.
As Acting Head of the School of Accounting during 2004-2005 I added to my experiences of academic
leadership and management, serving on a range of Faculty and University committees, presiding over
induction programs and probationary reviews for staff, and chairing committees within the School. While
in this position I led a staff complement comprising 16 permanent academic staff, three support staff,
and in excess of ten casual academic and support staff. I was responsible for managing the teaching,
research and administrative operations of the School, ranging from the development and establishment
of the first School Strategic Plan 2004-2007, financial administration of the School’s budget, through to
the coordination of day-to-day activities in the School.
In my previous substantive position as Senior Lecturer, and in addition to administration and
management responsibilities which formed part of the teaching role, such as supervision of teaching
teams and coordination of subjects on a cross-campus basis, I was formally involved in providing
mentoring (especially research mentoring) to staff in the School and had significant involvement in
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committees and activities at School, Faculty and University levels. In particular, activities focused on
contributing to the management and leadership of research efforts within the School and Faculty. I
chaired the School’s Research Committee, prepared the School’s Research Quality Assurance Plan,
designed the documentation and systems for the submission and consideration of Staff Statements of
Research Activity and compiled the School’s Annual Research Report. I also regularly served on staff
selection committees for the Faculty and School and was part of the School’s Induction Team for new
staff.
I have completed a variety of training programs for management on Copyright for Academics (2004),
Equal Opportunity (Staff and Management Modules, 2003), and Occupational Health and Safety (2004).
The following representative selection of more recent committee memberships and activities serves to
illustrate my involvement in leadership and management.
Contributions to University
2005-2006
Member, Senior Women’s Network
2003-2006
Member, on an ad hoc basis, of Selection Panels and Probationary Review Committees
for various Faculties and Schools, (e.g. School of Human Movement Studies, Faculty of
Education)
2004-2005
Member, Committee of Heads of Schools
2004
Acting Board Member, Australian Centre for Co-operative Research and Development
(ACCORD) (a joint venture of the University of Technology, Sydney and Charles Sturt
University, funded by the NSW Office of Fair Trading, Department of Commerce and the
two Universities) (appointed by Dean, Faculty of Business)
.
2002-2005
Foundation Member, RIPPLE Research Centre
2003-2004
Member, RIPPLE Seminar Management Committee/Advisory Group (appointed by
RIPPLE Deputy Director)
2001-2002
Member, Selection Panel, Foundation Scholarships (appointed by Pro Vice-Chancellor
– Public Affairs)
1996-2000
Member, CSU Technology Strategy Reference Group –
Library Interaction Working Project Team (appointed by HOS)
1994-1996
Member, Charles Sturt University-Mitchell Senior Advisory Group
Executive (appointed by Deputy Vice-Chancellor)
1994-1996
Deputy Presiding Officer, Charles Sturt University-Mitchell Purchases
Board (appointed by Vice Chancellor)
Contributions to Faculty
2006
Member, Organisations and Leadership Research Group
2005-2006
Presiding Officer, Faculty Exclusions Appeals Committee (appointed
by Dean’s Advisory Committee)
2005-2006
Managing Editor, Faculty of Business Working Paper series
(appointed by Faculty Research and Higher Degrees (Research)
Committee)
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238
2002-2006
Member, School of Marketing and Management Probationary Review Committee and
Member, School of Business Probationary Review Committee (appointed by HOS,
Marketing & Management and HOS Business)
2003-2006
Member, Faculty of Business Research and Higher Degrees
(Research) Committee
2004-2005
Member, Faculty Doctoral Degree Examinations Committees (various)
2004-2005
Faculty Delegate, Ethics in Human Research
2004-2005
Member, Faculty Board
2004-2005
Member, Faculty Standing Committee
2004-2005
Member, Dean’s Advisory Committee
2004-2005
Member, Postgraduate Courses Committee
2004-2005
Member, Faculty Assessment Committee
2002-2004
Member, Faculty of Business Marketing and Promotions Committee
2003
Joint Convenor, Faculty of Business Doctoral Workshop (appointed
by Sub-Dean, Research)
2002
Joint Coordinator, Faculty of Business HSC Business Studies Day Conference
(appointed by HOS)
2000
Member, Faculty of Business Academic Staff Appeals Committee
(appointed by Vice Chancellor)
1997-1999
Presiding Officer, Faculty of Business Aboriginal and Torres Strait Islander Education
Monitoring Committee (appointed by Dean)
Contributions to School
2001-2006
Presiding Officer, School of Accounting Research Committee
(appointed by HOS 2001-2003, elected 2004, appointed by
HOS 2005-2006)
2002-2006 Research Mentor, School of Accounting Mentoring Program
(appointed by HOS)
1993-2006
Member, School of Accounting School Board
1998-2006
Member, School of Accounting Probationary Review Committee
(appointed by HOS)
2001-2006 Author/Compiler, School of Accounting Annual Research Report
2004
Presiding Officer, School of Accounting School Board
2004
Author, School of Accounting Strategic Plan, 2004-2007
1998-2004
Member, School of Accounting Assessment Committee
(appointed by HOS)
1993-2004
School of Accounting Library Liaison Officer (appointed by HOS)
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239
2004
Chair, School of Accounting New Staff Induction Team
2001-2003
Member, School of Accounting Assessment and Curriculum Group
1996-2003
Convener, Accounting and Law Research Forum
2003
Member, Social and Environmental Accounting Research Group
2003
Member, Committee to Review Administrative Structure in the School
of Accounting (appointed by HOS)
2001-2002
Member, Senior Staff Committee, School of Accounting (appointed by
HOS)
1995-2001
Presiding Officer, School of Accounting Aboriginal and Torres
Strait Islander Education Monitoring Committee (appointed by HOS)
1995
Acting Head of School and Accounting Course Coordinator (January)
(appointed by HOS)
Contributions to profession and community
Since the mid-1990s, when I had the opportunity to undertake a more active role in leadership,
administration and research, I have redirected my professional and community activities away from
consultancies and into the areas of research mentoring, developing research networks, and professional
engagement. In addition to the mentoring and research activities previously presented in this document,
examples of other current activities appear directly below and a representative selection of past
honorary and contract consultancies appears later in this section.
Current professional activities
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•
Member, Technical Committee, Accounting and Finance Association of Australia and New
Zealand, 2005-2006
Mentor, CPA Australia Practical Experience Mentor Program (3 mentees), 2003-2006
Deputy Convener (twice elected), Accounting History Special Interest Group, Accounting and
Finance Association of Australia and New Zealand, 2004-2006 (member since 2002)
Member, CPA Australia Universities Committee, 2002-2004
Past professional and community activities
Professional activities
•
•
•
Member, Institute of Chartered Accountants Academic Ethics Network
Member, Australian Society of CPAs Management Accounting Centre of Excellence
Member, American Accounting Association
Remunerated consultancies (1980s-1990s)
•
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Nestle Australia Ltd.
State Rail (NSW)
Department of Conservation and Land Management
Federated Municipal and Shire Council Employees Association
Department of Lands
NSW Soil Conservation Service
NSW Land Information Centre
Honorary consultancies (1980s-1999)
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Australian College of Education
Jenolan Caves Reserve Trust
Bathurst Child Development Project
Business and Professional Women’s Club
Interests and hobbies
Reading, history, genealogical research, animal welfare.
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8.9.2.C
Curriculum Vitae
Name: Dr Yapa M. W. Y. Bandara
Address:
School of Commerce
Locked Bag 588
Wagga Wagga
NSW 2678
Australia
Contact Details:
Phone: 02 6933 2960 (work)
Fax:
02 6933 2790
Email:
[email protected]
Qualifications: Graduate Certificate in University Teaching & Learning (CSU); PhD in Economics
(QLD); MA Econ. (Colombo); MBA (USJ) PG Dip in Economics (Colombo); BA
Development Studies (USJ)
Present Position:
Lecturer in Economics
Work Experience:
Position/Type of work
Period
Work Place
Lecturer in Economics
From Oct. 2004-todate
Charles Sturt University, Australia
Sessional Lecturer
Research Assist.
Tutor
July 2004 – Oct 2004
Griffith University, Australia
The University of Queensland, Australia
University of the Sunshine Coast, Australia
PhD Research/
Tutorial Fellow
July 1998 – Dec 2003
University of Queensland, Australia
Senior Lecturer
March 1994-June 1998
University of Sri Jayewardenepura, Sri Lanka
Lecturer
March 1989-Feb. 1994
Research Officer
Sept. 1983-Feb.1989
University Grants Commission, Sri Lanka
Research Assistant
Jan. 1983-Aug. 1983
Agrarian Research & Training Institute,
Sri Lanka
Graduate Trainee
Jan. 1982-Dec. 1982
Lanka Garments Manufacturing Industries, Sri Lanka
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242
Publications:
1. Yapa Bandara (2007), Structural Transformation and Total Factor Productivity (TFP) Growth in
Manufacturing: The Case of Sri Lanka, This paper was submitted to the Journal of Developing Areas
in January, 2007, currently waiting for refrees’ reports.
2. Yapa Bandara (September 2006), “Trade Liberalisaton and Productivity Growth in the Manufacturing
Sector: The Case of Sri Lanka” ; Working Paper No. 12/06, School of Commerce, Charles Sturt
University, September 2006
3. Yapa Bandara (2004), “Trade Liberallisation and Productivity Imperative in Manufacturing industries
of Sri Lanka”(January 2004), (Doctoral Research, The University of Queensland
4. Neil D. Karunaratne & Yapa Bandara (2004); “Technical Efficiency of Sri Lanka’s Manufacturing
Industries Post-Trade Liberalisation”; (2004) Sri Lanka Economic Journal, Vol.5, No.1, June
2004, pp. 3-36.
5. Neil D Karunaratne & Yapa Bandara, “Inflation in Sri Lanka since Independence” (2000), Chapter 12
in ‘Sri Lanka's Development since Independence: Socio- Economic Perspectives and Analyses’,
Eds C.A Tisdell & W.D. Lakshman, Nova Science Publishers, Inc., New York.
6. “Production & Marketing of Large Onions’ in Sri Lanka”, (1995), R. Ulluwishawa & Yapa Bandara,
the Policy Report prepared for the Ministry of Policy Planning, Finance, Ethnic Affairs and National
Integration, Colombo Sri Lanka.
7
Yapa Bandara et al. (1993), “Instructions Manual on Marketing”, written for the UNESCO, by a
team of resource persons in the faculty of Management Studies & Commerce, University of Sri
Jayewardenepura, Sri Lanka, under an assignment undertaken by the Ministry of Education and
Higher Education, Sri Lanka.
Research Grants:
1. Yapa Bandara (2007) “Identification and development of research projects in the area of
Economics aspects of Landscape changes in Regional Australia. ILWS Teaching buy-out grant.
2.
Yapa Bandara (2006), “Digital Learning Object on How to write an analytical/research/project
report in intermediate Macroeconomics”, CSU Learning & Teaching Grant.
3. Kishor Sharma and Yapa Bandara (2005), “Geographic Determinants of Australian Foreign Direct
Investments”, CSU Competitive Grant.
Conference Papers:
1. Yapa Bandara (2006), Structural Transformation and Total Factor Productivity (TFP) Growth in
Manufacturing: The Case of Sri Lanka, 35th Australian Conference of Economists, 26th -28th
September, 2006, Curtin University of Technology, Perth, Australia.
2. Yapa Bandara (2005), Trade Liberalisation and Productivity Performance of Sri Lankan
Manufacturing Industries: The Seminar presented at the School of Commerce, Charles Sturt
University, Wagga Wagga. July, 2005.
3. Yapa Bandara (2005), “Australia-Thailand Trade Relations”, the presentation to the Regional
Forum, held at the Wagga Wagga City Council on 12th October 2005, in the event of the visit to
Wagga Wagga by Her Excellency Miss Suchitra Hiranprueck, Ambassador of Thailand to the
Commonwealth of Australia.
4. Yapa Bandara (2004), “Technical Efficiency of Manufacturing Industries: Sri Lanka’s Experience in
the Post-Trade Liberalisation Period” , the paper presented at the Asia-Pacific Productivity
Conference 2004, 14-16 July, Brisbane, Australia.
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5. Yapa Bandara, Neil D. Karunaratne and J Bandara (1999), “Trade Liberalisation and Labour
Productivity Empirics on Sri Lanka: A Computable General Equilibrium (CGE) analysis”, the paper
presented at the 7th Annual Conference on Sri Lanka Studies held at Canberra, Australia, 3-6,
December, 1999.
6. Yapa Bandara (1998), “Inflation and the Exchange Rate in the Post-Independent Sri Lanka: A
VECM Analysis”, the paper presented at the Symposium on Sri Lanka’s Development Since
Independence, organised by the Department of Economics, University of Queensland, held on 18th
December, 1998, at the same university.
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8.9.2.C
Padma Nathan
Personal Details
Address
: 9 Grace Avenue
Telephone : 02-69261545
Wagga Wagga
0422-621040
NSW 2650
Email
: [email protected]
Marital Status
: Married
Sex
: Male
Citizenship
: Australian Permanent Resident/Malaysian Citizen
Academic Qualifications
1973 Bachelor of Engineering (Hons)
Mechanical Engineering
University of Liverpool
Main Option : Fluid Mechanics
Dissertation : Design of a Small Multipurpose
Aircraft
1979 Master of Business Administration
Scottish Business School
University of Strathclyde
Dissertation : A Manpower Plan for British Leyland
Commercial Vehicles Division
1991 Doctor of Philosophy
University of Brunel and Henley
Management College
Thesis
: Project Planning and Control
Systems - Applications and
Implications of Usage in the UK
Construction Industry
Experience
Mar 2007 – to date
Employed as a lecturer at the School of Commerce, Charles Sturt
Courses Manager/Lecturer University, Wagga Wagga.
Faculty of Commerce
• Course Manager for Bachelor of Business (Business
Management) and Bachelor of Business (Human Resource
Wagga Wagga
Management) programmes
Australia
• Subject co-ordinator and lecturer for Service Operations
Management
• Lecturer for Business Strategy (undergraduate programme)
and Strategic Management (MBA programme)
• Other duties and responsibilities included:
Curriculum design
Consultancy work for IT Department of CSU (member
of project team)
Sep 2002-May 2003
Part time consultancy
and voluntary work
Moved to Wodonga to take over responsibility of children while wife
attended midwifery refresher programme
• Completion of documentation work relating to projects being
completed in Malaysia
• Voluntary work on IT related areas
Aug 1997-Aug 2002
Manager
Centre for Integrated
Information Systems,
MARA University of
Technology (UiTM),
Malaysia
Seconded to the IT Department of the University, while continuing with
academic duties.
• Responsible for all IT Projects in the main campus of the
University at Shah Alam, and 12 other branch campuses.
These IT projects included design, development, maintenance
and enhancement of administrative systems and networking
infrastructure
• Reporting structure included about 70 staff comprising systems
administrators, programmers, technicians and trainers.
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245
•
•
•
•
•
•
•
•
•
These systems included Finance Accounting Information
System, Staff Information System, Student Information System,
Executive Information System, Library System, etc
Responsible for the infrastructure that included a network with
more than 5,000 nodes at the main campus, and a Wide Area
Network linking 12 branch campuses
Planning and implementation for "managed environment" at
UiTM using tools that allow for decentralised decision making
processes, but centralised monitoring and control
Training on desktop applications for academic staff and
administrative systems for managerial and operations staff
IT consultancy work for other governmental organisations
Subjects lectured in undergraduate programme : Project
Management and Industrial Management
Supervision of final year engineering student projects
Subject lectured in MBA programme (Joint Programme
between UiTM and Edith Cowan University) : Project
Management
Dissertation supervision and evaluation for distance learning
programmes conducted by Henley Management College
Feb 91-Aug 97
Senior Lecturer/Professor
Faculty of Engineering
MARA University of
Technology (UiTM),
Malaysia
Re-appointed as academic at MARA University of Technology
• Lecturer in Industrial Management and Project Management,
and co-ordinator for management subjects and courses
• Co-supervision of PhD work of candidate registered with Brunel
University and Henley Management College but residing
temporarily in Malaysia
• Computer Manager for School of Engineering, responsible for
10 employees and equipment including more than 85 PCs, a
mini computer with 40 terminals and other peripherals
• Consultancy work on methodology, user procedures and
infrastructure for the implementation of Project Management
Information Systems for Telekom Malaysia (principal Telco in
Malaysia)
• Consultancy work on implementing Project Management
Information Systems for small and medium sized construction
companies.
• Appointed professor in 1997
Oct 86-Feb 91
Research Associate
Henley Management
College and
Brunel University
In addition to research work leading to a PhD, was involved in other
academic functions at the college
• Research on Project Management Information Systems and
their application in the United Kingdom Construction industry
• Workshops/Seminars on Project Management Information
Systems for specialized programmes and MBA/MSc in
Project Management
• Case study preparation on Jaguar Pte Ltd and other
organizations
• Consultancy work on Project Planning and Control Systems
for contractors and public sector bodies
• Questionnaire analysis work for Henley Distance Learning Ltd
• Preparation of course material for Henley Distance Learning
Ltd for MBA and MSc in Project Management courses
• Supervision of Masters Theses of students pursuing
MBA/MSc in Project Management courses.
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246
Jun 79-Sep 86
Lecturer/Senior Lecturer
School of Engineering
MARA Institute of
Technology
Returned to UiTM after being sponsored for Masters course (MBA),
and working in the United Kingdom.
• Lecturer in Fluid Mechanics and Engineering Management at
the School of Engineering, and Production Management at
the School of Business Studies
• Co-ordinator for Management Subjects and Computer
Laboratories
• Design of Computer and Industrial Management laboratories
• Curriculum design work
• Supervision of industry based student projects
• Consultancy work on Production Management for
Organisational Renewal Incorporated (ORI).
Oct 78-Jun 79
Contract Engineer
John Brown Engineering
Clydebank
Glasgow, UK
Duties and responsibilities were generally related to project
management work on the construction of three power station
complexes. Though the gas turbine based power stations were located
in Vietnam and India, preliminary planning work and later, the coordination of project activities, were carried out at Clydebank, UK
• Overall planning of projects. This involved scheduling of all
manufacturing, component purchasing, customising, shop
testing, erection and commissioning activities
• Contract documentation work
• Coordinating with site personnel on progress work
• Coordinating with vendors and suppliers
• Resolving problems (at site) of scheduling and project control.
Apr 74-Sep 77
Lecturer
MARA Institute of
Technology
Malaysia
Although employed primarily as a lecturer, there was a fair amount of
supervision and commissioning work on equipment being installed at
the laboratories in the new Shah Alam campus. In addition, the
construction of a branch campus at Perlis required design work
• Design of engineering workshops and laboratories for a new
campus
• Supervision of installation and commissioning work, and
maintenance of fluid mechanics laboratory equipment
• Lecturer in Engineering Management and Fluid Mechanics.
Jan 74-Mar 74
This was a formal training programme for graduate engineers,
Mechanical Engineer
designed by the National Electricity Board
National Electricity Board
• Operational work involving the running of an oil fired power
Connaught Bridge Power
station
Station, Malaysia
• Planning work on the development of a power station
Jul 73-Dec 73
Assistant to Engineer
Nathan
Supervising/Consulting
Engineers, Malaysia
Much of the work here focused on small organisations that required
specialised design and supervisory work
• Mechanical and electrical design work in small factories, oil
mills, rubber processing plants, etc
• Health and safety inspections as required by the Chief
Electrical Inspector's office of the National Electricity Board.
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247
Other Courses/Seminars Conducted
1
Engineering Management
1-week course for practising engineers and senior management in the public and
private sectors. Customised courses for Telekom Malaysia
2
Production Management
Series of courses ranging from 1 day to 3 days for various organisations in the private sector
3
Project Management
1 week course for practitioners, organised through US based consultants (General Physics)
4
Effective Project Management
Half day course for engineers and other professionals in the public and private sectors.
5
Research Design
One day session, part of an overall "Research Methodology" programme for lecturers from
UiTM and other Malaysian Universities preparing to pursue Masters and PhD courses
Papers Presented/Published
1
Birchall D W and Nathan P, Computer Mediated Communications : Applications in the
Management of Projects, Working Paper, Henley Management College, (1990)
2
Lord A M, Nathan P and Birchall D W, How Project Managers Perceive their Role and the
Contribution of Top Management, 10th International Congress on Project Management,
Vienna (June 1990)
3
Nathan P, Computerised Planning and Control Systems : Applications and Implications of
Usage in the Malaysian Construction Industry, 3rd International Conference on Modern
Techniques in Construction, Engineering and Project Management, Singapore (March 1992)
4
Nathan P, Project Management Information Systems, Working Paper, Henley Management
College, (1991), incorporated in chapter entitled Project Management Information Systems,
in The Handbook of Project Based Management, Ed by Turner J R, McGraw Hill, 1993
5
Nathan P, Project Management Software - User Perceptions in the Construction Industry,
2nd Primavera User Conference, Kuala Lumpur (September, 1994)
6
Nathan P, Methodological Concepts in the Re-engineering of Project Management at
Telekom Malaysia, Asian AUA 11th Annual Conference, Penang (October, 1994)
1
Deputy President, Project Management Institute (Malaysian Branch) 1999-2000
Member of JTIT (Malaysian Governmental body reviewing IT projects for all agencies) 19952002
Member of Project Management Institute since 1995
Membership
2
3
Referees
1
Prof Dr David Birchall
Director of Research
Henley Management College
Greenlands
Henley-on-Thames
OXON RG9 3AU
Tel No :
Fax No :
Email :
+44 (0) 1491 571454
+44 (0) 1491 571454
[email protected]
Page No 247 of 428
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2
3
Prof Dr Ibrahim Ismail
Assistant Vice Chancellor
(Academic Affairs)
MARA University of Technology
40450 Shah Alam
Malaysia
Tel No :
Fax No :
Email :
+60 (0) 3 5544330
Prof Dr Svein A Jessen
Professor in Project Management
Norwegian School of Management
Elias Smith vei 15
P.O. Box 580, N1302, Sandvika
Norway
Tel No :
Fax No :
Email :
+47 (0) 67557174
+47 (0) 67557670
[email protected]
[email protected]
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8.9.2.C
Name and Title:
Professor Andrew Smith
Position
Director, Research Development
Phone:
BH
AH
(02) 6933 2521
(02) 6971 9910
Fax
BH
(02) 6933 2930
Email
[email protected]
Tertiary Education
1973-76
Churchill College, Cambridge
BA (Hons) History
1976-77
Jesus College, Oxford
Post-Graduate Certificate in Education
1977-79
Birmingham Polytechnic
Qualification for Institute of Personnel Management
1983-86
Aston University
1991-97
University of Tasmania
Doctor of Philosophy
Academic Employment History
February 1987 - December 1990
Lecturer in Management
January 1991 - January 1992
NATIONAL KEY CENTRE IN INDUSTRIAL RELATIONS, MONASH UNIVERSITY
Research Fellow
January 1992 to January 1993
Senior Lecturer in Management, Head of Department of Management Studies and Sub-Dean in
the Faculty of Commerce.
February 1993 to January 1999
Foundation Head, School of Management
Associate Professor in Human Resource Management (from 1997)
Director, Group for Research in Employment and Training (GREAT).
February 1999 to 2002
NATIONAL CENTRE FOR VOCATIONAL EDUCATION RESEARCH (NCVER)
General Manager, Research and Evaluation
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250
February 2002 to August 2002
Associate Professor in HRM and Head, School of Management
August 2002 to October 2003
Acting Director, Centre for Enhancing Learning and Teaching.
October 2003 to July 2006
Professor in HRM and Foundation Head, School of Commerce
April 2005 to July 2005.
LEEDS UNIVERSITY BUSINESS SCHOOL
Visiting Professor
July 2006 to present
Director, Research Development and Professor in HRM
Professional Affiliations and Committee Memberships
•
Research Fellow, Australian and New Zealand Academy of Management, 2007
•
Member of the Executive, Australian and New Zealand Academy of Management, 2007
•
Member, Australian Human Resources Institute.
•
Member, American Academy of Management.
•
Member, Australian VET Research Association.
•
National Research and Evaluation Committee. The national committee established to oversee
the national managed program of VET research (1999-2002)
•
Member, Engineering Industry Skills Taskforce (1999-2001)
•
Member, Food Trades Industry Skills Initiative Committee (2000-2001)
•
Board Member, Research Centre for Vocational Education and Training, University of
Technology, Sydney (1999-2002).
•
Advisory Board Member, Monash University/ACER Centre for the Economics of Education and
Training.
Editorial
•
Editor, International Journal of Training Research.
•
Editorial Advisory Board Member, Journal of European Industrial Training
•
Editorial Board Member, Human Resource Development Review
•
Editorial Board Member, Asia-Pacific Journal of Human Resources.
•
Editorial Board Member, International Journal of Training and Development
•
Editorial Board Member, Human Resource Development International
•
Review Board Member, International Journal of Teaching and Learning in Higher Education
Page No 250 of 428
251
Research Funding
1993-95. The acquisition, development and retention of management skills in rural enterprises. Rural
Industries Research and Development Corporation. $53,000
1994 -95. Industry Training Studies Phase 1. In collaboration with UTS. Australian National Training
Authority. $205,000
1994-97. The introduction of teamworking at Riverina Wool combing. ARC Collaborative Grant (APA
Industry). $36,000
1994-95. The penetration of competency-based training in courses run by public and private sector
training providers in Australia. Department of Employment, Education and Training. $120,000.
1995-96. Industry Training Studies. Phase 2. In collaboration with UTS. $227,000. Australian National
Training Authority.
1995-96. The identification of management competences for farm managers. Rural Industries Research
and Development Corporation. $37,000
1996-97. The impact of CBT and RPL on teaching and learning in a variety of TAFE and private training
providers. ANTA Research Advisory Council. $57,000.
1996-97. The economic costs and benefits of alternative approaches to the delivery of apprenticeship
training in the electrical and mechanical trades. ANTA Research Advisory Council. $40,000.
1997. The impact of the implementation of User Choice principles on the VET sector in New South
Wales. NSW Department of Education and Training Co-ordination. $48,000.
1998-99. New Management Practices and Enterprise Training. National Research and Evaluation
Committee. $59,500.
1998-99. National Evaluation of User Choice in New Apprenticeships Phase 1. In collaboration with
KPMG Management Consulting. Australian National Training Authority. $50,000.
1998. The Impact of Competency-based Training on the Styles of Teachers/Trainers. National
Research and Evaluation Committee. $42,000.
1999. National Evaluation of User Choice in New Apprenticeships Phase 2. In collaboration with KPMG
Management Consulting. Australian National Training Authority. $120,000.
2000. The impact of career information strategies for the electrotechnology industry. National Electrical
and Communications Association, $25,000.
2001. Mid-term Review of Education Adelaide. South Australian Department of Education, Training and
Employment, $100,000.
2001-02. The skills requirement of an innovation economy.
Education. $50,000.
Victorian Office of Training and Tertiary
2002-3. The mechanisms developed to encourage employer investments in training in a selection of
overseas countries. National Research and Evaluation Committee. $35,000.
2003-04. The commitment of enterprises to nationally recognised training. National Research and
Evaluation Committee. $49,000.
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252
2003-04. Multiple modes of delivery in higher education. I took over management of this project from
the original project manager, Dr Ian Barnard, on his retirement in early 2003. Australian Universities
Teaching Committee. $109,000.
2005 – 2006. Smith, A. and Hawke, G. Examining Human Resource Practices for a Changing
Environment. Part of 2 year program of research into human resource management and professional
development practices in RTOs. Participating universities include University of South Australia, UTS
and University of Queensland. Total funding for program $600,000 from the National Centre for
Vocational Education Research. $78, 325.
2005-06. Smith, A and Smith, E. Buying out teaching: what does this say about how teaching is valued
and how can the quality of teaching be maintained? CSU Scholarship of Learning Teaching Fund.
$10,000
2005-06. Burke, G,. Smith,A. and Long, M. A better way to measure employer expenditure on training.
In collaboration with Monash University. National Centre for Vocational Education Research. $49, 900.
2006-07. Smith, A., Oczkowski, E. and Selby-Smith, C. To have and to hold: The role of human
resource management and high performance work systems in the utilisation and retention of skills in
organisations. National Centre for Vocational Education Research. $69,500.
2007. Smith, A., Oczkowski, E. and Hill, M. Analysing employer training: a further analysis of the 2005
Survey of Employer Use and Views of the VET System. National Centre for Vocational Education
Research. $16,000.
2007. Smith, A. and Winterton, J. Concepts of skills and competence: a comparative analysis of
France and Australia. Academy of Social Sciences in Australia/Ambassade de France en Australie,
Social Science Program Grant. $4,500.
Publications
Books and Monographs
Smith, A.(1992). Training and Development in Australia. Butterworths. Sydney.
Smith, A.(1998). Training and Development in Australia. 2nd Ed. Butterworths. Sydney.
Smith, A. (Ed) (1999). Creating a Future: Training, Learning and the Older Person. National Centre for
Vocational Education Research. Adelaide.
Smith, A.(Ed) (2001). Returns on Training Investments in Australian Firms.
Vocational Education Research. Adelaide.
National Centre for
Smith, A.., Oczkowski, E., Noble, C. and Macklin, R. (2002). New Management Practices and
Enterprise Training. National Centre for Vocational Education Research, Adelaide.
Smith, A. and Freeland (2002). Industry Training: Causes and Consequences. National Centre for
Vocational Education Research, Adelaide.
Smith, A. (2002). Evidence of skill shortages in the engineering trades. National Centre for Vocational
Education Research, Adelaide.
Smith, A. and Billett, S. (2004). Mechanisms for increasing employer involvement in training. National
Centre for Vocational Education Research, Adelaide.
Smith, E., Pickersgill, R., Smith, A. and Rushbrook, P. (2005). Enterprises’ commitment to nationally
recognised training for existing workers. National Centre for Vocational Education Research,
Adelaide.
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253
Chapters in Books
Smith, A.(1992). Printco in G. Hayton and P. Loveder (eds) Award Restructuring and Workplace Reform.
National Centre for Vocational Education Research, Adelaide.
Smith, A. (1992). The Paper Mill in R. Curtain, R. Gough, M. Rimmer (eds). Progress at the Workplace.
National Key Centre in Industrial Relations, Monash University.
Smith, A. (1992). The Appliance Company in R. Curtain, R. Gough, M. Rimmer (eds). Progress at the
Workplace. National Key Centre in Industrial Relations, Monash University.
Smith, A.(1995). Current Issues in Training and Development in R. Kramar and G.O'Neill (eds)
Australian Human Resource Management, Longman Professional, Melbourne.
Smith, A. (1997). Training and Development in R. Kramar, P. McGraw and R.S. Schuler (eds) Human
Resource Management in Australia (3rd Edn), Harper Collins, Sydney.
Smith, A.(1998). Human Resource Development in R. Kramar and G.O'Neill (eds) Australian Human
Resource Management, 2nd Edition. Longman Professional, Melbourne.
Smith, A. (1998). Elements of a Training Culture. Creating Our Future in C. Robinson and K. Arthy (eds).
Lifelong Learning: Developing a Training Culture. 73-80. NCVER, Adelaide.
Smith, A. (2000). Training, Teamworking and New Management Practices in R. Park, R. Harris and E.
Collins (eds) Teamworking: Some International Perspectives. Centre for Research in Education,
Equity and Work, University of South Australia, Adelaide.
Smith, A. (2002). Industry training in Australia: Causes and consequences in G. Burke and J. Reuling
(eds) Vocational training and lifelong learning in Australia and Germany, NCVER, Adelaide.
Smith, A. and Billett, S (2005). Getting employers to spend more on training: lessons from overseas in
K. Ball (ed) Funding and financing vocational education and training: research readings. NCVER,
Adelaide.
Smith, A (2006). Training, organizational change and the emergence of learning and development in H.
de Cieri and P. Holland (eds) Contemporary issues in HRD: An Australian perspective, Pearson
Education, Sydney.
Conference Papers (last 10 years)
Refereed Conferences
Smith, A. and Hayton, G. (1997). What Drives Enterprise Training? Some Evidence from Australia.
Academy of Management Annual Meeting, Boston, Mass, 8-13 August.
Smith, A. and Hayton, G. (1997). Enterprise Training in Australia. Second International Conference on
VET. University of Huddersfield, UK, 16-18 July.
Smith, A. (1997). Five Myths about Enterprise Training. 5th International Conference on Postcompulsory Education and Training. Parkroyal Hotel, Surfers Paradise, 26-28 November.
