In 2006 a five-year strategic plan RMIT 2010: Designing the Future
was put in place to give direction and form to this description. In the
third year of implementation of this plan, it is time to reflect on our
progress to date and the enclosed details this.
Presentation delivered by Iverene Bromfield, Dundee & Angus College on the VoCol Triangles Key Action 2 Vocational Education and Training (VET) project. This presentation was first delivered at the Learning Networks event held in Cardiff on December 3.
COPIE Toolkit for inclusive entrepreneurshipOECD CFE
Presentation from the capacity building seminar “Financing business start-up by under-represented groups”, 27-29 June 2012, Trento – Italy; organised by the Local Economic and Employment Development (LEED) Programme and its Trento Centre at the OECD in collaboration with the Directorate-General Employment, Social Affairs and Inclusion of the European Commission. See www.trento.oecd.org
After a period of relative neglect in many countries, apprenticeships and other forms of work-based learning are experiencing a revival. Their effectiveness in easing school-to-work transitions and serving the economy is increasingly recognised. However, engaging individuals, employers, social partners and education and training systems in such learning remains a significant challenge. In light of this, Seven Questions about Apprenticeships draws out policy messages on how to design and implement high-quality apprenticeships, using material from the OECD project Work-based Learning in Vocational Education and Training.
It presents answers to seven questions commonly asked by governments and practitioners seeking to either introduce or reform apprenticeship systems for young people and/or older workers. Can apprenticeships provide a useful contribution in every country? Should employers receive financial incentives for providing apprenticeships? What is the right wage for apprentices, and how long should an apprenticeship last? How can we ensure a good learning experience at work? How can apprenticeships be made to work for youth at risk? And how to attract potential apprentices?
The study establishes principles of effective practice by building on new analytical work and examples of effective practice from around the world.
The innovative double degree Master’s in Internationalisation programme offered by WIT is designed to support new international business opportunities for students in the south-east.
Presentation delivered by Iverene Bromfield, Dundee & Angus College on the VoCol Triangles Key Action 2 Vocational Education and Training (VET) project. This presentation was first delivered at the Learning Networks event held in Cardiff on December 3.
COPIE Toolkit for inclusive entrepreneurshipOECD CFE
Presentation from the capacity building seminar “Financing business start-up by under-represented groups”, 27-29 June 2012, Trento – Italy; organised by the Local Economic and Employment Development (LEED) Programme and its Trento Centre at the OECD in collaboration with the Directorate-General Employment, Social Affairs and Inclusion of the European Commission. See www.trento.oecd.org
After a period of relative neglect in many countries, apprenticeships and other forms of work-based learning are experiencing a revival. Their effectiveness in easing school-to-work transitions and serving the economy is increasingly recognised. However, engaging individuals, employers, social partners and education and training systems in such learning remains a significant challenge. In light of this, Seven Questions about Apprenticeships draws out policy messages on how to design and implement high-quality apprenticeships, using material from the OECD project Work-based Learning in Vocational Education and Training.
It presents answers to seven questions commonly asked by governments and practitioners seeking to either introduce or reform apprenticeship systems for young people and/or older workers. Can apprenticeships provide a useful contribution in every country? Should employers receive financial incentives for providing apprenticeships? What is the right wage for apprentices, and how long should an apprenticeship last? How can we ensure a good learning experience at work? How can apprenticeships be made to work for youth at risk? And how to attract potential apprentices?
The study establishes principles of effective practice by building on new analytical work and examples of effective practice from around the world.
The innovative double degree Master’s in Internationalisation programme offered by WIT is designed to support new international business opportunities for students in the south-east.
Values in University Education: From Practice Into Policy: Declan KirraneThe Royal Irish Academy
On Monday 10 June at 1pm the Royal Irish Academy Social Sciences committee organised a half day seminar. The event explored shifting principles, aims and values in higher education, such as academic freedom, impact, peer review and open innovation, against the backdrop of current economic challenges. Speakers considered the effective 're-visioning' of education and the values–open and hidden–at play. Contributions included a look at higher education in Ireland, the UK and mainland Europe.
