Our progress
As a public institution entrusted with stewardship of public and stakeholder funds, we are monitoring our performance against a number of measures of success to ensure that we are delivering on both the 'what' and 'how' of our mission.
In doing so, we hold ourselves accountable to our students, staff and our regions. Celebrating our achievements and milestones along the way is an important part of this. Here, we share the advances we have made to date.
Implementation
Implementing
our strategy
Achieving our ambitious plan will require focus across the organisation and collaboration with our communities, partners and civic leaders. As a one-university region with a unique industrial base, we are the natural partner for deep industrial, commercial and social opportunities. The alignment of our strategic priorities, enabling strategies, business systems, and processes will be fundamental to success.
Ongoing monitoring and evaluation of our progress and outcomes will be critical to ensuring our activities are directed toward achieving our vision.
We will establish a strategy framework to reflect our Engagement Priorities and realise our Life-Ready Graduates outcomes, defining the relationship between core strategic priorities, enabling strategies and key initiatives.
A core objective for our institution is to remain financially sustainable. We will identify methods to diversify our revenue streams in our strategic plan delivery, including but not limited to, our philanthropic capacity and the development of key partnerships to cooperatively fund mutually beneficial activities.
We will respond to higher education dynamics, advances in technology and changing markets by being innovative in our business and delivery models, reflecting the needs and preferences of our students and our communities.
We will pilot innovative business models for the delivery and verification of knowledge such as micro-credentials. We will explore new ways of delivering what our stakeholders want in a manner that meets their evolving expectations.
We will aim to generate a core operating surplus that allows us to invest in our talent, programs and infrastructure into the future.
A financial scorecard will be aligned to our strategy to monitor and evaluate our progress, ensuring key financial measures are in place. We will manage and evaluate the successful delivery of the portfolio in partnership with divisions and faculties and will continually monitor our strategic alignment by prioritising our investments.
We will build on our Advancement Strategy to establish a philanthropic mindset within the University and align our advancement programs to our strategic priorities. We will continue to engage with our alumni communities and our generous philanthropic supporters to build our readiness to launch comprehensive alumni and philanthropic campaigns.
We will improve business processes to deliver on our strategic plan. We will take a collaborative, problem-solving approach to identifying process blocks and designing solutions that improve staff and student experience, as well as service efficiency and effectiveness. This will include consultation and partnership across relevant stakeholder groups, including students.
These include but are not limited to:
- administrative processes associated with career-ready placements, industry mobility, student enquiries, admissions and enrolments, student academic and wellbeing support, student accommodation and research support
- consulting on options for reimagining our campuses
- support for researchers through grant development, project support and commercialisation processes
- staff recruitment and retention processes
- digital solutions to support our activities and engagement.
Sustainable Development Goals
Alignment with National
and Global objectives
The University of Newcastle is committed to aligning our strategic priorities to the United Nations Sustainable Development Goals (SDGs).
We are proud to be home to Australia's only United Nations Institute for Training and Research (UNITAR) accreditedInternational Training Centre for Authorities and Leaders (CIFAL) institute and the only University in Australia to fly the United Nations flag.
We will benchmark our strategic activity against the 17 SDGs, providing a globally recognised framework to measure our impact. Our strategy is also inspired by the Alice Springs (Mparntwe) Education Declaration, which sets a vision for a world-class education system for all Australians that promotes equity and excellence, and creates successful lifelong learners who are active and informed members of the community.
We will support the achievement of the Declaration's Goals and Commitments to Action through our University's activities.
Scroll the table below side-to-side to see how our strategic priorities align with the United Nationals sustainable development goals.
Strongly Aligned Aligned
Phasing
Phasing for
our strategy
The phasing of our strategy is reflective of our estimated effort over time. It will be reviewed annually to reflect new developments and the latest prioritisation of our efforts.
Scroll the table below side-to-side to see how our strategic will be phased in over the next 5 years.
