Senate
Date:
25 October 2023
Time:
12:15pm
Venue:
Council Chamber, First Floor, Clocktower Building
Note:
Items left open for discussion are indicated by ##
in the margin. Senate members may flag
additional items on the agenda for discussion
prior to or at the start of the hui. To send your
apology if you are unable to attend the meeting,
flag additional items for discussion, or receive the
Zoom login details, please email Academic
Committees and Services
([email address]) or contact
Matt Angel. Senate members are also invited to
arrive early to the Council Chamber from 12:00
pm (noon) for tea and coffee and informal
conversation and discussion prior to the hui.
Agenda
Agenda
2
1. Karakia Timatanga
To open
the hui with a karakia.
2. Minutes
To confirm
the minutes of the Senate hui held on 27 September 2023.
• 20230927 Senate minutes
7
3. Intimations from Council
To note
that the Council, 10 October 2023, received Communications from the Senate dated 27
September 2023 and approved the following:
Academic Proposals
The following academic proposal, to be reported to the Committee on University Academic
Programmes:
• To delete The Consumer Food Science subject for the Master of Science (MSc) and
Postgraduate Diploma in Science (PGDipSci), noting that this is a consequence of the
previously approved proposal to amend the name of the Consumer Food Science subject for
the Master of Applied Science (MAppSc) to Food and Agriculture.
4. ## Digital Learning Environment Review
To discuss and provide feedback
on the direction indicated by the Digital Learning Environment Review Summary Report and Key
Points, as outlined in a manatu from the Dean of Learning and Teaching.
• 20231018 DLE review summary report and key points
14
5. ## University Rankings
To discuss
the University's placement in global rankings and whether various factors - such as
improvements by universities in other regions of the globe, changes to University structure, or
student to academic staff ratios - might be affecting the University's ranking, and
To discuss
what the University is doing and what all University staff could be doing to improve the
University's ranking.
Page 2 of 52
6. ## Research Committee
To receive and discuss
the minutes of a meeting of the Research Committee on 20 September 2023.
• 20230920 RC minutes
24
7. University of Otago Quality Review Repor ts
a) Recently Released Review Reports
To note
that the following Review Reports have been authorised for release and are available from
Megan Wilson of the Quality Advancement Unit (email: [email address]):
• Disability Information and Support, 7-9 November 2022
• Department of Food Science, 15-17 November 2022
• Genetics Teaching Programme, 28-30 November 2022
• Māori Centre, 28-30 September 2022
• School of Arts, 17-20 October 2022
• Employment-Related Processes, 5-8 December 2022 (Please contact the Office of the Vice-
Chancellor to request this Report.)
• Studholme College, 6-8 March 2023
• School of Social Sciences, 20-24 March 2023
• Department of Public Health, UOW, 23-25 May 2023
(Please note that these Reports are confidential to the University community and distribution
outside this group requires the approval of the Deputy Vice-Chancellor (Academic)).
Page 3 of 52
b) Recently Completed and Upcoming Reviews
To note
that the following reviews have been recently completed, but have not yet released Review
Reports, or are schedule to take place over the listed dates:
Recently completed reviews
• Publications/Outputs Office/PBRF Office, 23-25 August 2023
• Ecology Programme, 2-4 October 2023
Upcoming reviews in 2023
• Neuroscience Programme, 25-27 October 2023
• Quality Advancement Unit, 13-15 November 2023
Upcoming reviews in 2024 (dates are provisional)
• Department of Mathematics and Statistics, March 2024
• University College, April 2024
• Communications Section, External Engagement, June 2024
• Locals Collegiate Community / Te Kahui Noho-whare, June 2024
• Department of Preventive and Social Medicine, DSM, July 2024
• University of Otago Pathway, September 2024
• School of Pharmacy, October 2024
• Hayward College, October 2024
• Executive Education / Master of Business Administration Programme, November 2024
• Doctor of Business Administration Programme, November 2024
NB: 10 areas have yet to advise of 2024 review dates.
8. Scholarships and Prizes Committee
To recommend
that CPI adjustments to the doctoral stipend and research master's stipend and adjustments to
the number of scholarships awarded under each category be approved, as outlined in a manatu
from the Manager, Postgraduate Scholarships, Prizes and Awards dated 17 August 2023, noting
that these adjustments have now been endorsed by the Scholarships and Prizes Committee and
by the Acting Vice-Chancellor, with the support of the Senior Leadership Team
To recommend
that the following new scholarship be approved, as outlined in a manatu from the Scholarships
and Prizes Committee dated 13 October 2023:
New Scholarship
• John Edwards Scholarship
To note
that the following amended prize has been approved by the Scholarship and Prizes Committee,
also outlined in the manatu dated 13 October 2023:
Amended Prize
• Habens Prize for Academic Excellence in the Study of New Zealand Education
• 20230817 Doctoral and research master's scholarship stipends
33
• 20231013 New scholarship and amended prize
35
Page 4 of 52
9. Committee for the Advancement of Learning and Teaching
To receive
the minutes of a meeting of the Committee for the Advancement of Learning and Teaching on
28 September 2023.
• 20230928 CALT minutes
39
10. Librar y Ser vices Committee
To receive
the minutes of a meeting of the Library Services Committee on 11 October 2023.
• 20231011 LSC minutes
46
11. Board of Undergraduate Studies
To receive
the minutes of a meeting of the Board of Undergraduate Studies on 4 October 2023, and
• 20231004 BUGS minutes
49
a) To note
that the Deputy Vice-Chancellor (Academic) granted executive approval to the following new,
amended, and deleted papers and amended programmes:
New paper
• ENTR 312 New Venture Creation Strategy
Amended papers
• MANT 301
• ENTR 101
• ENTR 102
• ENTR 201
• ENTR 202
• MANT 303
Deleted papers
• ENTR 301 Advanced Topics in Entrepreneurship
• ENTR 302 Entrepreneurial Capital in Action
Amended programmes
• Bachelor of Entrepreneurship
• Entrepreneurship minor subject
b) To note
that the Board approved new Curriculum Redesign proposal templates and amended New
Paper and Special Topic proposal templates.
c) To note
that an Annual Programme Report has been received for the following recently introduced
programme:
• Data Science major subject
Page 5 of 52
12. Board of Graduate Studies
To note
that the minutes of a meeting of the Board of Graduate Studies on 5 October 2023 are not yet
available and will be distributed in due course, and
a) To recommend
that the following renamed programme be approved
(CUAP approval required)
Renamed programme
• Postgraduate Diploma and Postgraduate Certificate in Rural and Provincial Hospital Practice
(PGCertRPHP and PGDipRPHP) to be renamed as the Postgraduate Diploma and Postgraduate
Certificate in Rural Clinical Practice (PGCertRCP and PGDipRCP)
b) To note
that the Board approved new Curriculum Redesign proposal templates and amended New
Paper and Special Topic proposal templates.
13. Convener's Business
14. Date of Next Meeting
To note
that the Senate will next meet on Wednesday 29 November 2023 at 12:15 pm in the Council
Chamber, with attendance via Zoom also welcomed, and
To note
that the hui on 29 November will be Senate's final meeting in 2023, and that 2024 meeting dates
will be advised in November 2023.
15. Karakia Whakamutunga
To close
the hui with a karakia.
Page 6 of 52
Item 2
For confirmation
Senate
Committee Secretary: Matt Angel Telephone: 03 479 4852
E-mail: [email address]
MINUTES OF A MEETING OF THE SENATE
27 September 2023
Present:
Acting Vice-Chancellor (Convener), Professor R W Aitken, Associate Professor A Alm, Associate
Professor V R Anderson, Professor I G Barber, Professor R J Barker, Professor J M Baxter,
Associate Professor M A Beres, Associate Professor S A Biggemann, Professor R J Blaikie,
Associate Professor A M Carr, Professor C J Charles, Professor T S Conner, Professor T D
Cooper, J R Cushen, Associate Professor M Dawson, Dr E Fehoko, Associate Professor C Fraser,
Professor N J Gemmell, J Gibson, Associate Professor R W Greatbanks, Professor S E Griffiths,
Professor J B Halberstadt, Professor L A Hale, Associate Professor E A Hargreaves, Professor C
L Hulbe, Professor S J Jackson, Professor C L Jasoni, Dr V Kahui, Professor R A Kemp, Associate
Professor J R Kirman, Professor S M Knowles, Dr S W Lau, E Lemalu-Eteuati, Associate
Professor P M Lokman, Professor B A Lovelock, Professor K M Lyons, Associate Professor L J
Machado, Associate Professor C J Marshall, Dr R S Martin, Professor B J McCane, Associate
Professor A B Moore, Associate Professor C M Moy, Professor E L Nel, Professor J F M Palmer,
Associate Professor T G Patterson, Dr T L Perry, Professor N F Pierse, Professor P C Priest,
Professor J N J Reynolds, Associate Professor K J Robertson, Associate Professor D R Ruwhiu,
Dr D Schumayer, Associate Professor D Sika-Paotonu, Professor G Sole, Professor L J Surgenor,
Professor W Sweetman, A Taia, E F Taukolo, Professor R W Taylor, Associate Professor S J
Wakes, M Wall, Associate Professor S C Walton, K L Wells, R K A White
In attendance: M T Angel, Professor I Oey
Apologies:
Professor A J Ballantyne, Professor G D Baxter, Professor J M Bering, Dr F Beyer, Professor P B
Blakie, Professor P J Bremer, M E H Butts, Professor H R Campbell, S D Carrington, Dr J A
Cattermole, Professor P R Cooper, Professor B K Daniel, Associate Professor G C Dick,
Professor W J Duncan, Professor F J Edgar, Associate Professor A D Eketone, Associate
Professor A R Gorman, Associate Professor A J High, Professor N J Hughes, Q D Jane, Associate
Professor C M L Johnson, Professor M A Kennedy, Associate Professor D N Kenwright,
Professor M D Lamare, Dr G H Leonard, Professor W M M Levack, Associate Professor N T
Lucas, Professor J B Maclaurin, Professor C A Marra, Professor S C Marshall, Professor E A
Matisoo-Smith, Professor S P A McCormick, C D McQueen, Professor M J Mirosa, Dr P M
O’Kane, Professor D A Orlovich, Professor R J A P Peeters, Associate Professor M A C Perry,
Professor S G Pitama, Professor R Richards, Associate Professor K R Ruckstuhl, Dr R M Schaaf,
Professor B Schonthal, Professor L N Signal, Dr S J Stein, Professor M Thompson-Fawcett, D J
Thomson, Professor M A Thyne, Professor P P Vakaoti, Associate Professor S W Walker,
Professor T J Wilkinson, S W Willis, Professor E H Wyeth, Professor J Zhang
Page 7 of 52
Item 2
For confirmation
1.
Karakia Timatanga
The Convener opened the hui with a karakia.