More details:
https://www.ria.ie/about/our-work/committees/committees-for-the-humanities-and-social-sciences/social-sciences-committtee/news.aspx
Transforming the Academic Workplace at the Campus Scalebrightspot
Faced with high demand for admin offices, changing needs, and shortages of space, how can institutions restructure their campus workplace strategy to optimize the amounts, types, and locations for staff? This presentation from the 2019 Tradeline University Facilities conference calls upon recent case studies of campus-scale administrative space strategies for large institutions to deliver lessons learned and a proven process for assessing quality, quantity, and location of office space; introducing new workplace standards; making long-term decisions; and making the operational and organizational changes required to implement a dramatically more effective and effective staff space program across the campus.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.
Final report “Transition from VET TO WORK in Latvia” (available above) reflects a short summary of each issue raised during the discussions, proposals and recommendations, and illustrates a number of good practices which also arouse inspiration for further cooperation and development.
Session IV: Gramlinger Tvet Personnel Qualification in Europe and the role of...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Skills Challenges in Europe: Food for Thought from North Carolina Community Colleges: Presentation for UNC Center for European Studies Fall Lecture Series 2012, Beyond the Euro Crisis
Penka Peeva: Learning by doing: education and practical training at Assen Zl...CUBCCE Conference
Prof. Assen Zlatarov University-Burgas is the biggest public university in South-East Bulgaria, combining bachelor and master programs in technical, natural, social, economic, humanitarian and healthcare fields. While the quality of the learning process is highly evaluated and recognized on the national level, the academic community is aware of the necessity for improving constantly the link between the university theoretical education and the practical training. In this connection, the University has developed best practices in creating opportunities for the development of students’ practical skills. A new approach in Bulgaria has been introduced – the Dual education. This type of education was defined and confirmed by the Bulgarian legislation and the National strategy for professional education and training 2015-2020. The University community is ready to contribute to the introduction and the development of the dual education system and approved good practices by presenting a program for closer cooperation between academia and the business.
Promote entrepreneurial culture in the African the agro-food sector.Francois Stepman
Foster sustainable development through impact entrepreneurship. Presentation 17 May 2017. Ghent University, Faculty of Bioscience Engineering. Investing in and collaborating with Africa.
The Teacher e-Portfolio for Northern Ireland (Te-PNI) ProjectJISC Netskills
Victor McNair (Senior Lecturer in the School of Education at the University of Ulster) discusses the Te-PNI project which aims to develop the concepts and specification for a career-wide and career-long teacher e-portfolio. It provides trial e-portfolio processes and tests software platforms.
Creating spaces for students to demonstrate competencies in their professionMahara Hui
Presentation at Mahara Hui 2017 by Irene Yee Chief, Mojito Jione and Rajneel Totaram (The University of the South Pacific) in Auckland, New Zealand, on 6 April 2017.
YouTube presentation link can be found here: https://youtu.be/J3gwoM9RMqo
Values in University Education: From Practice Into Policy: Declan KirraneThe Royal Irish Academy
On Monday 10 June at 1pm the Royal Irish Academy Social Sciences committee organised a half day seminar. The event explored shifting principles, aims and values in higher education, such as academic freedom, impact, peer review and open innovation, against the backdrop of current economic challenges. Speakers considered the effective 're-visioning' of education and the values–open and hidden–at play. Contributions included a look at higher education in Ireland, the UK and mainland Europe.
More details:
https://www.ria.ie/about/our-work/committees/committees-for-the-humanities-and-social-sciences/social-sciences-committtee/news.aspx
Transforming the Academic Workplace at the Campus Scalebrightspot
Faced with high demand for admin offices, changing needs, and shortages of space, how can institutions restructure their campus workplace strategy to optimize the amounts, types, and locations for staff? This presentation from the 2019 Tradeline University Facilities conference calls upon recent case studies of campus-scale administrative space strategies for large institutions to deliver lessons learned and a proven process for assessing quality, quantity, and location of office space; introducing new workplace standards; making long-term decisions; and making the operational and organizational changes required to implement a dramatically more effective and effective staff space program across the campus.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.