Strategic Priorities | Initiative | 2020 | 2021 | 2022 | 2023 | 2024 | 2025 | ||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Our Indigenous commitment |
Increased student participation and retention | Lower intensity of effort | Maximum effort | Maximum effort | Scale up / Transition | ||||||||
Preferred employer | Maximum effort | Scale up / Transition | Lower intensity of effort | ||||||||||
Leading Indigenous research | Scale up / Transition | Maximum effort | Maximum effort | Scale up / Transition | |||||||||
Leading reconciliation across our communities | Scale up / Transition | Maximum effort | Scale up / Transition | ||||||||||
Engagement Priorities |
Living Lab model | Scale up / Transition | Scale up / Transition | Maximum effort | Scael up / Transition | Lower intensity of effort | |||||||
Multidisciplinary networks | Scale up / Transition | Maximum effort | Scale up / Transition | ||||||||||
Engagement pathways | Lower intensity of effort | Scale up / Transition | Maximum effort | Maximum effort | Scale up / Transition | ||||||||
Institutional alignment | Maximum effort | Scale up / Transition | |||||||||||
Life ready graduates |
Career-ready placements for all | Lower intensity of effort | Scale up / Transition | Maximum effort | Maximum effort | Scale up / Transition | |||||||
Graduate attributes | Lower intensity of effort | Scale up / Transition | Maximum effort | Lower intensity of effort | |||||||||
Celebrating excellence | Lower intensity of effort | Scale up / Transition | Maximum effort | Lower intensity of effort | |||||||||
Student-centred wellbeing | Lower intensity of effort | Scale up / Transition | Maximum effort | Lower intensity of effort | |||||||||
Asia Pacific focus |
Asia Pacific partnerships | Lower intensity of effort | Scale up / Transition | Maximum effort | Maximum effort | Scale up / Transition | |||||||
Globally engaged education | Lower intensity of effort | Maximum effort | Lower intensity of effort | Lower intensity of effort | |||||||||
Empowered and connected | Lower intensity of effort | Scale up / Transition | Maximum effort | Maximum effort | |||||||||
Our Asia Pacific hubs: Sydney and Singapore | Scale up / Transition | Maximum effort | Maximum effort | Lower intensity of effort | |||||||||
Reimagining our campuses |
Reposition existing estate | Lower intensity of effort | Maximum effort | Maximum effort | |||||||||
New partners, new uses | Maximum Effort | Maximum effort | |||||||||||
Digital excellence | Scale up / Transition | Maximum effort | Maximum effort | ||||||||||
Places to live, learn, work and play | Scale up / Transition | Maximum effort | Maximum effort | ||||||||||
Campus accessibility | Scale up / Transition | Maximum effort | Maximum effort | ||||||||||
Sustainable campuses | Maximum effort | Maximum effort | |||||||||||
Inspiring people |
A high-performing institution | Scale up / Transition | Maximum effort | Scale up / Transition | Lower intensity of effort | ||||||||
Building leadership and capability | Scale up / Transition | Maximum effort | Scale up / Transition | Lower intensity of effort | |||||||||
Outstanding talent | Lower intensity of effort | Scale up / Transition | Maximum effort | Maximum effort | Scale up / Transition | ||||||||
A values-based culture | Scale up / Transition | Maximum effort | Maximum effort | Scale up / Transition | |||||||||
Healthy and safe workplace | Maximum effort | Maximum effort | Scale up / Transition |
Lower intensity of effort | Scale up / Transition | Maximum effort |
2024 Implementation Plan
2024 Looking Ahead
Implementation Plan
In the penultimate year of the Looking Ahead Strategic Plan, our focus on achieving its objectives remains sharp. This Implementation Plan positions us for successful completion in 2025, bridging the gap between the mid point of our six year strategy and its final year. It is a clear statement of strategic priorities for 2024. While it can not capture the whole of the University’s activities or efforts, our staff will be delivering in these areas as well as maintaining (and continuously improving) the quality of our business as usual operations. It is imperative that we optimise the finite resources we have to deliver on the Plan and be willing to identify activities that we will choose not to do in 2024 to enable this.
The initiatives included in this Implementation Plan continue to support the interests of our unique region, build connectedness within our student community, and grow opportunities for students and staff to engage with industry. They also reflect our Looking Ahead commitment to the United Nations Sustainable Development Goals.
Scroll the table below side-to-side to view the full 2022 Implementation Plan.