Noble, C., Hill, D., Smith, E. and Smith, A. (1998). User Choice in Markets at Risk. First Annual
Conference of the Australian Vocational Education and Training Research Association. University
of Technology, Sydney. 15-16 February.
Smith, A. (1999). New Management Practices and Enterprise Training. 2nd Annual Conference of the
Australian Vocational Education and Training Research Association. RMIT University, Melbourne,
February 17-19.
Smith, A. (1999). Organisational change and enterprise training: from technical to generic skills.
International Labour Markets Conference 1999: Skilling and the Role of the Firm, The Robert
Gordon University, Aberdeen, Scotland, 11-12 October 1999.
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254
Smith, A. (1999). New Management Practices and Enterprise Training. 3rd Annual Conference of the
International Vocational Education and Training Association Conference, Sydney, 21-23 August.
Smith, A. (1999). Training and the Management of Change in Australian Enterprises. Changing Practice
Through Research: Changing Research Through Practice: 7th Annual International Conference
on Post-compulsory Education and Training, Gold Coast, Queensland, 6-8 December.
Smith, A (2000). Research in Vocational Education and Training: Where to Next? 3rd Annual
Conference of the Australian Vocational Education and Training Research Association. Rydges
Hotel, Canberra, 23-24 March.
Smith, A. (2000). Industry Training in Australia: Causes and Consequences. Invited Paper to the Joint
Australia-Germany Symposium on Vocational Training and Lifelong Learning in Australia and
Germany, Potsdam, Germany, 29-31 May 2000.
Smith, A (2001). Never mind the width, Feel the quality: Improving VET Research in Australia. Keynote
address at the 4th Annual Conference of the Australian Vocational Education and Training
Research Association. Hilton Hotel, Adelaide, 28-30 March.
Smith, A. (2002). Training and learning for the older worker. Paper presented to the 10th Annual
International Conference on Post-compulsory Education and Training, Surfers Paradise,
December 2002.
Smith, A. and Billett, S. (2003). Making employers pay: How do they do it overseas? Paper presented
to the Annual Conference of the Australian VET Research Association, Australian Technology
Park, Sydney, 10-11 April.
Smith, E., MacIntosh, M. & Smith, A. (2004) The use of nationally-recognised training in call centres.
Paper presented to the 2nd National Call Centre Conference, Monash University, Churchill August
19-20.
Smith, A (2004). From VET to HRD. Paper presented to the Annual Conference of the Australian VET
Research Association, Eaglehawk Resort, Canberra, 18-18 March.
Smith, A. (2004). HRD and VET: developments in Australia. Paper presented to the Fifth International
Conference on HRD Research and Practice across Europe, University of Limerick, 27-28 May.
Smith, A (2004). A marsupial HRD? The emergence of learning and development. Paper presented to
the 12th Annual International Conference on Post-compulsory Education and Training, Surfers
Paradise, December 2004.
Smith, E., Pickersgill, R., Smith, A. & Rushbrook, P. (2004). How enterprises engage with nationally
recognised training. Doing, Thinking, Activity, Learning : 12th Annual International Conference on
Post Compulsory Education and Training, Griffith University Centre for Learning Research,
Surfers Paradise, December 6-9.
Smith, E., Smith, A., Pickersgill, R. & Rushbrook, P. (2005). Why Australian companies are turning to
qualification-based training. Sixth International Conference on HRD Research and Practice across
Europe, Leeds Metropolitan University, Leeds, 25-27 May.
Smith, A. (2005). Stimulating employer learning cultures. Paper presented to the 3rd International
Conference on Researching Lifelong Learning and Teaching, University of Stirling, Scotland, 2426 June.
Smith, A. and Smith, E (2005). Learning at a distance: how distance education students use their
learning materials. Paper presented to the 3rd International Conference on Researching Lifelong
Learning and Teaching, University of Stirling, Scotland, 24-26 June.
Smith, A. (2005). The development of employer training in Australia. 19th Annual Conference of the
Australia and New Zealand Academy of Management, Rydges Lakeside Hotel, Canberra, 7-10
December.
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255
Smith, A (2006). The emergence of learning and development in Australian enterprises. Paper
presented to the Annual Conference of the Australian VET Research Association, Wollongong
University, 19-21 April.
Smith, A (2006). Training, human resource management and work organisation in Australian call
centres. Paper presented to the 2nd ACREW Conference, Monash Centre, Prato, Italy 1-4 July.
Smith, E. and Smith, A (2006). How lower level and vulnerable workers benefit from employers’
engagement with the national qualification system in Australia. Paper presented to the 2nd
ACREW Conference, Monash Centre, Prato, Italy 1-4 July.
Smith, A. and Ling, P (2006). Making a choice: why Australian universities adopt different modes of
delivery. Annual Conference of the Australian Association for Research in Education, Adelaide,
27-30 November.
Other
Smith, A. (1997). Training and Business Strategy. Invited Address to the Queensland Year of Training
Conference (Better Business: Productivity through Training), Brisbane Convention Centre,
October 16-17.
Smith, A. (1998). Training Research: An Interdisciplinary Approach. Opening Address to the 7th Annual
VET Research Conference. Charles Sturt University, Wagga Wagga, 15-17 July.
Smith, A. (1998). Enterprise Training Culture. 7th Annual VET Research Conference. Charles Sturt
University, Wagga Wagga, 15-17 July.
Smith, A. and Smith, E. (1998). HRD or VET: Splitting the Difference. 7th Annual VET Research
Conference. Charles Sturt University, Wagga Wagga, 15-17 July.
Smith, A. (2000). Returns on Investments in Training. Invited Paper to the Australian National Training
Authority Conference, New Skills for the Millenium. Melbourne, 9-11 August.
Smith, A. (2000). The Changing Nature of Work and its Implications for Vocational Education and
Training. Invited paper to the Adult Learning Australia Conference. Stamford Plaza, Adelaide, 8-9
September.
Smith, A (2001). Using research to initiate policy. UNESCO Asia-Pacific conference on TVET. Adelaide
Institute of TAFE, Adelaide, 26-28 March.
Smith, A (2001). Australian apprenticeship: facts, fiction and future. First national conference of the
Education to Work Coalition, Victorian Trades Hall Council, 30-31 August.
Smith, A. (2002). Changes at the workplace: implications for the training system. Invited paper given to
the National Convention of the Australian Human Resources Institute, Convention Centre,
Brisbane, May 20-22.
Smith, A (2002). Internationalisation of vocational education and training: the Australian experience.
Invited paper given to the Bundesinstitut fur Berufsbildung Fachcongress, ICC, Berlin, 22-25
October.
Smith, A. (2003). Another look at enterprise training. Paper presented to the 13th Annual VET
Research Conference, Central TAFE, Perth, 8-11 July.
Smith, A. and Smith, E (2005). Learning for success. Distance education students and their learning
materials. Learning and teaching conference, Bright ideas and evolving evidence. Charles Sturt
University, Bathurst, 28-29 September.
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256
Smith, A. (2006). Government support for employer provided training. Paper given to the 10th Annual
Conference of the Centre for the Economics of Education and Training, Ascot house, Melbourne,
3 November.
Keynote Addresses
Smith, A. (1996). What Do We Know About Enterprises Employing Apprentices, Trainees and Hosting
Work Placement Students? Keynote Address to the Australian Student Traineeship Foundation
Research Conference. Mount Macedon, 14-15 March.
Smith, A. (1997). Training and Business Strategy. Keynote Address to the National Convention of the
Australian Human Resources Institute, Brisbane Convention Centre, May 18-21.
Smith, A (2000). Recent developments in the Australian VET system. Keynote address at the
International Conference on Vocational Education and Training in Asia Pacific Region: Vocational
Education and Training for All, Seoul, Republic of Korea, 18-20 October.
Smith, A (2001). The changing nature and effectiveness of training. Keynote speech at the
Manufacturing Learning Conference, Darling Harbour Sydney, 6-7 September.
Smith, A (2002). The role of employers in creating a skilled workforce. Keynote address given to the
International Conference on Technical Education and Vocational Training, Renaissance Hotel,
Kuala Lumpur.
Smith, A (2005). Is your training program worth it? Evaluating your return on training investment.
Keynote address to the National Training Summit, Watersedge, Sydney, 25-27 October.
Smith, A (2006). Developing a competent workforce for the modern workplace. Keynote address to the
EE-Oz Training Standards Conference, Best Practice in VTE, Joondalup Resort, Perth, 30-31
October.
Smith, A (2006). Who or what is driving enterprise training? Keynote address to the Australian Industry
Group Regional Human Resource Management Conference, Albury, 31 October.
Journal Articles
Refereed Articles
Smith, A.(1989). "Working with Pride: Management and the Process of Change in the British Motor
Industry." Asia-Pacific HRM. 27,3. 31- 40.
Smith, A.(1993). "Australian Training and Development in 1992". Invited article. Asia-Pacific Journal of
Human Resources. 31:2. 31-40.
Smith, A. (1993). "Training and Performance: Is There a Link?" Training Agenda. November.
Smith, A. (1995). "Where to Now: Training Reform and Other Developments". Invited article. Leading and
Managing. 1:1.
Smith, A. (1995). "Models of Enterprise Training" Invited article. Review of the Centre for the Economics
of Education and Training, Monash University.
Smith, E. and Smith, A. (1996) “Inside the Black Box: The Employer’s Part in School VET Courses.”
Journal of Career Development. Spring, 16-21.
Smith, A. (1997). “Making False Assumptions: Examining Some Popular Preconceptions about
Enterprise Training.” Australian Vocational Education Review, 4:1.
Smith, A. and Hayton, G. (1999). “What Drives Enterprise Training? Some Evidence from Australia.”
International Journal of Human Resource Management. 10:2, 251-272
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257
Noble, C., Hill, D., Smith, E. and Smith, A. (1999). “Policy Issues in the Implementation of User Choice in
the Australian Training Market.” Journal of Vocational Education and Training. 51:1.
Smith, A. (2000) “Casing the Joint: Case Study Methodology in VET Research at the Organisational
Level.” Australian and New Zealand Journal of Vocational Education Research , 8:1, 73-91.
Smith, A. (2000). “International Briefing 4: Training and Development in Australia”. International Journal of
Training and Development , 3:4, 301-313.
Noble, C., Hill, D., Smith, E. & Smith, A. (2000) “User Choice in Markets at Risk.” Learning Communities:
International Journal of Adult and Vocational Learning, 1:1, 25-37.*
Smith, A. and Dowling, P.J. (2001) “Analyzing Firm Training: Five Propositions for Future Research.”
Human Resource Development Quarterly.12:2. 147-67.
Smith, A., Oczkowski, E., Noble, C. and Macklin, R. (2003). New management practices and enterprise
training in Australia. International Journal of Manpower, 24:1, 31-47. (winner of Emerald
Management Reviews Citation for Excellence for 2003)
Smith, A., Oczkowski, E., Noble, C. and Macklin, R. (2003). Organisational change and the management
of training in Australian enterprises. International Journal of Training and Development. 7:1, 2-15.
Smith, A. (2003). Recent trends in Australian training and development. Asia-Pacific Journal of Human
Resources. 41:2. 231-44
Billett, S. and Smith, A. (2003) Compliance, engagement and commitment: Increasing employer
expenditure in training. Journal of Vocational Education and Training. 55:3, 281-99
Smith, A.,Oczkowski, E., Noble, C. and Macklin, R. (2004). The impact of organisational change on the
nature and extent of training in Australian enterprises. International Journal of Training and
Development. 8:2. 94-110
Smith, A. (2004) Never mind the width, feel the quality: the quality and impact of VET research in
Australia. Research in Post-compulsory Education.9:2. 203-215
Smith, E., MacIntosh, M. & Smith, A. (2004) The use of nationally-recognised training in call centres.
International Employment Relations Review. 10:2. 67-84.
Billett, S & Smith, A (2005) Enhancing enterprise expenditure on VET: Policy goals and mechanisms.
Journal of Vocational Education and Training. 57:1, 5-23.
Smith, A. and Billett, S. (2005). Myth and reality: employer sponsored training in Australia. International
Journal of Training Research. 3:2, 16-29.
Smith, A. and Billett, S (2006). Mechanisms for enhancing employer investment in training: a comparative
perspective. Research in Post-compulsory Education. 11:1, 1-18.
Smith, A and Smith, E. (2006). Learning for success: distance education students’ use of their learning
materials. Journal of University Teaching and Learning Practice. 3:1, 34-48.
Smith, A. (2006). The development of employer training in Australia. Education + Training. 48:4, 252-261.
Smith, E., Smith, A., Pickersgill, R. & Rushbrook, P. (2006) Qualifying the workforce: the use of
accredited training in Australian companies. Journal of European Industrial Training. 30:8, 592-607
Smith, A (2006). Engagement or irrelevance? HRD and the world of policy and practice. Human
Resource Development Review. 5:4, 395-99.
Smith, A., Ling, P and Hill, D. (2006). The adoption of multiple modes of delivery in Australian universities.
Journal of University Teaching and Learning Practice. 3:2, 67-81.
Smith, A. (2006). Human resource management in Registered Training Organisations: Practice or
possibility? Australian Vocational Education Review.
Smith, A and Smith, E. (2007) The development of key training policies in England and Australia: a
comparison. London Review of Education. 5:1, 51-67.
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Submitted
Smith, A., Ling, P and Hill, D. Modelling choice: factors influencing modes of delivery in Australian
universities. Journal of Higher Education Policy and Management.
Smith, A and Smith, E. Training and the integration of human resource management in Australian
organisations. Human Resource Development International .
Smith, A. and Smith, E. Learning to control: training and work organisation in Australian call centres.
Journal of Industrial Relations.
Other
Smith, A. (1996). “GREAT by name, GREAT for Research.” Australian Training Review. 21. 38-9.
Smith, A. (1997). “Why Do Employers Train?” Australian Training Review. 22. 12-13.
Smith, A. (1998). “Why Do Enterprises Train?” Training and Development in Australia.
Smith, A. (1998). “Creating a Training Culture.” Australian Training Review. 30:2, 10-11.
Smith, A. (1998). “What Drives Training in Australian Enterprises?” Training and Development in
Australia , 25:1, 6-8.
Smith, A. and Smith, E. (1998). “In Defence of Training”.Australian Training Review, 28:3, 18-19.
Smith, A. (2000). Training for Change”. Australian Training Review 34:2, 22-23.
Smith, A. (2001) “Transforming Australian Apprenticeships.” Australian Training Review, 38, 4-7.
Smith, A. (2001) “Reading the Research.” Australian Training Review, 38, 10-13.
Smith, A and Billett, S (2003).
Research. Autumn. p .40.
Increasing employer contributions to training.
Learning and Skills
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8.9.2.C
1.
DO and DL Courses
Ken Crofts
B.Bus (Mitchell CAE), M.Ec.(Macq), Grad. Dip. Info. Sys. (CSturt), Grad. Cert. Public Sector
Management (Macq.), CA.
Ken is a lecturer in accounting and information systems at Charles Sturt University, Bathurst Campus,
teaching on both the undergraduate Business and the MBA courses.
Ken commenced employment at the university in July 2004, after periods of employment in accounting
public practice, industry and the public sector. One of Ken’s first jobs was to write the material for the
MBA core module, Business Information Systems. In order to facilitate better interaction with students,
the Subject Outline was written to CD, and extensive use was made of the online forums. The feedback
from students so far has been very favourable, as it helps them interact on the course material, even
though geographically the students are dispersed. Ken has a keen interest in using technology to assist
with learning and teaching, and fervently believes in the value of the Learning Media Laboratories in
assisting lecturers.
Ken’s educational qualifications are primarily related to accounting and information systems which
strongly support his career objective: “To facilitate the transformation of data into meaningful
information, and communicate this information through the use of innovative information technology and
information systems tools.” Ken has returned to the campus of his initial degree, a Bachelor of Business
(with distinction) from the then Mitchell College of Advanced Education in Bathurst. He then completed a
Masters of Economics from Macquarie University, at the same time as he undertook the Professional
Year and joined the Institute of Chartered Accountants in Australia. In 1999 Ken gained a Graduate
Diploma of Information Systems (with distinction) from Charles Sturt University, and more recently has
gained a Graduate Certificate in Public Sector Management from Macquarie University.
Ken’s professional affiliations include membership of the Institute of Chartered Accountants in Australia,
membership of the Association for Information Systems, and recognition as a Microsoft Certified
Systems Engineer (MCSE), and Microsoft Certified Database Administrator (MCDBA).
Ken has had extensive experience with the practical applications of accounting in a number of
employment positions in the public accounting profession, private sector industry as well as the public
sector. Upon graduating from Mitchell CAE Ken spent some five years in Sydney working for Coopers &
Lybrand and then Price Waterhouse. He then returned to the country and spent several years working in
public sector practice after which he was employed firstly as Management Accountant and then
Financial Accountant for a large listed manufacturing company. Following on from this he joined the
public sector in a management capacity principally in a Finance role. However, for three years Ken was
employed as the Information, Communications and Technology Officer for the NSW Community
Technology Centres Program. He provided both practical and strategic advice to the Program Staff and
individual centres on the use of information technology. It was in this role that he received a Silver NSW
Premier’s public sector award for provision of services to rural and regional NSW.
Ken’s research interests include accounting for community groups and not for profits, public sector
accounting and innovative uses of technology for management reporting. Ken is currently undertaking a
DBA with CSU and his research topic involves the investigation of accountability reporting by NGOs to
public sector agencies.
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8.9.2.C
DO and DL Courses
1. Name, work address, work phone, work e-mail
Dr Grant O'Neill
School of Marketing and Management
Panorama Avenue
Bathurst NSW 2795
AUSTRALIA
Telephone: (02) 6338 4274
Facsimile: (02) 6338 4769
2. Degrees
BA (Hons) UNSW,
PGDipMgt Macquarie,
PhD UNSW
3. Employment history
Lecturer, School of Sociology, University of New South Wales.
Lecturer, Australian Graduate School of Police Management, Charles Sturt University.
Senior Lecturer, School of Marketing and Management, Charles Sturt University.
4. "Honours"
Nil
5.Scholarly and professional activities: past seven years
2000
Editorial Board of the Charles Sturt University Management Working Paper Series.
Examiner, Doctor of Philosophy thesis from the University of New South Wales.
2001
Convenor of The Faculty of Business (Bathurst) Seminar Series.
Examiner, Doctor of Philosophy thesis from the University of Western Sydney.
2001 – 2004
Director, Charles Sturt University DBA Program
2001-2003
Course Coordinator:
Graduate Certificate of Quality Management;
Graduate
Certificate of Management;
Master of Management;
2002-2003
Co-convenor of The Faculty of Business (Bathurst) Seminar Series.
2003-2004
Course Coordinator: Graduate Certificate in Management (Professional Practice) Australian Graduate
Management Consortium
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6.Names of students supervised within the last seven years, title of thesis or project, year of first
registratioin and year of completion
Co-Supervisor:
Zheng, Connie, PhD candidate (Human resource Management in China), enrolled in 2000, thesis
submitted December 2003.
Supervisor:
Valentine Siemionow, PhD candidate (Workplace Agreements and Performance Management in the
Australian Public Service SES), enrolled in 1999 (ongoing)
Ian Douglas, DBA Candidate (Strategy for non-aligned Airlines), enrolled in 2002 (ongoing)
7.Courses taught
1999
GPM410 Strategic Human Resource Management (Distance Education)
GPM422 Strategic Management of Policing (Distance Education)
GPM502 Politics, Power and Public Policy (Distance Education)
2000
GPM405 Strategic Management: Approaches and Perspectives (Distance Education)
GPM410 Strategic Human Resource Management (Distance Education)
GPM422 Strategic Management of Policing (Distance Education)
GPM420 Human Resource Management (Distance Education)
MGT510 Strategic Management (Distance Education)
2001-2002
MGT501 Management Theory and Practice (Distance Education)
MGT510 Strategic Management (Distance Education)
MGT560 Research Project (Distance Education)
2002
DBA711 Research Issues in Business (Internal and Distance Education)
2002MGT510 Strategic Management (Distance Education)
8.Research funding
1999
2000
2003
2003
ARC Small Research Grant, University of New South Wales
Faculty Seed Grant, Australian Graduate School of Police Management, Charles Sturt
University
RIPPLE Seed Grant, Charles Sturt University
Faculty Seed Grant, Faculty of Business, Charles Sturt University
9. Publications
Crouch, M and O’Neill, G (2000) ‘Sustaining Identities? Prolegomena for inquiry into contemporary
foodways’, in Social Science Information, 39 (1), pp. 181-192.
Jarratt, D and O’Neill, G (2002) ‘The Effect of Organizational Culture on Business-to-Business
Relationship Management Practice and Performance’, Australasian Marketing Journal, 10 (3).
O'Neill, G. and McMullen, C. (2002) 'Managing the transition: MBA to DBA', refereed paper in
conference proceedings, Research Training for the Knowledge Economy, Fourth International Biennial
Conference on Professional Doctorates Conference, QUT, pp. 77-87.
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O’Neill, G and McMullen, C (2003) ‘DBA Transitional Issues: Candidate and Supervisor Perspectives’,
Refereed Paper, Australian and New Zealand Academy of Management, Annual Conference,
Freemantle.
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263
8.9.2.C
1. Name:
Professor Terry Heazlewood
Place of Birth:
Melbourne, Australia
Nationality:
Australian
Address:
Charles Sturt University - Riverina
PO Box 588
Wagga Wagga NSW 2678
Australia
Phone:
+61 (0)2 6933 2574
Fax: +61 (0)2 6933 2865
2.Qualifications
Academic:
Bachelor of Commerce - Melbourne University - 1964
Diploma of Education - Melbourne University - 1965
Master of Economics - Monash University - 1971
Professional:
Fellow, CPA, CPA Australia (FCPA)
Chartered Accountant (New Zealand) (CA)
Member, Accounting and Finance Association of Australia and
New Zealand
SUMMARY OF EMPLOYMENT HISTORY
December 1998 +
Head, International School of Business
August 1996 – December 1998
Sub Dean, International Programs
Faculty of Business
February 1993 to January 1996
Head, School of Financial Studies
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264
March 1990 +
Foundation Professor of Accounting & Finance
Dean, School of Commerce
Charles Sturt University - Riverina (formerly RMIHE)
November 1987 to January 1989
Joint Warden,
Murray Campus, Riverina-Murray Institute of Higher Education and
Wodonga Institute of Tertiary Education.
December 1985 to November 1987
Director, Companies Branch
Acting Senior Director, Accounting and Information Technology, July
1987 to November 1987.
National Companies and Securities Commission, Melbourne
July 1980 to December 1985
Professor of Accounting and Finance
Foundation Head, Department of Accounting and Finance
Massey University, Palmerston North, New Zealand
July 1975 to July 1980
Senior Lecturer, Department of Accountancy
Acting Head of Department, December 1977 to December 1978.
Dean, Faculty of Business, 1976-1978
University of Wollongong, New South Wales
July 1973 to July 1975
Foundation Head, Department of Accountancy and Law
Mitchell College of Advanced Education, Bathurst, New South Wales
January 1972 to July 1973
Foundation Senior Lecturer/Principal Lecturer in Business Studies
Riverina College of Advanced Education, Wagga Wagga, New South
Wales
Lecturer in Accountancy
Acting Head of Department 1970-1971
Wollongong University College/University of New South Wales
January 1965 to December 1968
Teaching Fellow/Senior Teaching Fellow in Accountancy
Monash University, Victoria
Junior Clerk, Costs and Bookkeeping Department, 1960
State Electricity Commission of Victoria, Melbourne
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265
VISITING APPOINTMENTS
July - December 2001
Visiting Professor
University of Portsmouth, Portsmouth, United Kingdom
January 1996 - July Visiting Professor
1996
University of Portsmouth, Portsmouth, United Kingdom
July 1992 - February Visiting Professor
1993
University of Southampton, Southampton, United Kingdom
January
1984
-
December Arthur Young McClelland Moores Visiting Professorial
Fellow
University of Southampton, Southampton, United Kingdom
July - December 1979
Visiting Research Fellow
University of Kent, Canterbury, United Kingdom
January - June 1979
Visiting Professor in Accountancy
Florida International University, Miami, Florida, USA
OTHER ACTIVITIES
University Representative (Academic) on the SSAU Consultative Committee, 19972000
Academic Advisor – Accounting, Caritas Francis Shu College, Hong Kong, 1999 +
External Assessor (Staff) Lingnan College (now Lingnan University), Hong Kong, 1996
+
University Representative - Wagga Wagga Chamber of Commerce, 1994-1998
Member, Venture Capital Steering Committee, Riverina Regional Development Board,
1995-1996
Chairman Member/Examiner Commerce Curriculum Committee - ACHEM (Australian
Consortium for Higher Education in Malaysia), 1993-1998
External Examiner - Lingnan College, Hong Kong - Accounting 1990-1994
External Examiner - Open College, University of East Asia - Accounting, 1984-85
Part-time accountancy practice, specialising in taxation matters, 1968-80.
VUSEB, Examiner in Matriculation Accounting, 1965-1968, VUSEB
Examiner in Economics, 1967-1968.
Part-time auditing, Peat Marwick & Mitchell, Melbourne, 1967.
SCHOLARSHIPS/PRIZES
Commonwealth Scholarship - Melbourne University, 1960 (re-awarded 1961).
Secondary Teachers Studentship - Melbourne University, 1961-1964.
Butterworth Prize for top student in Commercial Law - Macquarie University, 1978.
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TEACHING AREAS
Undergraduate
First year Introductory Accounting (financial and managerial)
Financial Accounting – second and third year
Accounting Theory – third year
International Accounting – second year
Postgraduate
Business Accounting and Finance (MBA)
International Accounting (MBA & MCom)
Financial Accounting
Advanced Financial Accounting
Current Developments in Accounting Thought
Accounting and Finance
Taxation Law and Practice
Accounting Regulation MCom (Acc)
}
MAcc
RESEARCH INTERESTS
Australian Company Financial; Reporting (used as a basis to motivate staff into
research and publication)
Accounting for the Extractive Industries
Accounting Standard Setting
International Accounting
Accounting History
RESEARCH SUPERVISION/EXAMINATION
BBus, BCom honours in accounting
MBA
MCom (Hons) in accounting
PhD
RESEARCH GRANTS (Individual and Shared)
Department of Employment, Education and Training ($35,000) - individual
Institute of Chartered Accountants in England and Wales - individual
Arthur Young Fellowship (15,000 pounds sterling) - individual
New Zealand Society of Accountants
New Zealand Securities Commission
New Zealand Justice Department
Massey University
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267
University of Auckland
University of Wollongong
Australian Society of CPAs
Australian Accounting Research Foundation
Reserve Bank of Australia
Utah Foundation - individual
Australian Company Accounting Practices (ACAP), Inc
EDITORIAL AND REVIEWER ACTIVITIES
Assistant Editor 1995-2002, Editorial Board 2003 + and Reviewer 1995 +, Accounting
History (New Series)
Editorial Board, The Journal of Derivatives Accounting, 2003 +
Editorial Committee, Financial Reporting, Regulation and Governance 2003 + formerly
the Journal of Financial Reporting (Online) 1999 +
Member, Editorial Panel, 1989-1994, Accounting History, AAANZ History Interest
Group.
Editor 1989-2000, Charles Sturt University, Accounting Discipline Working Paper
Series.
Editor 1990-2000, Charles Sturt University, Riverina Papers in Commerce.
Reviewer 1991 +, Accounting Forum, University of South Australia.
Member, Editorial Advisory Board, Advances in International Accounting, JAI Press,
Connecticut, USA, 1985.
Editor 1981-1986, Discussion Paper Series, Department of Accounting and Finance,
Massey University.
CONSULTANCIES
“Tonga Accountants Upgrade” for Commonwealth of Learning, January 1999.
North East Riverina Region Counselling Service Inc, Pilot Project, December 1998.
“Financial Analysis”, Greater Murray Health Service with J Kent 1998.
“Evaluation of the Rural Communities Access Program”, Department Primary
Industries and Energy, with M Alston, P Share and J Kent 1996.
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268
Japanese Beef Export Companies - Meat Research Council, with A Dunlop 1995
(MRC 234).
Page No 268 of 428
269
PROFESSIONAL INVOLVEMENT
Director, Chief Examiner, CEO, University Business Schools Consortium Pty Ltd
(UBSC) 1990 +
Branch Chairman, Wagga Wagga Branch, CPA Australia December 1990 - February
1996, February 1997 – March 1998, Committee Member April 1998-February 2000,
March 2003+.
Executive Member, Accounting Association of Australia and New Zealand (AAANZ),
1982-1987.
Councillor, New South Wales Division, CPA Australia, 1978, 1980, Member Country
Convention Committee 1990-1993.
Chairman (1978), Deputy Chairman (1977), Member (1976), Wollongong Branch
Council, CPA Australia.
Committee Member, Bathurst Group, CPA Australia (1973-1975).
Committee Member, Wagga Wagga Group, CPA Australia (1972-1973).
Member, Institute of Chartered Accountants NZ, Continuing Education Committee,
1982, 1983 & 1985.
Chairman, New Zealand Hospital Board Budgeting Project Advisory Committee, 19811983. Set up in 1981 to administer a $90,000 research grant to investigate and
recommend on hospital board budgeting procedures.
Course Director, New Zealand Insurance Institute Executive Program. Responsible for
organising, administering and directing a two-week residential course for senior
insurance executives at Massey University, August 1982.
ACCREDITATION COMMITTEES
2002 Deakin University
Reviewer, Deakin/CPA Australia, MBA (Information Technology).
Reviewer, Deakin/CPA Australia - Master of Business Administration.
Member, Graduate Certificate, Graduate Diploma and Master of Professional
Accounting – reaccreditation.
1996 University of Wollongong
Member, Bachelor of Business Administration, Dubai Campus.
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270
Page No 270 of 428
271
1994 University of Canberra
Chairman, Master of Professional Accountancy - accreditation.
1993 +
Hong Kong Council for Academic Accreditation
Member, accounting panel.
1990 University of Western Sydney (Macarthur)
Chairman - Master of Business Administration - accreditation.
1989 Charles Sturt University - Mitchell
Member, Graduate Certificate in Local Government - accreditation.
1988 Macarthur Institute of Advanced Education
(now University of Western Sydney, Macarthur)
Chairman, Bachelor of Business (Accountancy) - reaccreditation.
1988 Footscray Institute of Technology
Member, Graduate Diploma in Accountancy - reaccreditation.
PUBLICATIONS
Commissioned Reports
Alston, M., Share, P., Heazlewood, T. & Kent, J., (1997). Evaluation of the Rural
Communities Access Program. Rural Division, Department of Primary Industries
and Energy/Centre for Rural Social Research, Charles Sturt University, May (185
pages).
Hribar, Z., & Heazlewood, C.T., (1991). TAFE Credit Transfer - A Case Study, Charles
Sturt University - Riverina, September, (212 pages).
Heazlewood, C.T., (1987). Financial Accounting and Reporting in the Oil and Gas
Industry, Institute of Chartered Accountants in England and Wales, Research
Board, April (119 pages).
Books
Sims, M.A. & Heazlewood, T., (2003). Reporting the Bottom Line:
Accounting, Issue 3. Prentice Hall: Sydney, July (161 pages).
Financial
Sims, M.A. & Heazlewood, T., (2003). “Instructor’s Manual” to accompany Reporting
the Bottom Line: Financial Accounting, Prentice Hall: Sydney, August (CDRom).
Sims, M.A. & Heazlewood, T., (2000). Reporting the Bottom Line:
Accounting, Issue 2. Prentice Hall: Sydney, July (138 pages).
Financial
Page No 271 of 428
272
Heazlewood, C.T. & Ryan, J.B. (1999). Australian Company Financial Reporting 1999,
In Accounting Research Study No. 15, AARF/ACAP Inc: Melbourne, May (360
pages plus xxiv).
Sims, M.A. & Heazlewood, T., (1998). “Instructor’s Manual” to accompany Reporting
the Bottom Line: Financial Accounting, Addison Wesley Longman Australian,
Melbourne. (115 pages).
Sims, M.A. & Heazlewood, T. (1997). Reporting the Bottom Line: Financial
Accounting, Addison Wesley Longman: Sydney, November (120 pages).
Ryan, J.B. & Heazlewood, C.T. (eds), (1997). Australian Company Financial
Reporting - 1997, AARF Accounting Research Study No 14, ACAP Inc.,
Melbourne (400 pages).
Ryan, J.B. & Heazlewood, C.T. (eds), (1995). Australian Company Financial
Reporting - 1995, Accounting Research Study No. 13, (AARF), ACAP Inc.,
Melbourne (362 pages).