Final report “Transition from VET TO WORK in Latvia” (available above) reflects a short summary of each issue raised during the discussions, proposals and recommendations, and illustrates a number of good practices which also arouse inspiration for further cooperation and development.
Session IV: Gramlinger Tvet Personnel Qualification in Europe and the role of...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Skills Challenges in Europe: Food for Thought from North Carolina Community Colleges: Presentation for UNC Center for European Studies Fall Lecture Series 2012, Beyond the Euro Crisis
Penka Peeva: Learning by doing: education and practical training at Assen Zl...CUBCCE Conference
Prof. Assen Zlatarov University-Burgas is the biggest public university in South-East Bulgaria, combining bachelor and master programs in technical, natural, social, economic, humanitarian and healthcare fields. While the quality of the learning process is highly evaluated and recognized on the national level, the academic community is aware of the necessity for improving constantly the link between the university theoretical education and the practical training. In this connection, the University has developed best practices in creating opportunities for the development of students’ practical skills. A new approach in Bulgaria has been introduced – the Dual education. This type of education was defined and confirmed by the Bulgarian legislation and the National strategy for professional education and training 2015-2020. The University community is ready to contribute to the introduction and the development of the dual education system and approved good practices by presenting a program for closer cooperation between academia and the business.
Promote entrepreneurial culture in the African the agro-food sector.Francois Stepman
Foster sustainable development through impact entrepreneurship. Presentation 17 May 2017. Ghent University, Faculty of Bioscience Engineering. Investing in and collaborating with Africa.
The Teacher e-Portfolio for Northern Ireland (Te-PNI) ProjectJISC Netskills
Victor McNair (Senior Lecturer in the School of Education at the University of Ulster) discusses the Te-PNI project which aims to develop the concepts and specification for a career-wide and career-long teacher e-portfolio. It provides trial e-portfolio processes and tests software platforms.
Creating spaces for students to demonstrate competencies in their professionMahara Hui
Presentation at Mahara Hui 2017 by Irene Yee Chief, Mojito Jione and Rajneel Totaram (The University of the South Pacific) in Auckland, New Zealand, on 6 April 2017.
YouTube presentation link can be found here: https://youtu.be/J3gwoM9RMqo
Educational Brand Highlighting the Future of Economic Studies in 2023.pdfThe Knowledge Review
In the latest issue of The Knowledge Review, ‘Educational Brand Highlighting the Future of Economic Studies in 2023,’ we explore the educational Brands.
At MDIS Singapore, 50 years of quality education.
The BSc (Hons) in Banking and Finance / Banking and Investment Management / Banking and Wealth Management equips the student with the academic knowledge to operate in the increasingly competitive world of financial markets. The programme provides.
opportunities for participants to develop and demonstrate knowledge
and understanding relating to the financial industries.
Email:soumik_c@mdis.edu.sg
Slides to follow along to during the press conference - note that there are slides from the Vice Chancellor of UKM in Malaysia to provide additional context on the program.
Sustainable Buildings Canada Breakfast Series. The Revitalization Institute is committed to exploring ways in which to re-purpose out existing built environment and rehabilitate our natural environment for a more resilient future.
Presentation by Andrea Nolan from University of Glasgow given at the "Equality and Diversity: promoting good practice in library work" course on the 17th November 2009.
The response of HE institutions to the ongoing process of globalisation and internationalisation.
Blue Skills and Career Development - presentation to EATIP 2019John Bostock
Presentation made to the European Aquaculture Technology and Innovation Platform Annual General Meeting 2019 on projects and activities for skills and career development in aquaculture
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
1. Strategic
plan update
progress towards rMit 2010: designing the future
RMIT is a global university of technology with its heart in the city. Although we remain committed to our goals, strategy develops
This description is about what RMIT aspires to be in 2010. The through action and reflection. This document is a reminder of our
description also evokes the ways that RMIT will achieve its vision. goals, a reflection on progress to date, and a call to action shaped
by the circumstances now before us.
