Archive for August, 2009

I recently had the good fortune to be able to attend the Council for the Advancement of Standards in Education (CASE) conference in the Excited States of America. 

University of Stanford President John Hennessy said “Being President is like being a cemetery caretaker.  There are a lot of people below me, but no one’s listening”.  It’s good to know that the trials and tribulations, the caricature of universities everywhere remains common.

Speaking of trials and tribulations, on a personal level I was also struck with the scale of issues in California alone as a result of the GFC.  The 5^th largest economy in the world was issuing “IOUs” (they were assuringly relabelled as ‘Warrants’) as a result of the Legislature not having agreed on how to balance the budget.  The California State University (CSU) system alone is essentially the size of Australia’s entire higher education enrolments at 480,000 students.  23 campuses, just under 4% of the State budget at around $3b and a need to reduce operations by $600m due to budget cuts from a State that has literally run out of Uncle Sam’s greenback.  You think we in Australia have problems? - we are indeed the Lucky Country by comparison.

I was more intrigued by the comparatively rapacious use of web 2.0 (”two-oh”) by US universities including for purposes such as levelling stakeholders toward State politicians to lobby for the university’s desired outcomes, or for harnessing online communities towards the universities’ interests.  Interesting examples of tweaking what might otherwise seem obvious included:

• i) Stanford President Hennessy spoke of the 1 million downloads when Stanford loaded its Apple iphone programming course online http://news.stanford.edu/news/2009/april1/free-iphone-software-development-course-apple-040109.html
• ii) Utilizing social networking sites such as LinkedIn, Facebook, etc as the centre for harnessing activity (e.g. alumni) as opposed to using Facebook as the referral source. 250 million people can’t be wrong…(can they? Worth noting that FB had 100m users just last year)

Also speaking at the opening plenary was Tim O’Reilly, the technology, media analyst and personality thought to have coined the phrase “web 2.0″; Tim has 750,000 followers he says on Twitter.  That was in July, and I checked today and it’s now 964,195 followers.

To me, his interesting points were to observe that the current web 2.0 environment is all about content.  If web 2.0 has facilitated networking then networking is still about user-generated content.  However, whereas some perceptions are that social networking sites are banal places where asinine social commentary is made, successful social networking sites are about information and people care about what others are saying.  Information that builds on knowledge, content linking to content is ‘where it’s at’ and the more relevant the content is to the user, the more powerful the site harnessing the facilitation of that content - witness, at one level, evidence of this in the dominance of Facebook and Google bringing or linking content sufficient to generate a buck or two….  If you were in any doubt, worth noting that Google revenues were $5.7b in f/year ‘08 alone.

And so is all this social networking bumff just about non-academic matters?

Academia on Facebook?
Not quite.  Sober minds are turning to alternative models of aiding The Scientific Discourse in the world’s third oldest profession.  A 2008 Economist article explained how Web 2.0 influences were shaping scientific debate [1].  Acknowledging the time-proven ability of peer-reviewed journals to build knowledge by “filtering out dross”, the article argued that this process was not exactly alacritous, thus limiting fast-moving debate on new discoveries, scientific progress and so on. 

There are obviously downsides however to a pervasiveness of content thanks to technology, and another Economist article referred to University of Chicago sociologist James Evans’ work, published in Science, showing how the powers of search (e.g. through current technologies of online databases), while ensuring more journals were accessible online, was actually resulting in fewer articles being cited in the reference lists of the research papers published within them.   In short, like web search results, the most recent publications were getting the most attention and the most citations, resulting in a tightening noose around a set core of recently published articles. 

In the “old days” such as my own not-so-long-ago-but-clearly-a-different-world of post-graduate study, one would have had to read a passive, physical, encyclopaedic index of works with titles and authors alone, and as such “as happened with printed journals, [this] forced readers to cast at least a cursory glance at work not immediately related to their own-or even that the mere act of flicking through a paper volume may have thrown up unexpected gems. This may have led people to make broader comparisons and to integrate more past results into their research.”[2].

We have here at UNE been speaking of “e-” things including “e-research” and without comment here on the debate on the suitability of “e-” as suitable nomenclature, the Economist article [1] points out that blogging for research is already well underway: http://researchblogging.org/

In sum, it’s interesting and important developments (and times) for academia in the web 2.0 world and beyond.

[1] http://www.economist.com/sciencetechnology/displayStory.cfm?story_id=12253189

[2] http://www.economist.com/sciencetechnology/displayStory.cfm?story_id=11745514

Most nights I watch my daughter (just doing HSC and hoping to go to University next year) working on her laptop in the kitchen, searching for the daily high point on UTube while updating Facebook, playing iTunes, emailing, video Skyping, sending texts on her mobile, playing guitar, eating, watching TV and having a conversation with Sue and I.  It is called homework.

