Teresa Tjia and Fiona Zammit School of Graduate Studies The University of Melbourne

1. ATEM Victoria Conference 2004Preparing Tomorrow’s LeadersCollaborating for success in developing postgraduate attributes Teresa Tjia and Fiona Zammit School of Graduate Studies The University of Melbourne www.gradstudies.unimelb.edu.au

2. Research Higher Degrees at the University of Melbourne • 2783 PhD’s • 1068 Masters by Research • Approx 10,000 postgraduate students • 11 faculties

3. School of Graduate Studies • Established in 1994 • Academic leadership by the Dean of Graduate Studies, staffed by 22 administrative staff • Administration of research higher degrees • Academic support and professional development opportunities for RHD staff and supervisors • Policy development and quality assurance of RHD programs

4. Vision The University of Melbourne aims to provide its postgraduate students with a distinctive education of international quality. This is supported by a University-wide integrated program, Developing Postgraduates to Become Leaders of Tomorrow, a comprehensive range of activities from the beginning to the end of candidature.

5. Developing Tomorrow’s Leaders Objectives • Support and assist postgraduate teaching and learning, with particular focus on research higher degrees students and their supervisors. • Develop leadership and professional skills of postgraduates for successful careers. • Foster a broad range of graduate attributes especially among doctoral students.

6. Process Developing Tomorrow’s Leaders is facilitated through a three-stage process: • Getting a Flying Start – Integrated orientation and induction programs conducted at all levels of the University. • Adding Breadth to Depth: A Collaborative Strategy – Coordinated skills development programs for postgraduate students and academic staff. • Heading for Leadership – Dynamic programs to equip postgraduates with transferable skills and assist in the transition to work.

7. Strategies • The School of Graduate Studies (SGS), under the academic leadership of the Dean, coordinates and integrates a wide range of initiatives, programs and resources across University. • Postgraduate students participate in the decision-making, planning and delivery of many programs. • The Graduate Centre is a dedicated world-class teaching and learning facility available for all postgraduates 24hours/day and 7days/week co-managed by SGS and Postgraduate Association.

8. Programs • We offer around 200 orientation activities, leadership programs, workshops, courses and seminars annually attended by over 5,000 postgraduates • For supervisors and staff we conduct 10-12 orientation programs and workshops per year attended by over 400 staff

9. Strategies • Policy and research on postgraduate study is developed and applied by SGS. • Quality assurance and feedback mechanisms are embedded throughout the programs and initiatives. • All initiatives and programs are continuously promoted to postgraduate students and staff. • Best practice is ensured by internal and external benchmarking. • Targeted programs are developed and delivered to address special teaching and learning needs and to ensure equitable opportunities for all postgraduates.

10. Success Factors • Collaboration • Evaluation and Review • Policy Framework

11. Collaboration • SGS relatively new, celebrating 10 years in 2004 • Building long-term relationships and developing strategic coalitions with individuals and departments across the university crucial to success of programs and implementation of Developing Tomorrow’s Leaders strategy . • SGS role varies eg. co-ordination, lead or initiate, support and/or sponsor • Alliances can lead to more cost effective and efficient program delivery

12. Developing Tomorrow’s Leaders Involves all parts of the university: Departments Faculties Supervisors UMPA – Postgraduate Association MRIO – Research and Innovation Office Postgraduate Coordinators Associate Dean (RAGS) RAGS Managers Postgraduate student groups Language & Learning Skills Unit Information Division Research Consultant SGS Percy Baxter Learning Centre Transition Unit International Student Support Student Programs Careers & Employment Committee Counselling Service

13. Benefits of Collaboration • Efficiencies • Sharing good practice • Best use of expertise • Sharing the load • Range of perspectives brought to programs • Mutual support and understanding of issues • Breaking down of “silos” • Accountabilities embedded across the University

14. Evaluation Three broad purposes and uses Accountability – outcomes, achievement of goals & objectives, decision making about funding and resources Development – improvement of programs, identify gaps, new initiatives Knowledge – insights into participants needs & experiences, policy and administrative issues, marketing & promotion

15. Evaluation Outcomes are measured by: • Participation rates in programs. • Participants’ feedback and evaluation scores. • Awareness and range of programs offered to postgraduate students and staff throughout the University. • Feedback on the impact on the postgraduate experience.

16. Policy Framework • Programs are the implementation of policies and/or develop from practice and observation • Programs can inform and improve policies • A policy framework assists in the sustainability and dissemination of good programs and practice

17. Policy Development • Research Higher Degree Committee • Research and Graduate Studies Committee • Regular consultations with Deans • Associate Deans of Research Training • Postgraduate Administrators Group • Postgraduate Marketing Group • SGS Executive • SGS Staff and Team meetings

18. Getting a Flying Start The foundation for Developing Tomorrow’s Leaders is a comprehensive orientation and induction program conducted at University, faculty, department and course levels. “Overall, I have been nothing short of impressed with the University, in particular with the Graduate Centre and the events/seminars held by the School of Graduate Studies … These seminars were invaluable and helped to both make me feel a part of the University community and also give myself and others a flying start.” Postgraduate research student feedback on the quality of research supervision and academic support. Report of the 2002 survey. University Planning Office, April 2003. “It was great thanks! The best part of was that people care enough to have one of these (orientation) days.” Student comment, School of Physics Orientation Day “Departmental staff were grateful for the opportunity to greet, meet and eat with some of our new research students” Faculty of Arts Welcome Day

19. Adding Breadth to Depth: a Collaborative Strategy The University provides postgraduates with programs and activities that develop skills and confidence for academic and professional success. ‘The SGS in particular received acclamation for providing “excellent”, “very good”, “impressive”, and “fantastic” seminars and programs, among which the UpSkills programs received particular praise … Described the courses as numerous, excellent and a “fantastic help”.’ POSTGRADUATE RESEARCH STUDENT FEEDBACK ON THE QUALITY OF RESEARCH SUPERVISION AND ACADEMIC SUPPORT. REPORT OF THE 2002 SURVEY. UNIVERSITY PLANNING OFFICE APRIL 2003

20. Heading for Leadership The University is committed to producing doctoral graduates with highly developed academic, professional and leadership attributes that encompass a broad range of transferable skills applicable in all sectors. ‘I can’t speak highly enough of the course. I had never done anything as in-depth as this and it provides such a good transition to work in the personal and professional sense of setting goals. From day one I put what I had learned into practice and found it extraordinarily successful.’ DAVID NOAKES; MASTERS BY RESEARCH IN LAW, MODULE: LEADERSHIP & PROFESSIONAL DEVELOPMENT

21. Conclusion Collaboration + Evaluation + Policy → → Innovation + Quality Programs = Client Focus

22. The Challenges • Encouraging collaboration • Formative evaluation • Ownership of policy development and implementation