Ryan, J.B., Andrew, B.H., Gaffikin, M., & Heazlewood, C.T. (eds), (1993). Australian
Company Financial Reporting - 1993, Accounting Research Study No. 12,
Australian Accounting Research Foundation, Melbourne, March (372 pages).
Ryan, J.B., Andrew, B.H., Gaffikin, M., & Heazlewood, C.T. (eds), (1991). Australian
Company Financial Reporting - 1990, Accounting Research Study No. 11,
Australian Accounting Research Foundation, Melbourne, November (330 pages).
Ryan, J.B., Heazlewood, C.T., Wong, J., & Chye, M., (1984). New Zealand Company
Financial Reporting - 1984, University of Wollongong Press, December (386
pages).
Ryan, J.B., Heazlewood, C.T., Andrew, B.H., & Perkinson, M., (1982). New Zealand
Company Financial Reporting - 1982, Alpine Printers, Auckland, June (246
pages).
Ryan, J.B., Heazlewood, C.T., & Andrew, B.H., (1980). Australian Company Financial
Reporting - 1980, Accounting Research Study No. 9, Australian Accounting
Research Foundation, Melbourne, December (223 pages).
Ryan, J.B., Heazlewood, C.T., & Andrew, B.H., (1977). Australian Company Financial
Reporting - 1975, Accounting Research Study No. 7, Australian Accounting
Research Foundation, Melbourne, November (96 pages).
Chapters in Books
Heazlewood, T. (2003). “Accounting in Australia”, Chapter 12, in Walton et al (eds),
Page No 272 of 428
273
International Accounting, Thomson Learning London, pp. 272-203.
Heazlewood, T. (2000) Australien, Kapital 14 in Haller et al (eds)
Unternehmenspublizität im
internationalen Wettbewerb. Schäffer-Poeschel Verlag: Stuttgart pp.657-708
(in
German). ISBN 3-7910-0941-9.
Heazlewood, C.T. (1999). “AASB 1022: Accounting for the extractive industries”, in
Heazlewood, C.T. & Ryan, J.B. (eds), Australian Company Financial Reporting
1999, Accounting Research Study No. 15, eds. C.T. Heazlewood & J.B. Ryan, pp.
185-198, AARF/ACAP Inc: Melbourne.
Heazlewood, C.T. et al (1999). Companies included in the survey, Part I/II in
Australian Company Financial Reporting 1999, Accounting Research Study No.
15, eds. C.T. Heazlewood & J.B. Ryan, pp. 3-13, AARF/ACAP Inc: Melbourne.
Heazlewood, C.T. & Ryan J. (1999). Financial Reporting Standards. Part I/IV in
Australian Company Financial Reporting 1999, Accounting Research Study No.
15, eds. C.T. Heazlewood & J.B. Ryan, pp. 14-18, AARF/ACAP Inc: Melbourne.
Heazlewood, C.T. (1999). Corporate Governance. Part I/V in Australian Company
Financial Reporting 1999, Accounting Research Study No. 15, eds. C.T.
Heazlewood & J.B. Ryan, pp. 19-27, AARF/ACAP Inc: Melbourne.
Hribar, Z. & Heazlewood, T. (1999). AASB 1011 Accounting for Research and
Development Costs.
In Australian Company Financial Reporting 1999,
Accounting Research Study No. 15, eds. C.T. Heazlewood & J.B. Ryan, pp. 101106. AARF/ACAP Inc: Melbourne.
Hribar, Z. & Heazlewood, T. (1999). Disclosure of Directors’ and Executive Officers’
Remuneration. In Australian Company Financial Reporting 1999, Accounting
Research Study No. 15, eds. C.T. Heazlewood & J.B. Ryan, pp. 329-340.
AARF/ACAP Inc: Melbourne.
Heazlewood, Terry. (1999). “The Regulatory Framework in the Private Sector”,
Chapter 1 in Leo, K & Radford, J (eds), Financial Accounting Issues, 2nd edn,
Jacaranda Wiley, Brisbane, pp.3-41. ISBN: 0-471-33982-2.
Heazlewood, Terry. (1998). “Accounting in Australia”, Chapter 13 in Walton et al (eds),
International Accounting, International Thomson Business Press, London, pp.247267. ISBN: 1-86152-384-X.
Heazlewood, Terry. (1997) “L’Australie”, Chapitre 13 in Raffournier et al (eds)
Comptabilité internationale. Vuibert: Paris: pp.305-324 (In French). ISBN: 2
7117 3399 8.
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Heazlewood, C.T., Mitchell, A. & Cooper, M. (1997). “Companies included in the
survey”, in Ryan, J.B. & Heazlewood, C.T. (eds), Australian Company Financial
Reporting - 1997, AARF Accounting Research Study No. 14, ACAP Inc.,
Melbourne, pp.3-12.
Heazlewood, C.T. & Ryan, J.B. (1997). “The standard-setting process”, in Ryan, J.B.
& Heazlewood, C.T. (eds), Australian Company Financial Reporting, AARF ARS
No. 14, Australian Company Accounting Practices (ACAP) Inc.: Melbourne,
pp.15-18.
Heazlewood, C.T. (1997). “Corporate governance”, in Ryan, J.B. & Heazlewood, C.T.
(eds), Australian Company Financial Reporting, AARF ARS No. 14, Australian
Company Accounting Practices (ACAP) Inc.: Melbourne, pp.19-30.
Heazlewood, C.T. (1997). “AASB 1022: Accounting for the extractive industries”, in
Ryan, J.B. & Heazlewood, C.T. (eds), Australian Company Financial Reporting,
AARF ARS No. 14, Australian Company Accounting Practices (ACAP) Inc.:
Melbourne, pp.185-198.
Hribar, Z. & Heazlewood, C.T. (1997). “Disclosure of directors’ and executive officers’
remuneration”, in Ryan, J.B. & Heazlewood, C.T. (eds), Australian Company
Financial Reporting, AARF ARS No. 14, Australian Company Accounting
Practices (ACAP) Inc.: Melbourne, pp.337-348.
Heazlewood, C.T., & Mitchell, A., (1995). "Companies Included in the Survey", Part I1, in Ryan, et al. (eds), Australian Company Financial Reporting - 1995, ARS No.
13, (AARF) ACAP Inc., Melbourne.
Heazlewood, C.T., & Ryan, J.B., (1995). "The Standard Setting Process", Part I-111,
in Ryan, et al. (eds), Australian Company Financial Reporting - 1995, ARS No.
13, (AARF) ACAP Inc., Melbourne.
Heazlewood, C.T., (1995). "ASRB 1022: Accounting for the Extractive Industries", in
Ryan, et al. (eds), Australian Company Financial Reporting - 1995, ARS No. 13,
(AARF) ACAP Inc, Melbourne.
Heazlewood, C.T., & Hribar, Z., (1995). "Disclosure of Directors and Executive
Officers Remuneration", Chapter 39, in Ryan, et al. (eds), Australian Company
Financial Reporting - 1995, ARS No. 13, (AARF) ACAP Inc.
Heazlewood, C.T., & Mitchell, A., (1993). "Companies Included in the Survey", Part I1, in Ryan, et al. (eds), Australian Company Financial Reporting - 1993, ARS No.
12, AARF, Melbourne, March.
Heazlewood, C.T., & Ryan, J.B., (1993). "The Standard Setting Process", Part I-3, in
AARF, Melbourne, March.
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275
AARF, Melbourne, March.
Heazlewood, C.T., & Hribar, Z., (1993). "Disclosure of Directors and Executive
Officers Remuneration", Chapter 35, in Ryan, et al. (eds), Australian Company
Financial Reporting - 1993, ARS No. 12, AARF, Melbourne, March.
Heazlewood, C.T., & Mitchell, A., (1991). "Companies Included in the Survey", Part I/I,
in Ryan, et al. (eds), Australian Company Financial Reporting - 1990, ARS No.
11, AARF, Melbourne, November.
AARF, Melbourne, November.
Heazlewood, C.T., (1987). "CCA-1, Information Reflecting the Effects of Changing
Prices", Chapter 20 in Ryan (ed), New Zealand Company Financial Reporting 1987, University of Wollongong, February.
Heazlewood, C.T., (1984). "The Role of Accounting Standards and the `Small'
Company", in Readings in the Development of Accounting, Dunmore Press,
Palmerston North, pp. 115-124.
Heazlewood, C.T., (1976). "Stock Valuation - Significance and Problems", in Readings
in Accounting (2nd edition), VCTA Publishing Pty Ltd, Melbourne, pp. 83-89.
(Note: This was a revision of the article of the same title (see below)
incorporating changes in accounting practice and standards).
Heazlewood, C.T., (1974). "Stock Valuation - Significance and Problems" in Readings
in Accounting, VCTA, Melbourne, pp. 83-88.
Book Reviews
Heazlewood, Terry. (1997). “The Foundation - A History of the Australian Accounting
Research Foundation, 1996-1991”, by G Burrow in Accounting History, NS Vol 2,
No 1: May, pp.119-121.
Heazlewood, Terry. (1997). “Westpac, the bank that broke the bank”, by E Carew in
The Daily Advertiser, 21 October, p.29.
Heazlewood, T. (1992). "Accounting in Australia: Historical Essays", R.S. Parker
(ed.), New York, Garland Publishing 1990, in Accounting Auditing and
Accountability, vol. 5, no. 2, pp. 106-108.
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276
Heazlewood, T. (1983). "The Definition and Recognition of Revenue under Historic
Cost Accounting" by R.J. Coombes & C.R. Martin (Accounting Theory Monograph
No. 3, AARF), in Accounting and Finance, vol. 23, no. 2, November, pp. 112-113.
Heazlewood, T. (1980). "Further Contributions to Current Cost Accounting (ASA
Bulletin No. 22)", in Accounting and Finance, vol. 20, no. 2, November, pp. 136137.
Occasional Paper
Mathews, M.R., & Heazlewood, C.T., (1983). "Accountants' Attitudes Towards New
Developments in Accounting", Occasional Paper Series, Faculty of Business
Studies, Massey University, no. 46, May.
Working Papers
Williams, J., Leung, P., Kent, J. & Heazlewood, T. (2002). Measuring readability in
accounting: An application and evaluation of the Cloze procedure. Charles Sturt
University, Faculty of Business Working Paper Series, No 21/02.
Discussion Papers
Heazlewood, C.T., (1992). "Current Developments in the Australian Accounting
Standard Setting Process (Virtual Reality in Accounting)", University of
Southampton, Department of Accounting and Management Science, 92-52,
October.
Alam, K.F., & Heazlewood, C.T., (1985). "Taxation and Company Financial Policy",
Discussion Paper Series, Massey University, Department of Accounting and
Finance, No. 37, July.
Cameron, A.F., & Heazlewood, C.T., (1985). "Current Cost Accounting in New
Zealand", Discussion Paper Series, Massey University, Department of Accounting
and Finance, No. 33, May.
Heazlewood, C.T., (1981). "The Role of Accounting Standards vis-a-vis the Small
Company", Discussion Paper Series, Massey University, Department of
Accounting and Finance, No. 1, September.
Commissioned Article (ACCA Professors’ Round Table)
Heazlewood, Terry. (1998) “Bean counter!!? been there, done that, what next?
Accounting & Business, July/August, pp.19-21.
Journal Articles (refereed)
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Heazlewood, C.T., (1993). “The Australian Proposal” in The Age of Financial
Engineering, World Accounting Report, August/September, London.
Heazlewood, C.T., (1985). "A Survey of the Accounting and Financial Reporting
Practices of United Kingdom Oil and Gas Companies", Journal of Petroleum
Accounting, vol. 4, no. 2, pp. 75-91, Summer.
Heazlewood, C.T., & Chye, M., (1984). "An Empirical Study of Extractive Industry
Financial Reporting Practices in Australia, Malaysia and New Zealand", Journal of
Extractive Industries Accounting, vol. 3, no. 3, pp. 99-122, Fall/Winter.
Heazlewood, C.T., & Cameron, A.C., (1984). "The Company Response to Current
Cost Accounting (CCA-1) in New Zealand", The Chartered Accountant in
Australia, August, pp. 44-46, 50.
Heazlewood, C.T., & Chye, M., (1984) "Accounting for our Oil and Mineral Resources Part II", The Accountants' Journal, vol. 63, no. 3, April, pp. 137-138.
Heazlewood, C.T., & Chye, M., (1983). "Accounting for our Oil and Mineral Resources
- Part I", The Accountants' Journal, vol. 62, no. 11, December, pp. 511-513.
Heazlewood, C.T., (1982). "Compliance with AAS7 (DS12) - Accounting for the
Extractive Industries", The Chartered Accountant in Australia, vol. 52, no. 10,
May, pp. 37-39.
Heazlewood, C.T., (19810. "Mining Companies Financial Statements - Of What Use?
An Alternative View", Accounting Forum, SAIT, vol. 4, no. 3, September, pp. 1923.
Heazlewood, C.T., (1981). "Wrestling with the Cost of Exploration", The Accountants'
Journal, vol. 60, no. 2, March, pp. 44-46.
Heazlewood, C.T., (1980). "Mineral Reserves - Should Disclosure by Mandatory? A
Case for Following the US Example", The Chartered Accountant in Australia,
vol. 50, no. 9, April, pp. 14-18.
Heazlewood, C.T., (1978). "DS 12 October 1976 - Doomed to Failure from the Start",
The Chartered Accountant in Australia, vol. 49, no. 1, July, pp. 22-24.
Heazlewood, C.T., (1977). "Accounting for Exploration and Related (Development)
Expenditure", Chartered Accountant in Australia, vol. 48, no. 3, September, pp.
12-17.
Heazlewood, C.T., (1976). "Accounting for the Extractive Industry", The Chartered
Accountant in Australia, vol. 45, no. 3, September 1974, pp. 6-9. (Note: This
article was referred to in the Selected Bibliography of the FASB Discussion
Memorandum on Financial Accounting and Reporting in the Extractive Industries,
December).
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278
Heazlewood, C.T., (1973). "Accounting for Depletion", The Chartered Accountant in
Australia, vol. 43, no. 11, May, pp. 14-16.
Heazlewood, C.T., (1971). "Accounting for Exploration and Related Expenditure", The
Australian Accountant, vol. 41, no. 3, April, pp. 136-138.
Heazlewood, C.T., "True and Fair and the Companies (Amendment) Bill 1970", The
Chartered Accountant in Australia, vol. 41, no. 10, April 1971, pp. 12-14.
Heazlewood, C.T., (1968). "Accounting for Share Issues - A Simple Approach", The
Australian Accountant, vol. 38, no. 1, January, pp. 42-44.
Journal Articles/Technical Reports
Heazlewood, C.T. (2003). Technical Update – Australia. Accounting & Business.
July/August, pp.48-49.
Heazlewood, C.T. (2003).
June, pp.47-48.
Technical Update – Australia. Accounting & Business.
Heazlewood, T. (2002) Technical Update – Australia. Accounting & Business.
September, pp.44-45.
Heazlewood, T. (2002) Technical Update – Australia. Accounting & Business. January,
pp.52-53.
February, pp.39-40.
pp.49-50.
September, pp.41-42.
pp.48-51.
Heazlewood, T. (1998) Technical Update – Australia.
October, pp.53-54
Accounting and Business.
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279
Heazlewood, T. (1998) Technical Update – Australia.
November/December, pp.43-43.
Accounting & Business.
Heazlewood, Terry (1998). Technical Update – Australia, Accounting & Business,
June, pp.49.
Heazlewood, Terry (1998). Technical Update – Australia, Accounting & Business, May,
pp.46.
April, pp.40.
March, pp.41-42.
February, pp.39-40.
Heazlewood, C.T., (1986). "New Zealand: `Successful Efforts' Method Preferred",
World Accounting Report, August, p. 13.
Heazlewood, C.T., (1985). "Accountants Professional Liability - New Zealand", World
Accounting Report, September, pp. 13-14.
Heazlewood, C.T., (1985). "Sale of Leased Vehicle at Excess Over Residual Value ...
Income Tax Act 1976, S65(2)(a)", NZ Current Taxation, vol. 29, June, pp. 222225.
Heazlewood, C.T., (1985). "Stock Revision", World Accounting Report, May, p. 11.
Heazlewood, C.T., (1985). "Deductions, Continuing Business Losses, Intention and
Activity: Income Tax Act 1976, S104", NZ Current Taxation, vol. 29, March, pp.
139-141.
Heazlewood, C.T., (1984). "Goodwill and Segments - New Rules in Australia",
International Finance and Accounting Report, no. 9, September, pp. 8-9.
Heazlewood, C.T., (1984). "Leasing - New Disclosure Obligations Announced in
Australia", International Finance and Accounting Report, no. 8, August, pp. 9-10.
Heazlewood, C.T., (1984).
"New Zealand Revises its Disclosure Standard",
International Finance and Accounting Report, London, no. 2, February, pp. 4-5.
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280
Heazlewood, C.T., (1983). "Australia's Revised CCA Standard, Part I and II",
International Accounting and Finance Report, London, 83-2, pp. 4-5, February,
and 83-5, pp. 4-6, March.
Heazlewood, C.T., (1982). "CCA Standard for New Zealand, Part I and II",
International Accounting and Finance Report, London, 82-22, pp. 5-6, 82-23, pp.
4-6, November.
Heazlewood, C.T., (1982). "Part-Time Farmer - Farming Losses Partly Disallowed,
Burden of Proof Not Discharged", NZ Current Taxation, vol. 26, February, pp. 8587.
Heazlewood, C.T., (1974). "Accountancy Education at Mitchell CAE", Careers NSW,
March (requested article, re-run in 1976).
Heazlewood, C.T., (1970). "The Periodic (Physical) and Perpetual Inventory Systems",
General Journal, Victorian Commercial Teachers' Association, vol. 10, 19691970, December, pp. 119-123.
Heazlewood, C.T., (1970). "A Case for Uniformity - The Australian Method of
Recording Share Issues", News Bulletin, Australasian Association of University
Teachers of Accounting, vol. 10, no. 2, October, pp. 18-23.
Conference Proceedings (Published)
Sims, M.A. & Heazlewood, C.T., (2003). The Past, Present and Future of Corporate
Governance Regulations in Australia. Published Conference Proceedings, Third
Accounting History International Conference, University of Siena, Siena, Italy.
September.
Heazlewood, C.T., (2002). The Development of Accounting Regulation in Australia: A
Contemporary View. Published Congress Proceedings, Ninth World Congress of
Accounting Historians, Deakin University, Melbourne, Australia, July/August.
Heazlewood, C.T., (1994). “Some Thoughts on the Regulation of Financial Reporting
in Australia”, Sixth Annual Conference of Accounting Academics, Hong Kong,
April. (Refereed)
Heazlewood, C.T., (1988). "The Role of the National Companies and Securities
Commission in Financial Regulation", update 1988, Professional Development
Centre, DDIAE, Toowoomba, February.
Heazlewood, C.T., (1987). "A Regulatory Perspective of the Latest Developments in
the Market", Going Public, IIR Pty Ltd, Perth, October.
Mathews, M.R, & Heazlewood, C.T., (1982)."Accountants Attitudes to New
Developments in Accounting", AAANZ, Wellington, New Zealand, August.
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281
Farron, P.J.C., & Heazlewood, C.T., (1981). "Teaching First Year Accounting at
Massey University - An Individualised Learning Multimedia Approach", Accounting
Association of Australia and New Zealand, Australian National University,
Canberra, August.
Farron, P.J.C., & Heazlewood, C.T., (1981). "First Year Accounting at Massey
University - A Multimedia Approach", Inter-University Accounting Conference,
University of Waikato, Hamilton, May.
Heazlewood, C.T., (1980). "The Development of Extractive Industry Accounting
Standards in Australia and the USA", South-East Regional Meeting, American
Accounting Association, April, pp. 133-137.
Heazlewood, C.T., (1980). "The Development of Inflation Accounting in Australia",
Mid-Atlantic Regional Meeting, American Accounting Association, April, pp. 1-12.
Panel Presentation
Heazlewood, C.T. (2003). International Financial Reporting Standards. Accounting
Educators Forum, CSU/CPA Australia. 27-28 November. Conference and
Seminar Papers Presented
Heazlewood, C.T. (2003). Corporate Governance Regulation in Australia. University
of Western Sydney. 18 December.
Heazlewood, C.T. (2003). The Past, Present and Future of Corporate Governance in
Australia: CSU MBA Alumni Association (Malaysia). HELP Institute of Graduate
Studies. 10 December.
Heazlewood, C.T., (2002). The Development of Accounting Regulation in Australia: A
Contemporary View. IAAER Ninth World Congress of Accounting Educators,
Hong Kong, November.
Heazlewood, C.T. (2002). The AASB and the Accounting Profession (Regulatory
Capture). Joint School Seminar Paper, Charles Sturt University, Wagga Wagga,
September.
Heazlewood, T. (2001). Current developments in accounting regulation in Australia:
evolution or revolution?” International Workshop on Accounting & Regulation,
University of Siena & EIASM, Siena Italy, September, 45pp.
Heazlewood, C.T., (2000). "One International Standard Setter", Charles Sturt
University, Bathurst, October.
Heazlewood, T. (1999). “International Business Education from a CSU Perspective”,
Charles Sturt University, Wagga Wagga, October.
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282
Heazlewood, T. (1999). “One International Financial Accounting Standard Setting
Organization”, HELP Institute Malaysia, September.
Heazlewood, T. (1999). “Malaysia as a Regional Centre: Opportunities and
Strategies”, Second Strategy Meeting on Education, HELP Institute, Malaysia,
March.
Williams, J.W., Heazlewood, C.T., Leung, P.L. & Kent, J.M. (1997). “An Assessment
of the Readability of Accounting Textbooks”, Accounting Association of Australia
and New Zealand, Hobart, July.
Heazlewood, C.T., (1996). “Developments in the Regulation of Corporate Financial
Reporting in Australia”, University of Central Lancaster, June.
Reporting in Australia”, University of Southampton, May.
Heazlewood, C.T., (1996). Developments in the Regulation Corporate Financial
Reporting in Australia”, University of Glamorgan, Wales, May.
Reporting in Australia”, European Accounting Association, NHH, Bergen, May.
Heazlewood, C.T., Leung, P.L. & Williams, J.W., (1996). “The Cloze Procedure: An
Assessment of the Readability of Introductory Australian Accounting Textbooks”,
British Accounting Association, University of Wales, Cardiff, March.
Heazlewood, C.T., (1996). “The Financial Reporting and the Regulatory Framework in
Australia.”, Portsmouth Business School, March.
Heazlewood, C.T., (1994). “Some Thoughts on the Regulation of Corporate Financial
Reporting in Australia”, Sixth Annual Conference of Accounting Academics, Hong
Kong, April.
Heazlewood, C.T., (1993). "The Accounting and Financial Reporting Practices of UK
Oil and Gas Companies", University of Southampton, February.
Heazlewood, C.T., (1993). "A Review of UK Oil and Gas Financial Reporting", London
Society of Chartered Accountants North Sea Oil and Gas Discussion Group,
London, January.
Heazlewood, C.T., (1992). "Virtual Reality in Accounting - the Australian Accounting
Standard Setting Process", University of Portsmouth, October.
Heazlewood, C.T., (1992). "The Australian Standard Setting Process", University of
Exeter, October.
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Heazlewood, C.T., (1992). "Current Developments in the Australian Accounting
Standard Setting Process", University of Manchester, October.
Heazlewood, C.T., (1991). "The NSW TAFE Accounting Credit Transfer Project",
TAFE to Higher Education Conference, La Trobe University, October.
Heazlewood, C.T., (1991). "The Development of an Accounting Research Project",
Staff Seminar, Faculty of Business, Lingnan College, Hong Kong, September.
Heazlewood, C.T., (1989). "A Commentary on `Negligence - Should Auditors have
Limited Liability' by Andrew Ross", Accounting Discipline Seminar, CSU-Mitchell,
November.
Heazlewood, C.T., (1989). "An Overview of Accounting Research", Accounting
Discipline Seminar, CSU-Riverina, September.
Heazlewood, C.T., (1987). "The NCSC Review Process - An Update on Recent
Changes", Institute of Chartered Accountants in Australia (Victorian Branch),
Melbourne, September.
Heazlewood, C.T., (1985). “Recent Developments in Accounting for the Effect of
Changing Price Levels”, Open College, Hong Kong, January 1985.
Heazlewood, C.T., (1984). "A Survey of Oil and Gas Accounting Practices",
Department of Accountancy, University of Glasgow, December.
Heazlewood, C.T., (1984). "The Financial Reporting Practices of UK and Irish Oil and
Gas Companies", Arthur Young McCelland Moores, Southampton Office,
November.
Heazlewood, C.T., (1984). "Research into Published Company Annual Reports Some Comments", Plymouth Business School, Plymouth Polytechnic, November.
Gas Companies", Arthur Young McClelland Moores - Technical Group, London
Office, November.
Gas Companies", Department of Accounting and Management Science,
University of Southampton, November.
Heazlewood, C.T., (1984). "The Financial Practices of UK and Irish Oil and Gas
Companies", South West Regional Group, British Accounting Association, UWIST
(Cardiff), September.
Heazlewood, C.T., (1984). "The Development of Accounting and Financial Reporting
Standards in the Extractive Industries - A Review", Department of Accounting and
Finance, University of Birmingham, June.
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284
Heazlewood, C.T., & Chye, M., (1984). "An Empirical Study of Extractive Industry
Financial Reporting Practices in Three Countries", British Accounting Association,
University of East Anglia, April.
Heazlewood, C.T., & Cameron, A.C., (1984). "Current Cost Accounting in New
Zealand", European Accounting Association, St Gallen, Switzerland, April.
Chye, M., & Heazlewood, C.T., (1984). "An Empirical Study of Annual Reports
Published by New Zealand Listed Companies Involved in the Extractive
Industries", European Accounting Association, St Gallen, Switzerland, April.
Heazlewood, C.T., (1984). "An Empirical Study of Extractive Industry Accounting
Practices in Three Countries", Faculty of Accounting and finance, City of London
Polytechnic, February.
Heazlewood, C.T., (1984). "Current Cost Accounting in New Zealand", Department of
Accounting and Management Science, University of Southampton, January.
Heazlewood, C.T., (1982). "The Role of Accounting Standards and the `Small'
Company", American Accounting Association, San Diego, USA, August.
Heazlewood, C.T., (1978) "A Commentary on `Shareholder Opinion of Published
Financial Statements, An Exploratory Study'", by R.R. Winfield, Accounting
Association of Australia and New Zealand, University of Otago, Dunedin, August
(4 pages).
Heazlewood, C.T., (1975). "A Commentary on `The Search for Scouller' by Professor
L. Goldberg", Accounting Association o Australia and New Zealand, Monash
University, Melbourne, August (4 pages).
Heazlewood, C.T., (1974). "Accounting in the Extractive Industry - Environmental
Responsibility", Australian Society of Accountants, Bathurst, May (13 pages).
Continuing Education Seminars Presented
"Financial and Legal Developments", Local Government Electricity Association of
NSW, Albury, March 1992 (half-day).
"Cost-Benefit Analysis", Bunge Meat Industries, Corowa, NSW, June/July 1991 (half
days).
"Accounting and Financial Reporting in the Extractive Industries", New Zealand Society
of Accountants, Wellington, July 1986 (half day).
"Mathematics and Statistics for Accountants", New Zealand Society of Accountants,
Auckland, Hamilton, Palmerston North, Wellington, Christchurch and Dunedin,
July 1985 (full day).
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"Oil and Gas Accounting", South Western Group, Institute of Chartered Accountants in
England and Wales, Southampton, October 1984 (half day).
"Mathematics and Statistics for Accountants", New Zealand Society of Accountants,
Auckland, Hamilton, Wellington, Christchurch and Dunedin, May 1983 (full day).
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8.9.2.C
1.
DO and DL Courses
Name
John Frederick Williams
Date of Birth
20 January 1945
Qualifications
BCom, MCom (Hons), FCPA
Home Address
The Peppers RMB1
COOLAMON NSW 2701
Telephone
Home: 0269 273561
Work: 0269 332520
Mobile 0427 123561
Facsimile
0269 332790
Email
[email protected]
Nationality
Australian
PRESENT POSITION
School of Commerce
WAGGA WAGGA NSW 2678
PREVIOUS POSITIONS
2004 – 2005
Disciplinary Manager, International School of Business
2000 - 2004
Head, School of Financial Studies
1996- 1999
Subdean, Information and Educational Technology
1998-1999
Faculty Online Support Coordinator
1996
Acting Head, School of Financial Studies
1988
Acting Dean, School of Commerce, RMIHE
1988
Associate Professor (Principal Lecturer), School of Commerce then Financial Studies,
Charles Sturt University, Wagga Wagga
1984-1987
Head Department of Accounting, School of Business & Technology, University of
Western Sydney, Macarthur and Macarthur Institute of Higher Education
1973-1984
1978-1979
Lecturer, School of Accounting, Faculty of Business, University of NSW
Lecturer, Department of Accounting, School of Social and Economic Development,
University of the South Pacific, Suva, Fiji (on secondment from UNSW)
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1977
Assistant Professor, Department of Accounting and Finance,
San Francisco State University
1974-1975
Guest Lecturer, Course for Senior Managers, Institute of Administration
1973
Senior Tutor, School of Accounting, Faculty of Business, University of NSW
1971-1972
Part-time Tutor, School of Accounting, Faculty of Business, University of NSW
1970-1974
Part-time Lecturer at Granville and Bankstown TAFE Colleges
1965-1972
Secondary School Teacher. Member of Commerce Committee of NSW Economic
Teachers Association, Assistant Examiner for School Certificate and Higher School
Certificate
1963
Assistant Accountant, Forsyth Pty. Ltd.
PUBLICATIONS AND CONFERENCE PAPERS
*“Evaluating Accounting Textbooks: An Application and Evaluation of the Cloze Procedure”, with Patrick
Leung, Terry Heazlewood, and Jenny Kent, Conference proceedings publication, International
Conference on Innovation in Accounting Teaching and Learning, February 2005
*Corporate Failure and International Auditing”, with Alan S. Dunk and Alan Kilgore, paper presented at
European Accounting Association and British Accounting Association, April 2004
*Management Accounting for Costs and Control, 2004, with V.A. Fatseas and J. E Bisman, McGraw Hill
*“Corporate Failure and International Auditing”, with Alan S. Dunk and Alan Kilgore, refereed paper
presented at Multinational Alliance for the Advancement of Organisational Excellence, 4th International
Conference – October 2003 Melbourne
*Management Accounting for Decision Making, 2001 with V.A. Fatseas and J. E Bisman, McGraw Hill
*“Measuring Readability in Accounting”, with Patrick Leung, Terry Heazlewood, and Jenny Kent,
Conference presentation at the Accounting Educators Forum, CPA Sydney December 2001 – Published
in the proceedings ISBN
*“Foreign Currency Translation”, Australian Company Financial Reporting 1999, Australian Accounting
Research Foundation, Accounting Research Study ISSN 1037-5570 ISBN 0 909744 87 4
*“An Assessment of the Readability of Accounting Textbooks” with Patrick Leung, Terry Heazlewood,
and Jenny Kent, Conference presentation at the AAANZ conference, Hobart, 1997. Tasmania
*“AASB 1012 Foreign Currency Translation”, Australian Company Financial Reporting 1997, Australian
Accounting Research Foundation, Accounting Research Study
*“An Application of the Cloze Methodology Evaluating the Readability and Comprehensibility of
Accounting Textbooks” with T. Heazlewood and P. Leung, presented to the B.A.A (British Accounting
Association) conference at Cardiff in March 1996.
*“IT: What the Graduate Needs to Know”, with P. Leung, Charter, Journal of the Institute of Chartered
Accountants, November 1995.
*“AASB 1012 Foreign Currency Translation “, Australian Company Financial Reporting 1995, Australian
Accounting Research Foundation, Accounting Research Study No. 13, 1995. (ISSN 1037-5570, ISBN 0909744 68 8).
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*“Mosaic/WWW and Opportunities for Business Education”, paper presented at the New Technologies
for Business Conference, Monash University, December 1994.
*“Distance Education using Mosaic/WWW”, presentation to the Schools of Management and Financial
Studies, CSU, September, 1994.
*“From Hieroglyphics to Hypermedia: Opportunities for Accounting Education”, with P. Leung and P.
Tsang, The Association of Management International Conference, Dallas, Texas, August 1994
Proceedings pp 7-12.
*“Foreign Currency Translation AASB1012”, Australian Company Financial Reporting, Australian
Accounting Research Foundation, Accounting Research Study No. 12, 1993. (ISSN 1037-5570, ISBN 0909744 505).