In 2006 a five-year strategic plan RMIT 2010: Designing the Future
was put in place to give direction and form to this description. In the
third year of implementation of this plan, it is time to reflect on our
progress to date.
We have already reached some of the targets we set in 2005, but
this means there is more work to maintain as well as building on
early successes. Other goals are still to be reached, but with Professor Margaret Gardner AO
continued focus and further improvement I am confident that they
Vice-Chancellor and President
can be realised by 2010.
Throughout this journey RMIT has remained committed to those
core values that define us as an institution of learning—that we are
useful, creative, connected, fair and passionate.
2. Mission Our progress from vision to reality
Global passport
RMIT is a global university of technology with its heart in the city of
Melbourne. The University is diverse in its student population with 35% from
beyond Australia. The academic staff profile is also diverse with
Vision around 50% being born overseas.
▪ Global in outlook and action, offering our students and staff a
The number of students who undertook an international education
global passport to learning and work
experience has increased to 317 in 2008, added to this are a further
▪ Urban in orientation and creativity, reflecting and shaping the city group of more than 170 on international work placement. Innovative
of the twenty-first century projects to internationalise the curriculum and create virtual mobility
▪ The first choice provider of work-relevant learning in Australia, experiences add to the global passport. The University has
preparing students for the professions and vocations of the future increased the number of scholarships available to assist student
▪ One of Australia’s top research universities, internationally known mobility and support staff mobility through research leave awards
for our applied focus and for excellence in research and research and RMIT Foundation fellowships.
education in our chosen fields.
A paper mapping the possibilities for further international
accreditation and recognition of our programs is being completed
Our path from vision to reality
this year.
Global passport
A complete review of offshore contracts and approval of new policy
▪ Ensure a diverse University with students from inside and outside
for offshore teaching models has strengthened and consolidated our
Australia, and an internationally diverse and connected staff.
offshore presence.
▪ Increase the number of students undertaking an international
Development of RMIT Vietnam and its involvement with Melbourne
education experience overseas to 1000 annually.
through work-integrated learning, student exchange and study tours,
▪ Ensure that the majority of programs have professional
and delivery of a professional development unit for staff on
accreditation or recognition internationally as well as nationally.
internationalising the curriculum adds another rich dimension.
▪ Deliver internationally relevant programs at a network of sites
Urban creativity and innovation
offshore and onshore.
▪ Internationalise programs through courses, work experience or The University has been developing standards and targets for
pedagogy. reducing our emissions, energy and water footprint on all our
campuses. We have committed to purchasing 20% green energy by
Urban creativity and innovation
2009 (currently at 15%) and have reduced our water usage
▪ Contribute to the sustainable development of our cities.
substantially over the last three years. The major redevelopment of
▪ Build university infrastructure and services that are integrated with RMIT buildings and infrastructure where we have committed to high
and enhance the cities we occupy. Green Star ratings for buildings will have a significant and positive
▪ Celebrate and support the independence and creativity of our impact on improving the sustainability of the cities we occupy.
students and staff.
A $500m redevelopment program over the next three years will
▪ Embrace innovation in research, education and service provision.
transform around one quarter of RMIT’s buildings. The planning
Work-relevant and industry engaged involved has seen the development of exciting architecture and
integration with the city.
▪ Ensure that education programs are informed by advice from
industry and professions. The RMIT Learning and Teaching Investment Fund allocates over
▪ Provide an assessed work-integrated learning experience for $2m annually to innovative learning and teaching projects. The RMIT
students in every program. Research Investment Fund supports research and innovation. The
▪ Build strong external and internal networks in five key industries— University also spends over $4m annually to support student
aerospace and aviation, automotive, building and construction, creativity and life through the Student Union and the arts, recreation
health and community services, and media and communications. and sporting activities of RMIT Union.
