Developing our strategy
2005 - 2006 - 2007 - 2008 - 2009 - 2010
Over 150 years ago the University was founded to offer degrees to privileged students in an intimate setting, at a standard that would match that of Oxford. Now, with over 35,000 students and 7,000 staff from many and varied backgrounds, a number of campuses and ever-changing external financial circumstances, the University strives to adapt to the times but retain a sense of tradition and purpose.
In 1988 the University first issued a strategic plan under the leadership of Vice-Chancellor Professor David Pennington. His successor, Vice-Chancellor Professor Alan Gilbert issued the Melbourne Agenda in 1996, for the first time formally expressing the desire for Melbourne to become ‘of the finest universities in the world.’ This was followed by the 1998 Strategic Plan, solidifying strategic planning as a part of organisational operations at the University.
2005: The year of consultation
In 2005 the University undertook an extensive consultation process with members of the University community, from which the Growing Esteem strategy was developed. Growing Esteem was a necessary response to the changing higher education environment. The University faced diminishing government funding, the increased relevance of international rankings and increasing global competition.
The document outlining the strategy, Growing Esteem 2005, and a report on the consultation process were released in November 2005 and remained before the University community until its adoption by the University’s Council in December.
In Growing Esteem 2005, The University outlined its priorities under the structure of a metaphoric triple helix with three inter-dependent strands; research and research training, learning and teaching, and knowledge transfer.
2006: The year of detail
In 2006 several University review bodies began work to decide how to implement Growing Esteem, with an emphasis on detail. Growing Esteem: The University of Melbourne Strategic Plan 2006 guided the actions of the University for that year.
A range of tasks needed to be undertaken to achieve the strategy’s stated goals. The largest of these tasks was that of the Curriculum Commission, which worked with faculties to review current programs and plan the future profile of undergraduate and graduate offerings. The report, The Melbourne Model: Report of the Curriculum Commission, made recommendations on how to achieve a curriculum that provides breadth and depth and addresses the challenges of current and future environments.
Other groups established to provide detail on how the University would achieve the strategic goals outlined in Growing Esteem included the Research and Research Training Quality Taskforce, the Knowledge Transfer Taskforce and the Policy and Advocacy Taskforce.
To guide our activities detailed plans in each triple helix area (research and research training, learning and teaching, knowledge transfer) and our international activities were released.
2007: The year of transition
In 2007 the University aimed for seamless implementation of the Growing Esteem strategy, in particular the Melbourne Model. Each strand of the triple helix had its own support structures in place to oversee the unprecedented transition and the steps were outlined in the University of Melbourne Plan 2007.
In research and research training, work was undertaken to quantify research and prepare for the then anticipated research quality framework. The University also planned for investment in major cross-disciplinary research initiatives.
In learning and teaching, the University endorsed the structure and content of the Melbourne Model undergraduate degrees and professional graduate courses, in addition to maintaining quality for continuing students. Work to further develop the University’s access and equity initiatives and the Melbourne Experience was also a focus in 2007.
Knowledge transfer was incorporated in the executive structure of faculties and became part of the promotion criteria for all academic staff. Inaugural knowledge transfer awards were held and the quality and quantity of nominations exceeded expectations.
2008: The year of delivery and research
In 2008 the first students enrolled in the new generation Melbourne Model degrees. The University of Melbourne Plan 2008 was structured around the triple helix metaphor and emphasised a renewed focus on improving research performance.
The University improved its performance and reputation in research with impressive results in international rankings. Research training performance improved and a new research training Masters program was developed to enhance the quality of PhD candidates.
The new Melbourne Model curriculum was widely supported, with strong demand for places. Measures were taken to further improve the Melbourne Experience with the establishment of student centres around the campus designed to improve student administrative services.
A taxonomy of knowledge transfer activities was developed and a database to record activities was piloted to assist in tracking, measuring and evaluating those activities.
2009: The year of refinement
The 2009 University Plan outlined goals for research, learning and teaching and knowledge transfer, with a focus on continuing the implementation of Growing Esteem, whilst minimising the impact of the global financial crisis. Preparations were made for the implementation of Responsible Division Management (RDM) and the University’s Economic Response Program was launched. The Towards 2011 project was initiated, with the aim of preparing the University’s graduate schools for the first wave of graduates of the new generation Melbourne Model degrees. The University’s launched its first five cross-disciplinary institutes, each with a mandate to focus on core societal challenges.
In 2009 the task of refining the Growing Esteem strategy commenced. This entailed an extensive consultation process resulting in a new strategy document, Growing Esteem 2010. A more detailed explanation of this process can be found at Refining our strategy.
2010: The year of consolidation
In early 2010 the University’s Council approved the refined version of the Growing Esteem strategy, Growing Esteem 2010. The strategy will inform the development of the University of Melbourne Plan 2011-2014, and the subsequent triple helix plans, divisional business plans, and budget plans.
Given the substantial changes of recent years, particularly the implementation of the Melbourne Model and the impact of the global financial crisis, the University aims to use 2010 to consolidate financial and organisational stability.