Introduction to Accounting, CSU Press, 1993, (ISBN 0 947330 895)
*“Information Systems and Information Technology Knowledge Expectations for Graduate Accountants”,
with P. Leung and P. Tsang, International Conference on Information Technology for Training and
Education, the University of Queensland, 1992.
*“Foreign Currency Translation”, Australian Company Financial Reporting, Australian Accounting
Research Foundation, Accounting Research Study No. 11, 1990. (ISSN 1037-5570, ISBN 0-909744
505).
*Political and Technical Rational Constructs of the Budgetary Process 1990 (ISBN 0 947330 356 ISSN
1034 0858) Charles Sturt University, Accounting Discipline Working Paper Series, No. 7.
*The Use and Abuse of Accounting Information, presentation for Australian Institute of Bankers, May
1988.
*Technical Rationality and the Budgetary Process, paper given to the School of Commerce Colloquium,
CSU-Riverina, April 1988.
*The Design of Performance Evaluation Systems, seminar paper given to The Rock Colloquium, May
1987.
*Planning for New Product Development in Australian Manufacturing Industry: a Framework for
Analysis, seminar paper, Macarthur I.H.E., 1986.
The Accounting Cycle, Computer Aided Learning (CAL) Software and Worksheet, 1986.
*Proposal for the Introduction of a Business Studies Course for the Higher School Certificate, paper
delivered to the Commerce Syllabus Committee, Education Department of NSW, with Waters M., 1984.
This paper led to the introduction of the Business Studies subject for the HSC – currently the most
popular HSC elective.
*Cash Flow Management, paper delivered to the Annual Conference (1982) of the Master Builders'
Association of NSW.
*Accounting for Builders, Master Builders Association, 1981.
*The Role of Accounting in Developing Countries, public speech given at Nuku’alofa, Tonga, May 1979.
*Accounting, (two volumes, second edition) with Kingston N., Jolyon Press 1979.
*Understanding Financial Reports, Corplan International/Butterworths 1978.
*Corporate Modelling for Small Business, paper delivered at the Institute of Social and Administrative
Science, Suva, Fiji, September 1978.
*Accounting, (two volumes), with Kingston N., Jolyon Press 1978.
*Current Cost Accounting in Australia, paper delivered at San Francisco State University, May 1977.
*Students Guide to Accounting and Financial Management, with Kingston N., Jolyon Press, 1977.
Page No 288 of 428
289
*Workbook for Accounting and Financial Management with Haskell D. and Kingston N., Jolyon Press,
1976.
*Exercises and Solutions in Accounting and Financial Management, with Howitt G., Haskell D. and
Kingston N., Jolyon Press, 1975.
*Accounting - Its Relevance, Course for Senior Managers, 1974/75, Institute of Administration, Little
Bay.
*An Evaluation of Foreign Currency Translation Methods, Masters Thesis, 1974.
TERTIARY QUALIFICATIONS AND PROFESSIONAL MEMBERSHIPS
Fellow, CPA Australia FCPA.
Master of Commerce (Honours), Accounting & Finance and Systems, UNSW, MCom (Hons).
Bachelor of Commerce in Accountancy, UNSW, BCom.
Teaching Certificate (NSW Department of Education), Sydney Teachers' College.
PROFESSIONAL ACTIVITIES
Founding member, Universities Committee, CPA Australia.
Examiner, CPA Program.
Moderator, CPA Management Accounting Segment Examination.
Adviser, Business Studies Syllabus,
Session Chairman, Country Convention of CPAA and ICAA.
President’s Award 2005, NSW Division CPAA.
INFORMATION AND COMMUNICATIONS TECHNOLOGY
1996 – 1999 Subdean Information and Education Technology, Faculty of Business
Familiarity with computer software
Banner Administrative systems
Microsoft Excel
Microsoft Word
Outlook
Internet Explorer
PowerPoint
ACDSee
MYOB
Quicken
QuickBooks
Palm Desktop
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8.9.2.C
DO and DL Courses
Kerry Elizabeth Tilbrook
NAME:
Kerry Elizabeth Tilbrook
(nee Upjohn).
ADDRESS:
55 Fleming Drive, Laffing Waters, Bathurst, NSW, 2795.
PHONE NUMBER:
Home - (02) 63344485
EMAIL ADDRESS:
[email protected]
PLACE & DATE OF BIRTH:
Sydney, Australia. 12th June, 1955.
SECONDARY EDUCATION:
Loreto Convent, Kirribilli.
QUALIFICATION:
Higher School Certificate
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TERTIARY QUALIFICATIONS:
My Doctor of Philosophy degree within the Graduate School of Management at Macquarie
University was awarded in September, 2006. I was initially enrolled in the Ph.D. with the University of
Western Sydney Nepean, through the assistance of a UWS Nepean Postgraduate Scholarship, and
then later transferred to MGSM.
Master of Arts (Honours) Degree in English Literature - The University of Sydney, 1982.
Completed the first year of a two year Graduate Diploma of Education at the Australian Catholic
University (formerly Polding C.A.E., Castle Hill).
Bachelor of Arts (Honours) Degree in English Literature - The University of Sydney, 1977.
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SCHOLARSHIPS & AWARDS:
Commonwealth University Scholarship.
Walter Reid Memorial Book Prize, The University of Sydney.
University of Western Sydney Nepean Postgraduate Scholarship Award.
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RESEARCH PUBLICATIONS:
"Is Senior Management in American and Australian Universities still gendered?" Conference
Proceedings, paper presented at the ATN Women’s Executive Development International Conference,
11-13 April, 2006. Assistance through a MGSM, Research Scholarship.
"Perceptions of Success: Affirmative Action in Australia and the US", Making the Link, Number
16, 2005.
"An exploration of the current under-representation of senior women managers in Australian
universities", Women in Management Review, Vol. 13 No. 8, 1998.
"University Continuing Education", a paper presented at the No Limits to Learning Conference,
BACE, September, 1995. Published in Conference Proceedings, 1996.
CONFERENCE PRESENTATIONS:
"Storming the barricades or entry by the back door - do we want real equality or mere tokenism",
paper presented at the 5th International Women in Leadership Conference, Freemantle, December,
1998. Assistance through a UWS, Nepean Conference Scholarship.
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"A response to new diversity or are we merely rewriting the old managerial scripts? An
exploration of the current under-representation of senior women managers in Australian and New
Zealand Universities", paper presented at the 11th International Conference of Australian and New
Zealand Academy of Management (ANZAM), Melbourne, December, 1997. Assistance through a UWS,
Nepean Conference Scholarship.
MANAGERIAL EXPERIENCE:
Project Manager, Division of Law (June 2005 – August 2006 short term position). This position
reported to the Dean and is responsible for the project development of the Juris Doctor which is a fee
paying graduate degree. It entailed project management, development of business plans, liaison with
academic and general staff in the division, innovative curriculum development and an awareness of the
postgraduate fee-paying market and also funding opportunities.
Project / Training Manager, Macquarie Research Ltd., the commercial arm of Macquarie
University (December 2000 - July 2003). Responsible for the program development, project
management and marketing of education and training programs developed in conjunction with
academics employed at Macquarie University. This position entailed extensive liaison with academics
and senior staff at Macquarie University, as well as a range of private training consultants. In this
position I was also responsible for the coordination of the NSW roll-out of the Public Sector Training
Package (PSTP) primarily for the Department of Defence and several other commonwealth agencies
such as the Australian Taxation Office and Centrelink. This tender was subcontracted by Open Learning
Australia to Macquarie University and then to MRL. December 2000 - July 2003.
Director, Continuing Education West, University of Western Sydney, Nepean. Responsible for
the management, promotion, marketing and development of the University's Continuing Education
Programme. During the time I was employed enrollments increased by 70% and annual turnover
expanded from $100,000 to $800,000. This position involved liaison with the senior management and
academic staff of UWS, Nepean. It also necessitated monitoring government and community
developments in the field of adult education and training. Responsibility for the preparation of financial
budgets, business plans, training tenders and the preparation of policy advice to the CEW Advisory
Committee which met quarterly. In 1994 the program developed a new Foundation Studies Course for
International Students and also took over the management of the local bridging program Unistart (an
equity initiative) providing an alternate method of tertiary entrance for educationally disadvantaged
students. October 1990 - October, 1996. Acting Manager of Academic & Administrative Services
(Registrar). For a four week period during June/July 1993, I was Acting Manager of Academic and
Administrative Services at UWS, Nepean. This position gave me a valuable insight into academic
administration.
Academic secondment to Faculty of Education. From 10 January - 21 October, 1996 for nine
months working for the Dean of Education on a variety of research and academic projects relevant to
adult and community education. Researched and developed a Prison Education Strand for the Bachelor
of Adult Education degree & wrote the draft of the Master of Education course change document and
designed “Financial Management for Education”, a new subject for the M. Ed. course. Also finalised and
submitted the Faculty’s first successful tender to ANTA (Australian National Training Authority) for a
researcher on youth unemployment.
Deputy Director, Community Services Department, Baulkham Hills Shire Council. Responsible
for the management of the Human Services Section of the Department, and the co-ordination of the
Western Sydney Area Assistance Scheme in the Baulkham Hills Local Government Area. Also
responsible for the Social Planning of Human Services in the Shire. Acting Director, Community
Services Department, Baulkham Hills Shire Council (For a six week period each year). During this time I
was also responsible for the management of the Community Relations Branch in Council. This branch
was responsible for the co-ordination of various public events such as Australia Day, Citizenship
ceremonies and the annual Orange Blossom Festival for the Shire. 1988-1990.
Manager, Penrith Youth Health Centre (The Warehouse). Responsible for the management of a
multi-disciplinary team which provides a range of preventative health services for young people in the
then Western Metropolitan Health Region. Responsible for preparation of financial budgets and
submissions to state and federal governments. 1988.
Coordinator, Family Worker Development and Training Programme 1984 - 1988 (see Training
and Adult Education Experience below.)
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INTERNATIONAL UNIVERSITY MARKETING:
May-June, 1994 marketing trip for UWS, Nepean to Singapore and Indonesia to promote the
new Foundation Studies Program and also the undergraduate and postgraduate courses of the
University of Western Sydney. This involved the presentation of seminars, attendance of AEC
Exhibitions and meetings with University agents.
BOARD MEMBERSHIPS
Chairperson of WESTIR Ltd. (The Western Sydney Regional Information Service) from 1992-6.
This necessitated liaising with a community-based committee consisting of educational providers,
WSROC Councillors and representatives from various community-based groups.
Board Member of Western Sydney Itec Ltd. from 1993-5. Located in Parramatta it provided
computer and information technology training for the unemployed and people requiring training. This
Board consists of members of peak bodies, local Councillors, members of the Parramatta Connection
and representatives of community-based groups.
Member of Emu Plains Correctional Centre Community Advisory Committee, located in the
Penrith LGA to provide policy advice to the Governor of this institution.
UNIVERSITY TEACHING EXPERIENCE:
Graduate School of Management at the University of Western Sydney, Nepean on a part-time
basis from 1997-99. Coordinated, lectured and tutored undergraduate subjects in the undergraduate
program in first, second and third year.
Subjects coordinated and lectured included: Business Process Management (61623); Designing
Supply Chain Management (61624); Strategic Management (61613) which were core or elective third
year subjects.
Subjects tutored included Organisation Behaviour (61631) and Management Studies (61611), a
second and first year subject respectively.
Supervised an honours student in Strategic Management and a Masters student in Women in
Executive Management.
ADULT & TERTIARY EDUCATION EXPERIENCE:
Project Manager, Division of Law, Macquarie University, 2005 – 2006.
Training Manager, Macquarie Research Ltd., Macquarie University, December 2000 - July 2003.
Director, Continuing Education West, University of Western Sydney, Nepean.
October, 1990
- October, 1996.
Deputy Director of Community Services, Baulkham Hills Shire Council, 1988 1990 (See
managerial experience below).
Coordinator of the Family Worker Development and Training Programme (funded by Dept. of
Community Services). The F.W.D.T.P. was a regional community adult education and training
programme providing workshops & training modules for family support workers and volunteers
employed throughout the Western Sydney Region, 1984-8.
Education Officer at the Met. West Education Centre, St. Marys (funded by the Commonwealth
Schools Commission). The project provided professional development and training resources to improve
the calibre of school teaching across the Western Sydney Region, 1983-4.
ADULT EDUCATION & TRAINING PROGRAMS PROVIDED FOR UWS:
Semester 1 & 2 Programs, 1991-1996
Summer School Brochures, 1993- 6
Winter School Brochures, 1993 - 6
Computer School Brochure, 1992
Foundation Studies Course Brochures 1994-6 (International Student Prospectus)
Unistart Equity Programs, 1994 -5
Foundation Studies Course Brochures 1994-6 (International Student Prospectus)
Unistart Equity Programs, 1994 -5
TEACHING EXPERIENCE:
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English Teacher, years 11 & 12 at Nazareth Senior College, Bankstown. 1981.
Education Officer/Transitional Education Officer at the Mount Druitt Youth Organisation. 1982-3.
English Teacher/School Counsellor at Gilroy College, Castle Hill, 1983.
HIGHLIGHTS FROM PROFESSIONAL EDUCATION UNDERTAKEN:
One Minute Manager, Career Track.
How to Make Presentations That Win Approval, Career Track.
Management Skills Workshop, Knowledge Resources (2 days).
Negotiation Skills, Department of Planning.
Training for C.P.O.'s, Department of Planning, (2 days),1989.
Training for C.P.O.'s, Department of Planning, (2 days),1990.
Train the Trainer, (3 days) Continuing Education West, UWS, Nepean, 1991.
Accounting Procedures, UWS, Nepean, 1990.
Staff Selection Techniques, Staff Development, UWS, Nepean, 1992.
E.E.O. Seminar, E.E.O. Unit, UWS, Nepean, 1992.
In Search of Excellence, Career Track, 1992.
Strategies for Gaining Corporate Sponsorship, UWS, Nepean, 1992.
The Art of Persuasive Writing, UWS, Nepean, 1992.
AAACE Conference, Adult Education for a Democratic Culture (3 days), 1992.
Senior Middle Managers AVCC Staff Training (6 days), 1993. I attended as the representative
for UWS, Nepean.
Sexual & Gender Based Harassment, UWS, Nepean, 1994.
Building & Managing Effective Teams, Continuing Education West, 1994.
Competency Based Learning, Council of Adult Education, Victoria, 1994.
Policy & Procedure Writing, (2 days), Continuing Education West, 1995.
Dealing with Workplace Conflict, Complaints & Disputes, (2 days), UWS, Nepean,
1995.
Conflict Resolution, (3 days) Conflict Resolution Network, 1995.
Self Directed Work Teams, Fred Pryor, 1995.
No Limits to Learning Conference, BACE, (2 days), 1995.
Occupational Health & Safety, Macquarie University Training Modules, 2005
Foundations in Research Supervision, Centre for Professional Development, 2005
Workshop on Academic Teaching as Performance, NIDA, 2005
Teaching as Performance, CPD, Macquarie University, 2006
PUBLISHED POETRY:
Won a Highly Commended in Tertiary Student Poetry Category of 2004 Bauhinia Literary
Awards with “Winter Bushwalk”. Published in Idiom 23, Volume 17, November, 2005.
"Winter Bushwalk - Blackheath" in Water Wings, Poet's Union Anthology, 1996
"Prophetic Voices" in Wax and Polish,Western Sydney Women's Newspaper, 1992
"Buddhist Monks" in the 1987 Anthology of Australian Poetry, edited by Stephen Dando Collins,William Cobbett Books, 1987
"Suburban Schizophrenia" in Mother I'm Rooted: An Anthology of Women Poets, edited by Kate
Jennings, Outback Press, 1975
"War - Middle East" in Honi Soit issue number 5, 1974
"Che Guevara" in Poetry Australia issue number 51, 1974 with Les A. Murray as guest editor
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LITERARY INVOLVEMENTS:
Current member of NSW Writers’ Centre, and the Poets' Union Inc.
Former member of "Varuna"- A Writers' Centre and the Sydney University Poetry Society.
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PUBLISHED ARTICLES:
"Chasing the Comet's Tail" - Feature Article, published in Australian Electronics Monthly, March, 1986.
"Courses & Careers in Electronics & Computing" (serial). Published in Australian Electronics Monthly,
October & November, 1985.
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COMMUNITY WORK PUBLICATIONS:
"The Dru-itt Yourself Book", 1983. Reprinted 1985, 1991.
"Provision of Training - A Case Study: Family Worker Development Programme" in Perspectives on
Training ed. M.A. Warner, 1987.
"Community Profile", Baulkham Hills Shire Council, 1988, 1989, 1990. Published as part of the
requirements of the Western Sydney Area Assistance Scheme (W.S.A.A.S.).
EDITORIAL EXPERIENCE:
Edited the final draft of Being Smart with Money (written by Gail Terrassin) before it was submitted and
published by Allen & Unwin in 1991. This book was commissioned by the publisher.
Edited The Community Services Directory, Baulkham Hills Council, 1989.
Edited the final draft & précis of The Commonsense Money Book (written by Gail Terrassin) before the
manuscript was submitted and subsequently published by Allen & Unwin in 1988.
Casual sub-editor with Australian Electronics Monthly, 1985-1986.
CURRENT REFEREES:
Associate Professor Ruth Neumann (former academic supervisor).
Higher Education Policy Adviser and Associate Professor
Graduate School of Management
Macquarie University
NSW, 2109
Phone: (02) 9850 7766 Fax: (02) 9850 7565
Professor Elizabeth More (former co-supervisor)
Deputy Vice-Chancellor (Development & External Relations)
Phone: 9850 7455 Fax: 9850 7307
Professor Rosalind Croucher
Dean, Division of Law
NSW 2109
Phone: (02) 9850 7086 Fax: (02) 9850 9370 (m) 0419 633 604
COMMUNITY INVOLVEMENT
Lions Club Member, Bundeena-Maianbar, South Wagga and, at present, Coolamon
Past President, Coolamon Lions Club
Past Secretary, Coolamon lions Club
Past Treasurer, Bundeena Lions Cub
Past President, Coursing Park Tennis Club
Coursing Park Land Care Group
Organiser for Carols by Candlelight, Wagga Wagga, in conjunction with Prime Television in aid of
Kurrajong
Forum member, Riverina Health Service
8.9.2.D Curriculum Vitae for Propgram Development Consultants
Not Applicable. Academic staff developed curriculum
8.9.2.E Curriculum Vitae for On-Line Learning Professional and Pprfessional and Technical Staff
Not Applicable. Academic staff developed curriculum
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9.0 Credential Recognition Standard
9.1 Program Design and Credential Recognition
The structure and curriculum of the CSU MBA credential are recognised by all other
postsecondary institutions in Australia and is rated internationally by NOOSR as a graduate
award under the Commonwealth system of classification of university level programs. It is
also valued by students seeking to enhance their business and managerial skills and
knowledge and by employers throughout the world.
The MBA program is registered by the university with the Commonwealth of Australia
Department of Education Science and Training (DEST). It has been developed with the
contribution of industry and other Australian Universities who also continue to participate in
periodic reviews of the program.
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9.2 Consultation
The MBA is recognised by employers throughout the world. Details of businesses involved in
its development and testimonies from businesses employing CSU MBA graduates are
available on request.
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10.0 Regulation and Accreditation Standard
10.1.1 Current Regulatory or Licencing Requirements
Not Applicable.
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10.1.2 Letters of Support from Regulatory/Licencing Body (ies)
Not Applicable
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11.0 Program Evaluation Standard
11.1 Periodic Review Policy and Schedule
All programs offered by the Faculty of Business at Charles Sturt University are under regular
review and evaluation. This process had been outlined in Appendix 7.1.
In addition to the process outlined in Appendix 7.1 major reviews of all program are required
every five years. The MBA was reviewed in 2004 and in 2007.
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12.0 Academic Freedom and Integrity Standard
12.1.1 Academic Freedom Policy
Charles Sturt University shall guarantee academic freedom of both enquiry and expression.
While academic freedom is a right, it carries with it the duty of academics to use the freedom in
a manner consistent with a responsible and honest search for and dissemination of knowledge
and truth. Within the ambit of academic freedom lies the traditional role of academics in
making informed comment on societal mores and practices and in challenging with authority
the held beliefs, policies and structures.
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Confidentiality of Personal Information
Staff and students are entitled to confidentiality and privacy with respect to information
that is personal to them. Staff have a duty to maintain the confidentiality, integrity and
security of such information to which they have access in the normal course of their
duties.
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Disclosure of Information
The University is entitled to the protection and integrity of the information it holds.
Staff should only release information that they are authorised to release in the course of
their duties.
Staff should not release information in a manner which is misleading or which is likely
to be misused.
To protect the integrity of official University information, any University Information
released by staff will not have attached to it any expression of opinion on official
University policy or practice.
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Protected Disclosure of Information
In the public interest, staff are encouraged to report to an appropriate authority
breaches of this Code, suspected corrupt conduct, maladministration or serious or
substantial waste of public money.
The University will use its best endeavours to protect staff who in good faith report
breaches and shall be afforded protection pursuant to the provisions of the (NSW)
Protected Disclosures Act 1994.
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Staff may make public comment on any issue subject to the following:
i. where the matter of a media statement or letter relates directly to the academic or
other specialised area of a staff member's appointment, the staff member may use the
University's name and address and give the title of his or her University appointment in
order to establish his or her credentials; or
ii. where the matter does not relate directly to the academic or other specialised area of
a staff member's appointment, the staff member should clearly indicate that his or her
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comments are being made in a private capacity and should not be attributed as official
comment of the University.
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12.1.2 Policy on Academic Honesty
Charles Sturt University’s Charter on Expectations and Responsibilities
This Charter sets out the expectations that you as a member of the University community may
have of us (the University) and your fellow students; and the expectations that we and other
students may have of you. We recognise that teaching and learning is a cooperative
endeavour and this is reflected in the Charter which we regard as a statement of practice not
just intent.
Expectations you and other students may have of us:
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a supportive, harmonious and positive learning community of which you are a valued
member irrespective of your gender, race, sexual preference, political affiliation, marital
status, disability or religious belief;
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easy access to timely and accurate information about our regulations, policies and
procedures and confidence that we will apply them appropriately and fairly to you;
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access to unambiguous information about research and study requirements;
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quality teaching and/or research supervision delivered flexibly to take account of your
learning needs;
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fair, objective, helpful consultation and prompt feedback on your learning and/or research,
additional assistance when you are experiencing difficulties with your study and
concessions when your learning is affected by misadventure or extenuating circumstances;
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recognition of your intellectual property rights regarding the work you produce with us;
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opportunities to contribute to the organizational and cultural life of the University;
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prompt and considerate resolution of your concerns, appeals and grievances using
procedures that are easily accessible, fair and transparent;
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adequate, well designed, functional, clean and safe facilities to take account of your study,
research and recreational needs;
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a range of services to support you while you are studying with us including
accommodation, financial, health, counselling, study skills, recreational and childcare
services and assistance in obtaining suitable employment as your period of study ends;
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respect for the privacy and confidentiality of your dealings with us and confidence that your
affairs will only be known to those of us whose duty it is to deal with you.
Expectations that we and other students may have of you:
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contribution to the harmonious and positive learning environment irrespective of others'
gender, race, sexual preference, political affiliation, marital status, disability or religious
belief;
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familiarization and compliance with our rules, regulations, policies and procedures;
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honesty in your work including not cheating, falsifying or conducting yourself in any way
that injures others or your studies;
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active and positive participation in the teaching/learning process;
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monitoring your own progress throughout your course or research program and seeking
advice from us when you are experiencing difficulties;
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recognition of the intellectual property rights over the work that others produce individually
or in partnership with you;
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solicited and unsolicited feedback for the improvement of the teaching and learning
environment;
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contribution to the organizational and cultural life of the University;
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agreement to resolve disputes, appeals or grievances honestly and openly by participating
in grievance procedures;
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utilization of the facilities and resources we provide to you in accordance with their function
and the conditions for their use;
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respect for other students' and staff members' right to privacy and confidentiality.
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12.1.3 Plan for informing Faculty and Students, and for ensuring Compliance with
Policies Pertaining to Academic Honesty
A number of measures are employed to ensure that students are aware of policies regarding
academic honesty:
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The CSU Postgraduate Handbook clearly outlines the policy and regulations regarding
academic honesty as Student Academic Misconduct Rules– including areas such as
plagiarism, collusion and cheating (refer to pages 187-195 in the copy of the Postgraduate
Handbook 2006 provided with this submission). This is available in hard copy and on-line.
All students have access to the on-line version via their own computer or through the
computers available in the computer laboratories or through the library. All Subject
Outlines also provide details.
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Staff at the beginning of each course outline to students the conventions and expectations
about Academic Honesty and remind them of the regulations regarding plagiarism,
collusion and cheating.
Details of the processes for investigation academic misconduct and penalties are given in the
Student Academic Misconduct Rules.
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12.2
Intellectual Products Policy
This policy was approved by the Charles Sturt University Board of Governors on 5 December
1997 and amended by the University Council on 18 October 2000. The policy shall form part
of the Conditions of Employment of academic and general staff of the University. This policy
shall apply to both full-time and fractional time staff and to students of the University.
1.
PRINCIPLES
1.1
Charles Sturt University (CSU) aims to encourage an academic environment in which
teaching, learning and research may flourish. CSU also adheres to the principle that
knowledge and ideas should be made widely available by publication and other means for
public benefit. Where commercial considerations are judged to be in conflict with this principle,
CSU shall seek to resolve any conflict to ensure that this principle is not unduly compromised.
1.2
The provisions of this policy have been established to manage and protect intellectual
property arising out of the work of CSU, its staff and students, and where appropriate, facilitate
its commercialization.
1.3
This policy is to be read in conjunction with the CSU Policy for Outside Professional
Activities.
2.
DEFINITIONS
2.1
For the purposes of this policy:
"Dean" means a Dean of a Faculty or where the context so permits, a Director of a University
Centre, an Executive Director or Head of School;
"Intellectual property" means:
(i)
any proprietary right which arises under, or is capable of being obtained under,
legislation relating to copyright, patents, designs, trade marks, circuit layouts or plant varieties;
and
(ii)
any common law intellectual property, including know-how, trade secrets and
confidential information;
and means and includes such rights to the extent that they are added to or varied from time to
time by amendments to relevant legislation;
"Intellectual Property and Outside Professional Activities Committee" means the committee
established under Section 10;
"Intellectual Property and Outside Professional Activities Appeals Committee" means the
Committee established under Section 11;
"Commercialization Officer" means a person reporting to the Deputy Vice-Chancellor with
responsibility for implementing decisions relating to the commercialization of intellectual
property;
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"Invention" means and includes any new and useful, or new and useful improvement of, a
process, machine, product or other manufactured item or composition of matter whether or not
it is patentable and whether or not it has been reduced to writing or any other physical form of
expression and includes any related know-how and any documents, computer software or
other medium in which any such invention is described or comprised;
"Net income" means sale, royalty, licensing and other income received from the commercial
exploitation of intellectual property less legal and other fees and expenses in establishing and
protecting the intellectual property and in negotiating and concluding any licensing or other
agreements relating to the intellectual property;
"Originator" means an employee of the University who is an author, creator or inventor of work
or subject matter in which intellectual property may or does subsist;
"Specific contribution" in relation to the creation of intellectual property means funding,
resources including staff resources other than the salary of the Originator, facilities or
apparatus which is identified by the University for creating intellectual property;
"Centre of the University" means a designated Centre approved by the University Council or by
the Vice-Chancellor acting under delegation; and
"Charles Sturt University market" means students who are enrolled with or associated with
Charles Sturt University or its affiliates for a course, subject or unit of instruction.
3.
OWNERSHIP
3.1
CSU owns all intellectual property which is created by an Originator in pursuance of the
Originator's duties under a contract of employment with CSU and including materials produced
by Centres of CSU. Examples of such intellectual property include, but are not limited to:
(a)
inventions; and
(b)
copyright work including courseware (books, print, videos, CD ROMs, manuals,
audiovisual recordings, computer software or other materials) created specifically for use in, or
in connection with, a course, subject or unit offered by the University.
3.2
Despite Clause 3.1 Originators own intellectual property created by them in the
following copyright works, the subject matter of which is primarily concerned with scholarship,
research, artistic expression, creativity or academic debate:
(a)
(b)
(c)
books, articles, or other similar works whether in written or any other form;
artistic works created by researchers in fine art or design;
musical works or dramatic works written, created or composed by an Originator;
(d)
any other professional work created by an Originator;
and
except for such works which:
(i)
(ii)
were prepared for CSU course work and teaching;
were created using intellectual property owned by CSU;
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(iii)
are film or sound recordings or works of art or other professional works in
respect of the creation of which CSU has made a specific and significant contribution of
funding, resources, facilities or apparatus and which led to the creation of such works; and
(iv)
were prepared for invention and copyright work referred to in Section 3.1.
3.3
For materials developed for use in connection with a course, subject or unit offered by
CSU, where an external publisher seeks to commission an Originator of CSU as author, the
author must seek approval from the Vice-Chancellor through the relevant Dean and the
Intellectual Property and Outside Professional Activities Committee (Section 10).
CSU will waive rights of ownership for teaching materials developed by an Originator in an
area not related to subjects offered by CSU or not involving any significant commitment of
CSU resources including staff time.
3.4
Despite any contrary provision in this policy, all contracts existing at the time of the adoption of
this policy which are between CSU and Originators, governments, corporations and other
external organizations, and which relate to CSU intellectual property, shall remain in full force
and effect until such contracts expire. This policy shall take effect after existing third party
contracts expire. If CSU intellectual property arises out of or in connection with a project that is
the subject of an agreement with a third party, including Co-operative Research Centres, which
provides for the ownership of such intellectual property and CSU has agreed in writing to the
provisions of that agreement, then, despite any contrary provisions in this policy, the provisions
of that agreement will govern ownership of all rights in the intellectual property.
3.5
Ownership by students
In the absence of a specific contract to the contrary, students own the intellectual property
which they invent.
Normally CSU does not encourage the involvement of students in commercial activities.
However, it recognises that there may be exceptions when postgraduate and honours students
may benefit from and contribute to consulting, contract research, collaborative research and
professional practice.
In particular where intellectual property is concerned:
(a)
(b)
students shall have a right to have their thesis or other work examined;
students shall have the right to submit their thesis and work for publication
except where, for reasons of confidentiality, the Vice-Chancellor obtains the
agreement of the supervisors and the student to restrict public access to the
work for a limited period, usually not exceeding eighteen months;
(c)
staff who are supervisors of a student shall report on the intellectual property
disclosure form to the Commercialization Officer and to the student: as soon as it becomes
apparent to them that work under supervision contains intellectual property to which the
University may have a claim, where a student has an agreement or employment arrangement
with a third party who may claim rights, where a student at enrolment brings intellectual
property to be used in candidature.
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Ownership vests in CSU in the following exceptions to student ownership:
(i)
where a student participates as part of a team with CSU staff in consulting,
contract research or collaborative research; or
(ii)
where a student uses pre-existing intellectual property owned by CSU;
(iii)
where a student is a co-author with a member of staff in work which is
commercial or confidential;
(iv)
where a student is a co-inventor with a member of staff, whether the invention is
patented or not;
(v)
where a student works as part of a research team in a Co-operative Research
Centre.
In these circumstances the Vice-Chancellor may require the student to assign their intellectual
property rights to the University. CSU through the Commercialization Officer shall advise
students of their rights and promptly alert them to any hindrance to ownership of intellectual
property or publication. Students shall have access to the Intellectual Property and Outside
Professional Activities Committee (Section 10) and may lodge an appeal with the Intellectual
Property and Outside Professional Activities Appeals Committee (Section 11).
4.
USE BY NON-OWNERS
4.1
Where the University owns copyright in a copyright work, the Originator is granted by
operation of this policy a non-exclusive, royalty-free and irrevocable licence to draw from the
work for the Originator's research, teaching and professional practice.
4.2
Where an Originator owns copyright in a copyright work which is created in the
circumstances referred to in Section 3.2, CSU is by operation of this policy granted a
non-exclusive, royalty-free and irrevocable licence to reproduce, publish, perform,
broadcast, disseminate and otherwise use the work for CSU's teaching, research and
professional purposes.
4.3
An Originator who leaves the employ of CSU may apply at any time for the release of
the copyright.
5.