2. Minutes
The minutes of the Senate hui on 30 August 2023 were confirmed.
3.
Intimations from Council
The Senate noted that the Council, 12 September 2023, received Communications from the Senate
dated 30 August 2023 and approved the fol owing:
a) Academic Dates
The dates for the Academic Year 2025.
b) Scholarships and Prizes
New scholarships
• Graduate Women Otago Centenary Award (Māori)
• Graduate Women Otago Centenary Award (Pacific)
• Maria Marsh Memorial Postgraduate Scholarship in Mental Health
• Northland Pharmacist Pathway Scholarship
Disestablished scholarship
• R & E Seelye Trust Master’s Scholarship
4.
Learner Success Plan
The Senate received and discussed a manatu from the Acting Vice-Chancel or with an update on the
Learner Success Plan, including a draft Report and Timeline,
noting that:
•
Te Amorangi Mātauranga Matua | The Tertiary Education Commission (TEC) has required the
development of a Learner Success Plan, including a disability action plan, but that this aligns
with work the University would have undertaken regardless.
•
The University has been running workshops and focus groups around the development of the
Plan and has been working with the Deputy CEO of TEC, who has been on the steering committee
directing this work for the University.
•
TEC is particularly interested in promoting success for Māori and Pacific students and students
with disabilities, and the University is eager to ensure that all students succeed, regardless of
background.
•
The Plan includes targets that have been heavily influenced by TEC, but also includes indicators
added by the University relating to students’ sense of belonging to a community and feeling
their culture is valued, particularly for Māori and Pacific students.
•
While the University currently tops TEC’s education performance indicators, there is stil much
room for improvement.
•
Extra work is needed in terms of data and digital support for students, and help wil be needed
from Service Divisions, particularly those in areas related to information technology.
•
Work wil also be needed in areas of student support and academic matters, such as the need
to develop a new Teaching and Learning Plan.
•
The Plan wil go to Council for endorsement in October and wil be considered by the TEC Board
in December 2023.
2
Page 8 of 52
Item 2
For confirmation
•
Work has already begun in a number or areas around developing the new Teaching and Learning
Plan, reducing paper numbers, simplifying programme architecture, and reviewing the digital
learning environment.
•
The University wil need to adopt a data system to serve as a single source of truth and which
might trigger early indicators when students are at risk of struggling.
•
Senate observed that staff involved in teaching are often the first to notice when students might
be at risk, and the University may be able to adopt good practices from other institutions around
how to respond when students are in need of support.
•
The Senate particularly supported the addition on an indicator relating to students’ sense of
belonging to a community and noted that this could extend past the end of formal studies and
apply to alums as wel .
•
The Senate encouraged the promotion of ideas around valuing cultures to rol out across all of
the University’s activities.
•
The Acting Vice-Chancel or encouraged Senate members to provide any further feedback by 6
October 2023.
5.
6.
University of Otago Quality Review Reports
a) Recently Released Review Reports
The Senate noted that the following Review Reports have been authorised for release and are
available from Megan Wilson of the Quality Advancement Unit (email: [email address]):
3
Page 9 of 52
Item 2
For confirmation
• Department of Chemistry, 12-14 October 2022
• Disability Information and Support, 7-9 November 2022
• Department of Food Science, 15-17 November 2022
• Genetics Teaching Programme, 28-30 November 2022
• Māori Centre, 28-30 September 2022
• School of Arts, 17-20 October 2022
• Employment-Related Processes, 5-8 December 2022 (Please contact the Office of the Vice-
Chancellor to request this Report.)
• Studholme Col ege, 6-8 March 2023
• School of Social Sciences, 20-24 March 2023
• Department of Public Health, UOW, 23-25 May 2023
(Please note that these Reports are confidential to the University community and distribution
outside this group requires the approval of the Deputy Vice-Chancellor (Academic)).
b) Recently Completed and Upcoming Reviews
The Senate noted that the fol owing reviews have been recently completed, but have not yet
released Review Reports, or are schedule to take place over the listed dates:
Recently completed reviews
• Publications/Outputs Office/PBRF Office, 23-25 August 2023
Upcoming reviews
• Ecology Programme, 2-4 October 2023
• Neuroscience Programme, 25-27 October 2023
• Quality Advancement Unit, 13-15 November 2023
Deferred reviews
• University College, rescheduled for 2024
• Communication Section, External Engagement, rescheduled for 2024
• Department of Zoology, rescheduled for 2024
• Department of Preventive and Social Medicine, DSM, rescheduled for 2024
• Department of Women's and Children's Health, DSM, rescheduled for 2024
• Department of Obstetrics, Gynaecology and Women’s Health, UOW, rescheduled for 2024
• Department of Obstetrics and Gynaecology, UOC, rescheduled for 2025
• ELM Programme, rescheduled for 2025
7.
Quality Advancement Committee
The Senate received the minutes of a meeting of the Quality Advancement Committee on 1 August
2023.
8.
Internationalisation Committee
The Senate received the minutes of a meeting of the Internationalisation Committee on 14 August
2023, and
Noted that the fol owing new and renewed agreements have been approved by the Deputy Vice-
Chancellor (External Engagement) on recommendation of the Committee:
4
Page 10 of 52
Item 2
For confirmation
New agreements
• A Memorandum of Understanding (MOU) between the Faculty of Dentistry, University of
Otago and the Shanghai Ninth People’s Hospital, Shanghai Jiao Tong University School of
Medicine, P.R. China
• An MOU between the University of Otago and Brigham Young University - Hawai , U.S.A.
• An MOU and Student Exchange Agreement (SEA) between the University of Otago and the
University of Birmingham, United Kingdom
• An MOU and SEA between the University of Otago and the University of Leeds, United
Kingdom
• An MOU between the University of Otago and Tokyo Kasei University, Japan
• An MOU between the University of Otago and Green River Col ege, U.S.A.
Renewed agreements
• The MOU and SEA between the University of Otago and Universität Heidelberg (Ruprecht-
Karls-Universität), Germany
• The MOU and SEA between the University of Otago and the University of Glasgow, United
Kingdom
• The MOU and SEA between the University of Otago and the Universidad Complutense de
Madrid, Spain
9.
Board of Undergraduate Studies
The Senate received the minutes of a meeting of the Board of Undergraduate Studies on 6
September 2023, and
APPROVED
Graduating Year Reviews (GYR) reports for the following programmes for submission
to the Committee on University Academic Programmes (CUAP):
• Diploma in Theology (DipTheol)
• Bachelor of Health Sciences (BHealSc)
APPROVED
the following new papers and amended programmes:
New papers
• CLAS 245 Tales from Troy: from Homer to Hollywood
• HIST 206 An Introduction to Pacific History
• HIST 318 Australia since 1788: Boundaries of Belonging
Amended programmes
• Pacific Islands Studies major and minor subject
• Pacific and Global Health major subject
NOTED
that the fol owing amended and deleted papers were approved under the expedited
approvals process:
Amended paper
• PHPE 301 Research Essay
Deleted paper
• MART 205 Marketing the Professional Practice
5
Page 11 of 52
Item 2
For confirmation
NOTED
that the Deputy Vice-Chancellor (Academic) has granted executive approval to the
following amended papers:
Amended papers
• MUSI 131 Composition
• MUSI 135 Songwriting
• MUSI 234 Contemporary Composition
NOTED
that the following special topic has been approved:
Special topic
• CLAS 330 Special Topic: Experiencing the Environment in Ancient Greek Poetry
NOTED
the fol owing consequential amendments - included in previously approved proposals
– which were omitted from the Board's minutes for the meetings concerned:
Deleted papers
• FOSC 112 and FOSC 308, as detailed in the Board's agenda for 5 July 2023
• ELIT 199; EMAT 196, 197, and199; EREO 199; and ENMO 199 - effective once
feasible in consideration of completion requirements for current students - as
detailed in the proposal labelled HUM-1 on the Board's agenda for 5 July 2023
NOTED
that an Annual Programme Report has been received for the fol owing recently
introduced programme:
• Bachelor of Entrepreneurship (BEntr)
10. Board of Graduate Studies
The Senate received the minutes of a meeting of the Board of Graduate Studies on 7 September
2023, and
RECOMMENDED
That the following deleted programme be approved, as detailed in a previously
approved proposal regarding the Food and Agriculture subject for the Master of
Applied Science (MAppSc) on the Board's agenda for 8 June 2023, but omitted from
the minutes of that meeting:
(CUAP notification required)
Deleted programme
• The Consumer Food Science subject for the Master of Science (MSc) and
Postgraduate Diploma in Science (PGDipSci)
APPROVED
Graduating Year Reviews (GYR) reports for the following programmes for submission
to the Committee on University Academic Programmes (CUAP):
• Doctor of Business Administration (DBA), Postgraduate Diploma in Business
Research Methods (PGDipBusRes), Postgraduate Certificate in Business Research
Methods (PGCertBusRes)
• Sport, Exercise and Health subject for BSc(Hons), PGDipSci, and MSc
• Master of Sport Development and Management (MSpDM) and Postgraduate
Diploma in Sport Development and Management (PGDipSpDM)
• Master of International Development and Planning (MIDP)
6
Page 12 of 52
Item 2
For confirmation
• Master of Education and Learning (MEdLn), Postgraduate Diploma in Education
and Learning (PGDipEdLn), Postgraduate Certificate in Education and Learning
(PGCertEdLn)
• Master of Faith-Based Leadership and Management (FBLM), Postgraduate
Diploma in Faith-Based Leadership and Management (PGDipFBLM)
• Early Childhood Education (ECE) endorsement for MTchgLn
APPROVED
the following amended paper:
Amended paper
• CLAS 460
NOTED
that the Deputy Vice-Chancellor (Academic) has granted executive approval to the
following amended programmes:
Amended programmes
• Postgraduate Diploma in Science Communication (PGDipSciComm)
• Postgraduate Certificate in Science Communication (PGCertSciComm)
NOTED
that the following special topics have been approved:
Special topics
• SCOM 419 Special Topic: Key Voices in Science Communication
• CLAS 460 Special Topic: Experiencing the Environment in Ancient Greek Poetry
(Advanced)
11. Convener's Business
The Convener noted that she had recently returned from a meeting of the Matariki Network of
Universities (MNU) executive. She advised that the MNU’s Indigenous Student Mobility Programme
had been paused for this year, but that there is a desire to restart the programme. Of the seven
MNU universities, four perceive themselves to include indigenous students, and those universities
place a great importance on promoting success and belonging for indigenous students. Moreover,
all of the MNU universities value the idea of global indigeneity as an important issue, and MNU is
considering initiatives to share information, collections, teaching, and other resources around this
issue, which could include developing a new paper.