Strategic Program | Q1 | Q2 | Q3 | Q4 | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
J | F | M | A | M | J | J | A | S | O | N | D | |||
Our Indigenous Commitment | Leading Indigenous Research | Indigenous research priority areas (health/education/global histories/language) | Reintroduce Indigenous research conference | |||||||||||
Explore practise-based PhDs | ||||||||||||||
Align conjoint scheme with Indigenous research priority areas | ||||||||||||||
Implement formalised comms and reporting | ||||||||||||||
Capacity building for Indigenous Research | Establish individual research plans with Indigenous academics | |||||||||||||
Training for non-Indigenous researchers working in Indigenous space | ||||||||||||||
Build capacity for non-traditional research outputs | ||||||||||||||
Indigenous Student Retention | Pilot retention activities in College of Engineering, Science and Environment | Engagement with CESE Heads of School | ||||||||||||
Back on Track Retention Program (focus CESE) | Back on Track Retention Program (focus CESE) | |||||||||||||
Wellbeing and cultural support | Men's and Women's group cultural support | Men's and Women's group cultural support | ||||||||||||
Wollotuka Wellbeing Program | ||||||||||||||
Establish Student Retention Working Group | ||||||||||||||
Engagement Priorities | Multidisciplinary Networks and Living Lab Model | Mission-led multidisciplinary research | TRaCE collaboration with UNSW delivering on key 2024 milestones | |||||||||||
All Living Labs activated and delivering on key 2024 milestones | ||||||||||||||
Engagement Pathways | Strategic Engagement Pathways | Implement engagement roadmaps with all institutes (HMRI, CCRI, NIER, IRF) | ||||||||||||
Implement strategy for Prime research partnerships | ||||||||||||||
Implement the Asia-Pacific Research Strategic Plan | ||||||||||||||
Research Innovation and Commercialisation | Develop and implement 'Staff Spinout Framework' | |||||||||||||
Secure at least on ARC, NHMRC and/or CRC Centre of Excellence for 2024/2025 | ||||||||||||||
Institutional alignment | Strategic Research Investments | Align internal investments with strategic research priorities | ||||||||||||
Completion of Research Centres Review | ||||||||||||||
Implement revenue and reinvestment models for relevant business units and research institutes. | ||||||||||||||
Life Ready Graduates | Graduate Attributes | Formal mapping to programs and courses | Finalisation of Courseloop mapping tool | Template completion | Building graduate maps in system | |||||||||
Celebrating Excellence | Employability and Career workstreams | iLead Program | Student engagement Career-ready placements | Industry Open Day / future of work | Employability Awards | |||||||||
Student-Centred Wellbeing / Healthy and well | Self-Directed Health Management | Online tip sheets | Peer to peer platforms (Talk Campus) | |||||||||||
Transition and Awareness | Early identification of support needs, Early Intervention programs, Education and promotion of service | |||||||||||||
Wellbeing in-curriculum | Staff support programs (Mental Health First Aid, Accidental Counsellor, Education sessions) | In course group programs | ||||||||||||
Specialised Support Programs | Launch of adaptability technology in Library | Harm Minimisation | ||||||||||||
Program and Calendar Flexibility | Student Degree Planner | Phase 2: launch prospective student planner | Transition to BAU | |||||||||||
Program Progression and Growth | Operational model embedded with Colleges | |||||||||||||
Curriculum Management Enhancement | Mapping tool and handbook | |||||||||||||
Flexible academic calendar | Deep dive into preferred model | Preparation and roll out | ||||||||||||
Work ready learning | Career-Ready Placements | Systems enablement / interim solution | Uplift in PEU units / resourcing | Review and assess Course Coordinator support | Review resourcing and training requirements | Collation of student and industry feedback / preparation for 2025 | ||||||||
Transforming User Experience | Credit and Recognition of Prior Learning | New website content | AI/ML systems design requirement | Commence training / embed in admissions | Systems discovery for replacements of CATS | System implementation | ||||||||
Timetable | Finalise future state / embed new principles | Systems discovery | ||||||||||||
Adverse Circumstances / Reasonable Adjustment Plan (RAPS) | System solution | |||||||||||||
Web Accessibility and ADA compliance | Manual accessibility audit | Install AI accessibility widget | Review and assess | |||||||||||
Digital Student Success Platform (mentoring and communications) | Respond to recommendations for HEPPP cohort | Build issues prioritisation framework for all students | Personalised communications and digitally enhanced community building | |||||||||||
Student Success | Learning and Teaching Plan | Develop University Teaching and Learning Plan | Review current state and identify remedial workplan | Phased rollout | ||||||||||
Generative AI, Assessment and Academic Integrity | Develop policies and training modules and roll out detection tool for assessment | Roll out training modules for assessment design | Review effectiveness of detection tools and embed assessment design changes in curriculum | |||||||||||
Implementation of Student Success Strategy | Comprehensive suite of support programs for the first years | Respond to our unique student profile / staff training | Good practise recognition, review policy / procedures | Increase cultural competency | Greater collaboration between staff to increase uptake of student success initiatives | |||||||||