UNIVERSITY OBLIGATIONS
5.1
Where CSU publishes or causes to be published a copyright work owned by CSU
pursuant to this policy (a)
without adaptation or other modification, CSU shall ensure that the authorship of
the work is acknowledged in the publication; or
(b)
with adaptation or other modification, CSU shall consult with the Originator of
the work on whether the authorship of the work is to be acknowledged and on the form of
words of that acknowledgment.
5.2
Where CSU assigns or licenses a copyright work created by an Originator pursuant to
this policy, CSU shall ensure that a condition of the assignment or licensing agreement
requires the purchaser or licensee to use their best efforts to obtain the agreement of
the Originator of the work on whether the authorship of the work is to be acknowledged
and if so the form of that acknowledgment.
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5.3
Where CSU owns intellectual property other than copyright, created by an Originator
pursuant to this policy, it shall ensure that the Originator is acknowledged as the inventor or
co-inventor, as the case requires, in any relevant patent application/s or other documentation.
6.
COMMERCIALIZATION
6.1
Where teaching resources are published by CSU no royalty is payable to Originators
for material supplied or sold to CSU students. However for other markets disbursement
of royalty income to CSU and the Originator shall be agreed on the basis of individual
contracts and approved by the Vice-Chancellor. Such agreements must be in place
before commercialization occurs.
6.2
Where an Originator creates intellectual property in the form of invention which for the
purposes of this policy includes know-how which is owned by CSU pursuant to this policy,
which is, in the opinion of the Originator, Dean or Commercialization Officer, capable of
commercial exploitation, the Originator shall provide all necessary details on the intellectual
property disclosure form and submit the form to the Commercialization Officer.
6.3
Following consultation with the Originator and the Intellectual Property and Outside
Professional Activities Committee, the Commercialization Officer shall recommend to
the Vice-Chancellor whether CSU should become involved in the commercialization of
any intellectual property which is disclosed under Section 6.2 or is otherwise brought to
the notice of the Vice-Chancellor.
6.4
The Commercialization Officer shall actively pursue commercial opportunities in
consultation with the Originator, and within a period of six months, or sooner if possible,
the Vice-Chancellor shall decide whether to assign the property to the Originator.
Where CSU has decided not to become involved in the commercialization of any
intellectual property then the University has waived its future rights in respect of that
intellectual property. If CSU decides to retain the intellectual property the ViceChancellor may subsequently, at any time, offer to assign it to the Originator. If the
Vice-Chancellor so offers to assign any intellectual property disclosed under 6.2 then:
(a)
the University may request delay of the publication of research results for up to
12 months to protect the commercial viability of the innovation or commercially exploitable
intellectual property;
(b)
the Originator shall be free to protect, exploit or otherwise use the intellectual
property at their discretion and at the Originator's cost;
(c)
if the Originator so requests, the relevant intellectual property rights shall be
promptly assigned to the Originator by CSU; and
(d)
the Originator shall not use CSU resources beyond those normally used as part
of the Originator's ordinary employment with CSU unless the written approval of the ViceChancellor and the appropriate Dean is given.
6.5
Where CSU is the owner of any intellectual property in an invention and wishes to
commercialise or otherwise exploit the invention under the terms of this policy CSU is
free to commercialise or otherwise exploit or use such intellectual property and to
execute such documents as CSU deems necessary for the purposes of the commercial
exploitation of that invention consistent with the objectives of this policy.
6.6
Where CSU decides to commercialise or otherwise exploit the intellectual property in
an invention CSU shall inform and as necessary consult with the Originator, within eight
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weeks of the initial contact made by the Originator, of the invention on the proposed
course of action, which CSU shall have an absolute discretion to determine. This may
include, without limitation, the following:
(i)
the commercialization strategy;
(ii)
the filing of a patent application/s in the name of CSU with the Originator/s as
the named inventor/s;
(iii)
the identification of potential licensees, assignees or joint venture parties;
(iv)
the need for confidentiality by CSU and/or the Originator;
(v)
reporting on disbursement of income at a minimum interval of six months.
6.7
Where CSU decides to be involved in the exploitation of intellectual property in any
invention the Originator shall provide all reasonable assistance in the exploitation process
consistent with terms and conditions of employment by CSU by, for example, attending
meetings with potential commercial partners and advising on further development of the
invention.
7.
DISBURSEMENT OF INCOME
7.1
Net income received by CSU as a result of the successful commercialization of
intellectual property in any invention or in teaching materials sold beyond the Charles Sturt
University market shall be distributed, as follows (see Section 5.4 of the University policy for
outside
professional activities for further details):
50% of net income to the Originator;
25% of net income to the appropriate Faculty, School, Centre or Division;
5% of net income to the University account nominated by the Vice-Chancellor.
These percentages may be varied by mutual agreement among the parties.
Where more than one Originator is involved the distribution of their share of the net
income between themselves will be a matter for them to determine except that where
there is a failure to agree then income shall be distributed in proportions to be
determined by the Intellectual Property and Outside Professional Activities Committee.
7.2
The revenue sharing arrangements in Section 7.1 shall not be available to Originators
who are specifically contractually obliged to create and develop intellectual property or
inventions so far as that intellectual property or those inventions are concerned. Any
payments to Originators in this category, other than payments governed by their
contract of employment, shall be determined by the Vice-Chancellor on the
recommendation of the Intellectual Property and Outside Professional Activities
Committee.
8.
EDUCATION PROGRAM
8.1
CSU shall conduct an ongoing intellectual property education program with the
following objectives:
(a)
to inform staff and students of their rights, responsibilities and opportunities in
relation to intellectual property;
(b)
to inform staff and students of any changes to policy; and
Page No 310 of 428
311
(c)
9.
to generate a better understanding of intellectual property issues in general.
COMMERCIALIZATION OFFICER
The Commercialization Officer shall have the duties, responsibilities and powers
conferred by this policy.
10.
INTELLECTUAL PROPERTY AND OUTSIDE PROFESSIONAL ACTIVITIES
COMMITTEE
10.1
The Intellectual Property and Outside Professional Activities Committee comprises:
(a)
the Deputy Vice-Chancellor (presiding member);
(b)
the Director of the Office for Research and Consultancy Services;
(c)
the Executive Director, Financial Services or nominee;
(d)
up to three staff members nominated by the Vice-Chancellor, following
consultation with the academic union;
(e)
one postgraduate research student nominated by the Deputy Vice-Chancellor
after consultation with the student associations; and
(f)
other persons, who may be external to the University, possessing expertise
relevant to the field, coopted from time to time by recommendation of the above committee to
the Vice-Chancellor.
IN ATTENDANCE:
The Commercialization Officer
The University Legal Officer
10.2
The Committee shall:
(a)
make recommendations to the Vice-Chancellor in respect to approvals under
the Intellectual Property and Outside Professional Activities Policies including any condition
that should be attached to any approval;
(b)
oversee the implementation of the Intellectual Property and Outside
Professional Activities Policies, with special attention to requirements on information and
education;
(c)
conduct a review of existing policies at periodic intervals, or as circumstances
demand, and recommend appropriate changes to the Vice-Chancellor;
(d)
make recommendations to the Vice-Chancellor on approvals for publication
under section 3.3 of this policy;
(e)
make recommendations to the Vice-Chancellor on individual contracts on
publication and disbursement of royalty as described in Section 6.1 of this policy;
(f)
consider and make recommendations to the Vice-Chancellor on assignment of
CSU intellectual property to Originators under Sections 6.3 and 6.4 of this policy;
(g)
recommend to the Vice-Chancellor whether the University should lodge the
Complete Specification for any provisional patent application; and
(h)
provide advice, on request, to the Vice-Chancellor on any matter relating to
outside professional activities, intellectual property and commercialization.
10.3
The Committee shall meet at least twice each year.
11.
INTELLECTUAL PROPERTY AND OUTSIDE PROFESSIONAL ACTIVITIES
APPEALS COMMITTEE
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312
11.1
An Originator who believes that the decision of the Vice-Chancellor, as it relates to the
Originator, is contrary to the policy may request a review of the decision by the
Intellectual Property and Outside Professional Activities Appeals Committee ("the
Appeals Committee"). The purpose of the review is to decide whether the policy has
been breached.
11.2
The request for a review of the decision must be addressed to the Vice-Chancellor and
submitted in writing within seven (7) days of the decision of the Vice-Chancellor
pursuant to Clause 11.1 and must specify where the decision is deemed to breach the
policy.
11.3
The Committee shall commence a review of the decision within three weeks of the
request being received by the Vice-Chancellor and shall complete the review as soon
as possible.
11.4
The Appeals Committee shall consist of:
(a)
(b)
(c)
an independent Chair mutually agreed between the Vice-Chancellor and the
appellant;
a nominee of the Vice-Chancellor who shall be a member of the staff of the
University;
a nominee of the appellant who shall be a member of the staff of the University;
except that where the appellant is a student, the nominee of the appellant shall
be a postgraduate student or a senior member of staff of the University.
The following staff members shall not be eligible to be appointed as members of the
Appeals Committee: the Vice-Chancellor, any member of the Intellectual Property and
Outside Professional Activities Committee, or the appellant.
11.5
The Appeals Committee shall meet as the need arises.
11.6
In reviewing the Vice-Chancellor's decision, the Appeals Committee shall follow the
mechanism contained in the policy on "Procedures for Staff Appeal Committees of
Charles Sturt University" approved by the Board of Governors on 16 March 1995.
11.7
Where the appellant is a student, the appellant shall be entitled to have a member of
staff of the University or a student of the University accompany the appellant to the
proceedings.
11.8
The Appeals Committee shall, by a majority of members present and voting, confirm or
vary the decision of the Vice-Chancellor and notify the appellant and the ViceChancellor, along with reasons for the decision, within two (2) weeks.
11.9
If the Originator or the Vice-Chancellor wishes to appeal against the decision of the
Appeals Committee, the Appeals Committee shall refer the matter to the Australian
Commercial Disputes Centre for resolution. The decision of that Centre shall be final
and binding.
12.
AUTHORISED SIGNATORIES
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313
The authorised signatory on behalf of the University on matters relating to intellectual property
or outside professional activities shall be the Vice-Chancellor.
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314
12.3 Ethical Research Practices Policy
As approved by Academic Senate on 28 October 1998 (AS 98/275) and amended on 29 March 2000
(AS 00/16).
1.
DEFINITIONS
Unless specified otherwise in the Code:
Author means a person, normally the researcher who prepares a communication on the
research or, if more than one researcher is involved, a person, normally a researcher, who with
the consent of the other researchers involved in the research accepts the primary responsibility
for preparing a communication on the research for release on behalf of all the researchers.
Code means this Code of Conduct for Research.
Communication means a report on the research for publication electronically or otherwise in an
academic or professional journal; or a report for conveying the findings of the research to
sponsors and/or the public electronically or otherwise; or report to a conference or other forum.
Data means the source material upon which the findings of the research are based, usually held
as paper or electronic documents but it excludes materials or substances which may
appropriately be regarded as samples or apparatus. In the Visual and Performing Arts data
may mean additionally or alternatively materials or media other than documents upon which the
findings of the research are based.
ORGS means the Office for Research and Graduate Studies of the University.
Participant means a person who willingly takes part in a research project.
Research is original creative work undertaken on a systematic basis with publicly verifiable
outcomes with the object of increasing knowledge or understanding about nature and humanity.
Research Assistant means a research student, technical officer of some other person who has
made a substantial contribution to the conduct of the research.
Research Proposal means a document prepared by a researcher in accordance with University
policy which describes the aims and methodology of the research.
Researcher means a staff member or student of the University or a person in any way affiliated
with or associated with the University, who has participated in conceiving, executing or
interpreting a substantial portion of the research.
Sponsor means a person or body that contributes in a substantial way to the funding of the
research including persons or bodies who commission research.
Supervisor means a qualified and experienced person appointed by the Board of Graduate
Studies or a Faculty of the University to supervise a researcher undertaking research within the
University. A supervisor is not deemed to be a researcher with respect to the research being
undertaken by the researcher whom he or she is supervising.
University means Charles Sturt University.
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315
2.
OBJECT AND APPLICATION
The Code has as its object the conduct of research at Charles Sturt University that:
a)
b)
c)
d)
has clearly enunciated aims and sound methodology;
is conducted and reported with integrity;
ensures the safety and wellbeing of researchers, research assistants and
participants; and
contributes to knowledge or understanding.
To effect this object the Research Management Committee shall:
2.1
specify the situations in which researchers are required to prepare a research proposal
for research conducted within the University or under the auspices of the University;
and , the Board of Graduate Studies or the Research Management Committee and/or the
Faculties shall:
2.2
apply the Code to all published or unpublished research conducted within the University
or under the auspices of the University including privately sponsored research, research
conducted under the terms of a consultancy and research undertaken in:
undergraduate courses;
Bachelor (Honours) courses;
Master by thesis programs;
Master by coursework and dissertation programs; and
Doctoral programs.
2.3
3.
require researchers to sign a declaration that they are familiar with the requirements of
the Code and will conduct their research in accordance with the Code.
FREEDOM TO RESEARCH
Researchers shall be free to choose the areas in which they research provided that the
particular research undertaken in those areas does not create, or have the potential to create, a
conflict of interest for the researcher nor compromises the integrity of the researcher or the
University in any way.
To effect this principle researchers shall:
3.1
only undertake sponsored research where the sponsor is prepared to be identified to
the University;
3.2
avoid undertaking research which at the outset will create, or has the potential to create
a conflict of interest;
3.3
during a research project, disclose to the University, to sponsors, and to any other
relevant bodies, immediately it becomes apparent, any conflict of interest or potential
conflict of interest;
and the Research Management Committee shall:
3.4
develop, implement and monitor policy and procedures for dealing with conflict of
interest in research.
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316
4.
SAFETY AND WELLBEING
The safety and wellbeing of researchers, research assistants and participants and the humane
treatment of animals is of prime importance to the University. The University shall take all
reasonable steps to ensure the safety and wellbeing of all humans involved in research and the
humane treatment of animals used in research.
To effect this principal researchers shall:
5.
4.1
obtain the approval of the University’s Ethics in Human Research Committee or a body
or person approved by the Ethics in Human Research Committee for research
proposals involving the use of human participants or materials of human origin;
4.2
obtain the approval of the University’s Animal Care and Ethics Committee for research
proposals involving the use of animals;
4.3
obtain the approval of the University’s Biosafety Committee for research proposals
involving the use of genetic manipulation techniques or virulent or toxic organisms or
substances;
4.4
obtain the approval, on the designated form, of the University’s Radiation Safety
Committee for research proposals involving the use of radioactive substances and/or
irradiating apparatus prior to commencement of the research;
4.5
ensure research proposals conform to the University’s policies on Occupational Health
and Safety;
4.6
identify and ensure compliance with the requirements of any Act or any instruments
made under an Act (eg, regulations, ordinances, by-laws) which affect the research
proposal.
SUPERVISION OF RESEARCH
All researchers new to research and all researchers undertaking research as students in award
courses and programs of the University shall be guided and assisted in their research so as to
satisfy the object of the Code.
To effect this principle the Board of Graduate Studies and the Faculties shall:
5.1
for each student researcher, appoint one or more supervisors;
5.2
for each staff researcher new to research appoint a mentor;
5.3
develop, implement and monitor regulations and procedures which specify the duties
and obligations of supervisors and mentors;
5.4
ensure through staff development programs and in other ways, that supervisors and
mentors understand their duties and obligations and are assigned workloads which
facilitate the provision of high quality guidance and assistance to reseachers new to
research.
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317
6.
VERIFICATION OF FINDINGS
The data upon which research findings are based shall be securely stored for a reasonable
period and be available during that time to other researchers who may wish to use the data to
verify the findings, except where to release the data would breach commitments of
confidentiality, or would be unethical, or would affect the intellectual property rights of
participants, sponsors or other parties affected by or involved with the research.
To effect this principle the Research Management Committee shall:
6.1
develop, implement and monitor policies and procedures for the storage, retention and
security of data consistent with the provisions of the State Records Act 1998 (NSW)
which ensure that the data are stored in a physically durable and accessible form, for a
reasonable period of time from the completion date of the research or the date of final
publication whichever is the later, in a readily identifiable and secure location to which
researchers do not have unilateral access; and that a record of the storage
arrangements of the data for each research project is forwarded to ORGS for recording
in a register;
6.2
develop, implement and monitor guidelines on the ownership and confidentiality of data
with respect to its use in the verification of findings, with a view to maximising rather
than limiting the availability of data for this purpose;
6.3
require Faculties and Research Centres to develop, implement and monitor procedures
consistent with the policies, procedures and guidelines developed under clauses 6.1
and 6.2 above for the storage, retention and security of data, and with the University’s
Intellectual Property Policy;
and researchers shall:
6.4
7.
arrange for the storage of their original data and notify ORGS of its storage as required
by the policies, procedures and guidelines approved by the Research Management
Committee and the Faculty or Centre for Research.
RECOGNITION FOR RESEARCH
All researchers involved in a research project shall, with their consent, be given due recognition
for their contribution to that research in any communication of the research.
To effect this principle in cases where there is more than one researcher, an author shall:
7.1
ensure that any communication of the research is, where practicable, approved by the
other researchers and acknowledges, with their consent their contribution and the
contribution of research assistants to the research and does not acknowledge persons
who did not contribute substantially to the research;
7.2
prepare a statement for all researchers to sign where possible, authorising the
communication and file the statement with the School of other unit in which the author
resides for a period of five years from the date of the communication;
7.3
where a researcher is unable to sign the statement in clause 7.2 above, indicate on the
statement the reasons for being unable to do so;
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318
7.4
resolve any disputes or conflicts regarding the acknowledgments in a communication
and refer matters which cannot be resolved to the Sub-Dean for research or the Director
of the Research Centre as appropriate, for conciliation.
and the Research Management Committee shall:
7.5
8.
develop, implement and monitor protocols for acknowledging the contribution of
researchers to particular research projects and for conciliating and arbitrating disputes
and conflicts regarding such acknowledgments.
COMMUNICATION OF FINDINGS
Subject to any constraints imposed by a sponsor or any person or body that owns the
intellectual property rights to the findings, researchers are encouraged to communicate their
findings in an appropriate medium and format both within their research community and in the
public domain and are expected to do so with integrity.
When communicating their findings researchers shall:
9.
8.1
take all reasonable steps to ensure that communications about the findings are
accurate, complete and unambiguous and include details of the sponsorship (if any) of
the research;
8.2
endeavour to communicate findings to their research community (preferably in a
refereed journal) before communicating the findings in the public domain except where
there is a contractual agreement to do otherwise;
8.3
in cases where the findings impinge upon public policies or issues of public concern,
endeavour to communicate the findings to the relevant authorities before
communicating the findings in the public domain and in both cases explain the
unpublished status of the findings;
8.4
in cases where the findings have to be first privately communicated (to a sponsor for
example), explain to those receiving the report the unpublished status of the findings;
8.5
disclose to a publisher at the time of submission of the findings if the research has been
submitted to another publisher;
8.6
where the findings are published in more than one journal acknowledge in each
subsequent publication the earlier publication of the research.
RESEARCH MISCONDUCT
To ensure the integrity and reputation of the University’s research program, the University shall
deal with any allegation of research misconduct with speed, diligence and equity.
To effect this principle the University shall:
9.1
deal with any allegation of research misconduct by a researcher who is a staff member
under the provisions of the relevant industrial agreement;
9.2
deal with any allegation of research misconduct by a researcher who is a student under
Academic Senate’s policy on student academic misconduct;
9.3
inform sponsors of any allegations and keep sponsors informed of actions taken to deal
with an allegation.
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319
Financial Management
The financial transactions associated with outside professional activities including the
classification of income and expenditure will need to be properly audited by CSU. The
requirements of the New South Wales Public Finance and Audit Act, Treasury Regulations,
accounting standards and CSU accounting policies must be met.
Non-Research Consulting and Testing Services
Non-research consulting and testing services are often undertaken as part of a trading
enterprise. The existing trading enterprises within the University’s accounting system have
been assigned ‘E’ codes.
Where a new enterprise is to be established a Business Plan must be submitted with any
request to establish a new code in the University’s accounting system.
Consulting and other non-research outside professional activities which are conducted outside
a trading enterprise will be allocated ‘A’ codes.
Contract and Collaborative Research
Both contract and collaborative research attract additional income from the Research
Quantum. They are allocated ‘R’ codes in the University’s financial system. Because such
additional income is of increasing importance to CSU and is subject to stringent audit, the
distinction between non-research consulting and research activities must be justified.
The Centre of Research and Graduate Training will, on submission of the initial proposal,
consult with the Division of Financial Services and determine the appropriate code in the
University accounting system.
13
STUDENT PROTECTION STANDARD
13.1 Academic Calendar Information (CSU Undergraduate and Postgraduate Handbook
2007)
Page numbers that address particular matters are listed in the table below:
Current Academic
Calendar (CSU
Information
Undergraduate
Postgraduate Handbook
2007) Page Number
22
22-27
75-564
75-564
28-60
565-1003
The organization’s mission and goals statement
History of the organization, governance and academic structures
General descriptions of degree programs
General descriptions of diploma programs
Academic credentials of faculty and senior administrators
Individual descriptions of all subjects in these program and their
credit value
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13.2.1 Dispute Resolution
Resolution of Students Academic Appeals, Complaints, Grievances and/or Other Issues
Advocacy
(See also - Harassment and/or Discrimination)
(See also - Complaints and/or Grievances)
(See also - Exclusion Appeals Advice)
Students who are unhappy with the way in which the University has dealt with them or who
have a problem but are unsure what to do about it, should consult their student association for
help. Depending on the nature of the problem the association may give advice on the
procedure to follow or the person or office to contact to resolve the matter; or the association
may take up the matter on their behalf.
Complaints and/or Grievances
(See also - Harassment and/or Discrimination)
(See also - Exclusion Appeals Advice)
(See also - Advocacy)
Students who are dissatisfied with a service they received from the University, may have, what
is termed as a Complaint. Students who perceive that they have been 'wronged' or harmed by
a student or staff member of the University, a process, or a ruling of the University, may have,
what is termed as a Grievance. Student Services provide a Help Desk and designated staff to
advise on handling Complaints or Grievances.
Exclusion Appeals Advice
Students who have been asked by the University to show cause why they should not be
excluded, or students who have been excluded and wish to appeal against their exclusion,
may seek advice on the preparation of their show cause or appeal through their student
association.
Harassment and/or Discrimination
(See also - Advocacy)
(See also - Complaints and/or Grievances)
Students and staff who believe they have been harassed, discriminated against or otherwise
dealt with unfairly by other students or staff may seek to have their grievance dealt with under
CSU’s grievance policy. Information on the grievance procedures is published online at:
www.csu.edu.au/division/humres/eo/index.htm.
A number of staff are trained by the Equal Opportunity Office in the Division of Human
Resources, to assist with the handling of matters of harassment and/or discrimination. Their
assistance may be through informal mediation or, if this provides unsuccessful, through a more
formal process provided for in the policy.
For information on the assistance available in regard to harassment and/or discrimination,
please contact Human Resources or Student Services.
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321
13.2.2 –Fees and Charges
Postgraduate Fee Paying Courses (EXTRACT from Charles Sturt University Schedule of
Fees, Faculty of Business)- 2007
FACULTY OF BUSINESS
Course Name
Fee per 8 point credit subject
Code
OCMD
Band
1
Band
2
Band
3
$2150.0 $2150.0 $2150.0
Band 4
$2150.0
2007 Schedule of University Fees and Charges
Tuition Fee-Paying Students
• Late payment of tuition fees (per subject, per month) International Onshore
• Deferred payment fee (when an extension of time to pay is granted)
$
$
Late Fees - All Students
• Late addition to enrolment (per subject)
$
• Late amendment to enrolment after the census date for the session (per subject)$
• Late application for a grade pending or supplementary examination
$
• Late acceptance of offer of additional assessment (per subject)
$
• Late application for a review of grade (per subject) non refundable
$
• Late application for graduation
$
• Late change to examination centre
$
Fees for Reviews of Decision
• Review of fail grade - where student wishes to have fail grade reviewed N/C$
• Review of grade – (refundable if upheld)
$
• Review of summative task – where student wishes to have fail grade reviewed$
• Review of summative task – where student wishes to have passing grade for
specific task reviewed (payment to be made on application of review)
$
Fees for Documents and Items
Official transcript of academic record from:
• Bathurst Teachers’ College
• Goulburn College of Advanced Education
• Wagga Agricultural College
• Wagga Teachers’ College
• Mitchell College of Advanced Education
• Riverina College of Advanced Education
• Riverina-Murray Institute of Higher Education
• CSU for currently enrolled students
• CSU for students who are not currently enrolled
• Replacement of a CSU testamur
• Replacement of an ID card
• Replacement badge (nursing, medical imaging, midwifery, pre-hospital care)
• Photocopy of a subject outline (per subject)
$
$
$
$
$
$
$
$
$
$
$
$
$
20
50
50
100
25
25
40
25
25
0
40
0
40
40
40
40
40
25
25
25
10
20
100
25
10
25
Page No 321 of 428
322
•
•
Photocopy of examination answer booklets (per subject)
Replacement of HECS/PELS/CAN liability statement (per session)
$
$
Other Fees
• Deferment of enrolment following internal offer of admission
$
• Reinstatement following the cancellation of enrolment
$
• Overseas Examination Centre fee per student per centre
$
• Fee for accepting the offer of additional assessment (per subject)
$
• Fee for accepting offer of additional examination (per subject)
$
• Graduation fee for a student continuing in higher level award course and
graduating from lower level articulated course
$
• Maximum fine for proven academic misconduct under the Student Academic
Misconduct Rule
$
Library Fees - Community Members
• To borrow materials (per annum)
• Photocopies and scanned articles by Intercampus Loan (per article)
• To use library facilities – negotiable
• Replacement library card
Library Fees - CSU Members
• Intercampus loans - Free
• Standard Interlibrary loans • Special Interlibrary loans for academic/research staff and
PhD/Masters/Honours students • Interlibrary loans (other) –
charged in full
• Film loans (commercial) –
charged in full
• Reciprocal borrowing - free at most Australian universities;
charge fees
• Database searches (where CSU subscribes to the database) • Database searches (commercial database not held by CSU) - please
inquire for charges
20
10
150
100
100
100
100
200
1,000
$
$
110
5
$
5.50
$
10
Free
Costs
Costs
some
Free
Professional Library Staff Rates
• Core functions • Other functions (per hour) -
Free
$
120
Fines
• Overdue items (per day overdue) -
$
0.50
•
Overdue special loans including 2 day loan collection (book and video)
$
5 per day
•
•
•
overdue
Overdue 2 hour reserve items $1 per 30 minutes per item (Max
of $10 per day per item)
Recalled items - $5 per day per item to a maximum of
$100 (in addition to accrued overdue fines)
Non-returned or damaged items – replacement cost. (The default replacement
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cost is $85 per item, but the Library reserves
the right to charge the actual replacement cost + $10.) Accrued Overdue
Fines (maximum $30 per item) and Recalled Item Fines (maximum
$100 per item) are also payable. Reduced charges may apply for minor
damage to items
Photocopying/Printing
• Photocopying by user (per page) - 11¢
• Microfilm & microfiche printing (per page) – 22¢
• Photocopying by Library staff - negotiable
• Printing from online - as charged by DIT
Freedom of Information (FOI) and Privacy Fees
• Applications for access to records relating to his or her personal affairs
$
30
•
•
•
•
•
Processing applications relating to personal affairs (first 20 hours)
Processing applications relating to personal affairs (additional time per hour)
30
Application for information not relating to applicant’s personal affairs
30
Processing applications not relating to applicant’s personal affairs (per hour)
30
Review by CSU of a CSU FOI determination
40
(all GST free)
Free
$
$
$
$
Freedom of Information (FOI)
These fees are set by the Freedom of Information Act, 1989 (NSW). The fees may be
discounted by fifty percent if the applicant is able to demonstrate financial hardship or
establish a "public interest" in the information sought.
• Applications made by a person for access to records relating to his or
her personal affairs $
• Processing charge for applications relating to personal affairs
• First thirty hours free
• Additional time (per hour) $
• Application for information not relating to the applicant’s personal affairs - $
• Processing charge for applications not relating to the applicant’s personal
affairs (per hour) $
• Review by CSU of a CSU FOI determination (refunded if the determination
is varied) $
Library Fees
Community Members
• To borrow materials (per annum) • Photocopies by Intercampus Loan (per article)
• To use library facilities - negotiable
• Replacement library card CSU Members
• Intercampus loans • Interlibrary loans (basic) -
30
30
30
30
40
$
$
110
5
$
5.50
Free
$
10
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324
•
•
•
•
•
Interlibrary loans (other) - as charged by other library plus costs
Film loans (commercial) - as charged by supplier
Database searches (where CSU subscribes to the database) Free
Database searches (commercial database not held by CSU) - please
inquire for charges
Reciprocal borrowing - free at most Australian universities; some charge fees - $ 50
Professional Library Staff Rates
• Core functions • Other functions (per hour) -
Free
$
60
Fines
• Overdue items (per day overdue) $
1
• Overdue special loans (including reserve, recalled, two-day, periodicals, video)
(per day overdue) $
5
• Non-returned or damaged items - replacement cost +$20 [the
default replacement cost is $75 but the Library reserves the right to
charge the actual replacement cost. Accrued overdue fines are also payable.]
• Damaged items - $20 (in addition to replacement cost)
• Default replacement cost (the right to charge the actual replacement
cost is reserved) - $75
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13.2.3 – Student Dismissal
As approved by the Academic Senate on 10 December 2003 (AS 03/93) and amended by the Standing
Committee of Academic Senate on 2 November 2004 (AS 04/04 and 04/05) and Academic Senate on 8
December 2004 (AS 04/118), 1 June 2005 (AS 05/50), 5 October 2005 (AS 05/101 and AS 05/124), 7
December 2005 (AS 05/164), 4 October 2006 (AS 06/106) and 6 December 2006 (AS 06/135).
1.
OBJECT, SCOPE AND EXCEPTIONS
1.1
Object
The University requires each student to progress through his or her course at a rate that
will enable him or her to complete the course in a specified maximum time. This
maximum time is intended to ensure the currency of the knowledge within the course
and therefore professional suitability of graduates. Failure to complete within the
specified maximum time shall lead to the expiry of a student’s enrolment in the course.
The University believes that all students have a right to know in advance of study in their
course exactly what constitutes satisfactory progress in that course. To this end the
University will specify a maximum completion time for each course, and will also provide
support to students identified as being at risk of exclusion. This policy sets out the
requirements and procedures for satisfactory academic progress, for the exclusion of
students who fail to progress satisfactorily and for the termination of enrolment for
students who fail to complete in the maximum allowed time.
1.2
Scope
This policy applies to all students of Charles Sturt University, studying in all modes, with the
exception of research higher degree students. The provisions of the Academic Progress
Regulations take precedence over other Academic Regulations, except those that relate
specifically to research higher degrees.
1.3
Exceptions
1.3.1
Students Covered by Previous Exclusion Regulations
Students who were excluded or are on probation under the previous regulations
must complete the requirements of their exclusion or probation.
Students who are on probation under the previous Exclusion Regulations and who
fail to meet the probationary conditions of those regulations shall be excluded.
1.3.2
Transfer From Another Course
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Where students transfer from one course to another, only subjects taken as part of
the new course or subjects completed in and credited from the previous
course/enrolment in that course shall be taken into account when applying the
Academic Progress Regulations.
1.3.3
Admission After Exclusion
Where students have been admitted to a course having formerly been excluded
from that course or another course, only the subjects taken after the most
recent admission or subjects completed in and credited from the previous
course/enrolment in that course shall be taken into account when applying the
Academic Progress Regulations.
1.3.4
Successful Appeal
Where students have had their appeal against exclusion upheld, their academic
record prior to the appeal will be taken into account for any future determination
of satisfactory academic progress within that course.
2.
REQUIREMENTS FOR SATISFACTORY ACADEMIC PROGRESS
Student academic progress will be evaluated using rules relating to course progression, key
subjects, professional experience components of courses, performance in the first two years of
study, and satisfactory completion of Bachelor Honours subjects, where applicable.
The specific satisfactory progress requirements applicable to a course shall be conveyed to
students in course-specific information supplied at the time of their first enrolment in the course.
2.1
Rules for Determining Satisfactory Progress
2.1.1
Maximum Time
Students in a course must complete the course within a maximum time of twice
the standard time specified to complete that course.
Where a course is offered in both full-time and part-time study modes, the
default maximum time allowed for that course is twice the normal part-time
course duration.
Where a student has re-enrolled in a course, subjects may only be carried
forward (e.g. as credit) from the previous enrolment(s) with the approval of the
course coordinator.
