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)
.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.