Embed pathway options with VET sector | Identify, map, collaborate and promote: aligning with pathways and admissions strategy | |||||||||||||
PG Cert Tertiary (HE) Teaching design and delivery. Focus on digital learning. | Module 1: The role of the Educator | Module 2: Our Students: Perspectives | Module 3: Structure, Policies and Processes | Module 4: Continuous Improvement | ||||||||||
Asia Pacific Focus | Asia Pacific Partnerships | International Partnerships | China: Build existing and develop new partnerships | |||||||||||
Build Vietnam plus develop Indonesia and explore new markets | ||||||||||||||
International student recruitment | Execute International Student Recruitment Plan | |||||||||||||
Learning Abroad | Focus Learning Abroad Plan - increase short-term and summer opportunities | |||||||||||||
Empowered and Connected | Campaign feasibility study | Campaign plan and marketing materials endorsed and in place | Public phase of campaign, including launch | |||||||||||
Our Asia Pacific Hubs: Singapore and Sydney | Refresh Singapore campus strategy | Refresh Sydney campus strategy | ||||||||||||
Reimagining Our Campuses | Repositioning Our Estate, Places to Live Learn Work and Play and New Partners New Uses | Honeysuckle Student Accommodation | Procurement | Delivery | ||||||||||
Health Sciences Precinct Program | Design | Procurement | Construction | |||||||||||
Level 2 ICT Building Fit-out | Design | Procurement | Construction | |||||||||||
Engineering Collaboration Building | Design | |||||||||||||
Central Coast Campus | Delivery | |||||||||||||
Business Cases for Horizon 2 Package | Business Cases to be progressed. Progress determined by relevant approvals. | |||||||||||||
Digital Excellence | Research and Innovation | Delivery | ||||||||||||
Teaching and Learning | Delivery | |||||||||||||
Information assets | Delivery | |||||||||||||
Core Business and Enterprise Platforms | Delivery | |||||||||||||
Cyber Security and Compliance | Delivery | |||||||||||||
Sustainable Campuses | Implement Environmental Sustainability Plan | |||||||||||||
Inspiring People | High Performing Institution | Embed Performance Review Processes | Annual Goal Setting | Identify improvements | Implement improvements | End of Year reviews | ||||||||
Embed AWAMS | 2023 AWAMS published 31 Jan | Develop 2025 AWAMS in line with operational planning process | ||||||||||||
Coaching for Enhanced Performance | Coaching Toolkit Rolled Out | Leader coaching capability program | ||||||||||||
Building Leadership and Capability | Leadership Capability Framework (LCF) | Roll out framework | Utliise framework to conduct Learning Needs Analysis | Used in end of year reviews | ||||||||||
Leadership and Staff Development Programs | Upskill leaders and staff through a range of development programs and activities | |||||||||||||
Outstanding Talent | Talent Acquisition Process | Implement Year 1 of Talent Acquisition Operating Model and Process Improvement Roadmap from 2023 review | ||||||||||||
Talent Management System and Process | Conduct Pilot 1 | Develop integrated Talent Management process | Conduct Pilot 2 | |||||||||||
Employee Value Proposition (EVP) | Develop EVP | Roll our EVP | ||||||||||||
Workforce Planning | Pilot Workforce Plans in identified areas | Operational Workforce Planning with Budget | Strategic Workforce Planning | |||||||||||
Internal Career Mobility | Develop Career Toolkits/Workshops | Run Career Workshops and Coaching | ||||||||||||
Values Based culture | Connecting with our Values Program | Build and Roll-out Values Based Behaviour Program throughout University | ||||||||||||
People Experience Metrics | Build and Roll-out People Experience Barometer | |||||||||||||
Athena Swan | Silver Accreditation | Cygnet 'Future Actions' | ||||||||||||
Healthy and Safe Workplace Culture | Psychosocial Health and Safety | Embed psychosocial health & safety framework | ||||||||||||
Strong Safety Leadership | Safety in PRD Goals; Officer Due Diligence Framework review; Manager WHS Fundamentals | |||||||||||||
A focus on wellness | Mental health awareness uplift: Implement Health Monitoring Program; Review Employee Benefits Programs | |||||||||||||
Robust Systems and Risk Management | WHS Risk Register Review; Safety Review Reporting; AIMS R3 implementation | |||||||||||||
Safe and Supportive Environments | Research Precinct Review; Safety in Design as part of Space Optimisation | |||||||||||||
Foundation Activities | Research Capability | Researcher of the Future | Implement the 'Researcher of the Future' professional development, education, and training program for researchers (including HDRs) | |||||||||||
Building Capability | Implement the Outstanding Student Experience HDR Roadmap | |||||||||||||
Research Governance, Systems and Processes | Research management process | Implement business improvement projects identified under the Research Enablement Roadmap with Digital Technology Solutions | ||||||||||||
TEQSA Re-registration (quality cycle) | Implementation of Quality Assurance policy and framework | Embed Quality Assurance Framework into Universities processes | ||||||||||||
Re-accreditation | Review of self audit and submission build |
View 2023 Implementation Plan View 2022 Implementation Plan Download 2020-2021 Implementation Report (PDF, 7.6MB)
.KPIs and Targets
Scroll the table below side-to-side to view the full our KPIs and targets.
