History of Growing Esteem
2005: The year of consultation
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 a changing higher education environment. In 2005, the changes which 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 responses from the University community, and convened a series of student and staff forums to discuss ideas put forward 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 learning and teaching, the University resolved that undergraduate degrees were to become coherent and intellectually exciting generalist courses. Whilst superb professional education was to be offered at a 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 on 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. The 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 areas of the Melbourne Model and Growing Esteem affected 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 - especially the Melbourne Model. Each strand of the triple-helix - research and research training, learning and teaching and knowledge transfer - had its own support structures to oversee 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 exceed expectations.
As in 2006, steps to improve the effectiveness of university administration continued to be a focus in 2007.
2008: The year of delivery and research
In 2008, the first students of the Melbourne Model took up their places, and there was a renewed focus on improving our research performance. As in 2007, the 2008 Plan was structured around the triple helix metaphor, and the steps which we needed to take in 2008 were outlined in The University of Melbourne Plan 2008.
In 2008, we improved our international performance and reputation in research, and on the research focused Academic Ranking of World Universities (known as the Shanghai Jiao Tong Index) the University improved its rankings from 79 to 73. The University also undertook cross-disciplinary, inter-institutional and international research. We improved our research training performance, and began planning a new research training Masters program in order to further enhance the pool of PhD cadidates and increase completion rates.
In learning and teaching, the first students of the Melbourne Model took up their places in 2008. The new curriculum was widely supported, with strong demand for places. The Melbourne Experience was also demonstrably positive, and 2008 saw the establishment of student centres around the campus designed to improve administrative services for students.
2008 saw the establishment of a taxonomy of knowledge transfer activities. A database to record and classify knowledge transfer activities was also piloted in order to assist in tracking, measuring and evaluating those activities.
In continuing to improve the effectiveness of university administration, the University adopted new management arrangements based on the principle of subsidiarity.
2009: The year of refinement
An extract from the University of Melbourne Plan 2009, from the Vice-Chancellor, Professor Glyn Davis:
Outlined in this University Plan are our collective 2009 goals for research and research training, learning and teaching and knowledge transfer. The University will, as a whole move closer toward our goals by undertaking our listed priority actions. Each budget division will, through its own plans, reflect the unique role that it plays in achieving these actions. There will be no mechanistic translation from University-wide metrics to divisional measures; rather, the portfolio heads will work with divisional heads to determine how the whole of University actions will be fully implemented.
It is now three years since we began the Growing Esteem journey. With the opportunities and challenges of the coming year, it is timely to take stock of our environment and ensure that our strategy can withstand external shocks, while at the same time further enhancing the performance and reputation of the University among the world’s finest higher education institutions. Refinement of the Growing Esteem strategy is therefore an important project in 2009.