The MNU executive also held a symposium around foreign interference and cybersecurity, with the
Convener noting that the University’s Council and Senior Leadership Team recently conducted a
planning exercise around cybersecurity. Australia is particularly concerned around research work
and commitments in relation to certain foreign states, and there is seen to be some tension between
academic freedom on one hand and protecting staff, students, and intel ectual property (IP) on the
other. The Convener advised that Senate should hold a discussion on this issue in future and advised
that following discussions at Council the University is investing to improve its cybersecurity rating.
12. Date of Next Meeting
The Senate noted that it will next meet on Wednesday 25 October2023 at 12:15 pm in the Council
Chamber, with attendance via Zoom also welcomed.
13. Karakia Whakamutunga
The Convener closed the hui with a karakia.
7
Page 13 of 52
Item 4
For discussion and feedback
Memorandum / Manatu
To | Kia:
Senate
From | Nā:
Professor Tim Cooper, Dean Learning and Teaching
Date | Te rā:
18 October 2023
Subject | Te Kaupapa:
Digital Learning Environment Review: Summary of Review Report
and Key Points
The Digital Learning Environment (DLE) Review sought to investigate the current form and functioning
of Otago’s DLE from the perspectives of staff and students in order to inform decision-making about
how the DLE can be enhanced to best support the achievement of Vision 2040 goals for learning and
teaching over the next 7 – 10 years.
The specific objectives of the Review were:
(a)
to gather the expressed needs, wants and aspirations about the DLE held by the University
community;
(b)
to undertake an environmental scan of how comparable and aspirational higher education
institutions shape and manage their DLEs;
(c)
to make recommendations relating to staff, students, operations, processes, technologies
(but not specific products) that wil inform the future DLE at Otago, considering existing
and foreseeable organisational, operational and resourcing availability and constraints.
The review took place from September 2022 – March 2023. The implementation of the review and
preparation of the review report was undertaken as part of the activity of the Committee for
Advancement of Learning and Teaching (CALT).
The Digital Learning Environment Review: Summary of Review Report and Key Points outlines the
rationale for the review, the goals of the review as wel as the process undertaken, and then the
synthesis and recommendations of the review.
The ful review document has been considered and endorsed by the Deputy-Vice-Chancel or
(Academic) and the Senior Leadership Team.
Action:
We ask Senate members to consider the Digital Learning Environment Review and
provide feedback on the direction it indicates.
Page 14 of 52
Item 4
For discussion and feedback
UNIVERSITY OF OTAGO
DIGITAL LEARNING
ENVIRONMENT REVIEW
Summary of Review Report and Key Points
Please contact Dr Sarah Stein, Director, Distance Learning
[email address]
Page 15 of 52
Item 4
For discussion and feedback
Introduction and Background
This is a summary of the report on the review of the Digital Learning Environment (DLE) at the
University of Otago. The Review took place between September 2022 and March 2023.
Implementation of the Review and preparation of the Review report was undertaken as part of the
activity of the Committee for the Advancement of Learning and Teaching (CALT) through
consultation with individuals and groups involved in teaching, learning and supporting teaching and
learning across the University, and with close and direct guidance from members of the Digitally
Enhanced Learning and Teaching group (DELT) and CALT.
It was led by a Steering Group (SG).
A review of the DLE, of this kind, has never happened at the University of Otago before. The
Review was simultaneously: (a) strategic; (b) reflective of staff and student experiences; and (c)
informed by developments in the wider higher education context within and external to New
Zealand.
Rationale for the Review
Motivation for this Review came from experiences of staff and students, expressed formally and
informally over many years but thrown into sharp focus by the COVID-19 pandemic. Those
experiences presented straightforward evidence of a need to look more closely at our DLE and how
it is facilitating or inhibiting effective and appropriate learning and teaching.
Changes in administrative and support structures, levels of resourcing to key professional areas,
conditions and costs of software licenses, and the reality of budget cuts due to the impact of the
pandemic were also contributing factors.
The COVID-19 Effect on Student Learning Experiences Surveys administered by the Quality
Advancement Unit, and the CALT Lessons Learned from the Rapid Shift to Online Learning and Teaching
report, have gathered student and staff perspectives on their experiences of learning across the last
three years. Findings from these surveys add to other regular surveys of students, including the
Graduate Opinion Survey and Student Opinion Survey, both of which are run annually. However,
although students have been surveyed about their experiences of the DLE regularly, there have been
fewer opportunities for staff to share their perspectives. This lack may be a contributing factor to
some of the issues covered in this report.
Goal of the Review
Thus, the overall goal of the DLE Review was to investigate the current form and functioning of Otago’s
DLE from the perspectives of staff and students, to inform decision-making about how the DLE can be
enhanced to best support the achievement of Vision 2040 goals for teaching and learning over the next 7-10
years.
The specific objectives of the Review, undertaken between September 2022 and March 2023, were:
(a) to gather the expressed needs, wants and aspirations about the DLE held by the University
community;
(b) to undertake an environmental scan of how comparable and aspirational higher education
institutions shape and manage their DLEs;
(c) to make recommendations relating to staff, students, operations, processes, technologies
(but not specific products) that will inform the future DLE at Otago, considering existing and
foreseeable organisational, operational and resourcing availability and constraints.
pg. 1
Page 16 of 52
Item 4
For discussion and feedback
Working Principles
The following principles guided all aspects of Review processes:
col aborative approaches: infused into the processes of planning the project, gathering and
analysing the evidence, and developing the Recommendations;
future-focussed: rather than re-documenting staff and student perceptions of inhibiting factors
of the current DLE, focus was primarily on needs and broad solutions for a better DLE
future;
consultative: throughout, activities were consultative in nature;
equitable, representative and inclusive: a wide-ranging interrogation of views and perspectives
from many sectors of the University community were sought, gathered and incorporated.
The DLE Review Process
To achieve the overall goal, the Review project was broken into a series of Activity workstreams,
each of which contributed to providing a broad picture of the current and aspirational future of the
DLE at Otago.
The Activity workstreams were:
Activity 1: Current Otago digital learning map, linked to specific objective (c);
Activity 2: Workshops and focus group discussions with staff, linked to specific objective (a);
Activity 3: Questionnaire for staff, linked to specific objective (a);
Activity 4: Compilation of relevant recent internal reports and surveys, linked to specific
objective (a);
Activity 5: External environmental scan of DLEs and ecologies, linked to specific objective (b);
Activity 6: A synthesis of outcomes from across the Activity Streams, linked to specific
objective (c).
A Steering Group (SG) led the work, incorporating the contributions of colleagues outside the SG
where relevant and needed. An external consultant,
, who has longstanding
experience in the use of technologies for learning in the New Zealand tertiary sector was employed
across the six months of the project to be part of the Review team and provide an “outsider”
perspective throughout the project. The consultant, worked alongside and with the SG, taking a
collaborative and facilitative approach, matching the consultative and collaborative working principles
that underpinned the review process.
pg. 2
Page 17 of 52
Item 4
For discussion and feedback
Synthesis and Recommendations
The synthesis of current and recent experiences staff and student (Activity 6), and their aspirations
for the future of Otago’s DLE (Activities 2, 3, and 4) can be linked to critical aspects of modern
higher education digital learning environments as evident in institutions external to Otago (Activity
5).
Areas of concern, which simultaneously became areas that are ripe for change, clustered into the
following critical themes:
a. communication and integration of fit-for-purpose policy and governance mechanisms;
b. policy, processes and practices of continuous improvement, quality enhancement, evaluation
and review;
c. technical and digital infrastructure that aligns with institutional learning goals, and with staff
and student learning and teaching needs;
d. resourcing, training and the organisation of the responsibilities and processes for support, to
enable effective participation in digital learning by both staff and students;
e. comprehensive processes and structures that focus on current and future course design,
development and teaching, and the pedagogical impact of technology enhanced learning
(TEL); and
f. processes, procedures and systems that facilitate ongoing responsive and proactive staff and
student professional development, training and support.
These themes inform the seven Recommendations made.
The Recommendations focus firstly on (a) broad requirements for a high quality, transformed digital
learning environment; and secondly on (b) possible pragmatic implications for acting upon the
recommendation in the light of our context.
Recommendation 1: Develop a Transformational Plan that focusses on the digital
learning environment.
The Review recommends that a Digital Learning Environment Transformational Plan be developed, to
complement, but be separate from, the University Teaching and Learning Plan. The purpose of the
DLE Transformational Plan would be to inform the broader aspirations and direction that the new
(pending) Teaching and Learning Plan will contain.
Keeping the DLE Transformational Plan separate would be appropriate at this moment in time, to
reflect the need for the University community to come to grips at all levels with the impact of an
integrated digital learning environment within the wider learning environment at the University. In
time, perhaps within the next five years or so, it would be appropriate to integrate the ideas in the
DLE Transformational Plan into the wider University Teaching and Learning Plan. This would mirror
the reality that digital learning environment is an integral part of any teaching and learning
environment and should not be seen as something different or separate.
The DLE Transformational Plan should lay out the plan for a transformative digital learning experience
at Otago and include the following aspects:
concepts of flexible learning, teaching and course design, that make informed use of digital
environments by design (this includes physical teaching spaces and environments);
specific direction about assessment including the increased use of non-exam-based
assessment strategies and designs that are digital and non-digital, on-campus and off-campus;
guidance and application of on/off-campus-virtual principles and practices, partnered with
quality criteria for such practices;
pg. 3
Page 18 of 52
Item 4
For discussion and feedback
the impact of emerging technologies such as generative AI and cloud-based services, and
related issues and challenges such as academic integrity and data sovereignty; and
continuous improvement to ensure that the changing needs and requirements of students,
teachers, courses, and the University are being met by the DLE.
Recommendation 2: Develop University-level governance policies and practices for
the digital learning environment.
This Review recommends that, in consultation with the University community, policies and
procedures are developed to guide and facilitate decision making and continuous improvement of
the University's digital learning environment. These policies and procedures should take into
account:
systems of review of all aspects of the digital learning environment;
frameworks and standards criteria that establish expectations concerning a range of critical
technical, functional and pedagogical aspects of high quality (digital) learning environments;
resourcing;
support approaches: organisation, structure, management and access;
learning analytics: meaning, purposes, worth, value, parameters; along with practices and
procedures for access, interpretation and use.
Recommendation 3: Provide staff and student support that is well-resourced,
structured, coordinated, and intentionally proactive and reactive.
This support provision should provide the functional and pedagogical support needs of staff and
students. Technical support, on the other hand, would come from ITS.
Functional Support refers to support for using and capitalising on the built-in workings
and features of an application or system to undertake the jobs the applications or system is
designed to do (e.g., Which features and utilities in the learning management system do I use to
create a check-up quiz? and How do I go about setting up that quiz?).
Pedagogical Support refers to support for how the (technical) systems can be best
integrated, used and capitalised upon for enhancing and facilitating teaching and learning
using the functions built into the system or application (e.g., How can these ideas for learning
and teaching be enhanced through the integration of technologies into the fabric of the paper
design?).