2.1.2
Rate of Progress
A student shall have passed at least one subject in a course at the completion
of the second calendar year of their enrolment in that course, where a calendar
year is the period January to December in any given year (Note: the calendar
year for academic progress purposes is also determined by the year which
precedes the session code, such as 2005xx where 2005 is the year and xx the
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session code).
2.1.3
Bachelor Honours Subjects
A student shall pass, at the first attempt, all subjects in an add-on bachelor
honours year or subjects that are part of the honours component of an
integrated honours course.
2.1.4
Professional Experience
A student shall meet required professional standards in the compulsory
fieldwork or professional experience components of their course, to the
satisfaction of the Dean of the Faculty.
2.1.5
Key Subjects
A student shall pass each key subject in his or her course at no more than two
attempts.
2.2
Failure to Enrol
A student who fails to enrol in a session or trimester in which he or she was eligible to
enrol shall be contacted by the Executive Director, Student Administration as required
by Enrolment Regulation 16 and asked to indicate whether or not he or she wishes to
continue in the course.
A student who wishes to continue in the course, and who is permitted to do so by the
Dean, shall be placed on leave of absence for that session or trimester and this leave
shall count towards calculation of the maximum time allowed to complete the course
(see also clause 3.1).
3.
REVIEWING ACADEMIC PROGRESS
A review of academic progress shall be conducted by the Division of Student Administration
after the conclusion of each session.
The rules for determining satisfactory academic progress shall be used to review student
progress as follows.
3.1
Maximum Time
Enrolment in each course of the University shall have a specified date for completion
corresponding to the maximum time allowed for that course, calculated according to
clause 2.1.1. A student who fails to complete their course within the maximum time
allowed for that course will have their enrolment terminated by the Executive Director,
Student Administration.
Periods of authorised leave of absence count towards calculation of the maximum time
allowed to complete a course. Students granted credit on entry to a course shall have
their maximum time discounted on a pro rata basis.
3.1.1
Re-Admission after Termination of Enrolment
If a student has his or her enrolment terminated under clause 3.1, he or she
may apply immediately for re-admission. Application for admission to the same
course or research program must be made on the prescribed application form
and lodged with the Admissions Office, UAC or VTAC as appropriate by the
closing date.
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Such applications will be decided by the Course Co-ordinator or other
delegated Faculty Officer who may:
•
•
•
approve that the student be guaranteed an offer to the course or
research program in the next intake; or
place the student on one or more of the queues for the course to await
his or her turn for an offer of admission; or
rank the student for consideration of an offer through UAC or VTAC or,
if the course or research program is a competitive distance education
course, through the Admissions Office.
The delegated Faculty Officer shall also determine what credit may be granted
for subjects already completed by a student, on the basis of the currency of
knowledge within the subjects.
3.2
Rate of Progress
At the completion of their first calendar year of enrolment, a student who has not
passed at least one subject in his or her course will be notified by the Executive
Director, Student Administration that he or she is “at risk” of exclusion from the course.
An at risk student who fails to pass any subjects in the second calendar year of
enrolment in his or her course shall be excluded from the course.
3.2.1
Leave of Absence
If a student takes an approved leave of absence of one calendar year during
the first two years of his or her course, then the second calendar year of
enrolment shall be the third year after enrolment in the course.
(Note: one calendar year is 1 January to 31 December. Further, the calendar
year for academic progress purposes is also determined by the year which
precedes the session code, such as 2005xx where 2005 is the year and xx the
session code)
3.3
Bachelor Honours Subjects
A student who fails to pass, at the first attempt, a subject in an add-on bachelor honours
year or a subject that is part of the honours component of an integrated honours
course, shall be excluded from the year or course.
3.4
Professional Experience
A student who is failing to meet required professional standards of competency in the
compulsory fieldwork or professional experience components of their course, such that
the student is deemed by the Dean of Faculty to be professionally unsuitable to
continue in the course, shall be notified in writing by the Faculty by the midpoint of the
placement that they are at risk of exclusion. The Faculty shall also advise the student to
consult his or her supervisor or liaison officer.
Should an at risk student subsequently fail the compulsory fieldwork or professional
experience component of his or her course, he or she shall either repeat this
component of the course or be excluded, as determined by the Dean of the Faculty.
3.4.1
Dean May Fail Student at any Time
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Where a continuation of a practicum or field work placement is deemed to place
any person or the good reputation of the University at risk of significant harm,
the Dean of the Faculty may fail the student immediately, not withstanding any
other provision of clause 3.4. If failure is invoked by the Dean of Faculty prior
to the end of the placement, the student shall not complete the remainder of the
professional experience or compulsory fieldwork program.
3.5
Key Subjects
Key subjects shall be identified by Faculties as those subjects in which repeated failure
by a student indicates that he or she is unlikely to master the knowledge and or skills
necessary to successfully complete the course.
3.5.1
Approval of Key Subjects
For the initial implementation of the Academic Progress Regulations, course
coordinators shall identify key subjects for approval by the appropriate
committee(s) and then by the Faculty Board. Subsequently key subjects shall
be identified in course and subject approval documentation, for approval by the
relevant Faculty committee(s).
Any change to this identification through course modification, review or other
change process shall not be applied to students currently enrolled in the
course.
3.5.1.1 Guidelines for Course Co-ordinators
When recommending subjects as key subjects within a course, course
co-ordinators shall consider:
a) that it may be appropriate to evaluate progress at different stages
within a course;
b) that a student should not normally be at risk of exclusion for failure
of a key subject if he or she has completed more than 5/6 of the
subjects in the course;
c) that a practicum subject shall not be designated a key subject
within a course, as practicum subjects are included elsewhere
within the Academic Progress Regulations (note: where a subject is
designated as a key subject, this takes precedence over any
possibility that it be considered a practicum subject); and
d) normally a course would have no more than six identified key
subjects, predominantly in the first and second years of study in the
course.
3.5.2
Failure of a Key Subject
A student who fails a key subject in his or her course shall be notified by the
Executive Director of Student Administration that he or she is “at risk” of
exclusion and that a second failure in this subject will result in the student being
excluded from the course. This notification shall also advise the student of the
requirement that he or she contact relevant support staff, such as the course
coordinator, and/or staff from Student Services, the Students’ Union and
Student Administration.
Upon a second fail of the same key subject, a student will be excluded from his
or her course. Student Administration shall notify the relevant Course
Coordinator of all students with double-fails of a key subject in a course.
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3.5.2.1 Re-enrolment in Key Subjects
A student who has failed a key subject for a second time, as per clause
3.5.2, may not re-enrol in the subject without the permission of the
Course Coordinator for his or her course, until after any successful
appeal to the Faculty Exclusion Appeals Committee and/or the
Academic Appeals Committee.
3.5.3
Identification of Key Subjects
All courses shall have subjects identified as ‘key subjects’, unless a Faculty has
made a case to the Academic Programs Committee for their absence. These
subjects will be identified as key subjects in the University Handbooks, the
subject outline and in all course and subject documentation relating to the
course. See also clause 3.5.1.1.
4.
DELAYED DETERMINATION OF ACADEMIC PROGRESS
4.1
Reasons for Delay
A decision regarding a student’s academic progress under these regulations may be
delayed until subjects graded SX or GP are converted to substantive grades, or
because of a late change to a grade, or because of administrative delay or error.
4.2
Processing Cases of Delayed Exclusion
Should, following one or more of the events described in 4.1 above, a student be
identified as liable for exclusion as provided for in Regulation 3 above and appeal
against that exclusion in accordance with the regulations, his or her exclusion appeal
shall be immediately referred to the Presiding Officer of the Faculty Exclusion Appeals
Committee for decision.
4.3
Effective Date of Delayed Exclusion
Students subject to this regulation who fail to appeal to the Academic Appeals
Committee shall be excluded immediately the Presiding Officer confirms their exclusion.
That is, the period of exclusion shall be deemed to have commenced from the start of
the session in which exclusion is confirmed and the student’s enrolment in that session
shall be cancelled and any tuition fees shall be refunded or any Commonwealth Student
Contribution liability shall be cancelled.
4.4
Appeals Against Delayed Exclusion
Students subject to this regulation who appeal against their exclusion to the Academic
Appeals Committee shall be entitled to have their appeal heard.
5.
CONDITIONS OF EXCLUSION
5.1
Notification of Exclusion
The Executive Director, Student Administration shall write to all students identified
under clauses 3.2, 3.3, 3.4 and 3.5 above, notifying them of their exclusion.
Notifications shall be sent by registered mail or any method of communication delivery,
which allows the receipt of the notification to be verified by the University, to the
address provided to Student Administration by the student.
The notification shall:
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a) specify the clause or clauses in Regulation 3 above, under which the student is
being excluded;
b) specify the deadline to appeal to the relevant Faculty Exclusion Appeals
Committee, as per clause 6.3.1; and
c) inform students of clauses 6.1 and 6.2 of these Regulations pertaining to the
preparation of an appeal, and provide a web-link to the full procedures for the
Faculty Exclusion Appeals Committee.
5.2
Period of Exclusion
5.2.1
First Exclusion from a Course or Research Program
Exclusion from a course or research program shall be for a period as specified
below:
•
•
for failure of professional experience or compulsory fieldwork
requirements which involve assessment of the student's professional
competency and/or suitability - three years;
for failure of other grounds in Regulation 2 above - two years.
However, the Faculty Exclusion Appeals Committee has authority,
when deciding appeals, to reduce by one year the period of exclusion
to be imposed on a student who is facing a two-year exclusion.
5.2.2
Subsequent -Exclusion from All Courses or Research Programs
For exclusion for a second or subsequent time from the same course or
research program, or for exclusion from two or more courses or research
programs - five years from all courses or research programs.
5.3
Admission After Exclusion
5.3.1
To The Same Course or Research Program
Students excluded from a course or research program may re-apply for
admission to that course or research program. An application for admission
lodged under this clause may be lodged before the period of exclusion has
elapsed to meet University or other closing dates but admission, if approved,
shall not be effective until the period of exclusion has elapsed.
Admission is not automatic; such applicants will be considered with all other
applicants.
Students should provide evidence that the circumstances operating at the time
of exclusion no longer apply and/or that they have taken action during the
period of exclusion to improve the likelihood of success in the course or
research program.
5.3.2
To a Different Course or Research Program
Students excluded for a first time from one course or research program may
apply immediately for admission to another course or research program at the
University. Admission is not automatic; such applicants will be considered with
all other applicants.
Students should provide evidence that the circumstances contributing to their
exclusion from the course or research program will not affect their performance
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in the new course or research program.
5.3.3
Procedures for Admission
Application for admission to the same course or research program or for
admission to a different course or research program after exclusion must be
made on the prescribed application form and lodged with the Admissions
Office, UAC or VTAC as appropriate by the closing date.
Such applications will be decided by the Course Co-ordinator or other
delegated Faculty Officer who may:
•
•
•
5.4
approve that the student be guaranteed an offer to the course or
research program in the next intake; or
rank the student for consideration for an offer through UAC or VTAC or,
if the course or research program is a competitive distance education
course, through the Admissions Office; or
validate the student as ineligible for admission if the student has not
provided the evidence required in clauses 5.3.1 and 5.3.2 above.
Study While Excluded
A student excluded from a course, while excluded, shall not undertake study as an
Associate Student of any subjects that may later contribute to the requirements of that
course.
5.5
Exclusion and Cancellation of Enrolment
5.5.1
After Appeal to the Faculty Exclusion Appeals Committee
Students who either do not appeal to a Faculty Exclusion Appeals Committee
or whose appeal was unsuccessful, shall have their enrolment cancelled 21
days after the confirmation of the decision of the Faculty Exclusion Appeal
Committee to exclude them or, where the student did not appeal, 21 days after
the date that the appeal was due, unless they appeal to the Academic Appeals
Committee.
5.5.2
After Appeal to the Academic Appeals Committee
Students who appeal to the Academic Appeals Committee but whose appeals
are dismissed, shall have their enrolment cancelled immediately the appeal is
dismissed.
5.5.3
Exclusion and Transcripts
A student whose enrolment is cancelled under this Regulation shall have the
subjects for the session in which the exclusion or termination of enrolment was
effective (and for any subsequent sessions) deleted from his or her transcript.
5.5.4
Commonwealth Student Contribution Liability and Tuition Fees
A student whose enrolment is cancelled under this Regulation after the census
date shall have his or her Commonwealth Student Contribution liability for that
session cancelled. A student who has paid tuition fees and/or the Student
Facilities and Services Fee shall have those fees refunded.
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5.5.5
After Delayed Exclusion
In cases where the Presiding Officer of a Faculty Exclusion Appeals Committee
dismisses a student’s appeal or the Academic Appeals Committee dismisses a
student’s appeal and where the student’s exclusion was delayed (see
Regulation 4 above), notwithstanding clause 5.5.2 above, the Presiding Officer
of the Faculty Exclusion Appeals Committee or the Academic Appeals
Committee may:
a)
determine that the student’s exclusion is effective immediately, in which
case the student’s enrolment shall be cancelled immediately; or
b)
determine that the exclusion is effective from the beginning of the next
session and permit the student to remain enrolled in the current
session.
In cases where b) above is approved, the student’s exclusion is automatic, i.e.
the student shall not be given further notification of exclusion at the end of the
current session and the student shall not be entitled to appeal against exclusion
on the basis of the grades he or she achieves in the current session.
6.
APPEALS AGAINST EXCLUSION
Students may appeal against their exclusion under the Academic Progress Regulations. In the
first instance appeals shall be directed to the Faculty Exclusion Appeals Committee. Outcomes
of the Faculty Exclusion Appeals Committee may be appealed to the Academic Appeals
Committee, but these appeals may only be based on issues of process regarding the conduct of
the appeal by the Faculty Exclusion Appeals Committee.
Detailed procedures for appeals to these committees may be found in section B of the
Academic Manual, under the terms of reference for each committee. Web-links to these
procedures will be provided to the student by Student Administration as part of the exclusion
notification.
Ignorance of regulations shall not normally be sufficient grounds for upholding an appeal.
6.1
Grounds for Appeal to a Faculty Exclusion Appeals Committee
Students appealing their exclusion to a Faculty Exclusion Appeals Committee shall do
so only on the following grounds:
a)
b)
c)
that the grounds for exclusion set out in clause 2 above have been incorrectly
applied, and/or the procedures in clause 3 have been incorrectly followed;
and/or
that there were factors outside the student’s control which contributed to his or
her failure to meet the required academic standard and/or rate of progress to
date, and that those factors are unlikely to operate in the future. An appeal
based on this ground shall be presented in accordance with clause 6.2 below;
and/or
that there was a conflict of interest that contributed to the decisions that led to
the student’s exclusion.
Note that a change of address, name or other personal detail of a student shall not be
considered as grounds for appeal. It is the responsibility of students to notify Student
Administration of such changes as soon as they come into effect.
6.2
Documentation of Appeal
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Appeals shall be lodged in writing on the Faculty Exclusion Appeals Committee
Grounds for Appeal Pro-forma. All relevant supporting documentation must be
submitted with the appeal.
Notwithstanding the above provision where a matter is regarded as highly confidential,
appropriate documentation may be submitted directly and confidentially to the Presiding
Officer of the Faculty Exclusion Appeals Committee for determination of advice to be
given to the Faculty Exclusion Appeals Committee.
6.3
Processing of Appeals
6.3.1
Receipt of Appeal
6.3.1.1 Session-based Courses
A student studying a session-based course and appealing his or her
exclusion imposed under these Regulations must do so by the
following 1 February or 1 August, whichever is the sooner.
6.3.1.2. Delayed Notification of Grades
A student, the publication of whose grades has been delayed, shall
have 14 days from the date of notification of exclusion, or until 1
February or 1 August, whichever is later, in which to lodge their appeal.
6.3.1.3 Trimester-based Courses
A student studying a trimester-based course shall have 14 days from
the date of notification of exclusion in which to lodge their appeal.
Students shall return appeal documentation to the Academic Secretary through
the Academic Secretariat who shall acknowledge its receipt in writing to the
student and forward the appeal to the Faculty Exclusion Appeals Committee
immediately following the appeal deadline.
To ensure that it is received on time, an appeal may be submitted electronically
(for example by facsimile or electronic mail). In such cases, the paper copy of
the appeal, including the original signed copies of supporting documents, shall
be mailed by the student to reach the University no later than 14 days after the
expiration of the appeal period.
6.4
Appeals and Enrolment
A student appealing his or her exclusion from a course to either a Faculty Exclusion
Appeals Committee or the Academic Appeals Committee may, provided he or she has
appealed within the required time, remain as an enrolled student in that course until the
appeal is decided.
6.5
Late Appeals to a Faculty Exclusion Appeals Committee
A late appeal to a Faculty Exclusion Appeals Committee against exclusion shall not
normally be considered by the Committee.
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6.6
Academic Appeals Committee
The Academic Appeals Committee may consider appeals against exclusion following
the decision of a Faculty Exclusion Appeals Committee. Such appeals will only be
heard under certain circumstances, as specified below.
6.7
Grounds for Appeal to the Academic Appeals Committee
Appeals against exclusion by a Faculty Exclusion Appeals Committee shall be made on
the following grounds only:
a)
b)
that the correct procedures were not followed in deciding the appeal; and/or
that there was a conflict of interest in the deciding of the appeal.
Note that a change of address, name or other personal detail of a student shall not be
considered as grounds for appeal. It is the responsibility of students to notify Student
Administration of such changes as soon as they come into effect.
6.8
Lodging an Appeal to the Academic Appeals Committee
Students who have been excluded by a Faculty Exclusion Appeals Committee shall
have 14 days from the date of the notification to the student of the determination of the
Faculty Exclusion Appeals Committee to appeal to the Academic Appeals Committee of
the Academic Senate. An appeal shall be in writing, addressed to the Academic
Secretary, and should be delivered by hand or sent by certified mail or by registered
airmail in the case of overseas students.
To ensure that it is received on time, an appeal may be submitted electronically (for
example by facsimile or electronic mail). In such cases, the hard copy of the written
application and the original signed copies of any supporting documents, shall be mailed
or delivered to the University no later than 14 days after the expiration of the 14 day
appeal period.
6.8.1
Appeal not Previously Lodged with a Faculty Exclusion Appeals
Committee
Students lodging an appeal are expected to have previously appealed to the
Faculty Exclusion Appeals Committee. If this has not taken place, the
Academic Appeals Committee will refer any appeal received to the appropriate
Faculty Exclusion Appeals Committee for determination.
6.8.2
Appeals that are not Lodged in Accordance with the Grounds for Appeal
Appeals that are lodged on grounds other than those specified in clause 6.7
(above) will normally be rejected by the Academic Secretary, following advice,
where necessary, from the Presiding Officer, Academic Appeals Committee.
6.9
Late Appeals to the Academic Appeals Committee
An appeal received after the 14-day period, which is submitted in accordance with the
grounds for an appeal, shall be referred to the Presiding Officer of the Academic
Appeals Committee who shall have discretion to decide whether or not the appeal will
be heard.
Appeals shall not be heard unless the reasons for lateness are compelling. Where an
appeal falls under the category of delayed exclusion, as defined in Regulation 4, it shall
normally be heard.
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If the Presiding Officer determines that the reasons for lateness are compelling, a
meeting of the Academic Appeals Committee will be convened to determine the appeal
and the student will be required to pay the prescribed late fee. Where the exclusion of a
student has been delayed as per Regulation 4 and the student appeals this exclusion to
the Academic Appeals Committee, the prescribed late fee will not apply.
6.10
Enrolment and Late Appeals to the Academic Appeals Committee
A student who appeals the decision of a Faculty Exclusion Appeals Committee to
exclude him or her from a course after the prescribed 14-day period, if the Presiding
Officer of the Academic Appeals Committee has agreed to consider a late appeal, may
remain enrolled in that course, or if his or her enrolment has been cancelled, may apply
to the Executive Director, Student Administration to be reinstated in the course pending
the hearing of the appeal.
A late appeal under this clause includes those which are late as a result of delayed
exclusion, as defined in Regulation 4.
6.11
No Variation of the Conditions Permitted
No variation of conditions listed in Regulations 5 and 6 shall be approved for a student
or a group of students.
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13.2.4 – Withdrawals and Refunds
Withdrawal from Subjects
(1) Application
Students must advise the Student Administration Office in writing of their intention to withdraw
from a subject. To avoid a fail grade in a subject, notification of withdrawal should be received
in the Student Administration Office before the HECS census date for the session. Where
withdrawal is notified after the HECS census date, and the student wishes to be considered for
approved withdrawal (AW), clause 13.3.3 below applies.
(2) Withdrawal by the HECS Census Date
Length of Subjects
If a student notifies withdrawal from a subject to the Student Administration Office by 5.00 pm
on the HECS census date for the session, enrolment in the subject will not be recorded on the
student's transcript.
Withdrawal from all Subjects
If students withdraw from all subjects by 5.00 pm on the HECS census date for the session,
they will be considered not to have enrolled and will be withdrawn from the course unless they
apply for and are granted leave of absence.
Annual Subjects
If withdrawal is notified to the Student Administration Office by 5.00 pm on the HECS census
date of the first session, enrolment in the subject will not be recorded on the student's
transcript. Withdrawal from any annual subject in the weeks preceding the HECS census date
of the second session will count as a failure unless the student applies for and is granted
approved withdrawal (AW).
Withdrawal After the HECS Census Date
Unless the Subject Coordinator recommends and records the grade approved withdrawal
(AW), grade pending (GP) or a supplementary examination (SX), students who withdraw after
the HECS census date in a session will be failed in the subject. In such cases the grade fail
(FL) will be recorded unless the student was not assessed on any of the compulsory
assessment tasks in the subject in which case the grade FW (withdrew failed) will be recorded.
Grounds for Approved Withdrawal After the HECS Census Date
Approved withdrawal (AW) after the HECS date will only be granted where:
• misadventure or extenuating circumstances apply (see Special Consideration
Regulation 3); and
• the student was making satisfactory progress at the time the misadventure or
extenuating circumstances occurred. Failure to submit optional assessment tasks at the
time of the application to withdraw is not evidence that the student was performing
unsatisfactorily.
The granting of Approved Withdrawal (AW) after the HECS census date does not mean that
the student is entitled to the automatic remission of their HECS debt or liability for that subject
(see clause 13.3.2 below).
Cancellation of HECS Liability
Where students are granted approved withdrawal (AW) in a subject they may apply in writing
within 28 days of the notification of AW to the Student Administration Office for a refund of their
HECS payment for that subject. Where students have elected the pay later option, they may
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apply for a cancellation of their HECS liability for that subject to the Department of Education,
Training and Youth Affairs (DETYA).
Such applications are approved only in exceptional circumstances and must be fully
documented.
This refund policy also applies to fee-paying students.
Extension of Time to Complete a Subject (GP or SX)
Where circumstances warrant, the Subject Coordinator may recommend an extension of time
to complete the subject (GP) or, where the student is prevented from sitting the final
examination, the Subject Coordinator may recommend a supplementary examination (SX).
Where misadventure or extenuating circumstances are such as to prevent students from
completing the subject within reasonable time (usually the end of the second week of the
following Autumn or Spring session) the Subject Coordinator may recommend approved
withdrawal (AW).
Where the Subject Coordinator does not recommend AW, GP or SX and the student had at
least one assessment task assessed, the grade FL will be awarded. If the student was not
assessed on any compulsory assessment tasks the grade FW will be awarded.
Notification
All approved withdrawals, including those made before the HECS census date, will be notified
in writing by the Student Administration Office. A student whose application for approved
withdrawal is declined will be offered the option of continuing with the subject or of
discontinuing the subject and being graded FW.
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13.3. Student Protection Information
(Extract from Charles Sturt University’s Enrolment Regulations provided to all Distance
Educatiuon Students enrolled in 2007)
STUDENT ADMINISTRATION OFFICE 2007
Enrolment Informationfor Distance EducationStudents
i
CONGRATULATIONS
Congratulations on receiving an offer to study with Charles Sturt University.
This is an exciting time for you, however there are still many tasks to be
completed before you are actually enrolled as a student. We hope the
information included in this booklet and on the CSU website will help you to
work through these tasks and perhaps ease any apprehension you may be
feeling.
You should by now have received your CSU logon and password. This will
enable you to access the University’s extensive range of online services
including the Orientation web site, text book lists, residential school
information and other useful information. We encourage you to log onto your
personalised CSU web site www.my.csu.edu.au.
If you still need assistance after reading this booklet, you should explore your
www.my.csu.edu.au space or phone the numbers in the back of this booklet.
Good luck with your studies.
INFORMATION CONTAINED IN THIS BOOKLET
This booklet contains important information that will need to be referred to throughout your
study with CSU. Topics such as changing your contact details, varying enrolment, applying
for leave of absence, applying for graduation, electronic access, online facilities and important
dates are all covered. It is strongly recommended that you become familiar with these topics
and refer to the information whenever needed. An electronic version of this booklet and
access to the subject availability list are also available on the CSU website at
www.my.csu.edu.au
ii
CONTENTS
Section 1 General Information Page 1
Student Classifications
Administrative Campus
Enrolment form
Commonwealth Support / HECS-HELP
Tuition fees and FEE-HELP
Student ID Cards
Study Link
Changes to Contact Details
Enrolment
o Leave of Absence
o Annual Enrolment
o Accessing Subject Availability
o Checking your Enrolment
o Summer Term
o Subject Selection
o Residential Schools
o Variations to Enrolment
o Withdrawals and Refunds / Waiver of Debt
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o Refund dates for 2007
o Late Enrolment
o Students not intending to re-enrol for 2007
o Students enrolling but completing their course during
2007
Access to Grades
Academic Progress
Electronic Access / Communication
Online Facilities
Student Services
Section 2 List of Examination Centres Page 11
Section 3 Important Dates Page 13
Section 4 Academic and Administrative Contacts Page 17
Schools – for academic enquiries
Finance
Information Technology Help Desk
Student Services Help Desk
Student Administration Offices – for administrative enquiries
SECTION 1 — GENERAL INFORMATION
STUDENT CLASSIFICATIONS
There are a number of different classifications or ‘types’ of students mentioned in this booklet.
These groups are generally differentiated by the types of fees they pay. Please find below a
brief description of each group, which will allow you to better understand the terminology used
in this booklet and to be aware of the payment dates for each fee. (These dates are listed in
Section 3).
Your student classification is listed on your letter of offer, next to the name of the
course. Please make note of this classification as it will be required to complete your
acceptance.
Commonwealth Supported/HECS-HELP Students
Students admitted to a Commonwealth Supported place who are eligible to access HECSHELP.
Domestic Tuition Fee Paying/FEE-HELP Students
Domestic students enrolled in a tuition fee paying place who may be eligible to access FEEHELP.
Students accepting an offer and not applying for FEE-HELP, pay their tuition fees
directly to the University and are not required to complete a FEE-HELP form. Students
accessing FEE-HELP are required to complete a FEE-HELP form and will have their tuition
fees deferred for payment via the income tax system. Refer to the FEE-HELP information
booklet to check your eligibility for FEE-HELP.
International Tuition Fee Paying Students
International students liable for session based tuition fees paid up-front to the University.
Associate Non-award Students
Tuition Fee Paying students enrolled in non award programs. Associate students are not
eligible to access FEE-HELP. There may be some exceptions eg BOTPLS. Please refer to
the FEE-HELP booklet.
Research Higher Degree Students
Students enrolling in Research Higher Degree programs.
The first year (full time) or two years (part time) of study for all CSU Research Higher
Degree students is probationary. The requirements of the probation year are attached to
the offer letter and must be completed within 12 months (full time equivalent) from the
commencement date.
Full time PhD and Research Professional Doctorate students must submit their
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thesis no earlier than two years and no later than four years from the commencement
date.
Part time PhD and Research Professional Doctorate students must submit their
thesis no earlier than two years and no later than eight years from the commencement
date.
Full time Research Masters students must submit their thesis no earlier than one year
and no later than two years from the commencement date.
Part time Research Masters students must submit their thesis no earlier than two
years and no later than four years from the commencement date.
ADMINISTRATIVE CAMPUS
All students accepting an offer to CSU are assigned an administrative campus and this is
printed in the offer letter and in Section 4 on the enclosed Enrolment Form. This means that
you must return your acceptance to your administrative campus as your records and the
Liaison Officer responsible for administering your enrolment, are located in the Student
Administration Office at that campus. If you require assistance in relation to your enrolment
you should contact your Liaison Officer at your Administrative Campus. The Liaison
Officers’ contacts are listed under your Administrative Campus in Section 4 of this booklet.
ENROLMENT FORM
The date of the session that your offer commences is indicated on your offer letter. If
you are commencing in Autumn 2007 (February-June) you must enrol in both Autumn
(200740) and Spring (200770) sessions. If you are commencing in Spring 2007 (JulyDecember) you need to enrol only in Spring (200770) session subjects. All students are sent
information in October (via the eBox) to enrol online in subjects for 2008.
Please complete the Enrolment Form in accordance with the instructions on the form.
The Enrolment Form requires you to nominate an Examination Centre. The centres offered
by the University are listed in Section 2 of this booklet.
If your subject enrolment has been pre-printed in Section 6 of the form and you wish to vary it
because you expect to receive credit in one or more of the subjects listed, please delete those
subjects and add alternative subjects after consulting the information provided. If there are no
subjects pre-printed in Section 6 of the form or if there is only one pre-printed and you wish to
study more, please enter the subjects you want to study. Information on subject availability
and Residential School requirements (if any) for each subject, is available online at
www.my.csu.edu.au - click on Admin Info in the Quick Links area then select Subject
Availability. Scroll down and click the Help button for assistance prior to searching for the
subjects you require.
Specific residential school dates will be mailed with your study materials and will be available
on the CSU website at www.my.csu.edu.au under Admin Info then Residential School
Information.
When your acceptance/enrolment has been processed by the Student Administration Office,
and you have received your password and logon, you will be able to use the on-line facilities
to adjust your enrolment and personal records.
COMMONWEALTH SUPPORT / HECS-HELP
If you have been made a Commonwealth Supported offer, a HECS-HELP Information
booklet and Request for Commonwealth Support form have been enclosed. Please read the
information in the booklet carefully. The Request for Commonwealth Support and HECSHELP
form is a legal contract and when you sign the form you are stating that you have read
the booklet. The request for Commonwealth Support and HECS-HELP form must be
completed and returned to the University when you accept your Offer, even if you elect
to pay your contribution up front. If obtaining a loan, compulsory repayments will
commence when your income reaches a specified income threshold. Voluntary repayments
of a loan can be made to the ATO at any time.
If you elect to pay your student contribution upfront you are strongly urged to also
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supply your Tax File Number in order to safeguard your enrolment in case unforeseen
circumstances prevent payment by the required date. If you believe you qualify for the
pre-1997 HECS rate or the pre-2005 rate (refer to the Commonwealth Support/HECS-HELP
booklet), you should contact your Liaison Officer or the HECS/FEE HELP Coordinator at your
administrative campus (refer to the Student Administration contacts at the back of this
booklet). Further information can also be accessed at http://www.goingtouni.gov.au
How student contributions can be paid depends on a student’s citizenship status:
Australian citizens and permanent humanitarian visa holders are eligible for HECS-HELP
assistance and can pay their student contribution in one of three ways:
o full up front payment and receive a 20% HECS-HELP discount;
o partial up front payment (20% discount on amounts of $500 or more) and obtain a
HECS-HELP loan for the remainder; or
o obtain a HECS-HELP loan for the full amount.
Permanent humanitarian visa holders must reside in Australia for the duration of the
course (unless otherwise required by the course) to access HECS-HELP assistance.
New Zealand citizens and other permanent visa holders are not eligible for HECS-HELP
assistance and must pay their student contribution up front without a discount.
Anyone enrolled pre-2005 at the same level who has not graduated, but has incurred a
HECS debt, is eligible for pre-2005 HECS, until 31/12/08 provided they have remained
enrolled. Note: undergraduate fee paying students who become HECS from 2005 are
NOT deemed pre-2005 HECS.
Students who are eligible to become Australian citizens must provide a certified copy of their
citizenship certificate to the University by the census date to be eligible for HECS-HELP.
Commonwealth Assistance Notice (CAN) and HECS-HELP dates for 2007
Shortly after the start of each session/trimester, you will be sent a Commonwealth Assistance
Notice (CAN) via your eBox advising you of your HECS-HELP liability. This notice should be
checked for accuracy and any discrepancies referred to your Student Administration Liaison
Officer. Failure to check your notice could mean that you incur a liability for a subject you
may not be studying. You will also receive a CAN Confirmation Notice (via eBox) within 28
days of the census date confirming your HECS liability status.
