| Institution Name | University of New England |
| Contact details | Armidale NSW 2351 Australia |
| Website/URL | http://www.une.edu.au/ |
| Brief Overview |
The University of New England was the first Australian university established outside a capital city. With a history extending back to the 1950s, UNE has a well-earned reputation as one of Australia's great teaching, training and research universities. The majority of first-year, on-campus students choose to live in on campus residences, within easy walking distance of lectures and tutorials. In addition to providing food and lodgings, the colleges offer organised social activities as well as academic and pastoral support networks. The University prides itself that students from more than 50 nations study on-campus, providing a cosmopolitan atmosphere. The campus is well equipped with its own child-care, medical facilities, a post office, credit union, shops and restaurant, as well as the full range of sporting facilities. A regular bus service links the campus to town. Increasingly, the flexibility offered by external study is proving a significant attraction to those pursuing a tertiary education. UNE provides web-based facilities that allow students to send questions, submit assignments, order library books, check your grades and access other resources, 24 hours a day, seven days a week. All students at UNE are provided with internet access and email accounts. With more than 12,500 of its 17,000 students studying via the Internet, UNE is at the forefront of online learning, with 600 subjects accessible online. |
| Distance Education History |
Since 1955, teaching off-campus students by distance education has been an important part of the University's activities. University of New England (UNE)is now Australia 's longest continuous provider of distance education and with more than 15,000 external students, and is still one of Australia 's major providers of awards to off-campus students. UNE has a long history of teaching in this mode and so is familiar with the problems and needs of off-campus students and provides extensive support systems to overcome those challenge of learning at a distance. |
Teaching and Learning Profile
| Degree level focus | Bachelor focus Bachelor: 55% Masters: 21% PhD: 2% Other: 22% |
| Expenditure on teaching | major |
| Orientation of degrees | non-regulated/ licensed career-oriented focus 68.5% |
| Range of subjects | broad 6 disciplines |
Student Profile
| Distance learning students | predominant 64% |
| Mature students | predominant 42% |
| Part-time students | predominant 64% |
| Size of student body | medium-sized |
Research Involvement
| Doctorate production | major 24% |
| Expenditure on research | not reported |
| Peer reviewed publications | not reported |
Involvement in Knowledge Exchange
| Cultural activities | not reported |
| Income | not reported |
| Patent applications | not reported |
| Start-up firms | not reported |
Regional Engagement
| 1st year bachelor from region | major 24% |
| Graduates working in region | not reported |
| Importance of local/regional income sources | not reported |
International Orientation
| Foreign degree seeking students | not reported |
| Importance of int'l income | none |
| Incoming students | not reported |
| International academic staff | not reported |
| Outgoing on exchange | not reported |
DE-related Institutional Information
| Number of Students | 9,326 |
| Number of Students by DE mode | 5,981 |
| Number of Academic Staff | 452 |
| Summary of External Quality Assurance Processes |
The Government is strongly committed to ensuring that the growth in university enrolments is underpinned by a focus on quality. Advancing Quality in Higher Education outlines the Government’s $1.3 billion commitment to assuring and strengthening the quality of teaching and learning in higher education. The Tertiary Education Quality Standards Agency (TEQSA) was established to provide the quality assurance to underpin a growing and sustainable higher education sector. TEQSA will carry out its regulatory activities from January 2012. Universities will be rewarded for delivering outcomes for students through the Performance Funding arrangements: Facilitation Funding - over four years for agreement on strategies for achieving the university's teaching and learning mission and agreement to Reward Funding performance targets Reward Funding - over four years for universities that meet their agreed performance targets relating to national quality, participation and attainment objectives. Each university's performance against the indicators to be used for performance funding will be published on a public government website from 2013 onwards. Government will promote excellence in university teaching through Structural Adjustment Fund (SAF) and special project and award funding to be managed by the Department of Education, Employment and Workplace Relations (DEEWR). The Government’s quality agenda will be further strengthened through a new package of initiatives, including developing, testing and implementing three new performance measurement tools – the University Experience Survey, the Collegiate Learning Assessment, and a composite Teaching Quality Indicator and reviewing the Australian Graduate Survey |
| Summary of Quality Procedures | Similar to many Australian Universities UNE has well established quality processes for reviewing and monitoring the quality of its learning and teaching. Within the policy area UNE has an Academic Quality Review cycle which addresses unit, course and area reviews. These reviews are conducted on a cyclic timetable and inform ongoing enhancements. Student evaluation surveys are in operation at UNE. Course reviews are conducted on a cycle. Where a course has an external accrediting body, approval is sought. |
| Percentage of resources that are OER | 0% |
| Intellectual Property Rights Position | Owned by the institution but with some licensing back to staff |
| Expected changes for DE from the current strategy | Not reported |
| Any future considerations for DE | Not reported |
| Summary of the impact of technology on distance education |
5% of courses are wholly or largely delivered by e-learning. In 95% of courses offered, the amount of institutionally supplied/guided e-learning is "significant" |
Technologies
| Technologies currently in use | Tools likely to be used more in 5 years time | |
| ASYNCHRONOUS COMMUNICATION | ||
| Blogs | ||
| ✔ | ✔ | |
| Microblogging (e.g. Twitter) | ||
| Online Forums / Threaded discussions | ||
| Personal Portals (e.g. iGoogle) | ||
| Podcasts | ||
| RSS feeds | ||
| Shared Calendars / Meeting Scheduling (e.g. Doodle) | ✔ | |
| SMS / MMS | ✔ | |
| Social Networking Utilities (e.g. Facebook, MySpace) | ||
| Vidcasts | ||
| Voicemail | ||
| Webinars | ||
| Website | ✔ | ✔ |
| Wikis | ✔ | |
| SYNCHRONOUS COMMUNICATION | ||
| Chatrooms | ✔ | |
| Instant messaging (e.g. ICQ, MSN) | ✔ | |
| Online forums (eg Eluminate) | ✔ | |
| Shared Whiteboards | ✔ | |
| Teleconferencing | ✔ | |
| Telephone | ✔ | ✔ |
| Video Conferencing | ✔ | |
| Virtual workspaces | ||
| Voice-over IP (e.g. Skype) | ||
| RESEARCH TOOLS | ||
| Citations/References (e.g. Endnote, Zotero) | ✔ | |
| News Sharing (e.g. DIGG) | ||
| Notification Services (e.g. Google Reader) | ||
| Online databases or directories | ✔ | |
| Search Engines (e.g. Google) | ✔ | |
| Social Bookmarking (e.g. del.icio.us) | ||
| Web Annotations (e.g. Diigo) | ||
| DOCUMENT SHARING & MANAGEMENT | ||
| Document Repositories / Management Systems | ✔ | ✔ |
| Document Sharing (e.g. Google Docs, Google Apps) | ||
| Grid/Cloud Computing | ✔ | |
| Learning Management System | ✔ | |
| Sharing Geographic Content (e.g. GoogleMaps) | ✔ | |
| Sharing Image Content (e.g. Flickr) | ||
| Sharing Presentation Content (e.g. Slideshare) | ✔ | |
| Sharing Textual Documents (e.g. GoogleDocs) | ||
| Video Sharing (e.g. YouTube, TeacherTube) | ||
| OTHER | ||
| Password Management (e.g. OpenID) |