▪ Strengthen linkages between vocational and higher education to Major upgrades to online provision and storage for services,
develop work-relevant pathways between the sectors and `dual research and educational material have ensured innovative delivery.
sector’ qualifications combining the best of both. This has been accompanied by significant enhancement of
▪ Develop career opportunities for our students, and so support e-resources held by and accessed through the library. Major grants
strong graduate employment outcomes. to review improvements to staff policy and indirect costs have been
added to a series of projects streamlining services from accounts
Research excellence
payable through to centralising examinations which have improved
▪ Build research and engage with industry in key multidisciplinary
services.
areas in the Research Institutes, Global Cities, Design, Platform
Technologies and Health Innovations. These research institutes will
provide RMIT with research focus and the required critical mass to
have significant impact in these areas.
▪ Increase research income from nationally competitive research
grants to rank within the top 15 Australian universities.
▪ Improve publication citations in chosen fields to remain within the
top 15 Australian universities.
▪ Maintain or improve research graduate satisfaction and
completion rates to keep within the top 15 Australian universities.
3. Work-relevant and industry engaged Research excellence
Every program or program cluster in the University has industry or Four new research institutes are in place and with them an increase
professional advisory committees. in research positions and opportunities across the University. The
institutes also provide a way of building high quality cross-disciplinary
New policy on work-integrated learning has deepened its place in
research.
the curriculum through clarifying the scope and emphasising
assessment of this learning. Competitive research income from ARC Linkage grants increased in
2008, and a major increase in the number of applications for ARC
New industry forums in five key industries (aerospace and aviation,
Discovery grants is hoped to be a precursor of greater success this
automotive, building and construction, health and community
year. This is a step towards demonstrating greater research quality.
services and media and communication) are providing strategic
engagement on education and research questions across the Research citations of publications by field and disciplines are being
University. collected and these are identifying where RMIT has national and
international excellence on these measures.
The ‘dual sector advantage’ has taken shape in new programs and
new combinations of courses and an increase in the proportion of Research postgraduate satisfaction has increased substantially over
students who have an experience which draws on the strengths of the last two years, more postgraduate research scholarships have
each sector. been funded by the University each year for the last three years, and
completion rates at RMIT for research students are above the
A new project is in place to improve career support to students
national average.
including support for students wishing to seek work internationally.
The Research Investment Fund allocates around $9m annually to
support tenure track postdoctoral fellowships, early career
researcher awards, research leave and the research institutes.
The following table shows evidence from indicators and accompanies that with information about the shape of RMIT that shows our breadth
and diversity.
Goal Indicator Target 2005 2007
Strong graduate outcomes in HE graduates in FT employment Graduates in employment or further 83.6% 83.7%
employment and further studies studies at 5% above sector average
TAFE graduates in employment 82.8% 83.2%
HE graduates in further FT study 13.5% 13.5%
TAFE graduates in further study 35.4% 45.1%
High graduate satisfaction HE coursework overall satisfaction Overall satisfaction index at 5% above 65.8% 67.6%
sector average
VET overall satisfaction 82.9% 82.7%
HE HDR overall satisfaction 70.1% 83.0%
Strong research performance National competitive grants ranking Top 15 nationally on key research 23/38 23/38
indicators
Higher degree research completions 8/38 9/38
ranking
Weighted publications ranking 12/38 12/38
Strong liquidity (current assets/ Current assets/current liabilities 1:1 0.65 0.87
current liabilities)
Strong net operating result/net Net operating result/net assets To achieve or exceed the sectoral 2.4% 3.4%
assets average
High international standing Ranking in the top 100 THES world universities 200th in world, 10th
in Australia (2007)
Good infrastructure quality 75% of buildings classed as satisfactory by the Tertiary Educational Facilities 70.9% 75.0%
Management Association
Unscheduled absenteeism Unscheduled absenteeism To achieve or be less than the 6.4 5.6
Australian university average
4. The shape of RMIT Next steps
In the first three years of our five-year Strategic Plan RMIT 2010:
Students (number of enrolments) (headcount) (percent)
Designing the Future much has been accomplished. In particular,
Higher education 43,974 67%
work in the following areas will continue over the next two years to
Vocational education 21,683 33%
ensure that our goals are met:
Domestic 42,772 65%
▪ Teaching and Learning: Continue to promote innovation in
International 22,885 35%
teaching and learning and further develop opportunities for work
Total 65,657
integrated learning. Develop priorities for internationalising the
By Location (headcount) (percent) curriculum and enhancing the student experience.