Students electing to pay their contribution up front must pay their HECS liability by the
HECS Payment Dates indicated below. Payments can be made online as well as via the
normal channels.
Sessions HECS-HELP Up Front Payment Dates
200740 – Autumn (February-June) 16 March
200770 – Spring (July-November) 17 August
200719 – Trimester 1 (January-April) 2 February
200749 – Trimester 2 (May-August) 25 May
200779 – Trimester 3 (August-November) 14 September
Students paying their contribution up front who have not paid by the census date in each
session/trimester will have their enrolment cancelled (in accordance with legislative
requirements) unless they have also provided their Tax File Number. Those students
who haven’t paid by the census date, but have provided their Tax File Number, will have their
contribution deferred and their enrolment allowed to continue. It is for this reason the
University strongly urges all students to provide their tax file number.
FEE-HELP
FEE-HELP is available to students enrolled in domestic tuition fee-paying award courses.
If you have been made a domestic tuition fee-paying offer in an award course (ie NOT an
Associate Student) then a FEE-HELP Information booklet and Request for FEE-HELP
Assistance form have been enclosed, and you may be eligible to apply for FEE-HELP.
FEE-HELP enables eligible students to obtain a loan from the Commonwealth to pay their
tuition fees, which is repaid through the taxation system. FEE-HELP is available for both
undergraduate and postgraduate students. If study is at an undergraduate level there is
also a 20% fee added to the debt (this fee is not included in the FEE-HELP limit).
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Information on eligibility to participate in the Scheme is contained in the enclosed FEE-HELP
Booklet. Please read the information in the booklet carefully as the Request for FEE-HELP
Assistance form is a legal contract and when you sign the form you are stating that you have
read the booklet.
If you wish to apply for FEE-HELP, complete the Request for FEE-HELP Assistance
form and return it with your acceptance. Please note that it is a requirement of the
scheme to provide your Tax File Number on the form.
A student’s FEE-HELP debt is added to any accumulated HECS debt by the ATO. Students
repay their accumulated debt through the taxation system once their income is above the
minimum threshold. Should you require further assistance regarding the scheme, please
refer to the contacts listed in the back of this booklet for your administrative campus.
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Commonwealth Assistance Notice (CAN)
FEE-HELP students are sent a Commonwealth Assistance Notice (CAN) each session via
the eBox, which must be checked for accuracy.
FEE-HELP Limit
Over their lifetime, students will only be able to borrow a maximum of $50,000 (indexed).
This threshold is likely to increase subject to legislation. Further information can be accessed
at http://www.goingtouni.gov.au
STUDENTS ELECTING TO PAY TUITION FEES DIRECTLY TO THE
UNIVERSITY
It is not necessary for you to complete the FEE-HELP form. Just complete the payment form
and return it with your acceptance. In subsequent sessions you will be invoiced for your
tuition fees via the eBox.
STUDENT ID CARDS
You are required to submit a current colour passport size photograph attached to the Student
Identification Card Request form, when accepting your offer of admission. Your ID Card will
be posted to you prior to the commencement of your first session of enrolment.
Student ID cards are not transferable. When a card is used to access facilities, services or
concessions, the use of the card is considered agreement by the holder to be bound by any
rule or condition which applies to the respective service, facility or concession.
You can apply for a replacement ID Card online or by contacting the Student Administration
Office in writing. The appropriate fee needs to be paid when ordering a replacement card.
ID cards are revalidated each year by attaching a sticker to your existing card. A re-validation
sticker will be sent to you in March each year.
STUDY LINK
Study Link subjects are designed to prepare students for tertiary study. By completing one or
more Study Link subjects, students will not only increase their skills, but also develop a clear
understanding of the expectations of studying at University.
If you wish to enrol in a Study Link subject, please refer to the reverse side of the Study Link
Application Form for the information required to complete the Enrolment information in
Section 4. You also need to know your student classification to complete sections 2
and 3, as fees may apply. Refer to the enclosed Study Link booklet for additional
information.
CHANGES TO CONTACT DETAILS
All students are automatically allocated a Charles Sturt University Post Office email address
on acceptance of an offer. You will be forwarded this with your password and logon. If you
wish to redirect this to your personal email address you can do so online.
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t is imperative that students maintain correct address and phone details with the University.
The addresses shown on your enrolment form will be used until you change your details
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online or notify the Student Administration Office in writing.
*Your examination centre does NOT change automatically when you change your
address.
If you need to change your examination centre when you change your address, you must
specify which new centre you wish to attend. The list of approved centres is provided in
Section 3 of this booklet. You can change your exam centre either online or by notifying the
Student Administration Office in writing.
Note: It is not sufficient to merely enter your new address on an assignment cover sheet or
at the head of a letter without drawing attention to the change.
ENROLMENT
Leave of Absence
If you do not wish to enrol in a particular session but wish to remain in your course, you must
apply for leave. You can do so online or in writing to your Student Administration Liaison
Officer. Leave of absence is not available to Associate Students or Distance Education
students when accepting an offer.
The deadline to apply for leave of absence is the census date in each session/trimester. If
you apply for leave for a single session/trimester, you must still enrol in any other
session/trimester you will be studying during the year. Other regulations pertaining to leave of
absence can be found in the Academic Regulations.
Students Re-enrolling in their Current Course
You should use your Online Administration Office to re-enrol online. A message will be sent
to your eBox (usually in early October) to advise you when to re-enrol for the next year. The
online enrolment area will allow you to check your enrolment whilst still connected to the
system and it is your responsibility to check, as no written confirmation will be sent by the
University.
As enrolment is annual, you must enrol in all sessions for the year. If you are applying
for approved leave of absence for a session you must still enrol for the other session
in that year by 1 November.
Accessing Subject Availability
To find out which subjects are available in the session you wish to enrol in you can access the
Subject Availability List in the Student Administration area of www.my.csu.edu.au – click on
Admin Info in the Quick Links area then select Subject Availability. Scroll down and click the
Help button for assistance prior to searching for the subjects you require.
Checking your enrolment
It is your responsibility to ensure that you enrol on time and that your enrolment is correct.
When you enrol online you can check immediately as you can view your enrolment in the
online enrolment area or by accessing your online transcript.
SUMMER SESSION
You can enrol in subjects for Summer Session (December-February) if you wish to accelerate
your progress or “catch up” on subjects missed. Summer session is an up front fee-paying
session and cannot be studied as a Commonwealth Supported HECS student. FEE-HELP
however, is available for eligible students if the subject studied is part of your award course as
an elective or a core subject.
You are required to complete a separate registration/application for Summer subjects. You
cannot enrol in Summer session subjects online as you are required to pay for each subject
when you enrol. There is a limited subject offering in Summer session and the list of available
subjects is normally published in August/early September of each year.
Applications for Summer session subjects close 1 November and late applications (with a $50
late fee) are accepted until 15 November.
All details relating to 2006/2007 Summer session, including obtaining an application form will
be available at http://www.csu.edu.au/student/summer/. A message will be posted on What’s
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New & News when the site is updated for 2006/2007.
SUBJECT SELECTION
Subject Choice
It is your responsibility to ensure that you are enrolled correctly. If you are in any doubt about
your subject choice, you should contact your Course Co-ordinator for advice.
When selecting your subjects please ensure:
that the subject is part of your course;
that the subject is offered in the session you wish to take it;
that you have met all the pre-requisites; and
that you do not expect to receive credit in the subject.
To assist you in the enrolment process the following constraints apply:
Normal Course Pattern
Unless there are reasons to the contrary, you are expected to follow the recommended
course pattern contained in the Handbook, or in supplementary information. Course patterns
are devised to ensure that the necessary subjects can be provided for you to graduate in
minimum time. If you do not follow the recommended course pattern, you may find that you
are unable to complete the course in the minimum time, as many subjects are not offered in
all sessions, or lack of pre-requisites may slow your progress.
Maximum Subject Load
Part-time distance education students do not normally enrol in more than two subjects in each
session, except where the Course Co-ordinator approves otherwise or where the structure of
the course requires enrolment in additional subjects. If you wish to enrol in more than the
maximum subject load, it is advisable to discuss the matter with your Course Coordinator
before enrolling in additional subjects.
Restrictions on Subject Selection
The Course Co-ordinator may place restrictions on the number of subjects you may take in a
given session, and/or specify the particular subjects you must take. Such action may be
taken in the interests of your academic progress, or to facilitate the administration of courses.
You will be advised of any such restrictions.
Residential Schools
Many subjects have a residential school, which may be compulsory or optional. These are
normally conducted in the January-February, April, July or September residential school
periods, and are organised to conform with standard course patterns. Specific dates of
residential schools will be advised to you with your study material and the most up to date
information can be accessed via www.my.csu.edu.au by selecting Quick Links then Admin
Info and Residential School Information.
Failure to attend Residential Schools
If you do not attend a compulsory residential school and are not granted a waiver, you will
have failed to complete the requirements of the subject.
VARIATIONS TO ENROLMENT
Adding Subjects
Subject to meeting the criteria outlined above and a place being available in a subject, the
very latest date students may add subjects to their enrolment is the Friday of the first week of
session for Autumn and Spring and the Friday before the start of session for trimesters (see
dates below). If you need to add a subject after these dates, you will require the approval of
the Subject Coordinator and Head of School. A $50 late variation to enrolment fee per
subject will apply if the late addition is approved.
As study materials are despatched well before the start of the session, you should add
subjects before these dates to avoid late receipt of materials. You must ensure that any
changes do not result in a clash of residential schools.
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Sessions Date for Addition ofSubjects Census/Refund Date for Withdrawals
200740 Autumn (February-June) 2 March 31 March
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200770 Spring (July-November) 3 August 31 August
200719 Trimester 1 (Jan-April) 19 January 16 February
200749 Trimester 2 (May-August) 11 May 8 June
200779 Trimester 3 (Sept-November) 31 August 28 September
WITHDRAWALS AND REFUNDS / WAIVER OF DEBT
If you are enrolled and withdraw from subjects by the relevant census/refund date, your
enrolment will be deleted from your academic record (refer to the table at the end of this
section for the relevant dates).
The census dates are also the deadlines for withdrawing from subjects without incurring
HECS-HELP or FEE-HELP liability, or for students paying their contribution or tuition fees
directly to the University, to claim a refund. It should be noted that these dates may be
different for international fee paying students who received a copy of the international
refund policy with their offer.
After the census dates, withdrawal from subjects will normally be recorded as fails. If you
believe you have extenuating circumstances and wish to be considered for approved late
withdrawal (AW), you must document your reasons when withdrawing (please refer to
Enrolment Regulation 13.3 in the Academic Regulations in the University Handbook). The
granting of an Approved Withdrawal (AW) does not remove any HECS-HELP/FEE-HELP or
tuition fee liability. Information regarding remission of debt or refunds for withdrawal after the
census date can be found at http://www.csu.edu.au/division/deanstud/remissions.htm
I
f you suffer misadventure at the end of a teaching period, you should apply for an extension
of time to complete your subjects (grade pending) or, if you are unable to attend the
examinations, you should apply for a supplementary examination.
REFUND DATES FOR 2007
Sessions Refund Date for Withdrawals
200740 Autumn (February-June) 31 March
200770 Spring (July-November) 31 August
200719 Trimester 1 (January-April) 16 February
200749 Trimester 2 (May-August) 8 June
200779 Trimester 3 (September-December) 28 September
CONFIRMATION OF VARIATIONS TO ENROLMENT
Variations Online
When varying your enrolment online, you will receive online confirmation of the change. You
can check the accuracy of any changes whilst still connected to the system and it is your
responsibility to check, as no written confirmation of these types of variation will be sent by
the University.
Variations by methods other than Online
If you submit an enrolment variation by methods other than online (eg letter, fax, email) you
should allow time for processing before checking that the variation has been actioned. Even
though you may have submitted your variation to be entered by the Student Administration
Office you should still check online to confirm that the change has been made.
If you have requested a variation, it is your responsibility to ensure that the variation
has been received on time. It is not acceptable to presume the variation has been
received and to contact the University after a critical date has passed (eg after a
census date when fees are not refundable).
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LATE ENROLMENT
Re-Enrolment Date
Each year there is a date by which continuing students are expected to re-enrol. The
relevant date for re-enrolment is 1 November each year.
I
f you expect to complete your course at the end of a particular session or trimester but fail a
subject and need to re-enrol, you may do so provided you re-enrol before the deadline for
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addition of subjects (see Variations to Enrolment – Adding Subjects).
STUDENTS NOT INTENDING TO RE-ENROL FOR 2007
Students who expect to Graduate
The last date to return your Application for an Award (to graduate at an Australian ceremony)
is 31 January 2007. If you have completed course requirements and have not received your
application for award form by this date, you should contact your Student Administration Office
for advice.
Students withdrawing from their Course
If you wish to withdraw from your course you should immediately indicate online or notify your
Student Administration Liaison Officer in writing. If you have not completed course
requirements and fail to enrol or to apply for leave of absence, you will be asked to show
cause why you should not be withdrawn from your course. If you are withdrawn and at a later
date wish to resume studies, you must re-apply for admission to the course in competition
with all other applicants.
STUDENTS ENROLLING BUT COMPLETING THEIR COURSE DURING 2007
If you believe you will complete course requirements during 2007, ie before the end of 2007,
you should indicate online. You should do so when you commence study in your final
session/trimester.
ACCESS TO GRADES
All CSU grades are published electronically. Students are required to check their results online
after the publicised date for release of results for each session. Students are also
required to check online for any changes or late resolution of grades which occur after the
published release of grades date.
ACADEMIC PROGRESS
The regulations can be viewed at: http://www.csu.edu.au/acad_sec/manuals/i1.rtf. It is
important that you read the regulations carefully, particularly the area relating to key subjects.
The key subjects for your course can be viewed at:
http://www.csu.edu.au/division/deanstud/academicprogress/keysubjects.htm
If after reading the regulations you still have any questions, your Liaison Officer in the Student
Administration Office will be able to assist you. Student Administration Office contacts at your
administrative campus are listed in this book and can be viewed at:
http://www.csu.edu.au/division/deanstud/contact.htm
ELECTRONIC ACCESS / COMMUNICATION
Charles Sturt University determined that from 2005 newly enrolling students will require a
minimum level of access to an internet connected computer to be able to access CSU’s
Online Services. This has become a general admission requirement. A system has been
progressively implemented whereby official communications between the University and
students take place via a secure online environment called the eBox. Students accepting
offers of admission from the commencement of 2005 will be unable to deregister from
the eBox.
The change does not mean that all interaction and services from CSU will be via electronic
means. However, it does mean that CSU will be able to provide high quality online services –
where the internet is the most appropriate vehicle for providing that service. Ensuring that all
students have internet access empowers them to take advantage of any online services,
while generating significant efficiencies and service improvements for the University
community.
The minimum required access to the internet will be one hour per week. As in the past, for
particular courses and/or subjects more than one hour per week may be required, and this will
be communicated to students through the subject outline and the handbook.
To ensure that our future communication with you is conducted in the most secure, reliable
and efficient manner, official communications between you and the University are now sent
online as messages to your eBox and not by post.
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This means that you will receive official communications, such as HECS/FEE-HELP
Commonwealth Assistance notices, invoices etc via your eBox and not by post. You
should check your eBox for messages at least once a week.
Your eBox is located at the top of your personalised area of the CSU web site at the web
address www.my.csu.edu.au.
Further information about the eBox is available at www.csu.edu.au/eBox or by calling the
I.T. Service Desk on 1300 653 088.
Please make visiting www.my.csu.edu.au and checking your eBox an important part of your
study routine in order that you do not miss important information. We hope that you find the
eBox an efficient and convenient way of communicating with the University.
ON-LINE FACILITIES
Student Administration has developed a wide range of on-line services to provide students
with flexible, convenient and timely access to both view and update their records. These
services are provided through the WWW at the Student Administration Homepage
http://www.csu.edu.au/division/deanstud
From the Student Administration home page you are able to update:
Contact details
Examination Centre
Re-direct email
Graduation information
Cancel you enrolment
Make payments
Request a refund
Enrolment (add/delete subjects, request leave or re-enrol for the coming year)
Or view your:
Student Administration Office Information Booklet
Subject Availability List/Timetable
Principal Dates
Administration contacts
Examination schedule
Financial information
Residential School information
We hope that the provision of these services will considerably enhance your ability to deal
with Student Administration matters. Of course you can still contact us if you need assistance
or do not have access to our on-line services.
STUDENT SERVICES
Student Services provide a wide range of services including:
Disability Service
Student Equity Service
Careers Service
Learning Skills
Maths Skills
Detailed Information is available from the Student Services web site
www.csu.edu.au/division/studserv/
SECTION 2
LIST OF EXAMINATION CENTRES
Students should choose an examination centre from those listed on the following pages.
These are the current established examination centres for the University. If students cannot
find a centre that is within a radius of 120 kms travelling distance one-way from where they
live, (either in Australia or Overseas) please contact the Examinations Office. (see below)
Telephone: (02) 6338 4747 or (02) 6338 4545
Facsimile: (02) 6338 4193
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Email: [email protected].
ESTABLISHED EXTERNAL EXAMINATION CENTRES AS AT JUNE 2006
(All countries and states/provinces have multiple Examination Centres)
SYDNEY
NEW SOUTH WALES
ACT
VICTORIA
QUEENSLAND
SOUTH AUSTRALIA
WESTERN AUSTRALIA
TASMANIA
NORTHERN TERRITORY
OVERSEAS
ASIA
NEW ZEALAND
PACIFIC
PAPUA NEW GUINEA
AFRICA
EUROPE
USA/CANADA
SOUTH AMERICA
UNITED KINGDOM
IRELAND
MIDDLE EAST
SECTION 3 – IMPORTANT DATES
SEPTEMBER 2006
1 Trimester 2 results available via the internet
Last day to add subjects for Trimester 3
4 Trimester 3 begins
8 On campus classes end
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11 Residential Schools begin
15 HECS-HELP up front payment date for Trimester 3
29 Residential Schools end
Closing date for all distance education (and on campus postgraduate) applications for
admission in 2007. (Late applications considered if places available)
UAC / VTAC closing date for on campus applications for admission in 2007
Census/Refund date for Trimester 3 (last day to withdraw from subjects without incurring
either a HECS/FEE HELP or tuition fee liability and to apply for leave of absence for
Trimester 3)
OCTOBER 2006
2 Labour Day Holiday (University closed)
3 On Campus classes resume
13 Deadline for students in distance education courses to change their examination centre for
Spring Session (late fee applies after this date)
27 Deadline for late applications for distance education students to change their examination
centre for Spring Session
Deadline for late applications for distance education students to change their examination
centre for Trimester 3 (late fee applies after this date)
NOVEMBER 2006
1 Deadline for continuing students to re-enrol for 2007
Closing date for applications for Summer Session 2007 (a late fee applies up to 15 Nov)
10 On Campus classes end
12 Graduation Ceremony (Kuala Lumpur)
13 Spring Session examinations begin
15 Deadline for late applications for Summer Session (with late fee)
18 Graduation Ceremony (Hong Kong)
24 Spring Session examinations end
Spring Session ends
27 Trimester 3 examinations begin
DECEMBER 2006
1 Summer Session begins
Final date for late applications for admission to be received for consideration to distance
education courses for Autumn Session 2007 (only if places are available)
Trimester 3 examinations end
Trimester 3 ends
15 Census date for Summer Session
Spring Session results available via the internet
22 Trimester 3 results available via the internet
University closed – reopens on 2 January 2007
Note: Trimester subjects for the Bachelor of Policing, Diploma of Policing (CDP), Diploma of Policing
Practice (CEP) and Diploma of Applied Policing courses (DAP), use slightly different start and finish
dates to those listed below. See the enclosed insert “Goulburn Policing Tri-Session Dates” (issued
to Goulburn students only).
JANUARY 2007
2 Deadline for late enrolments by continuing distance education students for 2007
Closing date for applications for part-time on campus, undergraduate courses in 2007
5 Trimester 1 payment due for students paying tuition fees directly to the University
19 Deadline to add subjects for Trimester 1 (late fee applies after this date)
29 Residential schools begin (if required)
31 Closing date for eligible students to apply to graduate at the March/April/May ceremonies
FEBRUARY 2007
5 Summer Session examinations commence
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351
Spring Session Supplementary and additional examinations begin
9 Residential schools end
Spring Session Supplementary and additional examinations end
Summer Session examinations end
Summer Session ends
Autumn Session payment due for students paying tuition fees directly to the University
16 Census/Refund date for Trimester 1 (last day for automatic withdrawal from subjects
without incurring either a HECS/FEE HELP or tuition fee liability and to apply for leave of
absence for Trimester 1)
19 Orientation/Enrolment week for commencing on campus students
26 Autumn Session begins
On Campus classes commence
23 Summer Session results available via the internet
MARCH 2007
2 Deadline to add subjects for Autumn Session (late fee applies after this date)
9 Deadline for potential graduands who wish to graduate at the March/April/May ceremonies
to have outstanding grades resolved
16 Graduation Ceremony (Orange)
HECS-HELP up front payment date for Autumn Session
Deadline for students in distance education courses to change examination centre for
Trimester 1 (late fee applies after this date)
19-20 Summer Session supplementary examination period
30 No changes to Exam Centres for Trimester 1 after this date
31 Census/Refund date for Autumn Session (last day to withdraw from subjects without
incurring either a HECS/FEE HELP or tuition fee liability for Autumn Session)
Deadline for applications for automatic withdrawal from Autumn session subjects
Deadline to apply for leave of absence for Autumn Session
Deadline for students who cancel their Autumn Session enrolment to receive a refund of
their fees
Closing date for Trimester 2 applications for admission
APRIL 2007
6 Good Friday Public Holiday
9 Easter Monday Public Holiday
16 Trimester 1 examinations commence
18-20 Graduation Ceremonies (Wagga Wagga)
20 Trimester 1 examinations end
Trimester 1 ends
25 Anzac Day Public Holiday
26-27 Graduation Ceremony (Albury-Wodonga)
27 Trimester 2 payment due for students paying tuition fees directly to the University
28 Residential Schools end
30 On campus classes resume
MAY 2007
1 Closing date for applications for admission to courses commencing in Spring Session 2007
(Note: applications received after 1st May only considered if course quotas are not filled)
9-11 Graduation Ceremonies (Bathurst)
Trimester 1 results available via the Internet
18 Graduation Ceremony (Policing)
Deadline for late applications for students in distance education courses to change
examination centre for Autumn session (late fee applies after this date)
24 Graduation Ceremony (Dubbo)
15
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352
JUNE 2007
1 Final date for applications for admission to be received for consideration to distance
education courses in Spring Session 2007 (on-time applications close 1 May 2007)
No changes to Exam Centres for Autumn after this date
Graduation Ceremony (Canberra) – Theology graduands only
8 Census/Refund date for Trimester 2 (last day for automatic withdrawal from subjects
without incurring either a HECS/FEE HELP or tuition fee liability and to apply for leave of
absence for Trimester 2)
11 Queen’s Birthday Public Holiday
18 Autumn Session examinations begin
29 Autumn Session examinations end
Autumn Session ends
JULY 2007
6 Deadline for students in distance education courses to change examination centre for
13 Spring Session payment date for students paying tuition fees directly to the University
20 Autumn Session results available via the internet
Residential schools end
30 Spring Session begins
On campus classes commence
31 Closing date for Trimester 3 applications for admission
AUGUST 2007
3 Deadline to add subjects for Spring Session (late fee applies after this date)
6 Trimester 2 examinations commence
10 Trimester 2 examinations end
Trimester 2 ends
17 Trimester 3 payment date for students paying tuition fees directly to the University
HECS-HELP up front payment date for Spring Session
20 Autumn Session Supplementary and additional examinations begin
31 Deadline for automatic withdrawal from Spring session subjects
Census/Refund date for Spring Session (last day to withdraw from subjects without
incurring either a HECS/FEE HELP or tuition fee liability for Spring Session)
Deadline to apply for leave of absence for Spring Session
Deadline to request refund of Spring Session tuition fees
Trimester 2 results available via the Internet
Trimester 2 results available via the internet
SEPTEMBER 2007
28 Residential schools end
Census/Refund date for Trimester 3 (last day to withdraw from subjects without incurring
either a HECS/FEE HELP or tuition fee liability and to apply for leave of absence for
Trimester 3).
30 Closing date for all distance education (and on campus postgraduate) applications for
admission in 2008. (Late applications considered if places available)
UAC / VTAC closing date for on campus applications for admission in 2008.
OCTOBER 2007
1 Labour Day Holiday (University closed)
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353
2 On campus classes resume
19 Deadline for students in distance education courses to change their Examination Centre for
Spring Session (late fee applies after this date)
26 Deadline for students in distance education courses to change their Examination Centre for
16
NOVEMBER 2007
1 Closing date for applications for Summer Session 2008 (a late fee will apply after this date
up to 15 November)
Deadline for continuing students to re-enrol for 2008
2 No changes to Exam Centres for Spring after this date
11 No changes to Exam Centres for Trimester 3 after this date
15 Deadline for late applications for Summer Session (with late fee)
19 Spring Session examinations begin
Deadline for students in distance education courses to change examination centre for
26 Trimester 3 examinations begin
30 Spring Session examinations end
Spring Session ends
Trimester 3 examinations end
Trimester 3 ends
DECEMBER 2007
1 Summer Session begins
15 Census date for Summer Session
21 Spring Session results available via the internet
Trimester 3 results available via the internet
University closes – reopens on 2 January 2008
SECTION 4 — ACADEMIC & ADMINISTRATIVE CONTACTS
There are possible changes to the Faculty structure in 2007 which are not available at the time of
publication. Please check the online version of this Booklet in 2007 at
www.csu.edu.au/division/deanstud/saobook/saobook.pdf for the most up to date information.
SCHOOLS — FOR ACADEMIC ENQUIRIES
ALBURY CAMPUS
Faculty of Arts Annex (Thurs and Fri only) (02) 6051 6968
School of Business and Information Technology (02) 6051 9866
Murray School of Education (02) 6051 9400
School of Environmental Sciences (02) 6051 9850
School of Community Health (02) 6051 6820
Goulburn Police Academy – School of Policing Studies – CEP (02) 4823 2919
Australian Graduate School of Policing (Manly) (02) 9934 4835
BATHURST CAMPUS
School of Accounting and Computing Sciences(02) 6338 4494
School of Communication (02) 6338 4131
School of Human Movement Studies (02) 6338 4048
School of Information Technology (02) 6338 4724
School of Marketing and Management (02) 6338 4277
School of Nursing and Health Science (02) 6338 4641
School of Public Health (02) 6338 4512
School of Social Sciences and Liberal Studies (02) 6338 4580
School of Teacher Education (02) 6338 4227
School of Theology – Canberra (02) 6273 1572
DUBBO CAMPUS
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School of Teacher Education (02) 6885 7351
ORANGE CAMPUS
School of Biomedical Sciences (02) 6365 7569
School of Marketing and Management (02) 6365 7550
School of Rural Management* (School name subject to final determination) (02) 6365 7550
School of Science and Technology (02) 6365 7840
WAGGA WAGGA CAMPUS
School of Agriculture and Veterinary Sciences (02) 6933 2420
School of Biomedical Sciences (02) 6933 2958
School of Clinical Sciences (02) 6933 2874
School of Commerce (02) 6933 2528
School of Education (02) 6933 2441
School of Humanities and Social Sciences (02) 6933 2249
School of Information Studies (02) 6933 2584
School of Computing and Mathematics (02) 6933 2539
School of Visual and Performing Arts (02) 6933 2473
School of Wine and Food Sciences (02) 6933 2113
FINANCE
Enquiries (02) 6933 2271 [email protected]
INFORMATION TECHNOLOGY HELP DESK
For queries regarding logon, password and PIN
Enquiries 1300 653 088 or (02) 6338 4357
STUDENT SERVICES HELP DESK
For queries regarding study materials, residential schools and assignments
Bathurst (02) 6338 4678 [email protected]
Albury (02) 6051 6828
Wagga Wagga (02) 6933 2405
STUDENT ADMINISTRATION OFFICES — FOR ADMINISTRATIVE ENQUIRIES
There are possible changes to the Faculty structure in 2007 which are not available at the time of
publication. Please check the online version of this Booklet in 2007 at
www.csu.edu.au/division/deanstud/saobook/saobook.pdf for the most up to date information.
ALBURY CAMPUS
Facsimile: (02) 6051 6629
Mail: PO Box 1268, Albury NSW 2640 (DX Bag 5868)
Student Administration Liaison Officers
Arts (02) 6051 6863 [email protected]
Business and Information Technology (02) 6051 6769 [email protected]
Education (02) 6051 6863 [email protected]
Community Health (02) 6051 6819 [email protected]
Information Technology (02) 6051 6885 [email protected]
Parks and Recreation, Karst Management, Ornithology (02) 6051 6807 [email protected]
Police Associate Student Programme (CDP) (02) 6051 6819 [email protected]
Police (CEP) (02) 6051 6780 [email protected]
Police (Goulburn – other) (02) 6051 6879 [email protected]
Police AGSP (02) 6051 6863 [email protected]
Police EagleNet ext (requires tone phone) 83383
Examinations Office (02) 6338 4291 [email protected]
HECS-HELP Coordinator (02) 6051 6878 [email protected]
FEE-HELP Coordinator (02) 6051 6879 [email protected]
BATHURST CAMPUS
Facsimile: (02) 6338 4176
Mail: Private Mailbag 7, Bathurst NSW 2795
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355
Commerce – Accounting/Business Studies (02) 6338 4808 [email protected]
Commerce – Marketing/Economics/Finance (02) 6338 4319 [email protected]
Communication (02) 6338 4122 [email protected]
Information Technology/Human Movement (02) 6338 4117 [email protected]
Nursing/Community and Public Health (02) 6338 4363 [email protected]
Pre-hospital Care / Public Health / Emergency (02) 6338 4062 [email protected]
Management and Complementary Medicine
Social Science and Liberal Studies (02) 6338 4171 [email protected]
Teacher Education – All Primary, Undergraduate (02) 6338 4380 [email protected]
Secondary, PhD and M.(Ed) (Honours)
Teacher Education – Undergraduate Early Childhood (02) 6338 4439 [email protected]
Postgraduate Secondary, LOTE, Incl. Ed & TESOL
Teacher Education – Birth to 5 years (02) 6338 4117 [email protected]
Theology (02) 6338 4122 [email protected]
HECS/FEE-HELP Coordinator (02) 6338 4685 bahecs/[email protected]
DUBBO CAMPUS
Facsimile: (02) 6885 7301
Mail: Locked Bag 49, Dubbo NSW 2830
Student Administration (02) 6885 7305 [email protected]
19
ORANGE CAMPUS
Facsimile: (02) 6365 7590
Mail: PO Box 883, Orange NSW 2800
Business and Management Undergraduate (02) 6365 7536 [email protected]
Clinical Science, Nursing and Pharmacy (02) 6365 7515 [email protected]
Postgraduate Research Programs (02) 6365 7536 [email protected]
Rural Management UG and PG coursework (02) 6365 7536 [email protected]
Science Course (02) 6365 7536 [email protected]
HECS/FEE-HELP Coordinator (02) 6365 7536 oahecs/[email protected]
WAGGA WAGGA CAMPUS
Facsimile: (02) 6933 2922
Mail: Locked Bag 588 Wagga Wagga NSW 2678
Agriculture and Veterinary Sciences (02) 6933 2806 [email protected]
Biomedical Sciences - Undergraduate (02) 6933 2298 or 6933 2297 [email protected]
Biomedical Sciences – Postgraduate (02) 6933 2298 or 6933 2297 [email protected]
Clinical Sciences - Undergraduate (02) 6933 2298 or 6933 2297 [email protected]
Clinical Sciences – Postgraduate (02) 6933 2298 or 6933 2297 [email protected]
Commerce – Undergraduate (02) 6933 4103 [email protected]
Commerce – Postgraduate (02) 6933 2299 [email protected]
Education (02) 6933 4070 [email protected]
Humanities and Social Sciences (02) 6933 2296 [email protected]
Information Studies - Library Courses (02) 6933 2301 [email protected]
Information Studies – Info Tech Courses (02) 6933 2818 [email protected]
Science and Technology (02) 6933 2806 [email protected]
Visual and Performing Arts (02) 6933 2295 [email protected]
Wine and Food Sciences (02) 6933 2807 [email protected]
HECS-HELP Coordinator (02) 6933 2240 [email protected]
FEE-HELP Coordinator (02) 6933 2240 [email protected]
Graduation Coordinator (02) 6933 2240 [email protected]
Every effort is made to ensure that the information contained in this booklet is correct at the time of printing.