You may recently have seen advertising for the eLearning Commons at TLC.  I booked in today for a couple of hours to have a look and be taken through some of the things that are available.  Ray Cooksey, Jennie Shaw and Don Hine came along too.

We started by watching a short TLC video:

http://tlc.une.edu.au/video/?commons-trailer.mp4

and then saw an interactive Flash module (delivered via Blackboard), created by Nigel Andrew from Zoology, Catherine Clarke and Iain Mackay from TLC, that engages students in initial thinking using scenario-based learning:

http://tlc.une.edu.au/entomology/module1/

I was knocked backwards by a promotional unit trailer produced by Dr Frances Gray from Philosophy in conjunction with TLC, introducing the concept of metaphysics to new students - I was about to ask where you could get such a great voice-over before realising it was actually Frances herself:

http://www.youtube.com/watch?v=DrH-zMBmCsg

We saw an interactive Flash module, created by Kip Werren from Law and Helen Fraser and Ingrid Wijeyewardene from TLC, that supports NESB students with language difficulties via scenario-based learning:

http://tlc.une.edu.au/law/LS391.swf

and an enhanced podcast, created by Linguistics lecturers, syncing lecture audio with PowerPoint slides and delivered to external students:

http://tlc.une.edu.au/video/?ling101.mp4

After that we had a go ourselves to select some powerpoint slides and put music and speech audio onto them - working in both PC and Mac environments.  So, Interactive Flash video, enhanced podcasts, video trailers and screen flow capture which integrate into Blackboard - are a short walk away.  Like us you can book into the Open2Learning dedicated lab and be doing this kind of thing within a few minutes - although of course major unit revamps take longer.  Thanks to Robyn Muldoon and everyone who helped us at Open2Learning for the experience.

All the best . . . Graham.

On reflection I seem to start each blog for the UNE Voice with what is becoming a trademark comment about how eventful the last few months have been both at UNE and across the higher education sector.  So as not to disappoint, I am pleased to provide the following updates and comments about emerging issues.

Since my last blog in mid-June UNE has (and this is just the tip of the ice-berg):

• completed the AUQA audit visits, involving staff, students and other stakeholders;
• released the Mid-Term Review of the Strategic Plan 2007-2010;
• provided the the Deputy Prime Minister and Minister for Education, Julia Gillard, with preliminary details of UNE proposals for structural change in line with the Australian Government’s announcements in the May 2009 Budget;
• been actively involved in discussion with Commonwealth Government in respect to Sustainable Research Excellence initiatives and the development of mission-based compacts;
• held one-one meeting with State Government Ministers in respect to the current higher education environment and UNE linkages with State Departments;
• completed the 2009 UNE Strategic Initiative Funding round;
• made a submission to the Senate Rural and Regional Affairs and Transport Committee Inquiry Rural and regional access to secondary and tertiary education opportunities;
• continued with Enterprise Bargaining;
• hosted a Consuls- General Roundtable and Regional Mayor’s Roundtable; and
• had our English Language Centre audited and re-accredited by NEAS (the National ELT Accreditation Scheme) with the Centre receiving outstanding praise for all aspects of its operation.

This level of activity (and more), especially in regard to strategic direction and Government policy is indicative of the momentum surrounding higher education, both in Canberra and Macquarie Street.  We continue to provide input into the Universities Australia 10 Point Plan for Student Safety and will contribute to Commonwealth’s review into on-going funding arrangements for regional universities, the International Student Review and the establishment of The Tertiary Education Quality and Standards Agency (TEQSA).  This is on top of developing UNE’s mission-based Compact in consultation with the Government.

The momentum for change on the whole is encouraging for UNE.  As John F Kennedy once said “Change is the law of life. And those who look only to the past or present are certain to miss the future.”

Five-star rating

This week The Good Universities Guide for 2010 was released and UNE was again awarded a five-star rating for “graduate satisfaction”.  UNE has achieved this rating for 10 out of the past 11 years - an amazing accomplishment for which we must thank all staff and be justifiably proud. 

I congratulate all staff for your dedication in providing a student focused learning environment for both on-campus and distance education students.  I firmly believe that our high academic standards and communication with all students is the foundation of our consistently high rating.  There is no doubt that for our on-campus students, our unique residential system, excellent sporting facilities, and opportunities for involvement in the life of the wider Armidale community also contribute to this result.

UNE also received five-stars for “teaching quality” , “access by equity groups” and “Indigenous participation”.  UNE was the only regional university in NSW to be awarded five stars for teaching quality. We are also following up with the publishers of the Guide some other aspects of our ratings that seem a little out of step with previous levels. Of particular interest is the current rating we achieve with respect to graduate employment. We believe there are many factors in this area that may not be adequately incorporated into the Guide’s analysis and we will discuss these issues with the publishers.

Overall our outcomes in the Guide place UNE at the forefront of Australian universities in addressing the higher education needs of all students and in particular, disadvantaged people - in line with the Australian Government’s priorities for education generally.