Looking Ahead KPI | Unit | Actual | Target | |||||
---|---|---|---|---|---|---|---|---|
2021 | 2022 | 20231 | 20242 | 2025 | ||||
Our Indigenous Commitment | ||||||||
Excellence | 1 | Research income with Indigenous Chief Investigator | $M | 0.7 | 3.7 | 3.6 | 1.9 | 2.4 |
Equity | 2 | Indigenous staff participation | % | 2.8 | 3.1 | 3.04 | 3.5 | 4.0 |
Engagement | 3 | Indigenous student retention (Variance) | % | -2.3 | -4.3 | -4.5 | -1.5 | 0 |
Sustainability | 4 | Staff completion of Cultural Competency Modules | % | 42.3 | 80.1 | 86.5 | 93.3 | 100 |
Engagement Priorities | ||||||||
Excellence | 5 | Average World Rank (External Rankings) | Rank | 276 | 267 | 282 | 266 | 250 |
Equity | 6 | Projects with Industry/Community Partners | % | 44.2 | 46.1 | 39.5 | 45.2 | 51 |
Engagement | 7 | Multidisciplinary collaboration | % | 23.3 | 26.0 | 25.1 | 25.1 | 25 |
Sustainability | 8 | HERDC Income | $M | 134 | 127 | 111.7 | 143.0 | 149.9 |
Life Ready Graduates | ||||||||
Excellence | 9 | Quality of Overall Experience (SES) | # | 71.4 | 76.1 | 76.4 | 79.5 | 81.0 |
Equity | 10 | Disability retention (Variance to Overall Retention) | % | -4.3 | -4.8 | -4.4 | -1.5 | 0 |
Engagement | 11 | Career-ready placement participation3 | % | N/A | 46.5 | 61.2 | 80.6 | 100 |
Sustainability | 12 | K10 Risk Scale | # | 25.1 | N/A | 22 | 21.5 | 21 |
Asia Pacific Focus | ||||||||
Excellence | 13 | International co-publications | % | 55.5 | 54.1 | 56.3 | 59 | 60 |
Equity | 14 | Outbound student mobility | # | 180 | 405 | 701 | 1126 | 1550 |
Engagement | 15 | Philanthropic and Sponsorship Income | $M | 14.7 | 36.4 | 49.6 | 58 | 75 |
Sustainability | 16 | Proportion of FPI EFTSL | % | 9.4 | 9.5 | 11.9 | 14.6 | 25.7 |
Reimagining Our Campuses | ||||||||
Excellence | 17 | Satisfaction with physical and digital environments | % | 73.6 | 74 | 75.2 | 77.6 | 80 |
Equity | 18 | Satisfaction with campuses and facilities (Student with a disability variance to overall) | % | -4.3 | -5.4 | -6.4 | -3.22 | 0 |
Engagement | 19 | WiFi utilisation | # | 76 | 108.6 | 130 | 135 | 140 |
Sustainability | 20 | Carbon emissions (tonnes) | ‘000 | 27.6 | 41.0 | TBC | TBC | 0 |
Inspiring People | ||||||||
Excellence | 21 | Industry / Donor Alumni NPS | % | N/A | N/A | N/A | TBC | TBC |
Equity | 22 | Senior Academic Women | % | 33.5 | 34.1 | 36.0 | 36.7 | 37.5 |
Engagement | 23 | Your Voice Staff Engagement | % | 72.8 | N/A | 70 | N/A | 80 |
Sustainability | 24 | Safe Work Australia Maturity Score | # | 2 | 2 | 2 | 3 | 3 |
1 Data as at Q3 2023
2 Blue shading indicates 2024 targets to be finalised once 2023 final result is known. Current 2024 targets are indicative based on 2023 Q3 performance.
3 Q3 result is interim only and is a manual calculation, data is currently under review.
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Traditional Custodians
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal Nation, Darkinjung Nation, Biripai Nation, Worimi Nation, Wonnarua Nation and Eora Nation. We also pay respect to the wisdom of our Elders past and present.
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.