The University reserves the right to vary the information without notice.
14.0 Optional Material
14.1
Student Transcript Protection
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356
Charles Sturt University has approximately 37,000 students enrolled. These students are on
campus in Australia at our campuses in Albury, Bathurst, Dubbo, Orange and Wagga Wagga,
and by distance education throughout Australia and in many countries world-wide. The
administration of student records is the key responsibility of the Director of Student
Administration and the Executive Director of Information Technology. These two divisions
maintain a robust development plan for computer hardware and software so that students
records can be accurately maintained and secured, and to handle the growth in the system.
The program in Ontario is likely to have little impact on the vast student record systems of
Charles Sturt University.
The Record Management System TRIM
Charles Sturt University uses a records management software system known as TRIM to support its
corporate record keeping needs. TRIM sits besides CSU’s other recordkeeping systems, i.e. Banner &
Alesco, it plays a key role in maintaining the records that are not captured as a matter of course within
the other systems.
TRIM will allow you to:
•
Search more effectively for a particular document in that TRIM allows you to search across titles and
record numbers of files and individual documents, and
•
View documents which may not be physically located where you are.
The object of TRIM is to provide a common, shared source of information which is accessible, within
security restrictions, to everyone who needs it, for as long as it is needed.
Do you need access to TRIM? Click this link to complete an online request form.
Records Management Policy
(Charles Sturt University Records Management Policy Page 1 Version 2.0: TBA, 2006)
1. Purpose
1.1 This policy sets out Charles Sturt University’s (CSU’s) management principles on the
creation, maintenance and disposal of University records.
1.2 The objective of the Records Management Policy is to establish a records management
program in accordance with relevant legislative and regulatory requirements, standards and
best practices to ensure that records are properly created, managed and maintained in the
interests of corporate accountability, orderly administration and memory.
2. Scope
2.1. This policy applies to all employees of the University, and all records of the University.
3. References (Optional)
Vital Records Policy (See below)
4. Definitions
Records
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A record is information created, received and maintained by Charles Sturt University and its
employees in the transaction of official business or the conduct of affairs, and kept as evidence
of such activity.
State Records
Records created by public offices in NSW (including universities) are State records under the
State Records Act 1998 (NSW), and subject to the provisions of both the State Records Act
1998 and the State Records Amendment Act 2005 (NSW).
5. Responsibilities
5.1. Vice-Chancellor
a) As Chief Executive Officer, the Vice-Chancellor is responsible for ensuring compliance with
the requirements of the State Records Act 1998 (NSW) and the State Records Amendment
Act 2005 (NSW).
b) The Vice-Chancellor has delegated operational responsibility for the University’s records
management program to the Division of Information Technology
c) The University Records Manager is accountable to the Executive Director, Division of
Information Technology for the implementation of the policy and for ongoing management of
the records management
program.
5.2 University Records Manager
a) Developing, monitoring and reviewing University-wide records management policy,
procedures, standards and guidelines for the creation, management, storage and disposal of
University records.
b) Dissemination of information in relation to these activities, in consultation with the University
Secretary, the Executive Director, Division of Information Technology, the Director, CSU
Regional Archives, and the heads of University organisational units.
c) Provision of advice to University employees regarding the creation and maintenance of
University records and the systems in which they are maintained.
d) Provision of records management training to University employees.
5.3 Heads of University Organisational Units
a) Managers of all University organisational units are responsible for ensuring that they create
and maintain full and accurate records of official University business that they transact.
5.4 All University employees
a) All employees of Charles Sturt University are responsible for ensuring that they create and
maintain full and accurate records of official University business that they transact.
6. Creation of Records
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6.1 All employees are obliged to create full and accurate records that adequately document the
official business activities of the University in which they take part, and to ensure that
information and processing
systems that support business activities create appropriate records as part of supporting those
activities.
7. Protection of Records
7.1 Under the State Records Act 1998 (NSW), University records are State records.
Employees are obliged to handle records sensibly and with care and respect so as to avoid
damage to records and to prolong their lifespan.
7.2 Employees must not alienate, relinquish control over, damage, alter or destroy Charles
Sturt University records.
8. Disposal and Destruction of Records
8.1 Employees who wish to initiate the archiving and/or disposal of records are required to
contact the University Records Manager or the University’s Regional Archives, which is an
official regional archives
repository of the State Records Authority of NSW.
Types of Records
Vital Records
Records are categorised for protection into four (4) types:
Vital Records
These are those records which if are destroyed, could seriously affect the viability and
continuation of the University. There are many cases of company’s going out of business as
the result of a fire destroying its vital records. For example property files, agreements and
leases etc.
Important Records
These are those considered necessary for the smooth running of an organisation, but whose
loss would not necessarily put it out of business. Their loss would however cause serious
disruption and inconvenience, and involve many hours of research to reconstruct. For example
Personnel history cards, minutes, public liability claims, student academic transcript etc.
Useful Records
These form the bulk of any organisations records; these would be an inconvenience if lost but
not a disaster. In most instances their loss can be written off and there is no need to
reconstruct folders i.e. Body registers
Transitory Records
These would contain material that is not important or essential to University business for
example letters of appreciation, course information (not conducted by CSU) etc.
The objectives of any disaster recovery plan are:
•
Providing capability to reconstruct operations within a reasonable period of time;
•
Safeguarding company assets;
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•
Guarding employees’ equities and rights;
•
Protecting evidence of shareholder ownership, if any;
•
Insuring capability to meet commitments.
As Charles Sturt University scans all received documents and holds electronic versions of all
material produced these electronic files/scanned images act as a back-up or copy of the
physical documents where they exist, these electronic files/scanned images are also backedup by DIT each night when registered within TRIM. The physical vital documents should be
protected as best as can be i.e. within lockable rooms/cabinets and on appropriate shelving.
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14.2.1 Plan for Record Management
As approved by the Vice-Chancellor on 10 October 1996 and amended by the University
Secretary on 11 January 2001 to reflect changes consequent upon the approval of the NSW
State Records Act and the disestablishment of the Records Management Committee.
1.
Introduction
This Records Management Policy was developed by the Records Management
Committee established by the Vice-Chancellor’s Advisory Committee on 24 October
1995 (the Committee has since been disestablished). The policy is based on a report
by Records, Archives and Information Management Pty Ltd (RAIM) and aims to ensure
the University’s compliance with Australian Standard 4390 (1996) Records
Management.
2.
Scope of the Policy
This policy applies to all University records created and received by officers of the
University and its affiliated organizations including its business enterprises and
research centres but not its student associations.
3.
Purpose of the Policy
The University’s records are a vital asset which ensure it can account for its actions and
those of its officers to appropriate regulatory authorities, to its members, and to the
public; and to meet statutory obligations, audit requirements, relevant standards and
codes of practice, and community expectations. This policy sets out record keeping
principles to be implemented throughout the University for the creation, capture and
maintenance of records which provide appropriate and adequate evidence of the
conduct of the University’s business and affairs to enable it to account for that conduct.
4.
Policy Principles
This policy is based on the principles that:
•
•
•
•
•
responsibility for record keeping in a geographically dispersed institution with
extensively decentralised decision-making must be taken at all levels of the
organization;
management and supervisory staff in divisions, faculties, schools, departments,
centres, sections, business enterprises and affiliated institutions must ensure that
their officers create, capture and maintain records of the functions, processes,
activities and transactions they administer or carry out;
record keeping standards and procedures across all campuses and sites must
be consistent;
records must be adequate and appropriate for the purpose for which they are kept
so that routine administrative transactions can be documented with a minimum of
identifiable information and major initiatives documented more extensively;
record keeping standards and procedures must be such as to be easily
comprehended and implemented by all those who create, maintain and use
records;
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•
•
5.
appropriate record keeping systems must be established and maintained for
records in different formats and compatible hardware and software adopted
throughout the institution; and
mechanisms must be put in place to monitor compliance with the policy.
Definitions
5.1
University Records
A record is data in any format, including data in computer systems, created or
received and maintained by the University or its officers in the transaction of
business or the conduct of affairs and kept as evidence of such activity.
University records are records created, received or maintained by officers of the
University and its affiliated organizations in carrying out its functions, processes,
activities and transactions.
The following are examples of University records:
•
•
•
•
•
•
•
•
•
•
•
•
5.2
the agendas and minutes of meetings of formally established University
boards and committees;
the agendas and minutes of meetings of ad hoc committees and working
parties;
students’ academic transcripts held electronically or in hard copy format;
decisions taken by staff under delegation which are recorded in
memoranda, letters, email messages, etc;
financial transactions held electronically or in hard copy format;
personnel transactions (ie letters of appointment, reports on
performance and other dealings between staff and the University);
subject outlines (which are in effect, a contract between students and
the University);
approved stage 1, 2, 3 and 4 course submissions;
applications and other forms completed by students;
decisions conveyed to students by mail or electronically;
lecturer’s grade lists and assignment mark lists held electronically or in
hard copy;
research grant applications.
Information
Information can be distinguished from records in the following ways:
•
•
information does not provide evidence of transactions; and
information may exist in multiple versions which change over time (ie it is
not static).
Examples of information are:
•
•
•
course promotion brochures;
teaching materials;
publications like Billboard; and
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•
what’s new and news on the World Wide Web.
While some University documents containing information may be retained by
the University, their retention is not required under this policy.
5.3
Record Keeping Systems
Record keeping systems are information systems specifically designed to
capture, maintain and provide access to complete, accurate and reliable
evidence of transactions over time. They may encompass records in a variety
of formats.
5.4
“Personal” Records
Record keeping systems within the University include not only the system of file
stations established by this policy and the records kept in the administrative
computing systems, but also the records kept by officers of the University in
their filing cabinets and/or in their computers.
5.5
Record Formats
Records are kept in a variety of formats including paper documents, optical
images on microfilm, or electronic data in computers.
6.
Responsibilities
6.1
Vice-Chancellor
This policy is issued with the authority of the Vice-Chancellor who, as Chief
Executive Officer, is responsible for implementing the policy, monitoring
compliance with the policy, and monitoring the effectiveness of the policy.
6.2
Administrative Systems Steering Committee
In exercising authority with respect to University records the Vice-Chancellor will
be advised and assisted by the Administrative Systems Steering Committee.
6.3
Heads of Units
The management of the University’s records is devolved to the head of each
organizational unit who is accountable for managing in accordance with this
policy, the University records created, received and maintained by the unit.
Specialist record staff described in sections 6.4, 6.5 and 6.6 below will assist
heads of units to discharge their record keeping accountability.
6.4
Records Manager
The Records Manager will be accountable to the University Secretary for:
•
•
implementing decisions of the Vice-Chancellor and the Administrative
Systems Steering Committee;
training Records Officers and file station operators;
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•
•
•
•
•
•
•
6.5
maintaining the thesaurus of approved keywords and descriptors used in
the titling of official files;
maintaining the University-wide register of general files;
ensuring that disposal schedules are implemented and coordinating the
transfer of vital records to the Regional Archives;
implementing the records management software;
assigning security access levels to users of University records;
recommending changes to the University’s policy on records to the
University Secretary;
preparing and updating as necessary, procedures manual(s) and user
guide(s) for file station operators and other users of the records system.
File Stations
A file station is an approved location for the storage and management of active
University files.
A file station will be established in any unit of the University that creates or
receives records. It is expected that file stations will be established for all units
and offices that are primary cost centres and for some units and offices that are
secondary cost centres.
Each file station will be managed by a file station operator. A file station
operator will be a designated member of the clerical or secretarial staff of the
unit in which the file station is located.
A file station operator will:
•
•
•
•
•
7.
create, title and number files relevant to the work of the unit in
consultation with the Records Manager and in accordance with the
approved thesaurus and numbering system;
classify and place all relevant materials onto the files;
record the movement of files held in the file station;
transfer inactive files into secondary storage; and
advise staff in the unit on file management matters.
Records Users
Ownership of all University records is vested in Charles Sturt University. Officers who
create, receive, maintain or use University records shall take all reasonable care to
ensure the records are preserved. Officers shall not:
•
•
•
•
•
transfer the custody of records to individuals or organizations outside the
University;
compromise the physical security of records;
destroy records except as provided for under approved disposal procedures;
alter or amend records except as required by relevant legislation; or
make records available or disclose their contents to unauthorised individuals or
organizations within or outside the University except as required by relevant
legislation.
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8.
Access
8.1
Obligation to Disclose Information
Charles Sturt University is bound by the Freedom of Information Act 1989
(NSW) and has an obligation to disclose information. In granting access to
records however, the University will recognise its obligations to protect the
privacy of the clients and officers of the University in accordance with the
Privacy and Personal Information Protection Act 1998 (NSW).
8.2
Records Regarding Personal Affairs
The access by officers of the University to the personal records regarding the
personal affairs of other officers or clients will be restricted to those records
essential to the discharge of the officers’ duties.
8.3
Security Levels
The access by officers of the University to records including the records relating
to personal affairs, will be governed by security levels and procedures approved
by the Vice-Chancellor on the advice of the Administrative Systems Steering
Committee. Such procedures will be subject to relevant legislation regarding
access to records.
8.4
Research and Scholarship
The access by officers of the University, the University’s clients or members of
the public to the records of the University for the purposes of research or
scholarship will be governed by guidelines for access approved by the ViceChancellor on the advice of the Administrative Systems Steering Committee.
9.
Records Disposal And Retention
The disposal and retention of public records is governed by Disposal Authorities made
under the State Records Act 1998 (NSW).
Archiving and Destroying Records
A disposal schedule is a document formally issued by the University and State Records Office (NSW) to
list all the types of records produced by CSU and their minimum retention periods. The schedule
indicates what should happen to these records once their useful life has expired.
General Disposal Authorities (GDA’s)
General disposal authorities are retention and disposal authorities developed by State Records NSW.
These authorities determine the minimum retention period for records and should be referred to when
archiving records. Some areas will need to refer to more than GDA when sentencing records.
•
Administrative Records GDA
•
Financial Records GDA
•
Human Resource Records GDA
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•
Student Administration & Services Records GDA
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Teaching & Research Records GDA
Archiving Records
Archiving should be carried out by a TRIM Administrator as they will have received training in the correct
procedures to follow. Files/records with the same retention period should be boxed together. When
boxing you will need to complete two forms:
•
Archive Box Content List
•
Archive Box Lodgement Form
Boxes will not be accepted if these forms are incomplete. Completed forms and boxes should be
forwarded to the University Records Manager, Gordon Beavan Building, Thurgoona Campus.
Destroying Records
Although the disposal schedules establish when records can be destroyed, no records should be
destroyed until authorised by the business unit manager and the University Records Manager. Records
must be destroyed in a secure and environmentally friendly manner. Shredding and pulping are the
preferred methods of disposal. Prior to the destruction of records you are required to complete an
Authorisation form for the Destruction of Records.
Accessing Permanent Archives (State Records)
For information on how to access permanent archives visit The Archives Centre website.
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STUDENT RECORDS - DISPOSAL SCHEDULE
Approved by the Dean of Studies under delegation from the Vice-Chancellor on 15th
September 1995.
1. General Considerations
1.1 Privacy Legislation
This Disposal Schedule will be reviewed and amended if necessary to conform to any State
Legislation regarding privacy. At the time of publication of the disposal schedule, the Privacy
and Data Protection Bill 1994 was before the NSW Parliament.
1.2 Paper Records
Where records are to be held indefinitely on paper, they must be copied onto alkaline buffered
paper if they are not already held on such paper. Records on 132 column (pyjama paper)
computer paper are not suitable for long term storage because of the very short storage life of
this type of paper.
1.3 Disposal Register
Each office identified in this schedule as being responsible for the disposal of official (not
unofficial) records must maintain a Disposal Register. The Register must show:
· details of the items or series disposed;
· the authority under which disposal occurred (by reference to this schedule);
· the method of disposal;
· the date of disposal; and
· the name and signature of the officer responsible for the disposal.
2. Academic Transcripts
The academic transcript of a student's enrolment at the University or a predecessor institution
is a vital record and will be retained permanently. The information to be included on a
transcript will be as a minimum:
· the student's identification number;
· the student's full name;
· the student's date of birth;
· the full nomenclature of the course(s) in which the student was enrolled;
· all the subjects in which the student was enrolled and for each subject:* the point or unit value of the subject;
* the grade or other status;
* the year and session in which it was studied;
· periods of leave of absence;
· credit granted for previous study;
· periods of exclusion;
· the final status (graduated, withdrawn, etc);
· in appropriate cases the award granted and the date the award was conferred.
At least two copies of an academic transcript will be retained:
· a working copy in the Division of Student Administration; and
· a microfilm, microfiche, electronically imaged or paper copy in the Regional Archives.
The working copy will preferably be held electronically, otherwise on microfiche or paper.
Microfilming, microfiching or electronically imaging transcripts is the responsibility of the
Student Administration Offices.
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3. Grade Sheets and Change of Grade Authorizations
The grade sheets submitted by lecturers each session and any subsequent change of grade
authorizations are the only means of reconstructing an academic transcript which may have
been lost or corrupted. These records will be regarded as vital records only for those years
during which the integrity of the data on transcripts cannot be guaranteed. Those grade sheets
and change of grade authorizations identified as vital records by the Student Administration
Offices or the Examinations Office, will be microfilmed, microfiched or electronically imaged
and retained permanently in the Regional Archives.
All other grade sheets will be retained in the Division of Student Administration for ten years
after which time they will be destroyed by the Student Administration or Examination Offices.
4. Student Files
4.1 Official Student Paper Files
These are the files maintained by the Student Administration Offices and the Office for
Research and Graduate Studies. These files will be culled annually to remove into secondary
storage the files of students who have graduated, withdrawn, or been excluded from a course
and are not continuing with study at the University.
Official student files will be retained in secondary storage for six years and then destroyed by
the Student Administration Offices or the Office for Research and Graduate Studies. Official
student files will not be received in the Regional Archives.
4.2 Official Student Electronic Files
4.2.1 Non Graduates
These are computer records of non-transcript data held on a student (personal and contact
details, admission and Stupac details, ID card image, etc).
The data on electronic files is to be retained for a period of ten years and then destroyed by
the Student Administration Offices.
4.2.2 Graduates
A subset of the data on graduates from the official student electronic files will be transferred
annually to the Alumni database. This data subset will include:
· the graduate's identification number(s);
· the graduate's full name;
· the graduate's date of birth;
· the nomenclature of the award conferred;
· the date of the award;
· contact details (address, telephone, fax, email).
This data will be retained on the Alumni database until the graduate is deceased or wishes to
be removed from the database.
4.3 Faculty Student Files
These are paper files (or electronic records) maintained in Faculty or School Offices or by
individual Course Co-ordinators. Such files may include correspondence with students, copies
of master and fourth year honours dissertations, examiners' reports, and practicum reports
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except where those reports have to be maintained for specified periods in line with the
requirements of accrediting or professional bodies (see Clause 8 below).
Faculty student files will be retained by Faculties for a period of three years after the last
transaction and may then be destroyed by the Faculties. Faculty student files will not be
received in the Regional Archives.
4.4 Lecturers' Student Records
These are paper (or electronic) records maintained by lecturers on students whom they teach.
They would include the "raw data sheets" from which grades are derived.
These records are outside the scope of this schedule but unless the records can be used for
research or quality assurance purposes it is recommended they be destroyed by lecturers
twelve months after the conclusion of the teaching session.
5. Exclusion Appeals, Disciplinary and Litigation Records
5.1 Exclusion Appeals
Exclusion appeals papers are filed in the Academic Secretariat as confidential records. They
are not filed on official student paper files.
Exclusion appeals files will be destroyed after six years by the Academic Secretariat.
5.2 Disciplinary Records
Records relating to academic disciplinary matters dealt with under the Student Academic
Misconduct Rule and disciplinary matters dealt with under the General Misconduct (Students)
Rule of the Board of Governors will be maintained confidentially in the Academic Secretariat or
in the Office of the University Secretary depending upon the office dealing with the matter.
They will not be filed on official student paper files.
Disciplinary records are to be held for a period of six years and then destroyed by the
Academic Secretariat or by the University Secretary.
5.3 Litigation Records
Records dealing with litigation between a student and the University will be maintained
confidentially in the Office of the University Secretary. They will not be filed on official student
paper files.
Litigation records will be held for ten years and then destroyed by the University Secretary.
6. Assessable Items
6.1 Examination Answer Booklets
Under the policy on Access to Student Records and Assessable Items, marked examination
booklets are kept for four months after the Examination Period and may then be destroyed by
lecturers unless the booklets are subject to an enquiry or appeal in which case they will be
retained until the enquiry or appeal is completed and may be subject to Clause 4.2 above.
6.2 Other Assessable items
All other assessable items will be made available for collection by students or returned to
students by lecturers as soon as practicable after the item has been assessed. Items not
collected or returnable may be destroyed by lecturers four months after the conclusion of the
session in which the item was submitted.
7. Higher Education Contribution Scheme Records
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All students, even those in fee paying courses, are required to complete a HECS Option Form
and their retention is subject to statutory requirements. These forms are to be held as
confidential records separately from the official student paper files.
Because these forms are essentially financial records they will be kept for six years which is
the legal requirements in NSW and is consistent with the HECS legislation and then destroyed
by the Student Administration Offices.
8. Practicum Records
These are the descriptive records of staff and University agents who supervise students
engaged outside the University in practical work which is essential to the students' graduation
and professional accreditation. Where these records do not have to be maintained for more
than three years after the student leaves the University they can be filed on Faculty student
files and disposed of after three years as provided in Clause 4.3 above.
Practicum records requiring a longer retention period than three years by virtue of statutory or
professional accreditation requirements will be maintained by Faculties or Schools separately
from the Faculty student files and will be destroyed by the Faculty after the required period of
retention.
Practicum records will not be received in the Regional Archives.
9. Application for Admission Records
The application for admission forms and supporting documents from applicants who do not
gain admission and don't want their application reconsidered at a later date or those who do
not accept an offer or do not enrol, are culled annually in the Admissions Office, the Open
Learning Institute or the International Office.
Such application for admission records are to be destroyed by the Admissions Office, the
Open Learning Institute or the International Office following culling and are not retained.
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14.2.2 Plan for 75 Year Accessibility
(Refer to 14.1 and 14.2.1)
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14.2.3 Plan for Weekly Record Backup Storage
(Refer to 14.1 and 14.2.1)
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14.2.4 Accuracy of E-Records
(Refer to 14.1 and 14.2.1)
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14.3.1 Third-Party Record Keeper
(Refer to 14.1 and 14.2.1)
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14.3.2 Verication of Agreement
(Refer to 14.1 and 14.2.1)
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Appendix A: Web Addresses for sections referred to in this application
Services and Facilities
This section of the CSU Handbook lists the services and facilities
available to students that are provided by the various units of CSU
and by the student associations.
The services and facilities are listed alphabetically. Each entry
provides the contact details of the provider of the service or facility
and the campuses through which it is available.
Aboriginal Student Support
www.csu.edu.au/division/iec
Academic Calendars
www.csu.edu.au/acad_sec/manuals/qcontm.htm
Academic Dress Hire(See also - Graduation)
www.csusa.com.au/graduation
Academic Records
www.csu.edu.au/division/deanstud/student.htm
Accommodation (off campus)
www.csu.edu.au/division/studserv/stay/offcampus.htm
Accommodation (on campus)
(See also - Residential Fees)
www.csu.edu.au/enterprise/residences
Advocacy
www.csusa.com.au
Alumni Services
www.csu.edu.au/division/alumni
Archives (See - Regional Archives)
Art Collection
Telephone: (02) 69253666
Assessment Regulations
www.csu.edu.au/acad_sec/regulations.htm
Assignments - Online (See also - Assessment Regulations)
www.csu.edu.au/division/studserv/online/assignments.htm
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Awards and prizes
www.csu.edu.au/acad_sec/information/prizes.htm
Banking Services Judy Waugh
Telephone: (02) 6933 4274
Bar Services
www.csusa.com.au
Campus Speed Limits
www.csu.edu.au/division/facilitiesm/f_services.html
Campus Watch
www.csu.edu.au/division/healsafe/webpages/pols/J4.htm
Careers Service
www.csu.edu.au/division/studserv/careers
Cashier
www.csu.edu.au/division/finserv/paym/payment.htm#InPerson
Chaplaincy
www.csu.edu.au/division/studserv/chaplain
Childcare
Albury-Wodonga
Email: [email protected]: (02) 6051 6768
Bathurst
Email: [email protected] Telephone: (02) 6338 4346
Wagga Wagga
wwwdb.csu.edu.au/division/marketing/child/child-i.htm
Telephone: (02) 6933 2665
Complaints and/or Grievances (See also - Harassment and/or
Discrimination) (See also - Exclusion Appeals Advice)(See also Advocacy)
www.csu.edu.au/division/studserv/enquiries.htm
Computing Facilities
www.csu.edu.au/division/dit/student/services/index.htm
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Copyright (See also - Intellectual Property Rights)
www.csu.edu.au/copyright
Counselling Service
www.csu.edu.au/division/studserv/counsell
Course Advice - Enrolled Students
Course Advice - Prospective Students
www.csu.edu.au/study/index_new.htm
Credit Advice
Contact your Liaison Officer in Student Administration, details at:
www.csu.edu.au/division/deanstud/bcontact.htm
CSU Merchandise
http://rivcoll.com.au/shop/
Disability Support Service
www.csu.edu.au/division/studserv/disability
Disadvantaged Student Support (See also - Aboriginal Student
Support)
www.csu.edu.au/division/studserv
English Language Skills Service (See also - International Student
Support) (See also - Learning Skills Service) (See also - Mathematics
Skills Service)
www.csu.edu.au/division/studserv/ess
Examination Information
www.csu.edu.au/division/deanstud/exam.htm
Exclusion Appeals Advice
www.csusa.com.au
Exemptions Contact your Liaison Officer in Student Administration,
details at:
www.csu.edu.au/division/deanstud/bcontact_stud.htm
Facsimile (Fax) Services
www.csusa.com.au
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Financial Advice and Assistance (See also - 6.2 Fees and Financial
Assistance)
www.csu.edu.au/division/studserv/fin
First Aid (See also - Health Service)
www.csu.edu.au/division/humres/online/ehs/persons/persfao.htm
FOI (Freedom of Information) (See - Information - Access to)
www.csu.edu.au/division/vcoffice/ovc/legal_foi.htm#3
Food Services
Forums - Students
www.csu.edu.au/division/studserv/online/forum.htm
Postgraduate
www.csu.edu.au/research
Graduate Associations
Graduation (See also - Academic Dress Hire)
www.csustudents.org.au
www.csusa.com.au
Harassment and Bullying (See also - Advocacy) (See also Complaints and/or Grievances)
www.csu.edu.au/adminman/hum/HarassmentBullying-V2.0.rtf
Hazard Reporting
www.csu.edu.au/division/healsafe/webpages/forms/formhr.htm
Health Service (See also - Medicare)
www.csu.edu.au/division/studserv/health
HECS Advice (See also - 6.2 Fees and Financial Assistance)
Housing (See Off Campus Housing Service)
Identity (ID) Cards
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Immunisation (See also - Health Service) (See also - Medicare)
www.csu.edu.au/division/studserv/health
Indigenous Student Support
Information - Access to
www.csu.edu.au/adminman/privacy.htm
Insurance
www.csu.edu.au/division/finserv/staff/insurance.htm
Intellectual Property Rights (See also - Copyright)
www.csu.edu.au/adminman/inf/INF01.rtf
International Student Advisors
www.csu.edu.au/division/studserv/international/meettheinternatioalst
udentadvisers.htm
International Student Support
www.csu.edu.au/division/studserv/international/index.htm
Internet
www.csu.edu.au/division/dit/student/services/index.htm
Islamic Study Centre
CSU International, Wagga Wagga: (02) 6933 2666
Learning Skills Service (See also - Mathematics Skills Service) (See
also - English Language Skills Service)
www.csu.edu.au/division/studserv/learning
Legal Advice
www.csusa.com.au
Library Services (See also - Fees and Financial Assistance for
Library Fees)
www.csu.edu.au/division/library
Mail Services
http://www.csu.edu.au/enterprise/residences/current/communications
/comm_1.html
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Mathematics Skills Service (See also - Learning Skills Service) (See
also - English Language Skills Service)
www.csu.edu.au/division/studserv/maths
Medicare (See also - Health Service) (See also - Immunisation)
Memorabilia (See also - CSU Merchandise)
Mini-marts (See also - Shops)
www.csu.edu.au/enterprise/residences/minimart/index.htm
Misadventure (See - Special Consideration)
www.csusa.com.au/academicassistance
Occupational Health and Safety
www.csu.edu.au/division/healsafe/student.htm
Off Campus Housing Service (See also - Tenancy Advice)
www.csu.edu.au/division/studserv/stay/offcampus.htm
OHS Forum - An online forum is available for all staff and students to
raise and discuss health and safety issues:
http://forums.csu.edu.au/perl/forums.pl?forum_id=Occupational_Heal
th_and_Safety_forum
Online Services
http://www.csu.edu.au/division/dit/student/services/index.htm
Orientation - New Students
www.csu.edu.au/orient
Parking and Traffic Rules
www.csu.edu.au/division/facilitiesm/bservices.htm#5
Privacy (See also - Information Access to)
Photocopying Service
www.csusa.com.au
Radio Station 2MCE-FM
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www.csu.edu.au/2MCE
Regional Archives
www.csu.edu.au/research/archives
Research Students
Residential Fees
Current students:
Prospective students:
www.csu.edu.au/enterprise/residences/prospective/index.html
Religious and Community Connections
www.csu.edu.au/division/studserv/chaplain
Scholarships
http://www.csu.edu.au/student/scholarships/
School Visits - Prospective Students
www.csu.edu.au/hsc/10open.htm
Security
www.csu.edu.au/division/facilitiesm/bservices.htm#4
Student Equity
www.csu.edu.au/division/studserv/equity
Shops (See also - Food Services) (See also - CSU Merchandise)
www.csu.edu.au/enterprise/residences/minimart/index.htm
Smoking
www.csu.edu.au/division/healsafe/webpages/pols/policy12.htm
Social and Cultural Activities
www.csusa.com.au
Special Consideration
www.csusa.com.au
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Sporting Facilities
www.csusa.com.au
Student Services Help Desk
Student Representative on OH&S Committees
www.csusa.com.au
STUDY LINK Program (Bridging/Enabling)
www.csu.edu.au/student/studylink
Subject Outlines (See also - Assessment Regulations) (See also Sections 4.6 and 5.6 Subject Descriptions)
www.csu.edu.au/acad_sec/manuals/l6-3.rtf
Telephones
www.csu.edu.au/enterprise/residences/current/communications/com
m_2.html
Tenancy Advice
www.csusa.com.au
Textbooks - New
www.coop-bookshop.com.au
Textbooks - Secondhand
www.csusa.com.au
Timetable - Classes
www.csu.edu.au/division/deanstud/timetable
Timetable - Examinations
Torres Strait Islander Student Support
Traineeship - Winery
www.csu.edu.au/faculty/sciagr/wfs
Transcripts
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Transport
www.csu.edu.au/division/finserv/students/timetable_bus.htm
Travel Concessions Contact your Liaison Officer in Student
Administration, details at:
www.csu.edu.au/division/deanstud/contact.htm
Vaccinations
www.csu.edu.au/division/studserv/health/vaccination.htm
World Wide Web
http://www.csu.edu.au/division/dit/student/services/index.htm
Fees and Financial Assistance
CSU Financial Assistance
www.csu.edu.au/division/studserv/fin
Fees - Late
www.csu.edu.au/division/finserv/paym/pay_who_pays.htm
Fees - Other
Fees - Reviews of Decisions
Freedom of Information (FOI)
HECS/PELS/HECSHELP/FEEHELP
www.goingtouni.gov.au
Library Charges
http://www.csu.edu.au/division/library/libabout/libgst.htm
Official Transcript of Academic Records
www.csu.edu.au/division/deanstud/btranscript_request.htm
Tuition Fees
www.csu.edu.au/division/finserv/students/fees.htm
Payment of Fees
www.csu.edu.au/division/finserv/paym/payment.htm
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Scholarships - Undergraduate and Postgraduate
www.csu.edu.au/student/scholarships
Commonwealth Learning Scholarships
www.csu.edu.au/division/studserv/equity/CLS.htm
Rules and Regulations
Rules and Regulations
Glossary
www.csu.edu.au/acad_sec/manuals/c1.rtf
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Appendix B: Charles Sturt University Annual Report 2005
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