History of Growing Esteem
2005: The year of consultation
2006: The year of detail
2007: The year of transition
2008: The year of delivery and research
2005: The year of consultation
2005 was a year in which the University of Melbourne undertook extensive consultation leading to the adoption of the Growing Esteem strategy. Growing Esteem was the University’s response to changing environment. In 2005, the changes the University faced included shrinking government funding, increased relevance of international rankings, increased global competition and changes to higher education globally.In order to develop a University strategy, a discussion paper highlighting the changing external environment was released in July 2005: Growing Esteem: choices for the University of Melbourne. The Vice-Chancellor, Professor Glyn Davis, sought response from the University community, and convened a series of student and staff forums to discuss ideas in the paper.
The draft Growing Esteem strategy and a report on Growing Esteem consultation were released in November 2005 and remained before the University community until December 2005. The December meeting of the University Council adopted the final growing esteem strategy.
In Growing Esteem… The University of Melbourne the University set its priorities: under the structure of a metaphoric the triple helix with strands of research and research training; learning and teaching; and knowledge transfer.
In research and research training, the University decided to focus its resources and effort in fields where it has the potential to do work of world-wide significance.
In learning and teaching, undergraduate degrees were to become coherent and intellectually exciting generalist courses. Superb professional education are to be offered at graduate level.
In knowledge transfer, the University decided to work with communities and industry to ensure a vibrant and continuous exchange of ideas and expertise.
2006: The year of detail
In 2006, major University of Melbourne review bodies began detailed work on deciding how to implement Growing Esteem, marking a shift in emphasis from broad strategic statements to detail. Growing Esteem: The University of Melbourne Strategic Plan 2006 guided the actions of the University in 2006.A range of tasks needed to be untaken to achieve what had been agreed as our goals. It was time to make decisions about the details of how to achieve what the University sought to achieve. Internal and external stakeholders, such as industry and government, were consulted throughout 2006 in making these decisions.
Perhaps the largest task was that of the Curriculum Commission, which worked with faculties to review current programs and plan the future profile of their undergraduate and graduate offerings. The report, The Melbourne Model: Report of the Curriculum Commission, recommended the way to achieve a model of education that provides breadth and depth and addressed the challenges of the future environments. The recommendations outlined the process that needed to occur in order to achieve transition to the Melbourne Model in 2007.
2006 also saw the establishment of the then Research and Research Training Quality and Knowledge Transfer Taskforces. Research and Research Training Quality Taskforce undertook a transparent and systematic review of research impact and quality across the University.The Knowledge Transfer Taskforce was charged with developing a strategic framework for defining and supporting the University’s portfolio of knowledge transfer activities.The Policy and Advocacy Taskforce was also established to assist in enabling the Melbourne Model and other aspects of Growing Esteem that are impacted by Commonwealth or other Government policy.
2006 also saw the University consider implementation of the Growing Esteem strategy and the cost-effective alignment of services with evolving University management structures and strategic priorities.
2007: The year of transition
2007 was the year in which the University of Melbourne needed to make decisions and undertake actions to ensure the seamless implementation of the Growing Esteem strategy, and especially the Melbourne Model. Each strand of the triple helix - research, learning and teaching and knowledge transfer - had its own support structures overseeing the transition. The steps to be taken in 2007 were outlined in The University of Melbourne Plan 2007.
In research and research training, 2007 saw much work undertaken to quantify research and prepare for the then imminent research quality framework. the University also undertook significant planning for new investment in major cross-disciplinary research initiatives.
In Learning and teaching, the University endorsed the structure and content of Melbourne Model undergraduate degrees and new professional graduate courses, as well as undertaking comprehensive planning to maintain quality for continuing students. 2007 also saw further development of our access and equity efforts: for example, the Access Melbourne program was extended to graduate studies and the University also established the Kwong Lee Dow Young Scholars Program for high-achieving secondary school students. Ongoing steps to improve students ‘Melbourne Experience’ were also taken: for example, dedicated student centres were established.
Knowledge transfer became part of the promotion criteria for all academic staff and was incorporated in the executive structure of faculties. 2007 saw the quality and quantity of nominations for the inaugural knowledge transfer awards exceeded expectations.
As in 2006, steps to improve the effectiveness of university administration continued to be a focus in 2007 and continued into 2008.
2008: The year of delivery and research
An extract from the University of Melbourne Plan 2008, from the Vice-Chancellor, Professor Glyn Davis:
2008 will also see the next iteration of the knowledge transfer agenda, as opportunities for engagement and service become available to every student, and to very many academic and professional staff.
For many, however, 2008 will be a year of research. Over the past 12 months much work has been undertaken to quantify our research performance and to test opportunities for major new research investments. The year ahead is our opportunity to begin the march from great ideas to working reality, as we refocus on the University as a leading research institution