Technical Support refers to support required to ensure that the deeper technical layer
of the systems work; the domain of ITS.
This support provision should be deliberately coordinated, planned, structured and well-resourced.
It should facilitate overarching continuous improvement and enhancement processes and
approaches, balanced with, and informed by, local flexibility and autonomy. Support should come in a
range of forms, be proactive as well as timely and responsive to staff and student needs.
The support provision should be organised in a ‘hub-and-spoke’ arrangement, comprising both
locally embedded and centrally based groups, each with separate roles and responsibilities, and
scope of knowledge and influence. Processes of engagement and interaction should ensure effective
manaakitanga as well as tino rangitiratanga for staff and students.
The core building blocks for this support provision already exist within the University – in both
academic and front-facing service and support areas - and should be brought together through a
management of change process under the unifying auspices of the Dean, Learning and Teaching.
The support provision would be about practice, and not centre on research into higher education.
However, it would have strong research-informed and led underpinnings.
Once the support provision is established, new resource will be required to ensure that ongoing
support provision is sufficient, equitable and appropriate.
pg. 4
Page 19 of 52
Item 4
For discussion and feedback
Recommendation 4: Develop an IT ‘integration layer’ to enable and manage the
sharing of data between systems.
This Review recommends that Otago’s DLE systems need to be able to ‘talk to’ each other, as data
flow among systems is fundamental to a well-functioning, modern digital learning ecology.
The ‘integration layer’ will automate the flow of enrolment and grade data between the main
Learning Management systems (currently Blackboard/Moodle/KuraCloud) to the Student
Management System (eVision). User interfaces should be included to enable assigned personnel to
access student enrolment data (incoming data about students in papers and programmes) as well as
learning analytics data for the purposes of monitoring progress and provision of pastoral and learning
support.
The implementation of this data integration will necessitate the development of a middleware
interface that enables management of data flow by staff to provide ability to decide what should flow
through.
Recommendation 5: Introduce one Learning Management System for broad use
across the institution.
The University currently has two main Learning Management Systems (LMS): Moodle for the Medical
School and Blackboard Learn for most other papers. In addition, a handful of papers are using other
products.
It is clear that our current main LMS, Blackboard Learn, is no longer fit for purpose and should be
replaced. There are also concerns about the longevity of its customer base. Open-source products,
such as Moodle, are very heavy on resources. This Review therefore recommends developing a
business case to propose the best available LMS option for Otago’s future. Along with guidance and
direction from ITS, there would also be, by necessity, high academic input.
Reasons for this Recommendation, include:
to provide a consistent experience for students who study across disciplines and currently
need to be familiar with two LMS (this is also an issue for some staff);
to reduce unnecessary complications and delays (and therefore level of resource required)
to develop integrations between multiple systems (Recommendation 4), in particular,
between an LMS and eVision;
to remove the necessity to duplicate functional support and documentation;
to provide equity of access to the tools available for teaching and learning.
This Recommendation should be acted on immediately because the business case preparation phase
along with implementation and changeover will take some time to implement. Resultant changes may
not reach our teaching cycle until at least 2025.
Recommendation 6: Establish an explicit digital learning environment product
consultation and evaluation process.
This Review recommends that a consultation and evaluation process is developed to facilitate the
exploration, piloting, and introduction of new technologies into the digital learning environment.
Consultation with users and stakeholders should be a key part of decision-making, with the process
being brokered by the support mechanism (see Recommendation 3) in collaboration with ITS, to
provide a combination of pedagogical, functional, and technical input and perspectives. The process
should enable proposals to come from a variety of sources, including staff and students, and facilitate
evaluation for incorporation into the University’s managed systems.
Some annual budget should be allocated the establishment of pilots and systems of support for new
tools, as required. Where possible, new systems should replace and retire existing systems.
Priorities should be established and made known to the University community to facilitate decision-
making about the kinds of tools that would be given greater or lesser consideration each year.
pg. 5
Page 20 of 52
Item 4
For discussion and feedback
Recommendation 7: Formally recognise and acknowledge the workload demands
placed on staff to create and support a high-quality digital learning environment.
This Review recommends that academic and professional staff workload models need to explicitly
recognise that ways of working in a digital learning environment differ from ways of working in more
traditional, non-digital learning environments. Two important ways of recognising this work should
be:
a) workload models that explicitly and formally incorporate the time needed for staff to engage
in professional learning and practical design and development work.
b) a teaching and learning accreditation/recognition system that incorporates technology enhanced
learning. The system should be for both academic and professional staff, as both groups play
critical roles in the quality of the (digital) learning environment that students and staff
experience.
Acting on the Recommendations
Although separate streams of work will emerge from these Recommendations, they should not be
seen as separate activities. Rather, the meaning and potential impact of changes they suggest will only
make sense when viewed as facets of a larger integrated Programme of Work. This Programme of
Work would manage and monitor the many business case projects and other activities that will
result, and report on developments and achievements.
The ultimate goal of the Programme of Work would be to ensure that the digital learning
environment of Otago is transformed, so that Otago’s educational future as expressed through Vision
2040 (and more recently through Pae Tata), will come about.
The following priorities should become starting points for planning the Programme of Work.
Priorities
The development of a Digital Learning Environment Transformation Plan is a high priority.
Work on this (Rec 1) should be commenced immediately.
The need for the Digital Learning Environment Transformation Plan to align and be complementary to
the University Teaching and Learning Plan is imperative, but work should not be delayed because of
the current absence of an updated version of the Teaching and Learning Plan.
An immediate consideration could be given to the appropriateness of Terms of Reference and
membership of both CALT and DELT. This would be important foundational work for the
development of the Digital Learning Environment Transformation Plan and initiate consultation and
discussion about strategic direction and imperatives for the future. In this way, contribution would
also be made towards actions related to Recs 2, 3, and 7.
Consultation towards establishing aspects of governance is a high priority.
This work should be commenced immediately (Rec 2).
Specifically, consultation should occur towards establishing policy, procedures and practice guidelines
about learning analytics, principles of need, place and worth, and access, use and interpretation
(linked to Recs 1 and 2). This level of governance detail will feed directly into work out of Rec 4.
The consultation process will facilitate discussion and engagement with relevant ideas by the
University community, and thereby also have a connection with implementation of a new TLU (Rec
3). It should reflect other aspects of governance including levels of decision-making and strategy
setting as they relate to the digital learning environment in the broad sense (Recs 1 and 2), and with
respect to Otago’s requirements of tools and technologies (Recs 4, 5 and 6).
pg. 6
Page 21 of 52
Item 4
For discussion and feedback
The process of evaluating and replacing the current LMSs with one main LMS is a high
priority.
Work on this should commence immediately (Rec 5).
Development of a business case to identify the best LMS for Otago will not only address pragmatic
issues concerning the future of our main LMS (related to the renewal of the license) and the rising
ongoing costs of maintaining multiple systems, it will also demonstrate to staff and students that the
University has heard their feedback about the DLE challenges they have been facing.
A learning management system is a concrete and tangible tool with a direct link to teaching and
learning practice and therefore it has a big impact on student and staff perception of their overall
learning and teaching experience. Thus, a systematic, well planned and implemented evaluation and
review process, via a business case, that is primarily driven by input from teaching, service and
support needs, will have a significant impact on a response to Recs 2, 3 and 6.
Establishing a support mechanism is a high priority.
Establishing a system that provides staff and student support and that is well-resourced, structured,
coordinated, and intentionally proactive and reactive should be commenced immediately. (Rec 3)
A major focus of immediate work on Rec 3 should be on re-organising, re-focussing, and aligning our
current expertise and resource into the new grouping arrangements, and clarifying roles,
relationships and working principles with academic departments, Divisions and central administrative
support and service units. One of the starting points for this work would be identifying and learning
from the variety of academic and professional staff with a range of expertise who are already within
the University and instigating professional development on required new skills and ways of working.
Ensuring that central drive, oversight, and guidance are balanced with local flexibility and autonomy
would suggest a ‘hub-and-spoke’ arrangement as being workable. To achieve this, a management of
change process would need to be set in motion.
While the building blocks may already be in existence in the University, it is inevitable that new
resource will be needed to invest in providing professional development for current staff joining the
new mechanism, and for extending the size of the permanent team of people providing support for
the long term. New resource would also be needed to increase the number staff for shorter
periods, at times of significant change (such as the introduction of a new LMS). This will be necessary
to ensure that ongoing, equitable, and appropriate support across divisions becomes part of the fabric
of the support mechanism.
One of the most important aspects of this work is creating a structure that supports processes of
engagement and interaction that ensure effective manaakitanga as well as tino rangitiratanga for staff
and students.
Acting on this Rec will send a strong message to staff and students that the University has listened
and responded to their support needs and concerns.
Developing an IT integration layer is a high priority.
Ensuring that IT systems ‘talk’ to each other is fundamental to achieving a state where data are
accurate and safe, and the flow of incoming and outgoing student-related data happens efficiently and
effectively (Rec 4).
This integration will also enable the development of dashboards and other mechanisms for
generating and viewing analytics that can be useful for monitoring and reporting on student learning,
effectiveness of teaching and learning, pastoral care and support for student learning, and course
development and reporting.
Integration layer work (already begun by ITS) will be further informed as other actions from these
Recs are implemented (viz., Recs 1, 2, 3, 5 and 6).
pg. 7
Page 22 of 52
Item 4
For discussion and feedback
Concluding remarks
This Review has shown that our systems are cumbersome, poorly supported, and falling behind what
is expected and available at other institutions. The Review has highlighted that there is an urgent
need to act on investing in teaching and learning and in the transformation of our digital learning
environment into one that can ensure our survival, now and into the future. There is a need to make
some bold decisions that will attend to the challenges that the University is facing in attracting
students and managing finances, while achieving the aspirations that we have expressed in Vision
2040.
Developing business cases can take more than 6 months. In the case of Rec 5 regarding seeking a
new LMS, for example, with a business case taking that long, followed by a procurement process,
implementation of the new system, and transfer for actual use by staff and students (including
planning and implementation of a professional development and learning programme for staff), 2 or 3
years may be needed before we can start to see the beginnings of an impact on our digital learning
environment.
Granted, new money will have to be spent on investing in our systems and personnel, but finance is
only one facet of ‘efficiency’. There will be much that we can do for ourselves in the short term, by
reallocating and reconfiguring some of our currently ad hoc and disparate activities and efforts and
adding to them in a strategic way. A unified focus via a well-defined Digital Learning Environment
Transformation Plan, and consistency and comprehensiveness of approach, will provide strong
foundations and overarching quality enhancement guidance for local (Divisional and discipline)
flexibility and variation.
