Professor Ross Milbourne [the previous UTS Vice-Chancellor] had a huge impact on the university. How do you feel about stepping into his place?
I feel very, very daunted, but inspired at the same time. Ross had a huge legacy at UTS. I came to UTS because it was known across the sector as a really nice place to work, with very clever staff, but also very much because of Ross. Ross was a very excellent leader, and I think that in the 10 or 12 years that Ross was here, he took UTS from the fantastic institution that it was before, to a really great university, the cutting edge of its teaching and learning.
I am inspired by his leadership and what he did. He has set UTS up and I think we are in a position now to take the next jump. From what Ross has done, I think the next 10 years are absolutely critical, and I think we can truly be a world leading University of Technology.
That is a huge thing to say. Do you have any ideas about the ways in which you can take UTS that step further?
Absolutely, across three different areas. You are probably aware that there are a lot of changes globally around some education and learning models. At UTS, we have spent about $1 billion on a campus where there are no new traditional lecture theatres.
There is a whole lot of what I call “cutting edge learning spaces” – there are interactive classrooms, there are rooms where you can swivel your desks around, and there is new multimedia technology in the rooms. We are the only university in Australia – right at this crucial junction – that has been able to build a campus oriented towards new models of learning. With that, I think we are in a fantastic position to actually make that jump.
So on the teaching and learning side, one of the biggest prides for me, as Vice-Chancellor, is that this is now a reality. We now have the buildings, and the Deans are working on a model called Learning 2014, with new ways of learning and new ways of assisting student experiences. If we get this right, it will absolutely set us apart. I think we need to make this a global reputation, distinct with the buildings and the approaches that we have.
Will the new buildings that have been constructed enhance student contact with their tutors and lecturers?
Yes, most definitely-but also with each other. Can I ask you, what are some things that you enjoy most and that teach you the most here at university?
Well, learning and working with my fellow peers. I think even though you have that guidance from teachers and tutors, working with other students, I find, is absolutely key.
Absolutely. That is what I also found and thought as a university student. The buildings are only a tiny part of this. It’s our staff and approach to working with our students. How do we set about models for the classroom? How do we set about working with the students during all the classes that we do?
Earlier this year there was a Student Association organised forum, where [Deputy Vice-Chancellor of Corporate Services] Anne Dwyer discussed the reintroduction of STUVAC and a possible trimester model. Is this still happening?
They are looking into a trimester model. And the first stage is looking to see how we can create what we call “balanced teaching periods”, to allow people who need more time over a summer period to actually have that learning time. So at the moment they are looking into how they would structure a trimester model.
You don’t think that is just a way of churning more students through the university?
Absolutely not! I really don’t know the full details as I have just come into my role, but from my perspective, I think the model is about bringing more choice and more opportunities to students, should they choose to take extra modules. It’s not just that university models are changing – what it means to have a career is changing. I have only had two or three jobs in my career, but you will probably have twenty jobs. The skills that you have now will be completely different to what you will have later on.
So as a university we must think, “how will we give you the sets of skills that will enable you to do that?” as opposed to traditional university structures, that allow you the skills for one job that you will have for 20 years. So if we come back to the trimester model, it’s a way to make education for students more flexible. If we have a model of three balanced teaching periods, it is a way to allow students to take more modules and to learn more skills.
I know there have been a lot of concerns from the perspective of students that this model will mean cramming a semester’s worth of work into a trimester system.
What students need to do is to directly talk to Anne, because this is all still very new. We have to work out, from the University’s perspective, how things [the trimester model] are even possible.
How do you think the Government changes and budget cuts will affect UTS? How will it impact teaching quality and university resources?
Well, it certainly won’t impact the teaching quality at UTS. If anything, regardless of what happens – and I don’t know what will happen – the teaching quality at UTS may actually go up. This is because of all the new models and ways of teaching devised in Learning 2014. One of the key acts for me, as Vice-Chancellor, is to actually improve teaching, learning and our reputation, so we continue to get students to really want that type of experience. So regardless of what happens, teaching quality will go up, and I have 100 percent confidence about that. Even with the cuts, we have ways of getting around some things.
And in terms of the cuts, there are two things happening here: there is deregulation, yet to be convinced that it is actually valuable for the country, and then there is a slinging 30 percent cut to higher education – they call it 20; it is actually 30. You look at the cluster funding, you look at the buildings fund – which have disappeared – and you look at the indexation, which we fought so long and hard for – which disappeared.
So there are two separate issues. Well, let’s just see if they get through the Senate.
I believe deregulation could have some positive impacts, such as removing bureaucracies in Universities. I also believe that we have one of the best education systems in the world. I have been educated in the US, the UK and in Australia, and I am deeply proud of the education system that Australia has. It worries me when people tinker with it without thinking of the consequences. We can always improve things, but if you have gotten somewhere that is really, really good, you have to think carefully as to how to improve it.
How will UTS continue to support students? Will you continue to support student-run services?
We still have to wait and see what happens with deregulation debate, because, even student amenities – who knows what will happen with that? I remember the last time, UTS committed to funding them, regardless. So I am hoping that they don’t touch those, but we never know. Let’s assume that they won’t touch student amenities. But yes, we will continue to support students.
Our aim as a university is to improve services and the learning experiences that students get. One of the things I am pushing for, is how we help graduates with employability. Now we do that by getting great graduate attributes. What we are working on now is how to get students into that professional mindset. So that right when you start at UTS, you are thinking about your future career. Rather than thinking you are an undergraduate turned professional, I am an undergraduate first year just learning my skills.
What is your vision of a perfect UTS?
My vision for a perfect UTS exists in probably 10 years’ time. It has a global reputation for the distinct, vibrant and different learning experience that it gives to students. An education that students know they are going to get great jobs from – but it all starts with an experience that will allow them to get a flexible career.
A university that continues to have a huge impact on society through its research. The way it changes the world to become a better place. One of the reasons I came to UTS was because UTS academics are fundamentally excited by the impact research has on society. So for me a perfect UTS is a university that does that really well.
Finally a university that is a friendly and open collegiate university. I have been to a lot of universities around the world and not all of them are as friendly as UTS. My aim would be to keep that, but to also improve that.
Featured image: photo by Jesse Taylor Photography