City 40,608 62%
▪ Research: Support the research institutes in continuous
Bundoora 6,029 9%
improvement against Institute plans developed in 2008 and focus
Brunswick 2,550 3.9% on increasing citations in recognised journals and pursuing
Vietnam 2,914 4.4% competitive grant opportunities. Establish a Graduate Research
Regional Victoria 289 0.4% School to consolidate administration and support for research
students.
Off-campus Australia 2,430 3.7%
Other offshore (Hanoi, Ho Chi Minh City, ▪ International: Implement the Dual Hub plan, driving closer links
Singapore, Hong Kong, Kuala Lumpur, between RMIT’s Australian and Vietnam campuses. Develop
Shanghai, Wuhan) 10,837 16.5% strategic institutional relationships to support increases in staff and
student mobility (including work integrated learning) and increase
Portfolios (headcount) (percent)
the international recognition of RMIT qualifications.
Science, Engineering and Technology 20,712 31.5%
▪ Industry Engagement: Develop some strategic partnerships in
Design and Social Context 21,097 32.1%
key industries to provide education, work integrated learning and
Business 23,627 36.0%
research.
University programs 221 0.3%
▪ Students: Continue to focus on work integrated learning and
Level of education (headcount) (percent)
graduate outcomes. Continue to use student feedback to further
Postgraduate research 1,612 2.5%
develop our offerings and implement the next stage of the student
Postgraduate coursework 8,759 13.3% portal to enhance our ability to communicate effectively with our
Undergraduate 33,603 51.2% students.
Diploma, advanced diploma and above 9,957 15.2%
▪ Staff: Continue to implement the outcomes of the staff survey,
Cert 1–4 10,248 15.6% and conduct another survey to measure progress and identify new
VCE/VCAL 536 0.8% areas for development. Continue to strengthen leadership and
Other 942 1.4% communication.
(EFTSL) (percent) ▪ Infrastructure: Continue to invest in major infrastructure, including
developments for the Design Hub and the Swanston Academic
Total—equivalent full time (EFTSL) 43,341
Building. Continue to improve ICT infrastructure, both in Australia
Fields of study
and in Vietnam.
Natural and physical sciences 1,960 3.0%
▪ Financial: Continue to work to ensure financial targets are met,
Information technology 3,074 4.7%
allowing the University to invest in education, research,
Engineering and related technologies 6,954 10.6%
infrastructure and staff development.
Architecture and building 3,024 4.6%
Agriculture, environment and related studies 293 0.4%
Health 3,019 4.6%
Education 1,243 1.9%
Management and commerce 15,465 23.6%
Society and culture 2,740 4.2%
Creative arts 4,458 6.8%
Mixed field programs 1,110 1.7%
Fee types (EFTSL) (percent)
Government funded 22926 52.9%
Australian fee-paying 3670 8.5%
International fee-paying 16288 37.6%
Other 457 1.1%
Staff
Total (number of staff excludes casuals) 3,604
Total (full time equivalence—FTE) 3,338
(FTE) (percent)
Academic 1,054 31.6%
Academic staff born in Australia 49.9%
Academic staff born overseas 50.1%
Teaching (VET/TAFE) 486 14.6%
Administrative, technical and professional 1,798 53.9%
Issue date: December 2008