Reputation can be lost in a moment, even if good things are happening. The risk of not transforming
our digital learning environment now, is risking loss of reputation for the University.
pg. 8
Page 23 of 52
Item 6
For discussion
Research Committee
MINUTES
RESEARCH COMMITTEE MEETING
20 September 2023
Committee Room North, 1:00pm
Present:
Professor Richard Blaikie (Convenor), Professor David Baxter, Dr Rosie Brown,
Professor Tamlin Conner, Dr Sara Filoche (z), Associate Professor Ceridwen Fraser,
Professor Roslyn Kemp, Dr Robin Quigg (alternate for Te Poutama Māori), Professor
Rose Richards, Dr Martin Gagnon, Associate Professor John Shaver (alternate for
Division of Humanities Associate Dean Research), Associate Professor Logan Walker
(z), Mike Wall, Professor Sara Walton
Apologies:
Associate Professor Karyn Paringatai
In Attendance: Dr David Geraghty, Dr Donna Hendry (z), Kevin Michael (Item 4.3), Dr John
Milnes, Michelle Bennie
Karakia Timatanga
1.
Minutes of the Previous Meeting
Accepted
The minutes of the meeting of 9 August 2022 were accepted.
2.
No Matters Arising
3.
No Intimations from the Senate
4.
Research Committee Strategic Activities
4.1
PBRF Sector Reference Group update
Noted
No sector reference group meeting has been held since the last update. The
next meetings will be held on 13 and 20 October 2023 to look at feedback on
the draft guidelines. The PBRF Manager is currently writing up additional
points of feedback not previously provided directly and planning (with ITS)
timeframe for updating research software for the next round once final
guidelines and schema are released.
A paper has been prepared for DVCs/PVCs on the timetable for preparations
for the next round. Following approval, information will be available for the
research community. Pandemic-related delays will mean more support will
Page 24 of 52
Item 6
For discussion
be needed in creating evidence portfolios.
left the meeting.
4.2
Te Ara Paerangi – Future Pathways
Discussion
A Reference Group meeting has been held since the last meeting of this
committee and MBIE has confirmed and made public its Te Tiriti Statement.
Committee members can contact the Convenor if they wish to include this on
a future agenda to discuss its impact on research at Otago. New fellowships
and other schemes are being rolled out.
A major piece of work is setting national research priorities. A separate panel
has been formed to work on this with 3-4 meetings planned before the end of
October to attempt to endorse a set of priorities to go to Cabinet after the
General Election. The panel is chaired by Tā/Sir Jerry Mateparae and has a
strong membership. The process for determining priorities is not yet clear and
will be complex, particularly in the context of the election.
4.3
Pae Tata – Strategic Plan to 2030
University Research Strengths and Aspirations
Research Priority Areas
Looking for coordination and focus, casting investment into a smaller
number of coordinating entities currently referred to as University Research
Strength and Aspirations (URSAs) under which would be very clear focussed
groups that in many cases will be existing Centres and Themes.
This is predicated on having a sufficiently robust Research Committee
budget. Discussions around the budget for 2024 and forecasts for 2025 are
positive currently. Projects would be selected in 2024, with project funding
from 2025 onwards. A strong indicative position for 2025 budget allocation
would place the Committee in a good position to set up URSAs (or similar).
Professor Blaikie will provide further information once budgets have been
presented through the Finance and Budget Committee to the University
Council in October. The final university budget will be confirmed in
November.
Today’s discussion will provide something to share with colleagues for
feedback. In October/November the Committee will decide what to take
through to SLT/Council for consideration.
joined the meeting for a presentation on
Analytics on
University Research using Power BI.
Discussion
This is intended not as a tool to make decisions, but to provide
complementary data to support self-identification of strengths by departments
with evidence of the number of projects and publications and where
externally-funded research is providing income. Completeness of the data
varies but does not invalidate the data. The explanatory document contains
detail regarding data which is missing.
has done a preliminary
mapping to Divisional Research Strengths. The data is useful in
demonstrating cross-divisional/departmental research strengths.
The Committee noted that the codes do not always work well in an
indigenous space, and the importance of bearing in mind the scale of Health
Sciences.
Page 25 of 52
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For discussion
The Committee thanked the team for their work in providing this tool.
left the meeting.
Actions
This tool will be made available to members of the Committee for internal
business use only, with a caveat regarding limitations of the data, privacy and
discretion considerations around any data extracted.
will work with
to align the Division of
Humanities’ self-identified strengths with data from this tool, and shared
research strengths across the University.
Work will be done to standardise a template for reporting the data alongside
descriptors of research areas.
Discussion
Page 26 of 52
Item 6
For discussion
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Item 6
For discussion
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Item 6
For discussion
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Item 6
For discussion
Discussion
Endorsed
The Committee endorsed this draft set of divisional research strengths noting
that a refinement in numbers may be required for Humanities that resource
will be required (perhaps from the Pae Tata project) to take this raw output
and make it consistent in terms of language and output, with analysis.
Action
Professor Blaikie will take a paper to SLT and perhaps Senate as a work in
progress, following which details can be shared with the University
community to show the kind of mapping identified.
University-level Priorities
Discussion
The aim is to align with Vision 2040 and the three key strategic frameworks.
There was discussion around retaining strategic framework areas as three
separate pillars or interweaving them throughout other priority areas, perhaps
alongside dedicated budgets for Māori and Pacific to support a different
approach to funding.
The Committee expressed a preference for a combination of separate Māori
and Pacific hubs/pillars (providing safety and a sense of belonging in a high
trust environment, a place to lead from and to be found) in addition to
weaving these across all research areas. Māori input will be essential.
Separate Māori and Pacific priorities provide an active demonstration and
bold statement of our direction and leadership in these areas as a university.
The Pacific workforce is not large and faces challenges of isolation, so
having a collective to allow growth in one’s own discipline and growth and
relationships in shared areas would be valuable for staff. Already good skills
and relationships so divisions can learn from each other, but outcomes
focused on Pacific technologies and people. Noted the existing Pacific
Research Network which has a focus on opportunities to discuss and share
Pacific thought, ways and methodologies. Alongside current programmes in
the University like Te Rito, aimed at lifting all, we need to ensure researchers
already on the cutting edge are enabled to continue to drive innovation.
The Committee noted that, while the intention is to privilege these areas, they
might potentially over time move to being regarded as lesser because
different. It will be important to ensure specific inclusion of Māori and
Pacific elements within other priority areas.
The early-career research perspective strongly supports an identified research
space for Māori and Pacific and stresses the importance of capturing
externally-funded research strengths.
There was a discussion around strengths which are not included in university-
level priorities. There may be other funding options for these. Concerns were
expressed around the potential to lose research capacity and innovation. The
exercise of identifying areas of strength and aspiration is not predicated on
having somewhere for everything to fit. Different decisions are required in a
resource-limited environment. Priority areas which capture everything would
be too general and just a new way of doing same thing. This approach
Page 30 of 52
Item 6
For discussion
involves a cultural shift in thinking from researchers’ rights to apply for
funding to support what they want to do, to responsibilities of researchers to
align with University-identified priorities.
For Māori and Pacific research, the shift in balance is seen as positive, with
opportunities for research now visible.
There was discussion around offering rollover funding to current Centres and
Themes, but the Committee believes may create a sense of expectation and
entitlement, suggesting that these areas are valued more highly than others
that were not included in rollovers. Some of these groups have good
networks in place and will need to be involved. They will not have to be
disestablished.
Endorsed
The Committee endorsed a draft set of seven University-level research
priorities:
A working group will finalise headings and provide descriptors, using the
Actions
circulated ‘candidate URSAs’ document as a template.
Professor Blaikie will draft communication to current Centre and Theme
leaders.
5.
UORGs
5.1
UORG Extensions/Variations
Noted
UORG Summary List
Approved
, change of PI
, UORG extension to 31 December 2024
, cost neutral budget variation
, UORG extension to 30 June 2024.
5.2
2023 UORG results
Endorsed
Outcomes 2023 UORG round – panel recommendations.
Actions
A memo will be prepared for the Acting Vice-Chancellor to sign off.
UORG memos will be provided to applicants following budget approval
processes. Panel convenors will be advised when memos are sent.
Noted
Meeting the brief of a higher proportion of early career researchers applying.
Misinformation is circulating around UORG funding. The way UORGS are
Page 31 of 52
Item 6
For discussion
funded has not changed. The Chief Financial Officer has agreed that there
will be a comprehensive review of cost drivers and the University’s financial
allocation model. The Committee would value that in terms of identifying
and understanding the appropriate measures and drivers for research
allocations and research funding separately from teaching allocations and
teaching.
6.
Correspondence
No incoming correspondence.
7.
Convener’s Business
8.
General Business
PASC
Trying to find date panel can meet. Three applications received. Will report
back on outcome of the panel at the next Research Committee meeting.
Professor Blaikie thanked members for their work, particularly ADRs for
their hard work around research strengths, and
for work they will do to pull the next stages together.
Next Meeting
That the next meeting of the Committee has been set down for 11 October
2023, hybrid online-in person meeting.
Karakia Whakamutunga
Distribution List
Professor Richard Blaikie
Professor Rose Richards
Professor Roslyn Kemp
Dr Rosie Brown
Associate Professor Ceridwen Fraser
Dr Martin Gagnon
Professor Sara Walton
Professor David Baxter
Associate Professor John Shaver
Mike Wall
Dr Sara Filoche
Cc Dr John Milnes
Associate Professor Logan Walker
Cc Dr David Geraghty
Professor Tamlin Conner
Cc Fiona Seaton
Associate Professor Karyn Paringatai
Cc Paulette Milnes
Dr Robin Quigg
Cc Michelle Bennie
Page 32 of 52
Item 8A
For recommendation of approval
noting previous endorsement from
SaPC and Acting VC
Memorandum
To
Scholarships and Prizes Committee
From
Peter Boston
Manager, Postgraduate Scholarships, Prizes and Awards
Date
17 August 2023
Re
Master’s Research and Doctoral Scholarship stipends
Cost-of-living adjustment for postgraduate research scholarship stipends is reviewed annually as a standing
order item of the Committee.
Cost-of-Living Adjustment
In 2022, SLT agreed on the recommendation of the Committee to a 7.3% cost-of-living adjustment to
postgraduate research scholarship stipends. This saw University of Otago Doctoral Scholarship stipends
increase in value from to $28,600 to $30,696 per annum for fulltime students and University o Otago
Master’s Research Scholarship stipends increase from $16,000 to $17,172. The increases were achieved
within the existing Scholarships Committee budget by reducing the number of available awards each year.
Statistics NZ data shows that the Consumer Price Index (CPI) to 30 June 2023 was 6%. If stipends are
adjusted to the reflect the full CPI, 2024 fulltime stipend rates would be:
• University of Otago Doctoral Scholarship $32,544 per annum, an increase of $1,848; and
• University of Otago Master’s Research $18,204, an increase of $1,032.
Note that these amounts have been rounded so that monthly stipend payments will be whole numbers. For
University of Otago Doctoral Scholarships the monthly stipend would be $2,712 and for University of
Otago Master’s Research Scholarships, $1,517.