In a recent email to all staff I advised that two of the CRCs with which we are associated (CRCs for Poultry and Spatial Information) have received a new round of funding. These are very important outcomes for UNE and again emphasise the high standing that we have in research.

Congratulations to all once again on these outstanding achievements.

Financial Outlook for UNE

The Australian ran an article on 3 August 2009 Unis facing ‘perfect storm’ before Rudd funds arrive warning that universities will be placed in a precarious financial position as revenue from investment income, declining international student fee revenue and the axing of full-fee programs for domestic students, coupled with increased costs and an 18-month wait for extra funding from the Commonwealth Government, hit hard.

While UNE does face the need for continuing financial constraint our position is not exposed to the extent of the majority of other Australian Universities.

There are a number of reasons for this:

• 1. UNE has not lost any investment revenue. In fact our investment revenue has increased in 2008 - 2009. The majority of UNE investments remain in cash accounts gaining interest.
• 2. UNE has only a relatively small, but growing, number of international students, thus UNE’s financial exposure is small.
• 3. UNE expects that a number of new courses will boost enrolment numbers in 2010 to 2012. A planned increase in the overall marketing budget is also expected to increase student enrolment generally.

In spite of the more positive outlook at UNE, the University will maintain budgetary restraint and ensure funds are allocated in strategically focused areas to maximise longer term growth.

As most of you will be aware, the major factor (by far) that determines the financial position of the University is our student enrolments (measured as load in Equivalent Full Time Students - EFTSL). I look forward to reporting to you our final student load position for 2009 as soon as possible after the census date of 31 August. In the interim, I urge all staff who have a direct responsibility for interaction with our students to ensure that their interests are cared for and that we retain our improved achievement in student load this year.

Finally, as I have mentioned in the recent flurry of une-officials I would welcome input from staff on the discussion paper on Compacts and the mid-term Review of our Strategic Plan.  Your input can be forwarded to Sue Campbell (scampb20@une.edu.au) or John Kleeman (jkleeman@une.edu.au) in my office.

Regards

Alan Pettigrew

I want to take this opportunity to comment on three things that are happening currently.

Self Review Academic Board

The first of these is the self review of Academic Board. The Academic Board conducted self reviews in 2002, 2004 and 2006. If that sequence had been continued we would have conducted another self review in 2008. An explanation of the delay is that the restructure of the Academic Board had to wait for the restructure of the University and the revised constitution was only adopted in December 2007. The objective at that time was to increase the number of elected representatives as against the ex officio members while reducing slightly the overall size of the board. AUQA wanted to know about the self review and we told them that we had committed to issuing the surveys for the next self review in Week 1 of Semester 2. The fact that we were able to meet that target is largely due to the work of Tom Maxwell, a member of the Standing Committee of Academic Board who accepted the task of reviewing and revising the surveys used earlier. Members of the Academic Board and “stakeholders” have been asked to complete and submit those surveys by the end of August.

SSP Committee

As is well known, the SSP Committee met at the end of June, to consider applications for first semester and second semester 2010. This was late for the first semester applications and about two months early for the second semester applications when compared to the timetable that we have been trying and failing to meet since 2005 when I first took the chair of the Study Leave Committee. The function of the SSP Committee is to consider the worth of the academic program and the capacity of the applicant to carry out the program. This time we received 14 applications for first semester, and 22 applications for second semester (36 in total). Of these 14 received unconditional approval, 16 received conditional approval, 5 applicants were requested to revise and resubmit their applications and 1 was rejected. The Committee has always viewed the requirement that the Schools fund SSP themselves as problematic and was given reason to hope that this decision would be revisited before the 2011 round. The requirement that the teaching needs of the School should be considered before approving such a program is not new.

Open Forum: Vice-Chancellor Attributes

In my role as Chair of the Academic Board I am a member of the Selection Committee for the position of Vice-Chancellor. Jeanne Madison is also a member of the Selection Committee. Together with Kay Hempsall, Catherine Millis, Charles Watson and Alicia Zikan, the other “internal” Council members, and with the approval of Council we sought input from the UNE Community, all members of staff and all students into the question of which attributes were viewed as those on which we should place emphasis. To do this we used a very simple on-line survey using open ended questions and the open forum.

Members of the community will appreciate that a most comprehensive set of selection criteria as developed by HRS and our search firm Braithwaite, Steiner, Pretty had been approved by Council before this input was sought. I would further suggest that the methods selected would always have been inadequate for the task of actually setting those criteria. The input was however most instructive and the results will be made available to all members of the selection committee. The community wants an individual who has a vision for the University based on a sound understanding of the University of New England as it is, together with a commitment to staying at this institution for a solid period of time. It wants a decision maker who will value the contributions that all staff (both academic and general) are making to the institution and who will respect and enhance the student experience.