Number of scholarships available for offer
It is assumed that any increase will need to be achieved within the existing Scholarships Committee
Budget.
Page 33 of 52
Item 8A
For recommendation of approval
noting previous endorsement from
SaPC and Acting VC
Recommendations
The Scholarships and Prizes Committee recommends that:
i.
As part of the 2024 budget round, Senior Leadership Team consider a CPI adjustment in the
value of the doctoral stipend from $30,696 to $32,544 per annum and for the research
master’s stipend from $17,172 to $18,204.
ii.
The number of scholarships awarded under each category will be adjusted to remain within
the overall fiscal envelope that is set for 2024 for the relevant activity centres of the
Scholarships Committee budget.
Page 34 of 52
Item 8B
For recommendation of approval
and for noting
Manatu
Memorandum
Ki a
The Senate
To
Nā Scholarships and Prizes Committee
From
Te rā 13 October 2023
Date
Te Kaupapa
New Scholarship Proposal and Amended Prize
Re
The recommendation of the Senate is sought for the following new scholarship to proceed to
the University Council for approval.
To note that the Scholarships and Prizes Committee has approved an amended prize.
1.
NEW SCHOLARSHIP
a) John Edwards Scholarship
•
Department: Faculty of Dentistry
•
Value: $4,500
•
Background: This new award is funded by Margaret Edwards, wife of the late
Dr John Lewis Edwards ONZM (1940-2020), a former associate professor in
dentistry at the University of Otago and pioneer and specialist in the field of
oral and maxillofacial surgery (OMFS). Its intention is to promote research in
OMFS (and related fields) in New Zealand, and support recipients to develop
their knowledge and skills in this area. The award is available to undergraduate
BDS honours students undertaking a dissertation or research project on a topic
relevant to OMFS (or related disciplines).
•
Recommended by:
o
Professor Paul Cooper, Dean of Dentistry, Division of Health Sciences
o
Professor Patricia Priest, Acting Pro-Vice-Chancellor, Division of
Health Sciences
Proposed Regulations
John Edwards Scholarship
Established in 2023 by the University of Otago, this scholarship is generously funded by
Margaret Edwards, wife of the late Dr John Lewis Edwards ONZM (1940-2020). Dr Edwards
was an associate professor in dentistry at the University of Otago, and a specialist and pioneer
in the field of oral and maxillofacial surgery (OMFS), for which he was a tireless champion.
Dr Edwards’ contribution to the development of oral and maxillofacial surgery and to the
School of Dentistry over many decades of service was immense.
Page 35 of 52
Item 8B
For recommendation of approval
and for noting
The aim of this scholarship is to promote research in oral and maxillofacial surgery and related
fields (e.g. OMF pathology and medicine) in New Zealand, and to encourage recipients to
develop their knowledge and skills in this discipline. It is specifically targeted at undergraduate
BDS honours students undertaking a dissertation or research project in the area of oral and
maxillofacial surgery or related disciplines.
Eligibility
Applicants must be:
• a New Zealand citizen or New Zealand Residence Class Visa Holder
• enrolled (or intending to enrol) in a Bachelor of Dental Surgery with Honours
(BDS(Hons)) degree
• engaged in (or intending to undertake) a BDS(Hons) dissertation or research project in
an area applicable to oral and maxillofacial surgery, or related topics in oral medicine
or pathology.
Application Process
Every application for the scholarship must be submitted to Student Administration
(Scholarships) at the University of Otago by the specified closing date.
Every applicant must submit:
• a completed application form
• an academic reference letter
• a research proposal (for prior approval by the Donor), and
• a copy of their academic transcript if not an Otago graduate.
Selection Process
The selection panel will consist of the Dean of the Faculty of Dentistry (as chair), the Director,
Development and Alumni Relations, and the Manager, Postgraduate Scholarships, Prizes and
Awards (or their nominees), and the Donor or other representative of the Edwards family.
The following factors shall be considered in awarding the scholarship:
• the applicant’s academic record
• the relevance of the proposed dissertation or research project to oral and maxillofacial
surgery or related disciplines.
The panel may require an interview with short-listed applicants to determine award of the
scholarship.
Financial
• The total value of the scholarship is $4,500 (subject to available funds). The scholarship
will be payable in equal instalments at the start of each semester of tenure, according to
the recipient’s individual enrolment (i.e. full-time or part-time).
• No student may be awarded the scholarship more than once.
• The number of scholarships available each year will be determined by the selection
panel.
Tenure
• The scholarship may be held with full-time or part-time tenure.
• The scholarship must be taken up within one year of being awarded.
Page 36 of 52
Item 8B
For recommendation of approval
and for noting
• The scholarship may be held concurrently with any other University of Otago
scholarship where its regulations also allow co-tenure.
Other Requirements
• Award of the scholarship is dependent on the recipient being admitted to the University
of Otago.
• The recipient must include an acknowledgment of the Donor and scholarship in their
dissertation or other written research.
• The University of Otago reserves the right to use the names, photographs, and details
of successful applicants for advertising and publicity. The award holders must agree to
be reasonably available to participate in interviews and promotional activities if
requested by the University of Otago.
2. AMENDED PRIZE
a) Habens Prize for Academic Excellence in the Study of New Zealand
Education
•
Department: College of Education
•
Value: $500 (biennially)
•
Background: First established in 1963 and amended in 2012 and 2021, this
prize is currently awarded every two years to the Bachelor of Arts student
majoring in Education with the highest standard of achievement in EDUC101
plus one of (i) EDUC251, (ii) EDUC254 or (iii) an approved 200-level paper.
This amendment replaces those options, with the prize now to go to the BA
(Education) FINALIST with the highest standard of achievement in (i) either
EDUC101 or EDUC102, and (ii) EDUC252 during the course of their degree.
To eliminate the “biennial” bias of the prize, the amended regulations will
permit finalists in the year
preceding the year of award to also be eligible.
•
Recommended by:
o Associate Professor Vivienne Anderson, Dean of College of Education,
Division of Humanities
o Professor Jessica Palmer, Pro-Vice-Chancellor, Division of Humanities
Current Regulations
Habens Prize for Academic Excellence in the Study of New Zealand Education
Rev. William James Habens 1839-1899, was Inspector-General of Schools in New Zealand
from 1878 -1899, and a Past President of the NZEI. He was a member of a Royal Commission
which was set up in 1878 to inquire into and report upon the operations of the University of
New Zealand and its relation to the secondary schools of the colony.
Established in 1963, and amended in 2021, the prize is awarded biennially by the University
Council on the recommendation of the Pro-Vice-Chancellor (Humanities) and the Dean of the
University of Otago College of Education to the student enrolled in the degree of Bachelor of
Arts (majoring in Education) with the highest standard of achievement in Education and
Society (EDUC 101) and at least one of the following: Education in New Zealand: Policy and
Page 37 of 52
Item 8B
For recommendation of approval
and for noting
Treaty Issues (EDUC 251), Family Resources, Culture, and Education (EDUC 254) or an
approved 200-level paper.
The value of the prize will normally be $500.
Proposed Regulations
Habens Prize for Academic Excellence in the Study of New Zealand Education
Established in 1963 and amended in 2012, 2021 and 2023, this award is named after Rev.
William James Habens (1839-1899), Inspector-General of Schools in New Zealand from 1878
to 1899, and a Past President of the NZEI. He was also a member of a Royal Commission set
up in 1878 to inquire into and report on the operations of the University of New Zealand and
its relation to the secondary schools of the day.
This prize is awarded biennially (every two years) by the University Council, on the
recommendation of the Pro-Vice-Chancellor (Humanities) and the Dean of the University of
Otago College of Education, to the student who:
1) in the year of award is a finalist in the degree of Bachelor of Arts (majoring in
Education); OR
2) in the preceding year was a finalist in the degree of Bachelor of Arts (majoring in
Education)
and during the course of their degree reached the highest standard of achievement in:
(i)
EDUC101 Education and Society OR
EDUC102 Human Development;
AND
(ii)
EDUC252 How People Learn.
The value of the prize will normally be $500.
Recommendation
That the following new scholarship proceed to the University Council for its approval:
a.
New Scholarship
i.
John Edwards Scholarship
To note
That the Scholarships and Prizes Committee has approved the following amended prize:
a.
Amended Prize
i.
Habens Prize for Academic Excellence in the Study of New Zealand
Education
Page 38 of 52
Item 9
For noting
Committee for the Advancement of Learning and Teaching
Committee Secretary: Michel e Bennie:
Telephone: 479 9105
E-mail: [email address]
Minutes of a Meeting of the Committee for the Advancement of Learning and Teaching
28 September 2023
Present:
Professor Tim Cooper (Convener), Dr Lee Adam, Cate Bardwell (z), Dr Russell Butson, Dr
Sarah Carr (alternate for Director, Distance Learning), Dr Fairleigh Gilmour, Dr Rachel Martin
(z), Dr Tracy Perry (z), Professor Sheila Skeaff, Nicola Walmsley, Dr John Williams
Apologies:
Professor Richard Blaikie, Jason Cushen, Margaret Morgan, Dr Stephen Scott, Dr Sarah Stein
In attendance: Michelle Bennie, Julie Weaver (2.00-3.00pm)
1.
Karakia Timatanga
2.
Apologies
The Committee noted apologies.
3.
Minutes
The minutes of a meeting of the Committee held on 27 July 2023 were confirmed.
4.
Matters Arising from Previous Minutes
There were no matters arising.
5.
Academic Integrity Group (AIG) Report
The Committee received the AIG report for September and discussed:
National data collected last year shows high rates of self-reported behaviour that we would
consider to be misconduct. There is a significant disparity between that and the rate of
findings of academic misconduct at the University.
1
Page 39 of 52
Item 9
For noting
It was suggested that the University’s system for reporting academic misconduct
disincentivises reporting except in the most clear-cut cases, and other instances may be dealt
with informally. While education may be more appropriate in some instances, there is a
danger that reoffending will not be picked up by Academic Integrity if a formal report is not
made.
wil provide data regarding Māori and Pacific students in relation to semester one
2023 Academic Integrity misconduct findings.
There is a project underway which should enable ongoing analysis and reporting of
misconduct data in relation to Māori and Pacific students. This data should enable support
services to be put in place if required.
The Committee queried whether this data could also be provided in relation to students with
disabilities.
wil seek feedback from other universities regarding their rates of academic
misconduct findings. Australia has more robust systems and higher rates of detection,
without associated stigma for the universities involved.
The Committee thanked
for her report.
6.
Implementation of Digital Learning Environment (DLE) Review Recommendations
The Committee received a verbal update from Professor Cooper on plans for implementation of the
DLE Review Recommendations and noted:
The DVC (Academic) is the Project Sponsor for implementation of the DLE Review
recommendations. The Dean of Learning and Teaching is the Project Owner and is committed
to leading the work to implement the Review recommendations. Resourcing has been made
available for this programme of work.
A series of meetings is underway, including with Naomi Weaver (Manager Programme
Definition – Operations) to map out and communicate to DVCs/PVCs the process for this
significant programme of work.
Funding has been approved to put together a business case to select a new LMS to be
launched at the beginning of 2026, aligned with the University’s new Teaching and Learning
Plan and updated graduate profile.
Consultation with appropriate staff will be undertaken.
The Committee discussed:
The relationship between policy/strategy and LMS selection, and the need for any LMS to be
adaptable to future policy changes such as an updated graduate profile or Teaching and
Learning Plan.
The 2026 launch date is a result of the complexity of this project.
The need for a single LMS has been accepted in principle by SLT but must be worked through.
Victoria University of Wellington recently implemented a new LMS and staff are col egial and
willing to share the benefit of their experience.
The LMS is only one element of the DLE Review. Recommendations will be implemented in a
coordinated fashion.
Revision of the graduate profile is not an end in itself but affords an opportunity to think
about why we are here and how we teach.
Changes are required to the culture of the University to ensure a holistic approach to learning
and teaching by the many different partners involved, aligned with Pae Tata and other
strategies.
2
Page 40 of 52
Item 9
For noting
CALT has a role to play in driving cultural change around how we see teaching and learning
and the ways these are supported, in line with the University’s stated aim of excel ence in
teaching and learning.
Professor Cooper will seek clarity on the status and release of the DLE Review (including the
shorter version).
Communications will be involved throughout the Review implementation process.
7.
University Teaching Grants (UTD) Reports
a) Reports received
The Committee received:
2022 Final Report Summary
2022 Updated Final Report
2023 Interim Reports and Report Summary.
The Committee discussed:
The aims of the UTD Grant report process are to check that CALT funding has been spent
well, ensure projects are on track for delivery, and identify areas that could be developed,
disseminated or applied more widely.
Guidelines for the format of interim and final reports on UTD Grants are available online.
Previously, project snapshots have been made available online, but no feedback has been
provided to UTD Grant recipients following the submission of reports.
For each of the interim reports considered at this meeting, a member of the Committee
will personally contact the researcher/s to discuss progress, preliminary thoughts and
aspects which may be transferrable. A paragraph summarising the follow-up will then be
provided to the Committee Administrator for consideration at the Committee’s
November meeting.
i. 2022 FINAL REPORT
ii.
2023 INTERIM REPORTS
3
Page 41 of 52
Item 9
For noting
.
.
b) 2024 UTD Grants
The Committee discussed the 2024 UTD Grants process:
At its meeting in May, the Committee endorsed accepting a lower number of awards for
2024 (retaining the maximum award per grant), with CALT acting as the review
committee for these grants rather than a separate committee chaired by the DVC (R&E)
as has previously been the case.
4
Page 42 of 52
Item 9
For noting
Professor Cooper has the endorsement of the Committee to discuss with the DVC (R&E)
the ongoing membership of the DVC (R&E) on CALT, involvement in the UTD Grants
process, and any scoring matrix previously used for assessing UTD Grant applications.
Members of the Committee are welcome to share any other tools which might be useful
in assessing applications.
Information regarding scoring of applications will be provided in advance of the October
meeting.
At the October meeting, members of the Committee will discuss reporting requirements,
templates and processes for 2024 with a view to bringing revised templates to the
November meeting. The aim will be to support practical outcomes for teaching and
learning.
The Committee wil consider how best to respond to final reports and share the findings
of these projects. Publication will be encouraged where this is appropriate, and reports
should be held in an institutional repository.
The Committee
AGREED
that members of the Committee who wish to be involved in the UTD Grants award
process for 2024 will meet on 26 October to approve applications on behalf of the ful
Committee.
8.
Support for Reference Management Software
The Committee noted that from 1 September 2023 all educational support and troubleshooting for
EndNote will be provided by Clarivate, with library staff continuing to support citing and referencing.
https://otago.libguides.com/managingreferences/endnote
The Committee discussed:
There is a bigger question regarding the best option to be licensed by the University.
Support from Clarivate is available online and is better than the support the University can
provide.
9.
Convenor’s Business
a) Otago Teaching Excellence Awards
The Committee discussed:
The due date will be moved to February 2024.
At a future meeting, the Committee will discuss how to best identify and recognise
teaching excellence.
Applications will be invited as soon as possible. Professor Cooper will locate
communications from last year.
may be available to provide support on a limited basis. Professor
Cooper wil discuss available support with
.
b) Academic Audit - full-cycle report on previous audit
Professor Cooper advised the Committee:
5
Page 43 of 52
Item 9
For noting
The University is required to include an update on the status of previous 2016
Academic Audit Report (Cycle 5) recommendations as part of the self-review
submission for the Cycle 6 Academic Audit in 2024.
Input is sought from the Committee in relation to Recommendation R1; Guideline
Statement GS 1.2: “The Panel recommends that the University consider whether the
Committee for the Advancement of Learning and Teaching is giving full effect to its
strategic role and contribution, including implementation and monitoring of
progress of strategic direction and initiatives.”
The Committee discussed:
There have previously been issues around CALT’s sense of direction and purpose
including responsibility for developing the Teaching and Learning Plan, whether the
Plan effectively influences the prioritisation of teaching and learning in the
University, how strategy translates to actual teaching challenges, and review and
monitoring to ensure effective strategic oversight.
Members believe that, with the new dedicated DLT role, CALT will be in a better
position moving forward.
c) Plans for a teaching network within and across divisions
Professor Cooper advised the Committee:
An educational network across and within divisions would provide a community of
practice for those who are committed to the learning success of our students,
visibility to teaching and teachers and a forum/locus supported by digital
infrastructure for mutual encouragement, mentoring, sharing ideas and innovations,
and running projects that meet challenges on the ground.
The intent would be to lift the bar and shift the conversation and culture around
teaching.
Divisional network coordinators would provide oversight, sponsorship and
facilitation.
ADAs working with BUGS and BoGS oversee what is taught. Network coordinators
would oversee how it is taught.
A dedicated HEDC person would support the network in each division, facilitating
relationships, providing non-generic workshops tailored to the needs, profile and
domains of knowledge of that division.
Divisional core teams for teaching would comprise: ADA, Committee Specialist,
dedicated HEDC person, network coordinator, and potentially a dedicated library
person and AV person.
Connecting support to make available on a divisional basis based on distinctive
needs.
This would build the University’s capability to have conversations about learning and
teaching.
Divisional networks would develop ideas and bring them to CALT to inform policy and
developments in learning and teaching.
CALT would be responsible for overseeing the network and facilitating
communication.
The Committee discussed:
6
Page 44 of 52
Item 9
For noting
The potential to recognise teaching-only staff and professors, and recognise
research-informed teaching as research into the practice of teaching, not just the
content.
DLE annual review would be redundant.
This would provide recognition of and investment in how we teach.
It will be interesting to share this concept with the new DVC Māori in terms of paper
proposals and inclusion of Māori content, alignment with Pae Tata, supporting te Ao
Māori in learning – helping divisions to think through these issues and put them into
practice in learning environments.
The Committee
ENDORSED
this plan in principle, to be taken to DVCs/PVCs.
10.
Other Business
There was no other business.
11.
Date of Next Meeting
The Committee noted that:
A meeting to consider applications for 2024 UTD Grants will be held on 26 October from
2.00pm.
The next full meeting of the Committee will be held on Thursday 30 November 2023 at
2.00pm in Committee Room North.
12.
Karakia Whakamutunga
13.
Membership of Committee
Professor Tim Cooper (Convener)
Dr Lee Adam
Cate Bardwell
Professor Richard Blaikie
Dr Russell Butson
Jason Cushen
Dr Fairleigh Gilmour
Mia Heaphy Butts
Dr Rachel Martin
Margaret Morgan
Dr Tracy Perry
Dr Stephen Scott
Professor Sheila Skeaff
Associate Professor Alesha Smith
Dr Sarah Stein
Nicola Walmsley
Dr John Williams
7
Page 45 of 52
Item 10
For noting
LIBRARY SERVICES COMMITTEE
Minutes of Meeting of 11 October 2023
Present:
Professo
r Phil Bremer (Chair), Cate Bardwell, Margaret Currie, Chrys Jaye, Sean McConnell,
Ted Ruffman, Tracey Sim, Shiobhan Smith, Mike Wall, Nicola Walmsley, Lincoln Wood
Apologies:
Catherine Hammond, Kelly-Ann Tahitahi
In attendance: Claire Hudson (notes)
Karakia Timatanga
1.
Welcome and Introductions
2.
Introductions
This is the first meeting of the newly formed and constituted Committee. Each member introduced
themselves.
1. Introduction to the Library
Documents 3.1 – 3.5 were introduced and it was established the role of this committee is to help the
library set the direction for the future. The members are conduits to their areas and gather feedback from
their constituents to advise on wider community views.
3.1. Library at a glance (pages 3-4)
3.2. Library Organisational chart 2023 (page 5)
3.3. Library Strategy background (page 6)
3.4. Otago University Library Strategy 2023 (pages 7-10)
3.5. Library Planning 2022-2024 (pages 11-12)
This plan is a rolling two-year implementation plan which is reviewed each quarter.
What surprises you about the Library service?
The committee was impressed with the library’s opening hours (e.g., 6am – 12am at this time of year in
the central library) and students have not pushed for longer. The library is warm and has wifi and power
which keeps occupancy high. The diversity of study spaces, responsive to students’ needs, has also been
well received; the library facilitates areas of silent study with fewer distractions, areas for collaborative
work, and places to feel more social. The small group study spaces are invaluable to commerce students
and the other divisions agree that rooms that fit 3-4 people are appropriate. It was noted that students
on the Wellington campuses lack spaces to study.
1 / 3
Page 46 of 52
Item 10
For noting
The group discussed the decreasing need for physical books for academic purposes due to more readily
available digital resources (98% of the library information resources budget is spent on electronic
content), but agreed that it is important for the library to continue to have physical books present;
students have responded well to the library’s themed displays - Tongan students said they loved the
visibility of their language in the community in the library’s recent Tongan display. The library is still
working towards amplifying the sense of a physical collection alongside student belonging and
community which is important for vision 2040 and pae tata.
Do the priorities align with the needs of your division or area of the University?
It was discussed that academics may see less need for the physical library as they download texts,
however there is a strong student voice that demonstrates strong appreciation of the library space and
community. This committee will be recruiting OUSA representatives to ensure it hears a student
perspective; the library also engages with many student committees as well as equity groups. It was
recommended the library should seek student representatives from other campuses for this committee.
The committee appreciates the support offered for distance learning students. It was also stated that as
a supervisor it is great to be able to seek support from the library when a problem arises. The group
discussed the anomaly of students who complete their thesis, lose access to resources after 14 days, and
cannot do research even though they still have a publishing bursary.
Action: Phil and
can discuss potential support for aforementioned publishing bursary students.
It was noted that open access for students’ theses can cause problems for academics publishing papers
because journals reject them on grounds of plagiarising students’ work. For this reason, some
departments choose to make students’ theses closed for a year. This committee may discuss the library’s
role in open science / scholarship in a future meeting.
What challenges do you see for the Library?
The cost of electronic resources was discussed; the library determines subscription options and interloans
based on student need and sustainability.
has been impressed with the rigour of the library’s
information source evaluation which looks at cost per use and the trajectory of increase, price, usage and
academic value. The library collaborates with other Universities in Australasia for publisher negotiations.
It was noted that some of the publisher deals negotiated by the library covers the cost for academics to
publish open access.
The group questioned whether academics know the cost of designated readings and whether there are
cheaper options available without putting the burden of cost on the students or institution.
believes
it would be useful to have this discussion with academics at the creation of papers;
from
has recently curated material for one of his papers, creating a new textbook of
open content using infrastructure and support arranged through the Library; if the University uses existing
content that is already available there is an equity of access.
4. Library Space Planning Strategy
4.1. Library Space Planning Strategy 2023 (pages 13-20)
It is noted that this Strategy currently only covers Dunedin campus.
Is the scope of the strategy too broad, about right or too narrow?
The group asked if all the libraries on campus are needed and heavily used. The consensus was yes, as
they are community hubs for students, however the way the libraries are being used could be re-thought.
It was noted the Health Sciences library does not seem fit for purpose despite it being a critical part of
the Health Science infrastructure. The library is gathering qualitative data on the types of spaces students
use as well as identifying what purpose collections serve in the current locations and whether any can be
2 / 3
Page 47 of 52
Item 10
For noting
consolidated. However, the library is also influenced by their service agreements with Otago Polytechnic
and professional programmes with accreditations linked to the library.
The library executive management group said that they are working on strengthening ties with the wider
community and the public library to increase wellbeing, building on the work of the Hocken Collections.
Are the drivers for change and the proposed increase in study space appropriate? Does the vision and proposed approach align with the University’s needs?
This vision is important to have for the future especially during these challenging financial times. The
group agreed that when justifying expenses for the improvement of the library, they need to show the
value of the library through outputs and outcomes. The library is currently looking at using space more
effectively as student numbers will increase to 2030.
The group agreed the library should continue to invest in user experience to create a methodology to
build spaces that students want. Wellbeing spaces, such as prayer rooms, sensory spaces, and parent-
child study spaces, seem increasingly important for students and the library may need to respond to this.
5. Library response to Māori Strategic Framework
5.1. Māori Strategic Framework Library Implementation Plan – background (page 21)
5.2. Māori Strategic Framework Library Implementation Plan (page 22-26)
The Committee are asked to identify one action, or group of actions that you would like to know more
about, or that you want to find out how this could connect better with your area of the University. The library has reprioritised existing posts and now has five Māori roles, opposed to one post in 2022.
thanked
, who joined the library executive in February 2023, for her work on the Māori
Strategic Framework. This structure, with 51 actions, is illustrative of the direction the library is going, with
focuses on student success, external engagement, and Hocken initiatives. The group are pleased to have
the new William Evans Scholarship for a supporting Māori archivist post.
The employability elements in the framework were commended as academics often have talented
students who are unsure about their career path and would benefit from internships and hands on
experience.
6. Any other business
No other business was discussed.
7. Next Meeting Date in March to be confirmed
8. Karakia Whakamuntunga
Phil thanked everyone for their attendance and engagement.
closed the meeting with a karakia.
Actions log
Action
Assigned to
Review date
1
Discuss support for students on publishing bursaries who
Phil &
March
have lost access to resources after 14 days of completion.
3 / 3
Page 48 of 52
Item 11
For noting
Board of Undergraduate Studies
Committee Secretary: Matt Angel
E-mail: [email address]
Telephone: 03 479 4852
Minutes of a Meeting of the Board of Undergraduate Studies
4 October 2023
Present:
Professor Phil Bremer (Convener), Dr Sarah Carr (representing Distance Learning), Professor
Tim Cooper, Associate Professor Melanie Beres, Mia Heaphy Butts, Associate Professor
Richard Greatbanks, Professor Karl Lyons, Professor Brendan McCane, Professor Lois
Surgenor, Dr Julie Timmermans
In attendance: Matt Angel, Rebecca Connaughton, Associate Professor Anaru Eketone (for Item 5), Carol
Forbes, Richard German, Associate Professor Conor O’Kane (for COM-1 and COM-2), Dr
Lynnaire Sheridan (incoming Associate Dean (Academic) for the Division of Commerce)
Apologies:
Ngaroma Bennett, Jason Cushen, Jennifer Haugh, Margaret Morgan, Dr Sarah Stein
1.
Karakia Timatanga
The Convener opened the hui with a karakia.
2.
Minutes
The minutes of a meeting of the Board on 6 September 2023, previously circulated, were
confirmed.
3.
Intimations from Senate
The Board noted that the Senate, 27 September 2023, received the minutes of the meeting of the
Board held on 6 September 2023, and approved al recommendations contained therein.
4.
Matters Stil to be Finalised
The Board noted that the following matters previously considered by the Board were still to be
finalised:
a) Proposals to amend the regulations for the Health Professional programmes concerning
eligibility to apply for admission to the programme (June 2022) (April 2023)
1
Page 49 of 52
Item 11
For noting
For enquiries regarding the follow-up of matters discussed by the Board relating to administrative
processes, amendments to forms, and work being undertaken by other boards, working parties or
offices, please contact Academic Committees and Services ([email address]).
5.
New and Amended Academic Proposal Templates
The Board received a manatu from the Dean of Learning and Teaching, and
APPROVED
new Curriculum Redesign proposal templates and amended New Paper and Special
Topic proposal templates,
noting that:
•
The prompt in the Curriculum Redesign – Summary proposal template relating to
Te Tiriti o Waitangi has been reframed in consultation with the Associate Deans
(Māori) (ADMs) to focus specifically on opportunities to incorporate Māori content
into the curriculum, noting that this reflects the nature of Māori content as a
unique and important strength for universities in Aotearoa providing opportunities
for new knowledge and research.
•
The Board queried whether changes to the prompt relating to Te Tiriti might
increase the workload for ADMs, and received reassurance that the ADMs are
confident the proposed framing wil result in more meaningful and less
unproductive work.
•
The Board discussed whether expansions to prompts relating to strategic
alignment might undermine the objective of creating a more streamlined process,
but acknowledged that this information is going to be vital rather than simply
beneficial to the University moving forward and that the new and revised
templates should, on the balance, make drafting proposals easier by requesting
specific and focussed information, eliminating vagueness, removing the need to
provide duplicated and extraneous information, and removing the need to provide
lecture outlines as part of proposals.
•
The Board suggested providing a note to explain what NZQF Levels mean and
providing an example paper prescription in the templates.
•
The Board received suggestions to remove references to online-supported learning
and the abbreviation ‘OL’, as per previous decisions by the Board, and to amend
the templates format so that new and proposed programme regulations and
requirements are presented side-by-side rather than in sequence.
ENDORSED
the commencement of work by the Dean on amending the New Programme proposal
template.
6.
Guidelines on Consultation
The Board discussed whether the Dean of Learning and Teaching should undertake work to develop
guidelines for consultation on proposals, and
AGREED
that the current processes for consultation are fit for purpose and that no further
work is necessary at present.
7.
Division of Commerce
The Board
RECOMMENDED
that the fol owing proposals from the Division of Commerce (19 September 2023) be
approved:
2
Page 50 of 52
Item 11
For noting
Entrepreneurship
NB: The Deputy Vice-Chancel or (Academic) granted executive approval, on behalf of
Senate, to COM-1 and COM-2 fol owing the Board’s recommendation for approval due
to the urgent need to implement these changes for 2024.
COM-1 - To introduce a new paper, ENTR 312 New Venture Creation Strategy; to
delete ENTR 301 and ENTR 302; to amend MANT 301; and to amend the BEntr
requirements and the Entrepreneurship minor subject requirements,
noting that:
•
Taken together, COM-1 and COM-2 represent the first stage in a two-stage
process to restructure the Bachelor of Entrepreneurship (BEntr), with the second
stage expected to require CUAP approval and be proposed for implementation in
2025.
•
The Board discussed the potential resourcing impacts of the proposed changes
and noted that this issue has been wel discussed within the Division of Commerce
and that some resources wil be redeployed from the Master of Entrepreneurship
(MEntr).
•
The Board discussed the obstacles created for students in the Entrepreneurship
minor subject by the paper rules for ENTR 312, but acknowledged that this reflects
the current arrangements with ENTR 302 and that there might be opportunities to
improve arrangements for how students in the minor subject enrol for the paper in
future.
•
There is an error in a note for the proposed BEntr regulations inadvertently
making reference to ENTR 102 twice, with the second reference needing to be
corrected to ENTR 101.
•
References to MANV 301 in paper rules may be removed.
•
The Board commended the excel ent quality of the proposal.
COM-2 - To amend ENTR 101, ENTR 102, ENTR 201, ENTR 202, and MANT 303,
noting
that:
•
The above comments for COM-1 are also applicable to COM-2.
8.
Annual Programme Reports
The Board discussed the following Annual Programme Report (APR) for the 2022 academic year,
noting that feedback will be conveyed separately in manatu addressed to the relevant programme
coordinator and Division:
Division of Sciences
• Data Science major subject
Stil to be submitted
The Board noted that the following APRs for the 2022 academic year are still to be
submitted in due course:
• Agricultural Innovation major subject
• Global Studies major subject
• Tourism, Languages and Cultures major subject
3
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Item 11
For noting
9.
Strategic Matters
The Board discussed the objective outlined in Pae Tata to enhance work integrated learning
opportunities and the chal enges this objective presents, and
AGREED
that further kōrero on this matter would take place within the Committee for the
Advancement of Learning and Teaching (CALT) in due course.
10. Convener’s Business
The Board noted that the Convener did not have any business to report.
11. Date of Next Meeting
The Board noted that it will next meet at 2:00 pm on Wednesday 1 November 2023 in the Council
Chamber, First Floor, Clocktower Building, which will be the last meeting of the Board in 2023.
12. Karakia Whakamutunga
The Convener closed the hui with a karakia.
13. Members of the Board
Professor Phil Bremer (Convener)
Associate Professor Melanie Beres
Ngaroma Bennett
Mia Heaphy Butts
Professor Tim Cooper
Jason Cushen
Associate Professor Richard Greatbanks
Jennifer Haugh
Professor Karl Lyons
Professor Brendan McCane
Margaret Morgan
Dr Sarah Stein
Professor Lois Surgenor
Dr Julie Timmermans
4
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